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Lemov Doug - Reading reconsidered : a practical guide to rigorous literacy instruction

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Lemov Doug Reading reconsidered : a practical guide to rigorous literacy instruction
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In the 2010 article Building a Better Teacher--The article that launched Teach Like a Champion, journalist Elizabeth Green compared two schools of thought--one that teaching skills were the most important driver of classroom learning, the other that content knowledge was the true driver. Some readers saw a conflict between these two perspectives. The authors of Reading Reconsidered have always thought that the answer was more complex: that technique was irreplaceable and helped teachers maximize the application of their subject knowledge but there was also no substitute for content knowledge. Moreover, they believed, there were in fact techniques specific to each of the content areas that drive results and could be delineated and learned like the general techniques in Teach Like a Champion. Reading Reconsidered is the authors first effort to take on the challenge of defining subject specific methods. It is an anxious time for many teachers but also a time of great opportunity. This book will provide a road map from confusion to success-- Read more...
Abstract: TEACH YOUR STUDENTS TO READ LIKE CHAMPIONS WITH RIGOR, INDEPENDENCE, PRECISION, AND INSIGHT The world we are preparing our students to succeed in is one bound together by words and phrases. Our students learn their literature, history, math, science, or art via a firm foundation of strong reading skills. Read more...

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Copyright 2016 by Doug Lemov and Uncommon Schools All rights reserved - photo 1

Copyright 2016 by Doug Lemov and Uncommon Schools. All rights reserved.

Published by Jossey-Bass

A Wiley Brand

One Montgomery Street, Suite 1000, San Francisco, CA 94104-4594;www.josseybass.com

Written by Doug Lemov, Colleen Driggs, and Erica Woolway

Video clips copyright 2016 by Uncommon Schools except for Bracey/Reading Class Cycles (), which are copyright 2016 Relay Graduate School of Education. All rights reserved.

Credits continue on page 385.

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, or on the Web at www.copyright.com. Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax 201-748-6008, or online at www.wiley.com/go/permissions.

Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. Readers should be aware that Internet Web sites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read.

Jossey-Bass books and products are available through most bookstores. To contact Jossey-Bass directly call our Customer Care Department within the U.S. at 800-956-7739, outside the U.S. at 317-572-3986, or fax 317-572-4002.

Wiley publishes in a variety of print and electronic formats and by print-on-demand. Some material included with standard print versions of this book may not be included in e-books or in print-on-demand. If this book refers to media such as a CD or DVD that is not included in the version you purchased, you may download this material at http://booksupport.wiley.com. For more information about Wiley products, visit www.wiley.com.

Library of Congress Cataloging-in-Publication Data

Names: Lemov, Doug, 1967- author. | Driggs, Colleen, author. |Woolway, Erica, 1979- author.

Title: Reading reconsidered : a practical guide to rigorous literacy instruction / Doug Lemov, Colleen Driggs,

Erica Woolway.

Description: San Francisco, CA : Jossey-Bass & Pfeiffer Imprints, Wiley, 2016. | Includes bibliographical

references and index.

Identifiers: LCCN 2015038419 (print) | LCCN 2015049348 (ebook) | ISBN 9781119104247 (paperback) |

ISBN 9781119104346 (pdf) | ISBN 9781119104254 (epub)

Subjects: LCSH: Reading. | Reading comprehension. | Language artsCorrelation with content subjects. |

BISAC: EDUCATION / Teaching Methods & Materials / Reading & Phonics.

Classification: LCC LB1050 .L44 2016 (print) | LCC LB1050 (ebook) | DDC 372.4dc23

LC record available at http://lccn.loc.gov/2015038419

Cover design: Wiley

Cover image: kyoshino/Getty Images, Inc., marekuliasz/Shutterstock

: Excerpt from Harlem from The Collected Poems of Langston Hughes by Langston Hughes, edited by Arnold Rampersad with David Roessel, Associated Editor. Copyright 1994 by the Estate of Langston Hughes. Used by permission of Alfred A. Knopf, an imprint of the Knopf Doubleday Publishing Group, a division of Penguin Random House LLC., and Harold Ober and Associates. All rights reserved.

: My Papa's Waltz copyright 1942 by Hearst Magazines, Inc. from Collected Poems by Theodore Roethke. Used by permission of Doubleday, an imprint of the Knopf Doubleday Publishing Group, a division of Penguin Random House LLC and Faber and Faber, Ltd. All rights reserved.

: Stop and Jot example (DeLuke); Appendix: Ideas for Meta-Embedding, Embedding Nonfiction: Quality-Control Checklist, Glossary of Technical Vocabulary Terms, Read-Write-Discuss-Revise Cycle Template, Sample Vocabulary Rollout Script, Reader's Response Journal Template, Literary Terms and Definitions, all copyright 2016 by Uncommon Schools.

Appendix: Sample Vocabulary Rollout Script image of a fortune teller, copyright Everett Collection/Shutterstock

Video Contents

These video clips and useful tools are also accessible via a login at www.teachlikeachampion.com/yourlibrary

For instructions, please see How to Access the Online Contents in the back of the book.

Video Clips

Close Reading ()
ClipModuleTeacherDescription
Layered ReadingPatrick PastorePatrick uses both contiguous reading and line-by-line reading as he and his students read Occurrence at Owl Creek Bridge.
Close Reading to Analyze MeaningRue RatrayRue reads for subtlety and author's craft by juxtaposing a line from The Giver with plausible alternatives.
Close Reading BurstsBeth VerrilliBeth and her students closely read a short and crucial moment in Othello.

Nonfiction ()
ClipModuleTeacherDescription
Embedding TextsColleen DriggsColleen makes the familiar more rigorous with an embedded text.
Embedding TextsPatrick PastorePatrick embeds a short nonfiction piece on the Civil War to illuminate elements of a short story set in that time. (Occurrence at Owl Creek Bridge)
Embedding TextsPatrick PastorePatrick models rigorous character analysis with the help of an outside-the-bull's-eye embedded text. (The Westing Game and a description of histrionic personality disorder)

Writing for Reading ()
Clip
ModuleTeacherDescription
Writing for ReadingGillian CartwrightGillian builds student writing stamina and uses writing to support a high-quality discussion of Fences.
Reading Class CyclesKelsey ClarkKelsey has systematized Stop and Jots that give her students multiple opportunities to reflect on their reading in writing.
Reading Class CyclesJulia GoldenheimJulia expands the Read-Write-Discuss cycle by having students revise based on insights gleaned from discussion of the text. (The Winter of Our Discontent)
Reading Class CyclesJessica BraceyJessica re-cycles to ensure that students frequently reflect on their reading through writing and to create the illusion of speed.
Writing Is RevisingJulie MillerJulie carefully monitors student writing, then provides clear feedback based on her observations of students' writing. (
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