Copyright 2016 by Doug Lemov and Uncommon Schools. All rights reserved.
Published by Jossey-Bass
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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.
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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 () |
Clip | Module | Teacher | Description |
Layered Reading | Patrick Pastore | Patrick uses both contiguous reading and line-by-line reading as he and his students read Occurrence at Owl Creek Bridge. |
Close Reading to Analyze Meaning | Rue Ratray | Rue reads for subtlety and author's craft by juxtaposing a line from The Giver with plausible alternatives. |
Close Reading Bursts | Beth Verrilli | Beth and her students closely read a short and crucial moment in Othello. |
Nonfiction () |
Clip | Module | Teacher | Description |
Embedding Texts | Colleen Driggs | Colleen makes the familiar more rigorous with an embedded text. |
Embedding Texts | Patrick Pastore | Patrick 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 Texts | Patrick Pastore | Patrick 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
| Module | Teacher | Description |
Writing for Reading | Gillian Cartwright | Gillian builds student writing stamina and uses writing to support a high-quality discussion of Fences. |
Reading Class Cycles | Kelsey Clark | Kelsey has systematized Stop and Jots that give her students multiple opportunities to reflect on their reading in writing. |
Reading Class Cycles | Julia Goldenheim | Julia 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 Cycles | Jessica Bracey | Jessica re-cycles to ensure that students frequently reflect on their reading through writing and to create the illusion of speed. |
Writing Is Revising | Julie Miller | Julie carefully monitors student writing, then provides clear feedback based on her observations of students' writing. ( |
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