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Purchase Benefits
What is included with this book?
Foreword | p. xi |
Acknowledgments | p. xiii |
Introduction: Turning Around Our Pedagogies and Our Readers | p. 1 |
Overview of the Book: Four Resources and a Fifth Dimension | p. 3 |
Plotting Your Next Moves | p. 5 |
A Framework For Thinking About Readers | |
Turning Around: A Five-Part Framework for Expansive and Powerful Reading | p. 9 |
Turning Pedagogies Around | p. 10 |
A Five-Part Framework for Understanding and Teaching Reading | p. 12 |
Using the Five-Part Framework for Planning Instruction | p. 15 |
Identity Matters | p. 19 |
What Is a Reading Identity? | p. 20 |
Kyle: Searching for a Space for His Interests | p. 21 |
Getting to Know Students Well: Who Is This Reader? | p. 21 |
What Teachers Can Do: Turn-Around Strategies to Support Positive Reading Identities | p. 23 |
How the Turn-Around Impacted Kyle | p. 26 |
Code-Breaking | |
Code-Breaking Practices | p. 31 |
Michelle: Overrelying on Sounding It Out | p. 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-Breaking | p. 35 |
How the Turn-Around Impacted Michelle | p. 40 |
Oral Reading Fluency Practices | p. 43 |
Cassidy: Depending on Help from Others | p. 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 Fluency | p. 49 |
How the Turn-Around Impacted Cassidy | p. 53 |
Meaning-Making | |
Making Dis/Connections: Practices for Meaning-Making | p. 57 |
Cadence: Fictionalizing Connections to Be a Good Reader | p. 57 |
The Trouble with Connections for Disconnected Readers | p. 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/Connections | p. 62 |
How the Turn-Around Impacted Cadence | p. 66 |
Vocabulary: A Meaning-Making Resource | p. 69 |
Gary: Resisting "These Stupid Words" | p. 69 |
Vocabulary as a Meaning-Making Resource | p. 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 Vocabulary | p. 76 |
How the Turn-Around Impacted Gary | p. 78 |
Text-Using | |
Text-Using Resources: Informational Non-Narrative Texts | p. 81 |
Jacob: Dismissing Texts That Are "Not That Interesting" | p. 81 |
Reading Informational Non-Narrative Texts as Text-Users | p. 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 Meaning | p. 87 |
How the Turn-Around Impacted Jacob | p. 90 |
Text-Using Resources: Digital Texts | p. 93 |
Kyla: Clicking All Over the Place | p. 93 |
Becoming Text-Users in a Digital World | p. 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 Use | p. 100 |
How the Turn-Around Impacted Kyla | p. 104 |
Text Analyzing | |
Text Analysis: Deconstructing and Reconstructing Texts | p. 109 |
Mercedes: Shutting Down and Acting Out | p. 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 Analysis | p. 114 |
How the Turn-Around Impacted Mercedes | p. 116 |
Text-Analyzing Resources: Reading for Social Justice | p. 120 |
Eddie: Checking Out of Reading and School | p. 120 |
Reading for Social Justice | p. 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 Justice | p. 126 |
How the Turn-Around Impacted Eddie | p. 128 |
Conclusion: Who Is Struggling? Reading Readers Differently | p. 131 |
Appendix: Children's Literature | p. 134 |
References | p. 138 |
Index | p. 141 |
About the Authors | p. 146 |
Table of Contents provided by Ingram. All Rights Reserved. |
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The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.