TEACH YOUR STUDENTS TO READ WITH 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 (note: for online access of this content, please visit my.teachlikeachampion.com)
* 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.
Inhaltsverzeichnis
Video 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: Other Ways 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
More Ways to Engage and Learn with Teach Like a Champion 415
Über den Autor
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.
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