Reading Reminders: Tools, Tips, and Techniques / Edition 1

by Jim Burke

Overview

Do you have a minute? That's how quickly this book will help you improve your students' reading skills. Designed to be read on the run and make every minute count in your classroom, Reading Reminders features Jim Burke's one hundred best techniques for teaching reading, complete with tools and tips on how to implement them.

Jim wrote this book to help teachers like himself whose often large and always diverse classrooms contain a wide range of reading abilities and needs. All of the strategies have been tested and tested again with his students, and each one has achieved significant gains in student performance, confidence, and engagement. Together, the reminders will challenge your best students and support struggling ones. This book will help you:

• teach students to read a variety of types of texts, including websites, tests, literature, and textbooks
• use a wide range of teaching and reading strategies based on current reading research
• anchor your teaching in state and national reading standards
• establish and maintain a comprehensive reading program that includes Sustained Silent Reading and direct instruction
• plan your lessons, select your texts, and assess students' learning with tools and techniques specifically designed for those purposes
• improve your students' ability to discuss and understand what they read
• develop a community of reflective readers within your classroom
• increase the amount of writing your students do.

Product Details

ISBN-13:	9780867095005
Publisher:	Heinemann
Publication date:	10/16/2000
Series:	Great Source Professional Development
Edition description:	New Edition
Pages:	416
Product dimensions:	7.40(w) x 9.20(h) x 0.76(d)
Age Range:	11 - 17 Years

About the Author

Jim Burke is the author of numerous bestselling Heinemann titles, including the English Teacher's Companion, Fourth Edition and What's the Big Idea? The question he's always tried to answer is "How can we teach our students better?" He seeks these answers daily through his work in his own classroom at Burlingame High School in California where he still teaches after twenty years. Facing the same constraints and challenges as every other teacher, Jim shares his creative solutions in bestselling professional titles with Heinemann such as Reading Reminders and Writing Reminders as well as through Heinemann Professional Development Services. As part of his commitment to helping teachers and learning how to use the latest technologies, he founded the English Companion Ning, described by Education Week as "the world's largest English department" and winner of several Edublog Awards for Best Social Network for Education. In addition to the EC Ning, Jim offers a steady stream of recommended resources through his website (www.englishcompanion.com) and Twitter (@englishcomp) where he is ranked in the top 100 educators to follow at the top within the online English teacher community. Jim serves on several national commissions related to adolescent literacy and standards, including the Advanced Placement English Literature and Language Course and Exam Review Commission with the College Board and the Partnership for Assessment of Readiness for College and Careers (PARCC) where he serves on the Content Technical Working Group, which advises PARCC on the national assessments being developed for the Common Core State Standards. In addition, he is a senior author on the Holt McDougal Harcourt Literature series. Jim has received numerous awards, including the NCTE Intellectual Freedom Award, the NCTE Conference on English Leadership Award, and the California Reading Association Hall of Fame Award. He served on the National Board for Professional Teaching Standards Committee on Adolescence and Young Adulthood English Language Arts Standards. Through his work in the class and on such commissions, Jim Burke seeks not only to clarify but reimagine what English should be, honoring the past even as he works with others to create the future of the discipline he loves so much. Visit his website (www.englishcompanion.com) for more information.

Table of Contents

WHAT TEACHERS DO
Use Sustained Silent Reading
Read Aloud
Write Their Reading Autobiography
Keep Reading Fresh
Create the Conditions for Effective Learning
Be a Model Reader
Use Literature Circles
Talk About Reading
Make Room for Essential Conversations
Make Connections
Have the Necessary Tools for Reading
Choose Texts Wisely
Provide Options for Responding to Reading
Use the Dense Question Strategy
Prepare Students to Read (Prereading)
Use Video to Support Not Replace Reading
Use Graphic Organizers
Develop Guidelines for Group Discussion
Use Questions to Support Reading
Teach Vocabulary Strategies
Teach Students to Ask for Help
Challenge and Support Students While Reading
Provide Good Directions
Create and Use Study Guides
Support Students with Special Needs
Support English Language Learners
Support Special Education Students
Remember Why We Read
Ten Principles of Good Instruction (Allington)
Review, Reflect, and Reinforce
Teach by Design
Evaluate Your Teaching Periodically
Consult the Standards
Revisit the Six Features of Effective English Instruction
Reading Surveys
Develop Portfolio Guidelines
Compare Effective and Ineffective Readers
Use the Reading Scale to Evaluate and Reflect
Troubleshoot Reading Difficulties
Check for Understanding and Growth
WHAT STUDENTS DO
41. Textbooks
Poems
Web Pages
Narrative Texts
Expository Texts
Images
Tests
Primary Source Documents
Plays
Essays
Read in Different Ways: Think to Study, to Gather
Read for Style, Argument, Form, and Genre
Ask Different Types of Questions
Let Students Choose What They Read
Question the Author
ReQuest
Concept Cards
Repeated Reading
Prereading Plan (PreP)
Directed Reading and Thinking Activity (DRTA)
SQ3R
KWL
CRITICS Procedure
Anticipation Guide
Think Alouds
Reciprocal Teaching
Ask These Questions When Reading a Story
Teach Students to Predict
Keep a Journal
Annotate Texts
Take Good Notes
Retell the Text
Perform the Text
Draw the Action
Chunk the Text
Read Different Types of Texts
Write to Improve Reading
Develop Textual Intelligence
Read at Different Levels
Read from a Variety of Perspectives
Develop Students' Prior Knowledge
Written Conversations
Shared Inquiry
Outline What They Read
Teach Them to Summarize
Expand Students' Vocabulary
Make the Foreign Familiar
Teach the Difference Between Fact and Opinion
Teach Narrative Design
Discuss the Role of Character in All Subjects
Know the Organizational Structures of Information
Improve Speed, Fluency, and Stamina
Determine What Is Important
Explain Their Thinking: Elaboration Strategies
Discuss Their Reading: Reporting Strategies
Make the Abstract More Concrete
Develop Readers' Confidence
Develop Reading Goals
Recast the Text 100. Keep a Learning Log

Editorial Reviews

Burke has published previously on teaching English, reading, and grant writing. Here he offers 100 techniques for teaching reading, based on his experiences as a high school English teacher, and using input from his students. For teachers, Burke provides techniques for establishing a reading culture, teaching and supporting students, evaluating one's own teaching, and evaluating students. For students, he provides techniques for reading a variety of texts for different purposes, using various reading strategies, developing reading capacity, and evaluating and monitoring understanding, performance, and progress. The text for each technique has been kept purposely short (2-6 pages) for easy access. The book contains many reproducible forms; additional forms, materials and ideas are available at the author's website. For teachers and teacher-trainers. Annotation c. Book News, Inc., Portland, OR (booknews.com)

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