Streamline formative assessment for readers in just minutes a day. With What Do I Teach Readers Tomorrow? Fiction, learn how to move your students forward in their reading with this 4-step process—lean in, listen to students’ talk about books, look at their writing about reading, and then make teaching decisions based on what they′ve conquered and what challenges they need to take on next.
This practical approach shows you how to notice when readers are doing mostly literal, ‘right there’ on the page thinking; when they are doing ‘over-time’ synthesizing across a text; and when they are ready to kick into high gear and connect ideas across texts and real word themes.
The authors provide next-step resources for whole-class, small-group, and one-on-one instruction, including:
- Tips for what to look for and listen for in reading notebook entries and conversations about books
- Reproducible Clipboard Notes pages that help you decide whether to reinforce a current type of thinking, teach a new type of thinking, or apply a current type of thinking to a new text
- More than 30 lessons on understanding characters and themes, meaningful note taking, strategy use, and more
- Reading notebook entries and sample classroom conversations to use as benchmarks
- Strategies for deepening the three most prevalent types of thinking about characters: Right-Now Thinking (on the page), Over-Time Thinking (across a picture book, a chapter, or a novel), or Refining Thinking (nuanced connections across text and life themes)
- Strategies for deepening the three most useful types of thinking—frames, patterns, lessons learned—about themes
- Online video clips of Renee and Gravity teaching, conferring, and discussing what fiction readers need to do next
With What Do I Teach Readers Tomorrow? Fiction, discover how to move your readers forward with in-class, actionable formative assessment. Your readers are showing you what they need next—lean in, listen, look, assess.
‘Goldberg and Houser – both former staff developers at the Teachers College Reading and Writing Project – have perfectly combined theory and practice to help teachers put students first in their decision-making process. Best of all, they’ve provided the tools necessary to assist teachers in making those decisions become a reality right away.’
— Reviewed by Pam Hamilton for Middle Web
Tabela de Conteúdo
Foreword
Acknowledgments
A Quick-Start Guide for Easy Access
Chapter 1: Each Classroom Moment Is an Instructional Decision
Acting Without a Script: Embracing Our Role as Improvisers
Answering the “What Next?” Question
Intentional Teaching: Decision Making With Students at the Center
Self-Reflection Questionnaire: What Type of Decision Maker Are You?
Decision-Making Styles
Three Common Teaching Habits
Let Students Be Your Guide
Getting Started: An Action Plan
Chapter 2: Decisions About Book Selection
Making a Choice to Read Aloud a Fiction Text
Thin-Slicing Fiction Texts
Picture Books and Wordless Books
Short Story Collections
Novels
Graphic Novels
Ways to Engage Students in Fiction Read Alouds
Chapter 3: Decisions About Reading Notebooks
Why We Really Use Writing as a Tool for Understanding
Current Reality: Why Students Write About Reading in School
Lessons That Wake Up Writing About Reading
How to Collect Thinking in Notebook Entries
Self-Reflection Questionnaire: Reading Notebooks
What We Might Let Go of When Asking Students to Write About Reading
Reading Notebooks: An Action Plan
Chapter 4: Decisions About Discussion
The Benefits: Finding What’s True for Us in Texts and Life
Teach Students to Have Meaningful Conversations
Making Decisions Based on Student Conversations
Effective Fiction Conversation Characteristics
Moves for Analyzing Text in Diverse Ways
Self-Reflection Questionnaire: Student Conversations
What We Might Let Go of When Asking Students to Talk About Their Reading
Authentic Fiction Discussions: An Action Plan
Chapter 5: Decisions About Understanding Characters
Why Understanding Characters Is So Important
What Other Reading Skills Fit With Understanding Characters?
What to Look for When Students Study Characters
Thin-Slicing Students’ Thinking About Characters
Decide What to Teach Next
Studying More Than One Character
Harnessing the Power of Partnerships and Book Clubs
Understanding Characters: An Action Plan
Chapter 6: Decisions About Interpreting Themes
Why Interpreting Themes Is Important
What Other Reading Skills Fit With Interpreting Themes?
What to Look for When Students Interpret Themes
Decide What to Teach Next
Interpreting Themes in Multiple Texts
Interpreting Themes: An Action Plan
Chapter 7: Becoming Confident and Intentional Decision Makers
Appendices
Appendix A. Fiction Book Rating System
Appendix B. Some Favorite Fiction Texts
Appendix C. Clipboard Notes: Reading Notebook Entries
Appendix D. Clipboard Notes: Student Conversations
Appendix E. Understanding Characters
Appendix F. Clipboard Notes: Types of Thinking About Understanding Characters
Appendix G. Interpreting Themes
Appendix H. Clipboard Notes: Types of Thinking About Interpreting Themes
References
Index
Sobre o autor
Renée Houser is a lifelong educator, literacy consultant, and co-author of the series What Do I Teach Readers Tomorrow? Her entire career has been dedicated to supporting students and teachers. She taught in New York City public schools, worked as a staff member at the Reading and Writing Project at Teachers College, and holds graduate degrees from Old Dominion University and Fordham University. In 2019, she founded Read. Write. Think. with Renee where she serves as an educational thinking partner for schools around the country. In this role, she is able to facilitate collaborative professional learning opportunities, create relevant resources for educators, and be a champion for student success.
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