Drawing on their own lives as readers and writers and years of experience working in classrooms as coaches, staff developers, and consultants, Dorothy Barnhouse and Vicki Vinton offer practical tips for meeting today's rigorous standards while reminding us of the deeper, enduring purposes and process of reading.
In What Readers Really Do, you'll peer into the minds and hearts of readers to notice the often invisible thinking work that goes into making meaning of texts-from comprehending where a scene is taking place to constructing thematic interpretations. And you'll look into the authors' own teaching minds and hearts as they unpack the moves and decisions they make to design and implement instruction that allows every student to make significant and personally relevant meaning of texts. Along the way, you'll learn how to:
notice and name what students are doing as readers to build their identity and agency
move beyond simple strategy instruction to step students into more complex texts
show students how readers draft and revise as they read to promote engagement, self-monitoring, and deeper comprehension.
Filled with student voices and classroom examples including read-alouds, small groups, and conferences, What Readers Really Do will challenge, inspire, and empower you to become the insightful, independent teacher your students need you to be. And it will remind both you and your students why and how we really read.
Acknowledgments xiii
Section I Framing the Process
Introduction: Making Our Foundations and Purposes Visible 1
Effective Teaching: Stepping into and Out of Our Own Heads 2
Our Paths to Becoming Teachers of Reading 4
How to Use this Book 7
Three Philosophical Underpinnings of this Book 10
Helping Student Readers Achieve Agency and Independence 13
Chapter 1 Stalking the Invisible: What Listening to Students Tells Us About Reading Instruction 15
Looking at the Limits of Current Practice 17
Moving Beyond Engagement to Deeper Thinking About a Text 18
Envisioning Instruction That Creates Ability Through Effort 21
Reframing Strategies as Tools, Not Products 24
Drawing on What we do as Readers to Make Our Instruction More Explicit 26
Considering the Instructional Implications 29
Chapter 2 What We Mean by Meaning Making: Noticing and Naming What We Do as Readers 32
Connecting with Ourselves as Readers: An Interactive Experience 33
What Readers Expect from Texts 35
What Readers do to Make Meaning 36
The Role of Talk in Meaning Making: A Process of Drafting and Revising 37
Contemplating What Our Minds and Hearts Were Opened To 39
What Readers Know About How Texts Work 40
Naming the Strands of Thinking Involved in Reading: Comprehension, Understanding, and Evaluation 42
The Benefits of Being True to Our Own Experiences as Readers 44
Section 2 Stepping Into Classrooms
Chapter 3 How Readers Draft and Revise Their Way from Confusion to Clarity 51
What we do as Readers 53
What this Sounds Like in Classrooms 57
What we do as Teachers 63
Making Every Student's Thinking Visible 68
Chapter 4 How Readers Infer the Significance of Details 76
What We Do as Readers 78
What This Sounds Like in Classrooms 83
What We Do as Teachers 89
Making Every Student's Thinking Visible 96
Chapter 5 How Readers Look Closely at Patterns to Draft Understandings 106
What We Do as Readers 109
What This Sounds Like in Classrooms 117
What We Do as Teachers 129
Making Every Student's Thinking Visible 135
Anonymous
Posted Fri Jul 27 00:00:00 EDT 2012
No text was provided for this review.
Overview
Drawing on their own lives as readers and writers and years of experience working in classrooms as coaches, staff developers, and consultants, Dorothy Barnhouse and Vicki Vinton offer practical tips for meeting today's rigorous standards while reminding us of the deeper, enduring purposes and process of reading.
In What Readers Really Do, you'll peer into the minds and hearts of readers to notice the often invisible thinking work that goes into making meaning of texts-from ...