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The Reading Turn-Around: A Five Part Framework for Differentiated Instruction

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More About This Textbook

Overview

This book demonstrates a five-part framework for teachers, reading specialists, and literacy coaches who want to help their least engaged students become powerful readers. Merging theory and practice, the guide offers successful strategies to reach your "struggling" learners. The authors show how you can "turn-around" your instructional practice, beginning with reading materials, lessons, and activities matching your students' interests. Chapters include self-check exercises that will help you analyze your reading instruction, as well as specific advice for working with English Language Learners.

Effective methods for differentiating reading instruction in Grades 2-5.

Real-life classroom vignettes and examples of student work.

Helpful teacher self-evaluation exercises.

Strategies to use with English Language Learners.

And much more!

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Product Details

  • ISBN-13: 9780807750254
  • Publisher: Teachers College Press
  • Publication date: 11/1/2009
  • Series: Language & Literacy Series , #6
  • Edition description: New Edition
  • Pages: 160
  • Sales rank: 432,907
  • Product dimensions: 7.00 (w) x 9.90 (h) x 0.40 (d)

Table of Contents

Foreword Ellin Oliver Keene xi

Acknowledgments xiii

Introduction: Turning Around Our Pedagogies and Our Readers 1

Overview of the Book: Four Resources and a Fifth Dimension 3

Plotting Your Next Moves 5

Part I A Framework For Thinking About Readers

1 Turning Around: A Five-Part Framework for Expansive and Powerful Reading 9

Turning Pedagogies Around 10

A Five-Part Framework for Understanding and Teaching Reading 12

Using the Five-Part Framework for Planning Instruction 15

2 Identity Matters 19

What Is a Reading Identity? 20

Kyle: Searching for a Space for His Interests 21

Getting to Know Students Well: Who Is This Reader? 21

What Teachers Can Do: Turn-Around Strategies to Support Positive Reading Identities 23

How the Turn-Around Impacted Kyle 26

Part II Code-Breaking

3 Code-Breaking Practices 31

Michelle: Overrelying on Sounding It Out 31

What Is Code-Breaking? 32

Thinking Critically About Classroom Practice: What Is Your Approach to Decoding? 33

Getting to Know Students Well: What Are Their Decoding Practices? 34

What Teachers Can Do: Turn-Around Strategies to Support Code-Breaking 35

How the Turn-Around Impacted Michelle 40

4 Oral Reading Fluency Practices 43

Cassidy: Depending on Help from Others 43

What Is Fluency? 44

Thinking Critically About Classroom Practice: Are You Interrupting Fluency? 44

Getting to Know Students Well: How Do You Assess a Student's Fluency? 46

What Teachers Can Do: Turn-Around Strategies to Support Fluency 49

How the Turn-Around Impacted Cassidy 53

Part III Meaning-Making

5 Making Dis/Connections: Practices for Meaning-Making57

Cadence: Fictionalizing Connections to Be a Good Reader 57

The Trouble with Connections for Disconnected Readers 58

Thinking Critically About Classroom Practice: Do You Encourage Making Both Connections and Disconnections? 60

Getting to Know Students Well: Can They Find Their Lives Represented in Classroom Fiction? 61

What Teachers Can Do: Turn-Around Strategies to Encourage Dis/Connections 62

How the Turn-Around Impacted Cadence 66

6 Vocabulary: A Meaning-Making Resource 69

Gary: Resisting "These Stupid Words" 69

Vocabulary as a Meaning-Making Resource 70

Thinking Critically About Classroom Practice: How Do You Teach Vocabulary? 71

Getting to Know Students Well: What Is Their World Knowledge? 72

What Teachers Can Do: Turn-Around Strategies to Grow Vocabulary 76

How the Turn-Around Impacted Gary 78

Part IV Text-Using

7 Text-Using Resources: Informational Non-Narrative Texts 81

Jacob: Dismissing Texts That Are "Not That Interesting" 81

Reading Informational Non-Narrative Texts as Text-Users 82

Thinking Critically About Classroom Practice: What Is Your Approach to Informational Non-Narrative Texts? 84

Getting to Know Students Well: How Do They Use Informational Texts? 85

What Teachers Can Do: Turn-Around Strategies to Develop Reading of Informational Texts with Purpose and Meaning 87

How the Turn-Around Impacted Jacob 90

8 Text-Using Resources: Digital Texts 93

Kyla: Clicking All Over the Place 93

Becoming Text-Users in a Digital World 94

Thinking Critically About Classroom Practice: What Is Your Approach to Digital Texts? 96

Getting to Know Students Well: How Do They Use Digital Texts? 98

What Teachers Can Do: Turn-Around Strategies to Enhance Digital-Text Use 100

How the Turn-Around Impacted Kyla 104

Part V Text Analyzing

9 Text Analysis: Deconstructing and Reconstructing Texts 109

Mercedes: Shutting Down and Acting Out 109

Thinking Critically About Classroom Practice: How Do You Support Text Analysis? 110

What Is Text Deconstruction and Reconstruction? 112

What Teachers Can Do: Turn-Around Strategies to Promote Text Analysis 114

How the Turn-Around Impacted Mercedes 116

10 Text-Analyzing Resources: Reading for Social Justice 120

Eddie: Checking Out of Reading and School 120

Reading for Social Justice 121

Thinking Critically About Classroom Practice: What Role Does Social Justice Play in Reading Instruction? 123

Getting to Know Students Well: What Are Their Concerns? 125

What Teachers Can Do: Turn-Around Strategies to Support and Develop Students' Reading for Social Justice 126

How the Turn-Around Impacted Eddie 128

Conclusion: Who Is Struggling? Reading Readers Differently 131

Appendix: Children's Literature 134

References 138

Index 141

About the Authors 146

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