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The Reading Turn-Around: A Five-Part Framework for Differentiated Instruction

by
ISBN13:

9780807750254

ISBN10:
0807750255
Format:
Paperback
Pub. Date:
11/1/2009
Publisher(s):
Teachers College Pr
List Price: $26.95

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Summary

This text investigates the literate identities and practices of urban youth in rapidly gentrifying neighborhoods, with a focus on New York Citys Harlem neighborhood. The author takes a participatory action approach to define and engage with new directions in youth literacies in socially constructed spaces (i.e., classrooms, gentrifying communities). The author examines connections between race and place by discussing how Harlem youth, teachers, longtime black residents, and new white residents to the area view their role within the gentrification process, with quotes from community members and stakeholders. The active response of youth, via critical literacy/storytelling, in both traditional (print) and multimodal (digital video, etc) forms is investigated, honored, and thoughtfully considered for powerful implications for in-service teaching practice, educational policy, and teacher education. Vignettes, photos, and quotes from students and community members are included throughout.

Author Biography

Stephanie Jones is an associate professor of education at the University of Georgia. Lane W. Clarke is an assistant professor in literacy at Northern Kentucky University. Grace Enriquez is an assistant professor in language and literacy at Lesley University.

Table of Contents

Forewordp. xi
Acknowledgmentsp. xiii
Introduction: Turning Around Our Pedagogies and Our Readersp. 1
Overview of the Book: Four Resources and a Fifth Dimensionp. 3
Plotting Your Next Movesp. 5
A Framework For Thinking About Readers
Turning Around: A Five-Part Framework for Expansive and Powerful Readingp. 9
Turning Pedagogies Aroundp. 10
A Five-Part Framework for Understanding and Teaching Readingp. 12
Using the Five-Part Framework for Planning Instructionp. 15
Identity Mattersp. 19
What Is a Reading Identity?p. 20
Kyle: Searching for a Space for His Interestsp. 21
Getting to Know Students Well: Who Is This Reader?p. 21
What Teachers Can Do: Turn-Around Strategies to Support Positive Reading Identitiesp. 23
How the Turn-Around Impacted Kylep. 26
Code-Breaking
Code-Breaking Practicesp. 31
Michelle: Overrelying on Sounding It Outp. 31
What Is Code-Breaking?p. 32
Thinking Critically About Classroom Practice: What Is Your Approach to Decoding?p. 33
Getting to Know Students Well: What Are Their Decoding Practices?p. 34
What Teachers Can Do: Turn-Around Strategies to Support Code-Breakingp. 35
How the Turn-Around Impacted Michellep. 40
Oral Reading Fluency Practicesp. 43
Cassidy: Depending on Help from Othersp. 43
What Is Fluency?p. 44
Thinking Critically About Classroom Practice: Are You Interrupting Fluency?p. 44
Getting to Know Students Well: How Do You Assess a Student's Fluency?p. 46
What Teachers Can Do: Turn-Around Strategies to Support Fluencyp. 49
How the Turn-Around Impacted Cassidyp. 53
Meaning-Making
Making Dis/Connections: Practices for Meaning-Makingp. 57
Cadence: Fictionalizing Connections to Be a Good Readerp. 57
The Trouble with Connections for Disconnected Readersp. 58
Thinking Critically About Classroom Practice: Do You Encourage Making Both Connections and Disconnections?p. 60
Getting to Know Students Well: Can They Find Their Lives Represented in Classroom Fiction?p. 61
What Teachers Can Do: Turn-Around Strategies to Encourage Dis/Connectionsp. 62
How the Turn-Around Impacted Cadencep. 66
Vocabulary: A Meaning-Making Resourcep. 69
Gary: Resisting "These Stupid Words"p. 69
Vocabulary as a Meaning-Making Resourcep. 70
Thinking Critically About Classroom Practice: How Do You Teach Vocabulary?p. 71
Getting to Know Students Well: What Is Their World Knowledge?p. 72
What Teachers Can Do: Turn-Around Strategies to Grow Vocabularyp. 76
How the Turn-Around Impacted Garyp. 78
Text-Using
Text-Using Resources: Informational Non-Narrative Textsp. 81
Jacob: Dismissing Texts That Are "Not That Interesting"p. 81
Reading Informational Non-Narrative Texts as Text-Usersp. 82
Thinking Critically About Classroom Practice: What Is Your Approach to Informational Non-Narrative Texts?p. 84
Getting to Know Students Well: How Do They Use Informational Texts?p. 85
What Teachers Can Do: Turn-Around Strategies to Develop Reading of Informational Texts with Purpose and Meaningp. 87
How the Turn-Around Impacted Jacobp. 90
Text-Using Resources: Digital Textsp. 93
Kyla: Clicking All Over the Placep. 93
Becoming Text-Users in a Digital Worldp. 94
Thinking Critically About Classroom Practice: What Is Your Approach to Digital Texts?p. 96
Getting to Know Students Well: How Do They Use Digital Texts?p. 98
What Teachers Can Do: Turn-Around Strategies to Enhance Digital-Text Usep. 100
How the Turn-Around Impacted Kylap. 104
Text Analyzing
Text Analysis: Deconstructing and Reconstructing Textsp. 109
Mercedes: Shutting Down and Acting Outp. 109
Thinking Critically About Classroom Practice: How Do You Support Text Analysis?p. 110
What Is Text Deconstruction and Reconstruction?p. 112
What Teachers Can Do: Turn-Around Strategies to Promote Text Analysisp. 114
How the Turn-Around Impacted Mercedesp. 116
Text-Analyzing Resources: Reading for Social Justicep. 120
Eddie: Checking Out of Reading and Schoolp. 120
Reading for Social Justicep. 121
Thinking Critically About Classroom Practice: What Role Does Social Justice Play in Reading Instruction?p. 123
Getting to Know Students Well: What Are Their Concerns?p. 125
What Teachers Can Do: Turn-Around Strategies to Support and Develop Students' Reading for Social Justicep. 126
How the Turn-Around Impacted Eddiep. 128
Conclusion: Who Is Struggling? Reading Readers Differentlyp. 131
Appendix: Children's Literaturep. 134
Referencesp. 138
Indexp. 141
About the Authorsp. 146
Table of Contents provided by Ingram. All Rights Reserved.


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