Trust Me! I Can Read

by Lamping, Sally; Blase, Dean Woodring; Fleischer, Cathy

• ISBN13: 9780807753279
• ISBN10: 0807753270
• Format: Paperback
• Copyright: 2012-04-13
• Publisher: Teachers College Pr

Summary

This innovative guide shows teachers how to transform high-school English students into passionate readers with a trust-based approach that honors both student choice and teacher expertise. The authors begin with a series of reflective invitations to help teachers rediscover trust in themselves and in their students. The book offers methods for building confidence and critical skills through thematic book groups, the whole-class novel, and independent reading. As teachers work through each methods chapter, they will begin to create their own trust-based curriculum with the help of "Extend Your Thinking" sections. Classroom examples from urban, rural, and suburban contexts help teachers interweave trust building methods (small reading communities, critically engaging lessons, student-led seminars, artistic response, drama, and dialogue) to create an English classroom that is once again a place of possibility and power.

Author Biography

Sally Lamping has taught secondary school English in New York City; Fairfax County, Virginia; and Cincinnati, Ohio and is an associate professor of English: Integrated Language Arts Education at Wright State University in Dayton, Ohio. Dean Woodring Blase has taught secondary school English in Cincinnati, Ohio, and is an inaugural cohort member of the Harvard Graduate School of Education's Doctor of Education Leadership program.

Table of Contents

Foreword	p. ix
Acknowledgments	p. xii
Introduction: What Happened to High School Readers?	p. 1
The Pedagogy of Poverty	p. 3
Rebuilding Trust	p. 5
Who Needs a Trust-Based Reading Curriculum?	p. 9
Overview of a Trust-Based Reading Curriculum	p. 10
Using This Book	p. 11
Trusting Our Ways as Readers	p. 12
Connectedness	p. 13
Reverence	p. 17
Collaborative Inquiry	p. 19
Co-Investigation and Safe Classroom Environments	p. 22
Getting Started on Building a Safe Environment for All Students	p. 24
Final Thoughts	p. 25
Extend Your Thinking	p. 26
Trust Me: Learning to Build Trust in Students	p. 27
Trusting Practices that Recognize Students' Assets	p. 28
Using Trusting Practices with Independent, Competitive, and Social Learners	p. 30
Making Trusting Practices Work With All Students	p. 32
Final Thoughts	p. 34
Extend Your Thinking	p. 34
Getting Started with the I Choose, You Choose Curriculum	p. 36
Planning for the I Choose You Choose Curriculum	p. 38
Putting It All Together	p. 40
Building Foundations of Trust in the I Choose, You Choose Curriculum	p. 42
Final Thoughts	p. 44
Extend Your Thinking	p. 44
Trust Me! I Can Teach: Revisiting the Whole-Class Text	p. 50
Establishing Methodological Foundations with Whole-Class Texts	p. 51
Choosing a Whole-Class Text	p. 58
Final Thoughts	p. 64
Extend Your Thinking	p. 65
Trust Us! We Can Learn Together: Transitioning to Thematic Book Groups	p. 66
Setting the Foundation for Book Groups	p. 67
Involving Families in Book Groups	p. 68
Introducing Book Choices and Book Groups to Students	p. 70
Book Groups in Action	p. 71
Whole-Class Learning During Book Group Cycles	p. 72
Final Thoughts	p. 73
Extend Your Thinking	p. 76
Trust Me! I Can Choose: Valorizing the High School Reader Through Independent Reading	p. 77
Scaffolding the Independent Reading Experience	p. 78
Using Trust Practices to Set the Foundation for Independent Reading	p. 87
Building a Culture of Reading	p. 90
Formal Assessments and Independent Reading	p. 94
Final Thoughts	p. 97
Extend Your Thinking	p. 98
Conclusion: Trust Me! I Can Read: Subverting the Pedagogy of Poverty	p. 99
Relearning How to Read	p. 100
Making the Impossible Mandatory in High School English Classrooms	p. 100
References	p. 105
Index	p. 110
About the Authors	p. 116
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