Mindsets and Moves: Strategies That Help Readers Take Charge [Grades K-8] / Edition 1

by Gravity Goldberg

Overview

Step back so readers can step forward

When it comes to teaching reading, Gravity Goldberg declares there is a structure, one that works with your current curriculum, to help readers take charge. The way forward Gravity says lies in admiring, studying, and really getting to know your students. Easily replicable in any setting, any time, her 4 Ms framework ultimately lightens your load because it allows students to monitor and direct their reading lives.

• Miner: Uncovering Students’ Reading Processes (Focus: Assessment)
• Mirror: Giving Feedback That Reinforces a Growth Mindset (Focus: Feedback)
• Model: Showing Readers What We Do (Focus: Demonstration)
• Mentor: Guiding Students to Try New Ways of Reading (Focus: Guided Practice and Coaching)

Product Details

ISBN-13:	9781506314938
Publisher:	SAGE Publications
Publication date:	10/02/2015
Series:	Corwin Literacy
Edition description:	New Edition
Pages:	240
Sales rank:	1,156,337
Product dimensions:	7.50(w) x 9.00(h) x 0.60(d)

About the Author

Gravity Goldberg is an international educational consultant and author of five other books on teaching. Mindsets & Moves (Corwin Literacy, 2015) put her on the world stage with its practical ways to cultivate student agency, leading to speaking engagements and foreign translations of her work. She has almost 20 years of teaching experience, including positions as a science teacher, reading specialist, third grade teacher, special educator, literacy coach, staff developer, assistant professor, educational consultant, and yoga teacher. Gravity holds a B.A. and M.Ed. from Boston College and a doctorate in education from Teachers College, Columbia University. She currently serves as a coach for Seth Godin's alt MBA and is the founding director of Gravity Goldberg, LLC, a team that provides side-by-side coaching for teachers.

Table of Contents

Chapter One. Reading on One’s Own: What We Really Mean by Take-Charge Independence
What Does It Really Mean to Read on One’s Own?
Examining Teacher Roles
Taking the Spotlight Off the Teacher
The Facets of Ownership
How Rigor Fits In
The Pitfalls of Turning Play Into Work: Motivation Challenges
Chapter Two. Shifting Roles: Be a Miner, a Mirror, a Model, a Mentor
The Gift of Problems: Creating a Willingness to Struggle
Shifting Roles Toward Reader Ownership
What Shifted?
Taking on New Teacher Roles: The 4 Ms
How Ownership Sits Within the Gradual Release Model
Chapter Three. Being an Admirer: Looking at Readers With Curiosity
Admiring Allows Us to See What Is There
Admiring Gives Us Glimpses Into Our Students’ Minds
Admiring Lets Us See Potential
Admiring Helps Us Recognize Individuality
Admiring Pushes Us to Be Precise
Admiring Gives Us the Small and Big Picture
Admiring Supports a Growth Mindset
Admiring Creates Growth Mindset Expectations
Language Impacts Mindset
Admiring Impacts Our Guiding Questions
Start Admiring!
Chapter Four. Creating Space for Ownership: A Photo Tour of Reading Classrooms
Reading Process Spiral
Reading Workshop Space
Class Meeting Area
Reading Notebooks
Tracking Reading Volume
Class Goals Chart
Book Club Tools and Spaces
Student Intentions
Small Group Instruction
Reading Nooks
Student Reflections
Chapter Five. Be a Miner: Uncovering Students’ Reading Processes
Using a Five-Step Process
Uncovering One Student’s Reading Process
Uncovering a Class’s Reading Processes
Choosing When to Be a Miner
Admiring Trouble
Chapter Six. Be a Mirror: Giving Feedback That Reinforces a Growth Mindset
Feedback Teaches
Preparing to Give Feedback
Being a Mirror to a Small Group
Being a Mirror to the Whole Class
Admiring Trouble
Chapter Seven. Be a Model: Showing Readers What We Do
Being a Model
Being a Model to One Student
Are We Really Modeling?
Planning to Model for the Whole Class
Preparing to Be a Model
Modeling, Not Assigning
Admiring Trouble
Chapter Eight. Be a Mentor: Guiding Students to Try New Ways of Reading
Being a Mentor
Break Down Strategies Into Steps
Mentoring a Small Group of Readers
Mentoring the Whole Class During a Read Aloud
Admiring Trouble
Chapter Nine. Teaching Students Strategies for How to Be Admirers
How to Talk About Your Reading Process
How to Set Goals for Yourself as a Reader
How to Reflect on Your Mindset
How to Give Each Other Feedback
How to Ask for Support
Chapter Ten. Embracing Curiosity: Entry Points for Getting Started
Entry Point 1: Shift Roles
Entry Point 2: Shift Lenses From Deficit to Admiring
Entry Point 3: Shift Your Focus From the Teacher to Students
Entry Point 4: Shift Classroom Spaces
Entry Point 5: Shift Toward Feedback From Students
Entry Point 6: Shift Toward Feedback From Trusted Colleagues
Entry Point 7: Admire Yourself
Appendices
Appendix A. Student-Focused Reading Checklist
Appendix B. Continuum: How We Might Shift Our Instruction Toward Ownership
Appendix C. Chart of Balanced Literacy Reading Components
Reproducible Classroom Charts
Be a Miner
Be a Mirror
Be a Model
Be a Mentor
References
Index

Editorial Reviews

“Unlike most approaches, Gravity Goldberg shows how to shift the educator's typical role from that of a manager to encouraging kids to take charge of their own reading processes. The idea is to evolve and encourage a 'growth mindset' that offers a model for new ways of reading.”

Midwest Book Review

"This is a valuable book not just for reading teachers, but for anyone who teaches anything. Gravity Goldberg shows us how to begin by observing and admiring what our students already do and how they do it. She shows us, further, how to give feedback, model new strategies, and mentor students without undermining their ownership and enjoyment of the activity and their improvement. "

PETER GRAY

"I am impressed by Goldberg’s shifts in her own thinking and teaching that placed the focus always on the students’ behaviors rather than on the teachers’. I also like the way she forged ideas based not only on ideas from the literacy community but from other areas of research such as business leadership and psychology as well. Additionally, Goldberg’s charts and other graphics make her ideas extremely clear and provide quick access to the key points when I want revisit them. And her specific classroom examples clarified the points extremely well and make her a very credible expert because she has obviously walked the talk! "

Nancy Allison

"Gravity Goldberg shows readers how to re-imagine their role as reading teachers in order to help students become readers who are engaged and independent. This warm and very practical book will be a treasured guide for teachers in the challenging work of growing readers who truly have ownership of their reading. "

CARL ANDERSON

"Top 3 things I admire about Mindsets and Moves by Gravity Goldberg: 1. She helps us move young readers to new heights by naming the brilliance in what they are already doing; 2. She provides models and tools for teaching reading that feel fun and humane; and 3., her clear and engaging language will inspire ambitious conversations in teacher study groups and college reading classes, making us all happier and more powerful reading teachers. "

KATHERINE BOMER

"Gravity Goldberg brings to the field wisdom and how-to's that are at once ancient and brand new, and her 4Ms process has the power to create the paradigm shift we need. "

SHARON TABERSKI

Thought provoking, practical, and inspiring all at once—it is one of those books that is so chock-full of wise ideas that I will delight in dog earring and marking up its pages with a highlighter.

GEORGIA HEARD

"When you read this book, you feel like Gravity is right there with you, shoulder-to-shoulder, seeing your students as they deserve to be seen—with wonder and curiosity. "

KATIE EGAN CUNNINGHAM

"This is that rare kind of book that will be useful to teachers in any setting, whether they are classroom teachers or literacy specialists, whether they work with children who struggle in some way or those who exceed expectations in any way. Gravity includes practical examples and helpful resources that show teachers how to truly see and know their students, first, so that they can tailor instruction that fits their humanity, lifts their work, and engages their intentions as readers and learners. "

KATHY COLLINS

"The premise that we as teachers must consider students' strengths is a timeless one. What’s rare is that Gravity goes well beyond this premise to offer clear suggestions and classroom examples… This is where the power of Gravity's book lies: in the credo that all students are indeed engaging and working hard at reading, and that we need to see and nurture those efforts. "

GRACE ENRIQUEZ