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

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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.
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Editorial Reviews

KLIATT
Chock-full of teaching strategies and activities, Reading Reminders is a rich, reader-friendly resource for all teachers who want to sharpen their students' critical reading skills—not just those who teach reading and English. The author, Burke (an experienced California high school English teacher who is also the moderator of CATENET, an electronic roundtable for English teachers), offers a wealth of practical teaching ideas, each preceded by a theoretical rationale. For example, Burke describes several questioning techniques (e.g. the Directed Reading Thinking Activity and Reciprocal Teaching) in detail as well as use of KWL charts, reading response guides, and storyboards. He includes dozens of graphic organizers (classroom-ready reproducibles) to help students analyze and weigh ideas, and he discusses numerous types of study guides—including the "point of view" and "analogical study" guides—that help expand students' perspectives. He even offers reproducible bookmarks with prompts that encourage reader response. There is an extensive index and "works cited" section as well as nicely categorized "further info" for those interested in looking more closely at particular strategies. The section on think-alouds is one of the best explanations I've seen of how to use this strategy to encourage speculation, prediction, observation, arguing, and questioning. Highly recommended for middle school and high school teachers (particularly English/language arts)—and for anyone involved in teacher training. A gem of a book, it is one that any teacher (new or experienced) could dip into periodically, whether to dust off a forgotten strategy or to discover and mold a new one tosuit particular classroom needs. KLIATT Codes: SA*—Exceptional book, recommended for senior high school students, advanced students, and adults. 2000, Heinemann/Boynton/Cook, 327p, illus, bibliogs, index, 24cm, 00-057526, $25.00. Ages 16 to adult. Reviewer: Gloria Bryant; Reading Teacher, Hoover M.S. Potomac, MD, May 2001 (Vol. 35 No. 3)
Booknews
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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Product Details

  • ISBN-13: 9780867095005
  • Publisher: Heinemann
  • Publication date: 10/28/2000
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 416
  • Sales rank: 600,140
  • Age range: 11 - 17 Years
  • Product dimensions: 7.40 (w) x 9.20 (h) x 0.76 (d)

Meet 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.
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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

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  • Posted March 2, 2009

    I Also Recommend:

    Teacher? Read this book!

    All teachers of middle or high school, regardless of subject, should read this book. Whether you have a reading specialist on your staff or not, you will find this book full of specific ways to help every student in your class understand their reading across all subject areas. This is not a canned reading program. The book is written in a way that is very fast and easy to read with lots of graphics. I will be using Reading for Understanding as a major component in my curriculum in the years to come.

    Was this review helpful? Yes  No   Report this review
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