Reading Reconsidered
A Practical Guide to Rigorous Literacy Instruction
Published on 12. April 2016
Book
Paperback/Softback
456 pages
978-1-119-10424-7 (ISBN)
Description
TEACH YOUR STUDENTS TO READ LIKE CHAMPIONS--WITH RIGOR, INDEPENDENCE, PRECISION, AND INSIGHT
The world we are preparing our students to succeed in is one bound together by words and phrases. Our students learn their literature, history, math, science, or art via a firm foundation of strong reading skills. When we teach students to read with precision, rigor, and insight, we are truly handing over the key to the kingdom. Of all the subjects we teach reading is first among equals.
Grounded in advice from effective classrooms nationwide, enhanced with more than 40 video clips, Reading Reconsidered 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' comprises the first half of the book and instructs educators on 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 second half of Reading Reconsidered reinforces these principles, coupling them with the 'fundamentals' of reading instruction--a host of techniques and subject specific tools to reconsider how teachers approach such essential topics as vocabulary, interactive reading, and student autonomy. Reading Reconsidered breaks an overly broad issue into clear, easy-to-implement approaches. Filled with practical tools, including:
* 44 video clips of exemplar teachers demonstrating the techniques and principles in their classrooms
* Recommended book lists
* Downloadable tips and templates on key topics like reading nonfiction, vocabulary instruction, and literary terms and definitions.
Reading Reconsidered provides the framework necessary for teachers to ensure that students forge futures as lifelong readers.
The world we are preparing our students to succeed in is one bound together by words and phrases. Our students learn their literature, history, math, science, or art via a firm foundation of strong reading skills. When we teach students to read with precision, rigor, and insight, we are truly handing over the key to the kingdom. Of all the subjects we teach reading is first among equals.
Grounded in advice from effective classrooms nationwide, enhanced with more than 40 video clips, Reading Reconsidered 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' comprises the first half of the book and instructs educators on 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 second half of Reading Reconsidered reinforces these principles, coupling them with the 'fundamentals' of reading instruction--a host of techniques and subject specific tools to reconsider how teachers approach such essential topics as vocabulary, interactive reading, and student autonomy. Reading Reconsidered breaks an overly broad issue into clear, easy-to-implement approaches. Filled with practical tools, including:
* 44 video clips of exemplar teachers demonstrating the techniques and principles in their classrooms
* Recommended book lists
* Downloadable tips and templates on key topics like reading nonfiction, vocabulary instruction, and literary terms and definitions.
Reading Reconsidered provides the framework necessary for teachers to ensure that students forge futures as lifelong readers.
Reviews / Votes
"This concentrates so much outstanding material in the space of a book, plus an excellent DVD showing the approach in practice, that it should be read by every headteacher and English co-ordinator in the country and incorporated into training for new and practising teachers." (Conservative Home, May 2016)"...contains a wealth of information and practical advice - most of it distilled from experienced practitioners - that will be of benefit to anyone teaching reading and literacy." (InTuition, June 2016)
More details
Product info
Book with DVD
Edition
1. Auflage
Language
English
Place of publication
New York
United States
Publishing group
John Wiley & Sons Inc
Target group
Professional and scholarly
Dimensions
Height: 23.4 cm
Width: 17.7 cm
Thickness: 2.2 cm
Weight
758 gr
ISBN-13
978-1-119-10424-7 (9781119104247)
Schweitzer Classification
Persons
DOUG LEMOV is a managing director of Uncommon Schools and leads its Teach Like a Champion team, designing and implementing teacher training based on the study of high-performing teachers. He is the author of Teach Like a Champion 2.0 and coauthor of Practice Perfect.
COLLEEN DRIGGS is a director of professional development for the Teach Like a Champion team at Uncommon Schools. Prior to joining the Teach Like a Champion team she was a middle school science and literacy teacher.
ERICA WOOLWAY is the chief academic officer for the Teach Like a Champion team at Uncommon Schools. She is a coauthor of Practice Perfect. Erica began her career in education as a kindergarten teacher and then worked as a school counselor and dean.
COLLEEN DRIGGS is a director of professional development for the Teach Like a Champion team at Uncommon Schools. Prior to joining the Teach Like a Champion team she was a middle school science and literacy teacher.
ERICA WOOLWAY is the chief academic officer for the Teach Like a Champion team at Uncommon Schools. She is a coauthor of Practice Perfect. Erica began her career in education as a kindergarten teacher and then worked as a school counselor and dean.
Content
Video Contents
Acknowledgments
The Authors
About Uncommon Schools
Introduction
Part 1 The Core of the Core
1 Text Selection
Module 1.1 The Decline of the Canon
Module 1.2 Text Attributes and Leveling Systems
Module 1.3 The Five Plagues of the Developing Reader
Module 1.4 Book Choice
Module 1.5 Managing Selection
2 Close Reading
Module 2.1 Layered Reading
Module 2.2 Establish Meaning Via Text-Dependent Questions
Module 2.3 Rigorous and Text-Focused Analyzing of Meaning
Module 2.4 Processing Ideas and Insights in Writing, and the Power of Clear Focus
Module 2.5 Close Reading Bursts
3 Reading Non-Fiction and Other Thoughts on Building Background Knowledge
Module 3.1 The Key Challenge: Background Knowledge
Module 3.2 Absorption Rate
Module 3.3 Embedding Texts to Increase Absorption Rate and Build Background Knowledge
Module 3.4 Other Ways to Build Background Knowledge
Module 3.5 Two Challenges of Non-Fiction Conventions
4 Writing for Reading
Module 4.1 Reading Class Cycles
Module 4.2 Writing is Revising
Module 4.3 Art of the Sentence
Module 4.4 Building Stamina
Module 4.5 Accountability: Stack Audit
Part 2 The Fundamentals
5 Approaches to Reading: Reading More, Reading Better
Module 5.1 Approaches to Reading
Module 5.2 Accountable Independent Reading (AIR)
Module 5.3 Control the Game
Module 5.4 Read Aloud
6 Vocabulary Instruction: Breadth and Depth
Module 6.1 Explicit and Implicit Instruction Compared
Module 6.2 Explicit Instruction: The Daily Word Roll Out to Achieve Deep Word Knowledge
Module 6.3 Implicit Vocabulary Instruction: Building Vocabulary During Reading
Module 6.4 Maintenance and Extension
7 Reading Systems
Module 7.1 Interactive Reading: An Overview
Module 7.2 Phases of Implementation: Roll Out, Model, Prompting, Autonomy
Module 7.3 Interactive Reading System: How to Mark Up a Text (And What to Mark)
Module 7.4 Discussion Systems: Laying the Groundwork for Habits of Discussion
Module 7.5 Discussion Systems: Beyond the Groundwork
8 Intellectual Autonomy
Module 8.1 Frameworks for Interpretation
Module 8.2 Tier Three Vocabulary Requisite
Module 8.3 Phases of Development
Module 8.4 Autonomous Writing Structures
Module 8.5 Autonomous Discussion Structures
Appendix
Notes
Index
How to Access the Video Contents
How to Use the DVD
More Ways to Engage and Learn with the Teach Like a Champion Team
Acknowledgments
The Authors
About Uncommon Schools
Introduction
Part 1 The Core of the Core
1 Text Selection
Module 1.1 The Decline of the Canon
Module 1.2 Text Attributes and Leveling Systems
Module 1.3 The Five Plagues of the Developing Reader
Module 1.4 Book Choice
Module 1.5 Managing Selection
2 Close Reading
Module 2.1 Layered Reading
Module 2.2 Establish Meaning Via Text-Dependent Questions
Module 2.3 Rigorous and Text-Focused Analyzing of Meaning
Module 2.4 Processing Ideas and Insights in Writing, and the Power of Clear Focus
Module 2.5 Close Reading Bursts
3 Reading Non-Fiction and Other Thoughts on Building Background Knowledge
Module 3.1 The Key Challenge: Background Knowledge
Module 3.2 Absorption Rate
Module 3.3 Embedding Texts to Increase Absorption Rate and Build Background Knowledge
Module 3.4 Other Ways to Build Background Knowledge
Module 3.5 Two Challenges of Non-Fiction Conventions
4 Writing for Reading
Module 4.1 Reading Class Cycles
Module 4.2 Writing is Revising
Module 4.3 Art of the Sentence
Module 4.4 Building Stamina
Module 4.5 Accountability: Stack Audit
Part 2 The Fundamentals
5 Approaches to Reading: Reading More, Reading Better
Module 5.1 Approaches to Reading
Module 5.2 Accountable Independent Reading (AIR)
Module 5.3 Control the Game
Module 5.4 Read Aloud
6 Vocabulary Instruction: Breadth and Depth
Module 6.1 Explicit and Implicit Instruction Compared
Module 6.2 Explicit Instruction: The Daily Word Roll Out to Achieve Deep Word Knowledge
Module 6.3 Implicit Vocabulary Instruction: Building Vocabulary During Reading
Module 6.4 Maintenance and Extension
7 Reading Systems
Module 7.1 Interactive Reading: An Overview
Module 7.2 Phases of Implementation: Roll Out, Model, Prompting, Autonomy
Module 7.3 Interactive Reading System: How to Mark Up a Text (And What to Mark)
Module 7.4 Discussion Systems: Laying the Groundwork for Habits of Discussion
Module 7.5 Discussion Systems: Beyond the Groundwork
8 Intellectual Autonomy
Module 8.1 Frameworks for Interpretation
Module 8.2 Tier Three Vocabulary Requisite
Module 8.3 Phases of Development
Module 8.4 Autonomous Writing Structures
Module 8.5 Autonomous Discussion Structures
Appendix
Notes
Index
How to Access the Video Contents
How to Use the DVD
More Ways to Engage and Learn with the Teach Like a Champion Team