Reading Reconsidered. A Practical Guide to Rigorous Literacy Instruction

  • ID: 3609945
  • Book
  • 464 Pages
  • John Wiley and Sons Ltd
1 of 4

TEACH YOUR STUDENTS TO READ LIKE CHAMPIONS—WITH RIGOR, INDEPENDENCE, PRECISION, AND INSIGHT

In Reading Reconsidered, Doug Lemov, author of the groundbreaking Teach Like a Champion, and his coauthors, Colleen Driggs and Erica Woolway, reveal the most productive ideas gleaned from the most effective teachers of reading. This book takes you into the trenches with actionable guidance from real–life educators and instructional champions. The authors address the anxiety–inducing world of Common Core State Standards, distilling from those standards four key ideas that help hone teaching practices both generally and in preparation for assessments. This "Core of the Core" shows how to teach students to: read harder texts, closely read texts rigorously and intentionally, read nonfiction more effectively, and write more effectively in direct response to texts.

The authors also focus on the "fundamentals" of reading instruction—techniques and subject specific tools that reconsider approaches to such essential topics as vocabulary, interactive reading, and student autonomy. Filled with practical tools and over 40 video clips from real classrooms, this book provides the framework we need to ensure our students forge futures as lifelong readers.

"Teaching children to read is our most challenging task in education. This book is a ′must–read′ for K–12 educators trying to crack this very tough nut!"
—Terry Grier, superintendent of schools, Houston Independent School District

"Reading Reconsidered provokes us into thinking in new ways about that most foundational of academic skills: making sense of the written word. The authors offer a fresh perspective on reading that is both intellectually stimulating and relentlessly practical."
—Annie Murphy Paul, education journalist and blogger

READ MORE
Note: Product cover images may vary from those shown
2 of 4
DVD Contents ix

About the Authors xvii

About Uncommon Schools xix

Acknowledgments xxi

Introduction 1

PART 1 The Core of the Core 11

1 Text Selection 13

Module 1.1: The Decline of the Canon 18

Module 1.2: Text Attributes and Leveling Systems 23

Module 1.3: The Five Plagues of the Developing Reader 29

Module 1.4: Book Choice 45

Module 1.5: Managing Selection 52

2 Close Reading 57

Module 2.1: Layered Reading 63

Module 2.2: Establish Meaning via Text–Dependent Questions 71

Module 2.3: Close Reading to Analyze Meaning 83

Module 2.4: Processing Ideas and Insights in Writing, and the Power of Clear Focus 97

Module 2.5: Close Reading Bursts 102

3 Reading Nonfiction, and the Challenge of Background Knowledge 113

Module 3.1: The Key Challenge: Background Knowledge 117

Module 3.2: Absorption Rate 120

Module 3.3: Embedding Texts to Increase Absorption Rate and Build Background Knowledge 123

Module 3.4: OtherWays to Build Background Knowledge 137

Module 3.5: Some Unique Challenges of Nonfiction 143

4 Writing for Reading 155

Module 4.1: Reading Class Cycles 161

Module 4.2:Writing Is Revising 178

Module 4.3: Art of the Sentence 186

Module 4.4: Building Stamina 195

Module 4.5: Monitoring and Assessment via the Stack Audit 200

PART 2 The Fundamentals 205

5 Approaches to Reading: Reading More, Reading Better 207

Module 5.1: Approaches to Reading 211

Module 5.2: Accountable Independent Reading (AIR) 216

Module 5.3: Control the Game 225

Module 5.4: Read–Aloud 239

6 Vocabulary Instruction: Breadth and Depth 249

Module 6.1: Explicit and Implicit Vocabulary Instruction Compared 253

Module 6.2: Explicit Vocabulary Instruction:The Daily Word Rollout to Achieve Deep Word Knowledge 256

Module 6.3: Implicit Instruction: Building Vocabulary During Reading 270

Module 6.4: Maintenance and Extension 281

7 Reading Systems 287

Module 7.1: Interactive Reading: An Overview 290

Module 7.2: Phases of Implementation: Rollout, Modeling, Prompting, Autonomy 293

Module 7.3: Interactive Reading System: How to Mark Up a Text (and What to Mark) 299

Module 7.4: Discussion Systems: Laying the Groundwork for Habits of Discussion 307

Module 7.5: Discussion Systems: Beyond the Groundwork 314

8 Toward Intellectual Autonomy 323

Module 8.1: Frameworks for Interpretation 327

Module 8.2: Technical Vocabulary 338

Module 8.3: Phases of Development 342

Module 8.4: Autonomous Writing Structures 352

Module 8.5: Autonomous Discussion Structures 355

Appendix: Useful Tools 365

Index 387

How to Access the Online Contents 411

How to Use the DVD 413

More Ways to Engage and Learn with Teach Like a Champion 415

Note: Product cover images may vary from those shown
3 of 4

Loading
LOADING...

4 of 4
Doug Lemov
Colleen Driggs
Erica Woolway
Note: Product cover images may vary from those shown
5 of 4
Note: Product cover images may vary from those shown
Adroll
adroll