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What Readers Really Do by Dorothy J. Barnhouse,Vicki Vinton Pdf
In What Readers Really Do, you'll peer into the minds and hearts of readers to notice the often invisible thinking work that goes into making meaning of texts-from comprehending where a scene is taking place to constructing thematic interpretations. And you'll look into the authors' own teaching minds and hearts as they unpack the moves and decisions they make to design and implement instruction that allows every student to make significant and personally relevant meaning of texts.
Author : Mortimer J. Adler,Charles Van Doren Publisher : Simon and Schuster Page : 448 pages File Size : 43,5 Mb Release : 2014-09-30 Category : Language Arts & Disciplines ISBN : 9781476790152
Learning How to Learn by Barbara Oakley, PhD,Terrence Sejnowski, PhD,Alistair McConville Pdf
A surprisingly simple way for students to master any subject--based on one of the world's most popular online courses and the bestselling book A Mind for Numbers A Mind for Numbers and its wildly popular online companion course "Learning How to Learn" have empowered more than two million learners of all ages from around the world to master subjects that they once struggled with. Fans often wish they'd discovered these learning strategies earlier and ask how they can help their kids master these skills as well. Now in this new book for kids and teens, the authors reveal how to make the most of time spent studying. We all have the tools to learn what might not seem to come naturally to us at first--the secret is to understand how the brain works so we can unlock its power. This book explains: • Why sometimes letting your mind wander is an important part of the learning process • How to avoid "rut think" in order to think outside the box • Why having a poor memory can be a good thing • The value of metaphors in developing understanding • A simple, yet powerful, way to stop procrastinating Filled with illustrations, application questions, and exercises, this book makes learning easy and fun.
Every teacher wants and expects his or her students to be reading increasingly complex texts, yet sometimes the gap between our expectations and our students' abilities seems wide and deep. It's tempting to look at that gap and step in to fill it for them, but then we'd be doing most of the heavy lifting the understanding, analysis, and interpretation that our students should be learning for themselves. So how can teachers reverse this trend and ensure that our students are fully entering, absorbing, and experiencing texts? How can we make sure they're making complex meaning independently and proficiently,- as the Common Core State Standards require? Readers Front & Center answers these questions by framing instruction that starts with the student. You'll learn how to do the following: Research and listen to your students so your teaching can be more targetedNotice and name your students' thinking so they can see- what complex thinking looks and sounds likeSet your students up to be problem solversPrepare your students to do increasingly complex thinking in increasingly complex texts Filled with examples of one-on-one conferences, small groups, and whole-class scenarios, this essential book provides an accessible and inspiring model of how-;and why-;we need to put students at the front and center of our teaching.
What Do I Teach Readers Tomorrow? Fiction, Grades 3-8 by Gravity Goldberg,Renee Houser Pdf
Focus On Decisions That Impact Readers’ Skill Development In What Do I Teach Readers Tomorrow? Fiction, Gravity Goldberg and Renee Houser provide a daily protocol for deciding what to teach next. The simple secret? Focus on the thinking involved in what students write and say. Tools include: Tips for what to look and listen for when students write about and discuss fiction More than 30 lessons writing about reading, organizing thinking, and more Reproducible Clipboard Notes for quick decision-making Online video clips of Renee and Gravity teaching and “thin slicing”
Catching Readers Before They Fall by Pat Johnson,Katie Keier Pdf
Every teacher of reading plays a vital role in helping to catch those readers for whom learning to read does not come easily. Through examples from both adults and children, the authors explain and describe the complex integrated network of strategies that go on in the minds of proficient readersstrategies that struggling readers have to learn in order to construct their own reading processes. This book is essential reading for all who work with struggling readers in any context and contains a wealth of resources, including a thorough explanation of all the sources of information readers use to solve words, examples and scenarios of teacher/student interactions, prompts to use with struggling readers, lessons on modeling, and assessment guidelines.
Turn any student into a bookworm with a few easy and practical strategies Donalyn Miller says she has yet to meet a child she can’t turn into a reader. No matter how far behind Miller's students might be when they reach her 6th grade classroom, they end up reading an average of 40 to 50 books a year. Miller's unconventional approach dispenses with drills and worksheets that make reading a chore. Instead, she helps students navigate the world of literature and gives them time to read books they pick out themselves. Her love of books and teaching is both infectious and inspiring. In the book, you’ll find: Hands-on strategies for managing and improving your own school library Tactics for helping students walk on their own two feet and continue the reading habit after they’ve finished with your class Data from student surveys and end-of-year feedback that proves how well the Miller Method works The Book Whisperer includes a dynamite list of recommended "kid lit" that helps parents and teachers find the books that students really like to read.
In Reading in the Wild, reading expert Donalyn Miller continues the conversation that began in her bestselling book, The Book Whisperer. While The Book Whisperer revealed the secrets of getting students to love reading, Reading in the Wild, written with reading teacher Susan Kelley, describes how to truly instill lifelong "wild" reading habits in our students. Based, in part, on survey responses from adult readers as well as students, Reading in the Wild offers solid advice and strategies on how to develop, encourage, and assess five key reading habits that cultivate a lifelong love of reading. Also included are strategies, lesson plans, management tools, and comprehensive lists of recommended books. Copublished with Editorial Projects in Education, publisher of Education Week and Teacher magazine, Reading in the Wild is packed with ideas for helping students build capacity for a lifetime of "wild" reading. "When the thrill of choice reading starts to fade, it's time to grab Reading in the Wild. This treasure trove of resources and management techniques will enhance and improve existing classroom systems and structures." —Cris Tovani, secondary teacher, Cherry Creek School District, Colorado, consultant, and author of Do I Really Have to Teach Reading? "With Reading in the Wild, Donalyn Miller gives educators another important book. She reminds us that creating lifelong readers goes far beyond the first step of putting good books into kids' hands." —Franki Sibberson, third-grade teacher, Dublin City Schools, Dublin, Ohio, and author of Beyond Leveled Books "Reading in the Wild, along with the now legendary The Book Whisperer, constitutes the complete guide to creating a stimulating literature program that also gets students excited about pleasure reading, the kind of reading that best prepares students for understanding demanding academic texts. In other words, Donalyn Miller has solved one of the central problems in language education." —Stephen Krashen, professor emeritus, University of Southern California
What Do I Teach Readers Tomorrow? Nonfiction, Grades 3-8 by Gravity Goldberg,Renee Houser Pdf
"Well, that was a great minilesson—now what?" For every teacher who has uttered those words, this book is for you. In What Do I Teach Readers Tomorrow? Nonfiction, educators Gravity Goldberg and Renee Houser take the guesswork out of determining students’ needs with a moment-to-moment guide focused on the decisions that make the biggest impact on readers’ skill development. With the authors’ guidance, you put their next-step resources into action, 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 synthesizing information and understanding perspectives, writing about reading, organizing thinking, and more Reading notebook entries and sample classroom conversations to use as benchmarks Strategies for deepening the three most prevalent types of thinking students do when synthesizing: Right-Now Thinking (on the page), Over-Time Thinking (across a picture book, a chapter, or longer text), or Refining Thinking (nuanced connections across text and life concepts) Strategies for deepening the three most useful types of thinking—feelings, frames, and opinions—when considering perspectives Online video clips of Renee and Gravity teaching, conferring, and "thin slicing" what nonfiction readers need next With What Do I Teach Readers Tomorrow? Nonfiction, you learn to trust your instincts and trust your students to provide you with information about the next steps that make the most sense for them. Teaching students to engage with and understand nonfiction becomes personal, purposeful, and a homegrown process that you can replicate from year to year and student to student. "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 MiddleWeb
Christopher J. Wagner,Katherine K. Frankel,Christine M. Leighton
Author : Christopher J. Wagner,Katherine K. Frankel,Christine M. Leighton Publisher : Taylor & Francis Page : 290 pages File Size : 40,5 Mb Release : 2023-07-31 Category : Language Arts & Disciplines ISBN : 9781000913002
Becoming Readers and Writers by Christopher J. Wagner,Katherine K. Frankel,Christine M. Leighton Pdf
Centered around the idea that literacy teaching is more than the transmission of strategies and skills, this volume serves as a foundation for approaching literacy from an identity perspective. Through incisive and accessible chapters from top scholars, it introduces readers to the concept of literate identities, examining them across ages and grade levels to present an overview of how scholars and educators can use this concept in their research and teaching. Organized by developmental level with sections on early childhood, middle childhood, adolescence, and cross-age research, contributors reveal how literacy can be framed as an identity practice to engage students and support their development. Applying a range of theoretical perspectives and frameworks, each chapter identifies the identity theory used, explains the relevant methodology and research questions, covers implications for practice, and includes questions or prompts for discussion. The volume reveals how understanding literate identities is at the heart of effective and inclusive literacy instruction by addressing key topics, including culturally relevant pedagogy, intersectionality, and transnationalism, among others. Illuminating multiple pathways to understanding students as readers and writers, this book is essential for teachers, scholars, and researchers in literacy education, research methods, and multicultural education.
Why do I have to read this?- What teacher doesn't dread this question? It usually comes from our most disengaged students a student who cries of boredom, or one who is angry or apathetic. When we don't know what else to try, it's easy to become frustrated and give up on these challenging learners. Author Cris Tovani has spent her career figuring out how to entice challenging students back into the process of learning. Why Do I Have to Read This?: Literacy Strategies to Engage our Most Reluctant Students Tovani shares her best secrets, lessons learned from big fails, and her most effective literacy and planning strategies that hook these hard to get learners. You will meet many of Tovani's students inside this book. As she describes some of her favorites, you may even recognize a few of your own. You will laugh at her stories and take comfort in her easily adaptable strategies that help students remove their masks of disengagement. She shows teachers how to plan by anticipating students' needs. HerC urriculumY ouA nticipate structures of Topic, Task, Targets, Text, Tend to me, and Time willhelp you anticipate your curriculum. InsideWhy Do I Have to Read This? readers will find: Literacy strategies for all content areas that support and engage a wide range of learners so they can read and write a variety of complex textReference charts packed with small bites of instructional shifts that coaches and teachers can use to quickly adjust instruction to re-engage studentsPlanning strategies that show teachers how to connect day-to-day instruction so that no day lives in isolationVersatile think sheets that are reproducible and adaptable to different grade levels, content areas, and disciplinesAbove all, Tovani gives teachers energy to get back into the classroom and face students who wear masks of disengagement. She reminds us of the importance of connecting students to compelling topics, rich text, useful targets, and worthy tasks. Teachers must tendto students' basic needs and helps us consider how to best structure instructional time.After reading this book, teachers will have new ways to connect with students in a deep, authentic way. Written in a humorous, compassionate, and wise voice,Why Do I Have to Read This? will provide answers to the pressing questions we have when we try to teach and reach all of our students.
Still Learning to Read by Franki Sibberson,Karen Szymusiak Pdf
Foreword by Colby Sharp In the decade since the first edition of Still Learning to Read was published, the prevalence of testing and the Common Core State Standards have changed what is expected of both teachers and students. The new edition of Still Learning to Read focuses on the needs of students in grades 3-6 in all aspects of reading workshop, including reading workshop, read-aloud, classroom design, digital tools, fiction, nonfiction, and close reading. The book stays true to its original beliefs of slowing down and knowing our readers, but it also takes into account the sense of urgency that changing times and standards impose on classrooms. This edition examines current trends in literacy, includes a new section on intentional instructional planning, and provides expanded examples of mini-lessons and routines that promote deeper thinking about learning. It also includes a brand new chapter on scaffolding for reading nonfiction and showcases the authors' latest thinking on close reading and text complexity. Online videos provide glimpses into classrooms as students make book choices, work in small groups, and discuss their reading notebooks. Expanded and updated book lists, recommendations for digital tools, lesson cycles, and sections specifically written for school leaders round out this foundational resource.
The Complete Guide to Tutoring Struggling Readers by Peter J. Fisher,Anne Bates,Debra J. Gurvitz Pdf
This easy-to-use guide will help educators plan and implement intervention lessons for struggling readers that align with the English Language Arts Common Core State Standards. The authors offer hands-on guidance for designing interventions across all grade levels, provide ample tutoring plans and lessons, and describe procedures for teaching print skills, comprehension, vocabulary, fluency, and study skills.
The Failure Free Reading Methodology: New Hope for Non-Readers by Joseph Lockavitch Pdf
8 Million students in grades 4-12 cannot comprehend grade level reading material. 440 Thousand students sitting in American classrooms K-12 have a total reading vocabulary of less than fifty words. 3 Thousand students drop out of school each day. 40 Percent of African-American and Latino students will not graduate on time or with a regular high school diploma. 25 Times the likelihood that non-readers and high school students testing below the twentieth percentile will drop out of school. Every day students across the country are being labeled and put into "special" programs. The gap between those students and their peers reading at grade level simply continues to grow until the gap seems too large to overcome. Often these students begin acting out in class because they have learned that it is better to go one on one with the principal versus being embarrassed and frustrated in front of their peers. It is not the fault of the student, teacher, or parent. We must stop looking for the reason to justify the failure and find a way to over come it. Simply labeling students Dyslexic, Learning Disabled, and Autistic will not offer them a reading solution. These students do not need remediation; they need an accelerated compensatory approach to mastering language and reading skills. Dr. Joe Lockavitch has been in the trenches with non-readers, their families, and their teachers for over thirty years. Students in the bottom reading percentiles (0-15th %) are slipping through the cracks right before our eyes. Based on his experiences in the classroom with non-readers, Dr. Lockavitch (former college professor, school psychologist, special education director) researched and developed a new reading methodology targeting non-readers of all ages. Highly structured, repetitious, and non-phonic, The Failure Free Reading Methodology is an accelerated language program designed to give students, parents, and teachers the hope and the results they deserve. Dr. Lockavitch has seen it all. Throughout his career he has given reading demonstrations in places that have ranged from the heart of the Mississippi Delta, inner city schools in Detroit and Chicago, maximum-security prisons in South Carolina, and after school programs in Los Angeles, California. He will only do a demonstration under one condition and make only one claim, "I'll only work with your worst students. If you don't see immediate improvement in their reading ability within 30 minutes, I'll walk out the door." He hasn't walked out yet. Dr. Joseph F. Lockavitch, a former classroom teacher, school psychologist, university professor, special education director, and applied researcher, is the author and developer of: The Failure Free Reading Program, Don't Close the Book on Your Not-Yet Readers, Joseph's Readers Talking Software for Non-Readers, Verbal Master-An Accelerated Vocabulary Program, and The Test of Lateral Awareness and Directionality. Dr. Lockavitch is also the author of numerous published research articles. Dr. Lockavitch has spent the past thirty years training thousands of teachers, parents and administrators across the nation on how to meet the unique needs of America's non-readers. Featured on the PBS NewsHour with Jim Lehrer and mentioned on national radio shows such as: Tom Joyner, Dr. Laura, Mike Gallagher, and Michael Medved, Dr. Lockavitch holds a Doctorate of Education from Boston University and a Master of Science in Special Education from Southern Connecticut State. In addition, Failure Free Reading is one of the nation's most approved Supplemental Educational Service providers - directly serving over ten thousand students and clocking close to three hundred thousand tutoring hours.
