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What Do I Teach Readers Tomorrow? Nonfiction, Grades 3-8 : Your Moment-to-Moment Decision-Making Guide - Gravity Goldberg

What Do I Teach Readers Tomorrow? Nonfiction, Grades 3-8

Your Moment-to-Moment Decision-Making Guide

Paperback Published: 24th April 2017
ISBN: 9781506351216
Number Of Pages: 296

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'Well, that was a great minilesson'now what?'? For every teacher who has uttered those words, this book is for you. In What Do I Teach Readers Tomorrow? Nonfiction, educators Gravity Goldberg and Renee Houser take the guesswork out of determining students' needs with a moment-to-moment guide focused on the decisions that make the biggest impact on readers' skill development. With the authors' guidance, you put their next-step resources into action, including

    • Tips for what to look for and listen for in reading notebook entries and conversations about books
    • Reproducible Clipboard Notes pages that help you decide whether to reinforce a current type of thinking, teach a new type of thinking, or apply a current type of thinking to a new text
    • More than 30 lessons on synthesizing information and understanding perspectives, writing about reading, organizing thinking, and more
    • Reading notebook entries and sample classroom conversations to use as benchmarks
    • Strategies for deepening the three most prevalent types of thinking students do when synthesizing: Right-Now Thinking (on the page), Over-Time Thinking (across a picture book, a chapter, or longer text), or Refining Thinking (nuanced connections across text and life concepts)
    • Strategies for deepening the three most useful types of thinking'feelings, frames, and opinions'when considering perspectives
    • Online video clips of Renee and Gravity teaching, conferring, and 'thin slicing'? what nonfiction readers need next
With What Do I Teach Readers Tomorrow? Nonfiction, you learn to trust your instincts and trust your students to provide you with information about the next steps that make the most sense for them. Teaching students to engage with and understand nonfiction becomes personal, purposeful, and a homegrown process that you can replicate from year to year and student to student. 

Industry Reviews

"We know of no resource that promotes responsive teaching as well as these books do. Goldberg and Houser like teaching to improve, and then describe how teachers can learn to be fully in the moment of instructional decision making by focusing on a handful of things. From the detailed lessons to boxes titled, 'Decide to teach this tomorrow if your students . . .' these authors anticipate the content teachers want and the questions they raise. These thoughtful books show teachers how to make children's reading needs central to instructional planning." -- Kim Yaris and Jan Burkins
"I love this series! Goldberg and Houser succeed at something difficult: freeze-framing their intentional decisions about teaching readers in a way that we can all "see"-and then do in our own classrooms. They provide a decision-making model that helps teachers feel confident in letting their own observations of students' written and spoken responses to text guide them. They distill the ever-present what-do-I-teach-next question into three choices, and these choices all center on furthering students' ways of thinking as they read fiction and nonfiction. Through classroom videos and notebook entries, we learn the authors' intuitive process. They don't just leave us pondering, but scaffold our ability to be responsive teachers by providing lesson ideas that work for every kind of tomorrow-every reading next step. For fiction, they share lessons on character and theme; for nonfiction, on synthesizing information and understanding perspectives. The bonus is this: when we study and reflect on the authors' decision-making process, we enhance and improve our own. These books should become seminal works." -- Laura Robb
"Making decisions about reading in our classroom is not easy, even though we make hundreds every day. Often, we don't give much thought to how we decide what we do, but with this book, we are taken on a guided tour of what it means to make super-intuitive decisions about what our readers need next. Each chapter addresses decisions about key aspects of building a literature-rich environment and a community of readers, including reading notebooks, teaching students how to synthesize ideas, and understanding perspective. The chapters on great nonfiction and fiction texts and on helping readers learn how to select involving books are favorites, as they give me a more focused method to rely on. The books are practical, friendly, and chockfull of ideas and lessons that can be readily implemented." -- Grace White, Supervisor of Curriculum
"These books exemplify the intersection of excellent scholarship and practical application for teachers in the field. They beautifully illustrate those essential metacognitive processes in a progression, and this helps teachers see how instructional decisions become instructional moves that translate into high cognitive demand learning experiences for students. This series an invaluable teaching tool for those who want to implement authentic Balanced Literacy experiences for their students."
-- Dr. Akida Kissane Long, Principal
"Goldberg and Houser offer an insider's view of intentional decision making in action by making us front-row observers of their thinking process. We stand beside them as they show us student-centered reading instruction at its best, listening in on book conversations, gazing over their shoulders to analyze writing in reading notebooks. This step-by-step journey yields explanations of why, what, and how that we can use to plan next lessons for our readers. The What Do I Teach Readers Tomorrow? series is a testament to our professional responsibility to keep students as our compass, their 'right now' needs and wishes as readers as the destination, and engaging books as the vehicle that takes us there." -- Dr. Mary Howard
"This series is a must-have for every elementary language arts teacher! Goldberg and Houser have created a comprehensive support for teachers who want to provide their students with rigorous, thinking-centered experiences in reading and writing. Having these books is like having ongoing coaching and guidance from these two outstanding literacy experts at your fingertips." -- Jerry Harris, Director
"I love the we-are-right-there-with-you tone. It's so clear these authors have been there, and remain right in the trenches. And I love the teacher checklists and quizzes-just the right light touch to use in professional development time. But perhaps most of all, I admire that Houser and Goldberg have taken a complex process-daily instructional decision making- and broken it into doable steps for teachers to try. Deciding what each reader in your room is ready for next will never be something a teacher gets good at overnight, but with these outstanding resources, educators are armed with the right questions to ask themselves, a progression of strategies that enhance the readers relationship with the text, and the theory and research from in and out of the literacy field that will help them build a community of readers."
-- Joyce Friedman
"Goldberg and Houser-both former staff developers at the Teachers College Reading and Writing Project-have perfectly combined theory and practice to help teachers put students first in their decision-making process. Best of all, they've provided the tools necessary to assist teachers in making those decisions become a reality right away." -- Pam Hamilton

Foreword by Russell J. QuagliaAcknowledgmentsA Quick-Start Guide for Easy AccessChapter 1: Each Classroom Moment Is an Instructional DecisionActing Without a Script: Embracing Our Role as ImprovisersHow Spontaneity Is BornHow 'Thin-Slicing? Helps Us Make DecisionsAnswering the 'What Next? QuestionDo More With Less: Building on What a Reader Tends to DoThe Four Steps in Intentional Decision MakingIntentional Teaching: Decision Making With Students at the CenterWhat Type of Decision Maker Are You?Decision-Making StylesThree Common Teaching Decision HabitsLet Students Be Your GuideGetting Started: An Action PlanChapter 2: Decisions About Book Selection: Characteristics That Matter Most for Teaching Nonfiction ReadersMaking a Choice to Read Aloud a Nonfiction TextNarrative NonfictionPersuasive NonfictionExpository NonfictionMash-Ups5 Ways to Engage Students in Nonfiction Read AloudsChapter 3: Decisions About Reading Notebooks: Teach Readers to Develop Thinking About NonfictionWhy We Really Use Writing as a Tool for UnderstandingCurrent Reality: Why Students Write About Reading in SchoolWriting About Reading: An Important Tool for Readers and Their TeachersLessons:Reality Show'Model Why People Write About ReadingFist Pump!'Affirm What Students Already DoAsk an Expert'Interview an Older ReaderPowerful Proof'Create an Anchor Chart of Real Reasons for WritingRising Tide'Create an Inspiration Wall to Uplift All StudentsHow to Collect Thinking in Notebook EntriesLessons:Think It, Write It!'Show How to Record Thinking in a Notebook EntryReady, Set, Go!'Create Expectations and Set IntentionsOwn It!'Develop Personalized Goals and IntentionsMake It Mine'Teach Students How to Avoid Simply Copying InformationGet Creative'Teach Students How to Take Creative Risks in ThinkingRinse Cycle!'Teach Students How to Circle Back to Clarify ThinkingSpin Cycle!'Teach Students How to Consolidate Entries and Recap Best ThinkingSelf-Reflection Questionnaire: Reading NotebooksWhat We Might Let Go of When Asking Students to Write About ReadingReading Notebooks: An Action PlanChapter 4: Decisions About Discussion: Teach Readers to Push Their Thinking About NonfictionThe Benefits: Making Meaning in Texts and Our LivesTeach Students to Have Meaningful ConversationsMaking Decisions Based on Student ConversationsEffective Nonfiction Conversation CharacteristicsLessons:Natural Navigation'Teach Students How to Start and Move Through ConversationsLegitimate Listening'Model How to Listen AttentivelyBack on Track'Teach Students How to Monitor the Focus of ConversationsTools That Teach'Use Notebook Entries to Initiate and Guide ConversationsReading as Writers'Use Author's Craft as the Focus of ConversationsRead and React'Teach Students How to Start a Conversation by Sharing an EmotionTeach It'Model How to Apply New LearningPartner Ponder'Model How to Ask Questions to Sharpen the Reading ExperienceBoxes and Bullets'Teach Students How to Use Ideas and Details to Organize ThoughtsGuess My Word'Model How to Use New VocabularyKeeping It Real'Model Authentic Conversation PatternsWhat We Might Let Go of When Asking Students to Talk About Their ReadingSelf-Reflection Questionnaire: Student ConversationsAuthentic Conversations: An Action PlanChapter 5: Decisions About Synthesizing Information: Teach Readers to Put the Pieces TogetherWhat Is Synthesis?Why Is Synthesis So Important?What Other Reading Skills Fit With Synthesis?Lessons:Put It Together'Define What It Means to SynthesizeShared Practice'Model How to Synthesize Information in a Nonfiction Read AloudWrite'"Sketch'"Chart'Show Students Typical Synthesis Reading Notebook EntriesWhat to Look for When Students Synthesize InformationThin-Slicing Students' Synthesis ThinkingRight-Now ThinkingOver-Time ThinkingRefining ThinkingDecide What to Teach Next: Focus on Three Main ChoicesChoice 1: Reinforce What Works for StudentsChoice 2: Show a Different Type of ThinkingChoice 3: Show How to Apply ThinkingSynthesis Across TextsLessons:Text Treks'Show Students How to Compare Categories Across TextsStretch Your Wingspan'Teach Students How to Think Across TextsHow's It Going?'Reflect on How Synthesis Helps Readers UnderstandSynthesizing Information: An Action PlanChapter 6: Decisions About Understanding Perspectives: Teach Readers to Approach Texts From Multiple AnglesWhat Is Perspective?Why Is Understanding Perspectives Important?What Other Reading Skills Fit With Understanding Perspectives?Lessons:Sketch It!'Appreciating Vantage PointLenscrafters'Show Students How to Notice the Author's LensesUse Bifocal Lenses'Read With an Awareness of the Author's PerspectiveUse Monofocal Lenses'Noting Our Own PerspectiveBeyond K-W-L'Seeing Perspective as a Series of RelationshipsSeeing Possibilities'Show Students Common Notebook EntriesWhat to Look for When Understanding PerspectiveFeelings PerspectiveFrames PerspectiveOpinions PerspectiveDecide What to Teach NextChoice 1: Reinforce What Works for StudentsChoice 2: Show a Different Type of ThinkingChoice 3: Show How to Apply ThinkingReflecting With Students: How Understanding Perspectives Helps UsUnderstanding Perspectives: An Action PlanChapter 7: Becoming Confident and Intentional Decision MakersAppendicesAppendix A: Nonfiction Book Rating SystemAppendix B: Some Favorite Nonfiction TextsAppendix C. Clipboard Notes: Reading Notebook EntriesAppendix D. Clipboard Notes: Student ConversationsAppendix E. Clipboard Notes: Synthesizing Nonfiction TextsAppendix F. Clipboard Notes: Types of Thinking About Synthesizing InformationAppendix G. Clipboard Notes: Understanding Perspectives in NonfictionAppendix H. Clipboard Notes: Types of Thinking About Understanding PerspectivesReferencesIndexAbout the Authors

ISBN: 9781506351216
ISBN-10: 1506351212
Series: Corwin Literacy
Audience: Professional
Format: Paperback
Language: English
Number Of Pages: 296
Published: 24th April 2017
Publisher: SAGE Publications Inc
Country of Publication: US
Dimensions (cm): 23.1 x 18.7  x 2.54
Weight (kg): 0.59
Edition Number: 1

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