Reading Reconsidered

A Practical Guide to Rigorous Literacy Instruction
1. Auflage 2016
ISBN: 978-1-119-10424-7
Verlag: John Wiley & Sons Inc

Buch, Englisch, 448 Seiten, Book with DVD, Format (B × H): 182 mm x 235 mm, Gewicht: 762 g

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.

Autoren/Hrsg.

Driggs, Colleen

Lemov, Doug

Woolway, Erica

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Alphabetisierung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)

Inhaltsverzeichnis

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

Über Autor(innen)

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.