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

by Jim Burke

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.

Product Details

ISBN-13:	2900867095004
Publication date:	10/16/2000
Pages:	416
Product dimensions:	6.00(w) x 1.25(h) x 9.00(d)

About 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.

Table of Contents

Contents:
WHAT TEACHERS DO
1. Use Sustained Silent Reading 2. Read Aloud 3. Write Their Reading Autobiography 4. Keep Reading Fresh 5. Create the Conditions for Effective Learning 6. Be a Model Reader 7. Use Literature Circles 8. Talk About Reading 9. Make Room for Essential Conversations 10. Make Connections 11. Have the Necessary Tools for Reading 12. Choose Texts Wisely 13. Provide Options for Responding to Reading 14. Use the Dense Question Strategy 15. Prepare Students to Read (Prereading) 16. Use Video to Support Not Replace Reading 17.Use Graphic Organizers 18. Develop Guidelines for Group Discussion 19. Use Questions to Support Reading 20. Teach Vocabulary Strategies 21. Teach Students to Ask for Help 22. Challenge and Support Students While Reading 23. Provide Good Directions 24. Create and Use Study Guides 25. Support Students with Special Needs 26. Support English Language Learners 27. Support Special Education Students 28. Remember Why We Read 29. Ten Principles of Good Instruction (Allington) 30. Review, Reflect, and Reinforce 31. Teach by Design 32. Evaluate Your Teaching Periodically 33. Consult the Standards 34. Revisit the Six Features of Effective English Instruction 35. Reading Surveys 36. Develop Portfolio Guidelines 37. Compare Effective and Ineffective Readers 38. Use the Reading Scale to Evaluate and Reflect 39. Troubleshoot Reading Difficulties 40. Check for Understanding and Growth

WHAT STUDENTS DO
41. Textbooks 42. Poems 43. Web Pages 44. Narrative Texts 45. Expository Texts 46. Images 47. Tests 48. Primary Source Documents 49. Plays 50. Essays 51. Read in Different Ways: Think to Study, to Gather 52. Read for Style, Argument, Form, and Genre 53. Ask Different Types of Questions 54. Let Students Choose What They Read 55. Question the Author 56. ReQuest 57. Concept Cards 58. Repeated Reading 59. Prereading Plan (PreP) 60. Directed Reading and Thinking Activity (DRTA) 61. SQ3R 62. KWL 63. CRITICS Procedure 64. Anticipation Guide 65. Think Alouds 66. Reciprocal Teaching 67. Ask These Questions When Reading a Story 68. Teach Students to Predict 69. Keep a Journal 70. Annotate Texts 71. Take Good Notes 72. Retell the Text 73. Perform the Text 74. Draw the Action 75. Chunk the Text 76. Read Different Types of Texts 77. Write to Improve Reading 78. Develop Textual Intelligence 79. Read at Different Levels 80. Read from a Variety of Perspectives 81. Develop Students' Prior Knowledge 82. Written Conversations 83. Shared Inquiry 84. Outline What They Read 85. Teach Them to Summarize 86. Expand Students' Vocabulary 87. Make the Foreign Familiar 88. Teach the Difference Between Fact and Opinion 89. Teach Narrative Design 90. Discuss the Role of Character in All Subjects 91. Know the Organizational Structures of Information 92. Improve Speed, Fluency, and Stamina 93. Determine What Is Important 94. Explain Their Thinking: Elaboration Strategies 95. Discuss Their Reading: Reporting Strategies 96. Make the Abstract More Concrete 97. Develop Readers' Confidence 98. Develop Reading Goals 99. Recast the Text 100. Keep a Learning Log

Editorial Reviews

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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