How do we prepare students for a world that's changing so rapidly that a majority of those sitting in classrooms today will go on to hold jobs that don't yet exist, using technologies that haven't yet been invented to solve problems we don't even know are problems yet? For Vicki Vinton, the answer is to help build students' capacities as critical and creative thinkers by shifting to a problem-based approach for teaching reading.
Problem-based teaching has taken hold in STEM classes across the country, but it's not common in reading, where we tend to think of problems as existing only at the word level. Dynamic Teaching for Deeper Reading, however, will help you become more aware of the problems texts pose for readers at the literal, inferential, and thematic levels, and then show you how to create opportunities for students to read closely and think deeply as they wrestle with those problems.
Additionally, you'll learn how to:
- Develop a repertoire of dynamic teaching moves that will help you probe student thinking and provide responsive feedback when students most need it.
- Shift your focus from the teaching of complex texts to complex thinking.
- Help students develop lines of inquiry as readers.
|Edition description:||New Edition|
|Product dimensions:||7.30(w) x 9.10(h) x 0.60(d)|
About the Author
Vicki Vinton is a literacy consultant and writer who has worked in schools and districts across the country and around the world. She is the author of Dynamic Teaching for Deeper Reading: Shifting to a Problem-Based Approach (2017), and coauthor of What Readers Really Do: Teaching the Process of Meaning Making and The Power of Grammar: Unconventional Approaches to the Conventions of Language. Vicki is also author of the novel The Jungle Law. Additionally, you can find Vicki online, at the popular literacy blog To Make a Prairie (www.tomakeaprairie.com).
Table of Contents
Foreword Ellin Oliver Keene xi
Introduction: Plunging into dynamic teaching for deeper reading xv
Section 1 On Beliefs and Big Ideas
Chapter 1 The Necessity of a Problem-Based Approach to Teaching Reading 3
Chapter 2 Shifting the Focus from Complex Texts to Complex Thinking 14
Chapter 3 Toward More Complex Views of Thinking, Close Reading, and the Reading Process 30
Chapter 4 Strengthening the connection between teaching and Learning 44
Section 2 On Problems and Practice
Considering Complexity: The Problem of Vocabulary 57
Chapter 5 Creating Opportunities for Readers to Figure Out the Basics 60
Considering Complexity: More on Figuring Out the Basics 83
Chapter 6 Creating Opportunities for Readers to Experience Deeper Meaning 86
Considering Complexity: The Problem of Figurative Language 109
Chapter 7 Creating Opportunities for Readers to Interpret 112
Considering Complexity: The Significance of Details 135
Chapter 8 Creating Opportunities for Readers to Consider the Implications of Facts 138
Considering Complexity: More Expository Nonfiction Problems 163
Chapter 9 Creating Opportunities for Readers to Consider Ideas and Opinions in Nonfiction 166
Considering Complexity: The Problem of Loaded Language 189
Chapter 10 Creating Opportunities for Readers to Solve Problems in their Independent Reading Books 191
Coda: Emerging from Dynamic Teaching for Deeper Reading 215
Works Cited 217