Reading Without Limits: Teaching Strategies to Build Independent Reading for Life PDF
Preview Reading Without Limits: Teaching Strategies to Build Independent Reading for Life
Table of Contents Praise for Reading Without Limits Title Page Copyright Series Page Dedication Foreword Preface THE PURPOSE OF READING WITHOUT LIMITS HOW TO USE THIS BOOK MEET OUR STUDENTS ON THE SHOULDERS OF GIANTS Acknowledgments About the Author Introduction: What Is Reading Without Limits? READING WITHOUT LIMITS OVERVIEW CHOICE READING SHARED READING GUIDED READING READING WITHOUT LIMITS' VALUES READING WITHOUT LIMITS TEACHER CHECKLIST Part 1: Launching Lifelong Readers Chapter 1: Finding Students' Reading Levels: Why Trying to Bench Press 150 Pounds Doesn't Make Me Stronger 2/3 (AVERAGE AGE OF STUDENTS) = THE READING SPAN DETERMINE A STUDENT'S READING LEVEL BY USING A RUNNING RECORD IF YOU DON'T HAVE TIME FOR ONE-ON-ONE RUNNING RECORDS DO GROUP INVENTORIES MATCH STUDENTS TO BOOKS BASED ON THEIR COMFORT LEVEL CREATE AN ENVIRONMENT WHERE PEERS SUPPORT EACH OTHER'S DIFFERENCES ADDITIONAL RESOURCES MILD, MEDIUM, SPICY NEXT-STEP SUGGESTIONS SUGGESTED FURTHER READING FOR LEVELED READING KEEPIN' IT REAL FOR COACHES AND SCHOOL LEADERS Part 2: Steps To Creating Lifelong Readers Chapter 2: Teaching Students to Understand What They Read: Why Videogames Beat Candyland STRATEGIC READING: WHAT INDEPENDENT READERS DO USE THE READ-ALOUD/THINK-ALOUD TO INTRODUCE STRATEGIES MOVING FROM CHECKS FOR UNDERSTANDING TO GUIDED PRACTICE COMMON THINK-ALOUD PITFALLS CHOOSING A THINK-ALOUD TEXT WHERE TO BEGIN: A SEQUENCE OF STRATEGIES FOR READING COMPREHENSION STRATEGIES TO DETERMINE LITERAL MEANING IMPLIED MEANING STRATEGIES MAKING NEW MEANING STRATEGIES ADDITIONAL RESOURCES MILD, MEDIUM, SPICY NEXT-STEP SUGGESTIONS FAQ KEEPIN' IT REAL FOR COACHES AND SCHOOL LEADERS SUGGESTED FURTHER READING FOR TEACHING STRATEGIC READING Chapter 3: Choice Reading to Encourage a Ton of Reading: Reading in Istanbul WHAT CHOICE TIME LOOKS LIKE TEACH STUDENTS HOW TO BUILD THEIR STAMINA EXPLICITLY TEACH STAMINA PROACTIVELY BUILD STAMINA HELP STUDENTS MAKE GOOD CHOICES HELP STUDENTS GET LOST IN THE FLOW OF READING HARNESS STUDENT ENGAGEMENT APPLY STRATEGIC READING TO CHOICE READING HOLD STUDENTS ACCOUNTABLE TO THEIR THINKING ADDITIONAL RESOURCES MILD, MEDIUM, SPICY NEXT-STEP SUGGESTIONS FAQ KEEPIN' IT REAL FOR COACHES AND SCHOOL LEADERS Chapter 4: Shared Reading to Teach, Reinforce, and Challenge: Why Reading Teachers Need to Be Like the Best Tennis Coaches SCHEDULING A SHARED READING BLOCK MID ELEMENTARY UPPER ELEMENTARY LOWER MIDDLE SCHOOL UPPER MIDDLE SCHOOL LOWER HIGH SCHOOL UPPER HIGH SCHOOL GUIDE STUDENTS THROUGH CLOSE READING ASSIGNED READING SCAFFOLDING SHARED READING FOR STRUGGLING READERS ADDITIONAL RESOURCES MILD, MEDIUM, SPICY NEXT-STEP SUGGESTIONS KEEPIN' IT REAL FOR COACHES AND SCHOOL LEADERS Chapter 5: Guided Reading to Move Students Along Their Continuum: Practice “Yet” FOLLOW THE SAME PREDICTABLE STRUCTURE GROUP STUDENTS HOMOGENOUSLY AND TEACH ONE GRADE LEVEL UP CONFERENCE FOR GROW GOALS BE PROACTIVE TO HAVE SUCCESSFUL GUIDED READING CLASSROOM MANAGEMENT RE-ASSESS STUDENTS EVERY SIX TO EIGHT WEEKS ADDITIONAL RESOURCES MILD, MEDIUM, SPICY NEXT-STEP SUGGESTIONS SUGGESTED FURTHER READING FOR GUIDED READING FOR COACHES AND SCHOOL LEADERS KEEPIN' IT REAL Part 3: Putting The Power Of Choice, Shared, And Guided Reading To Work In Your Classroom Or School Chapter 6: Make It Visible: Borrow from Casino Developers and Interior Designers SET UP COMFORTABLE READING SPOTS BE INTENTIONAL WITH WHAT YOU PUT ON THE WALLS INTENTIONALLY SET UP YOUR LIBRARY AND ROOM ADDITIONAL RESOURCES MILD, MEDIUM, SPICY NEXT-STEP SUGGESTIONS KEEPIN' IT REAL FOR COACHES AND SCHOOL LEADERS Chapter 7: Muscle Memory Routines: Where Do You Put Your Keys? START BY FIGURING OUT ALL THE DETAILS OF THE ROUTINE MAKE IT BIZARRE AND FUN REMIND AND REINFORCE READING WITHOUT LIMITS ROUTINES CHOICE READING: BOOK CHECKOUT CHOICE READING: BOOK RETURN CHOICE, SHARED, AND GUIDED READING: KEEPING A CLEAN LIBRARY CHOICE AND SHARED READING: READING BINDERS CHOICE READING: ABANDONING BOOKS CHOICE, SHARED, AND GUIDED READING: COMFORTABLE SEATING CHOICE READING: BOOKCASE UPDATES CHOICE, SHARED, AND GUIDED READING: TURN AND TALKS CHOICE, SHARED, AND GUIDED READING: HOW TO HANDLE A BOOK CHOICE, SHARED, AND GUIDED READING: STUDENTS LISTENING TO A READ-ALOUD SHARED READING: ASSIGNED BOOKS MILD, MEDIUM, SPICY NEXT-STEP SUGGESTIONS KEEPIN' IT REAL ADDITIONAL RESOURCES FOR COACHES AND SCHOOL LEADERS Chapter 8: What to Do When Choice, Shared, or Guided Reading Isn't Working: Why Can't, Low, and Doesn't Care Are Ugly Words CHANGE YOUR THINKING TO GROWTH MINDSET CONSIDER WHOLE-CLASS AND INDIVIDUAL MANAGEMENT STRATEGIES TO ADDRESS COMMON PITFALLS ADDRESS PITFALL TRENDS MILD, MEDIUM, SPICY NEXT-STEP SUGGESTIONS KEEPIN' IT REAL ADDITIONAL RESOURCES FOR COACHES AND SCHOOL LEADERS Part 4: Steps To Enhance Lifelong Readers Chapter 9: Reading Conferences, Our Aha Moments START WITH HALFTIME AND RACETRACK CONFERENCES CREATE A GROW GOAL FOR EACH STUDENT STICK TO ONE GROW GOAL UNTIL MASTERED TAKE NOTES HOLD STUDENTS ACCOUNTABLE TO THEIR GOALS ADDITIONAL RESOURCES MILD, MEDIUM, SPICY NEXT-STEP SUGGESTIONS KEEPIN' IT REAL FOR COACHES AND SCHOOL LEADERS Chapter 10: Teaching Vocabulary: Become a Word Whisperer Without Being “On” All Day DEVOTE LOTS OF TIME TO READING TO BOOST VOCABULARY SPEAK USING HIGH-LEVEL VOCABULARY CHOOSE THE RIGHT WORDS TO TEACH EXPLICITLY TEACH NEW WORDS ON MONDAY REVIEW TUESDAY THROUGH THURSDAY INCORPORATE APPLICATION IN CLASS OR IN HOMEWORK ASSESS ON FRIDAY ADDITIONAL RESOURCES MILD, MEDIUM, SPICY NEXT-STEP SUGGESTIONS FOR COACHES AND SCHOOL LEADERS KEEPIN' IT REAL Chapter 11: Class Discussion: Interview Skills Go Beyond Trying to Get a Job BEFORE THE DISCUSSION HOLD STUDENTS ACCOUNTABLE WITH DIFFERENT ASSESSMENTS EXPLICITLY TEACH CLASSROOM DISCUSSION SKILLS KEEP IT KID CENTERED AFTER THE DISCUSSION SUMMARIZE AND REFLECT ADDITIONAL RESOURCES MILD, MEDIUM, SPICY NEXT-STEP SUGGESTIONS FOR COACHES AND SCHOOL LEADERS KEEPIN' IT REAL Chapter 12: Standardized Tests: You Don't Need to OD on Test Prep TEACH STANDARDIZED TESTS LIKE YOU TEACH STRATEGIC READING BUILD TEST-TAKING STAMINA IMMERSE STUDENTS IN THE TESTING GENRE STARTING WEEK ONE RECOGNIZE LEVELED READING DESIGN INTERVENTION GROUPS DON't WAIT 'TIL THE END ADDITIONAL RESOURCES MILD, MEDIUM, SPICY NEXT-STEP SUGGESTIONS FOR COACHES AND SCHOOL LEADERS KEEPIN' IT REAL Chapter 13: Testing 1, 2, 3 . . . Testing: Why We Don't Want Our Data, Like Our Laundry, to Pile Up TYPES OF READING ASSESSMENTS CRITERIA FOR A WEEKLY READING ASSESSMENT SHOW ME WHAT YOU KNOW (THIS WEEK'S STRATEGIES) PLEASE, CAN I HAVE SOME MORE (THIS WEEK's OBJECTIVES WITH AN UNFAMILIAR TEXT) REVIEW A FEW (SPIRALING CONTENT FROM LAST MONTH) TAKE THAT AND REWIND IT BACK (SPIRALING CONTENT FROM MONTHS OR EVEN YEARS BACK) SOAR TO A FOUR (STANDARDIZED ASSESSMENTS) VOCABULARY SURVEY SAYS (SELF-ASSESSMENT) KEEP IT KID-FRIENDLY ASSESSMENT LOGISTICS TO CONSIDER ADDITIONAL RESOURCES MILD, MEDIUM, SPICY NEXT-STEP SUGGESTIONS KEEPIN' IT REAL FOR COACHES AND SCHOOL LEADERS FURTHER READING Part 5: Putting It All Together Chapter 14: Planning a Lesson: Why Teaching Is Like Cooking
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