What Do I Teach Readers Tomorrow? Fiction, Grades 3-8: Your Moment-to-Moment Decision-Making Guide / Edition 1

What Do I Teach Readers Tomorrow? Fiction, Grades 3-8: Your Moment-to-Moment Decision-Making Guide / Edition 1

ISBN-10:
1506351239
ISBN-13:
9781506351230
Pub. Date:
03/24/2017
Publisher:
SAGE Publications
ISBN-10:
1506351239
ISBN-13:
9781506351230
Pub. Date:
03/24/2017
Publisher:
SAGE Publications
What Do I Teach Readers Tomorrow? Fiction, Grades 3-8: Your Moment-to-Moment Decision-Making Guide / Edition 1

What Do I Teach Readers Tomorrow? Fiction, Grades 3-8: Your Moment-to-Moment Decision-Making Guide / Edition 1

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Overview

Streamline formative assessment for readers in just minutes a day

With What Do I Teach Readers Tomorrow? Fiction, discover how to move your readers forward with in-class, actionable formative assessment. The authors provide a proven, 4-step process—lean in, listen to what readers say, look at what they write, and assess where they need to go next.

Next-step resources for whole-class, small-group, and one-on-one instruction, include


• Reproducible Clipboard Notes pages for quick assessments
• More than 30 lessons to get you started
• Reading notebook entries and sample classroom conversations
• Online video clips of Renee and Gravity teaching and debriefing


Product Details

ISBN-13: 9781506351230
Publisher: SAGE Publications
Publication date: 03/24/2017
Series: Corwin Literacy
Pages: 304
Product dimensions: 7.30(w) x 9.00(h) x 0.80(d)

About the Author

Gravity Goldberg is an international educational consultant and author of eight 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 is the founding director of Gravity Goldberg, LLC, a team that provides side-by-side coaching for teachers.

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.

Table of Contents

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
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