How do you pace for reading long and complex texts?
I'm wondering how other middle school/Jr. High ELA teachers pace and structure time when reading complex extended texts-i.e novels, biographies, etc. when all the reading must be done in class at school?
My students range from those who would be able to (and might) do some assigned reading at home, to those who are reading well below grade level and do not have the support at home to complete homework. Further, my school/district does not provide anthologies/paperbacks for at home use. When all the reading must be completed in class, my students become burnt out on the text. It leaves very little actual time for textual analysis and writing. Thanks.
- English Language Arts
- Differentiation / Engagement / Planning