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Reading Reconsidered
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Table of Contents

DVD Contents ix About the Authors xvii About Uncommon Schools xix Acknowledgments xxi Introduction 1 PART 1 The Core of the Core 11 1 Text Selection 13 Module 1.1: The Decline of the Canon 18 Module 1.2: Text Attributes and Leveling Systems 23 Module 1.3: The Five Plagues of the Developing Reader 29 Module 1.4: Book Choice 45 Module 1.5: Managing Selection 52 2 Close Reading 57 Module 2.1: Layered Reading 63 Module 2.2: Establish Meaning via Text-Dependent Questions 71 Module 2.3: Close Reading to Analyze Meaning 83 Module 2.4: Processing Ideas and Insights in Writing, and the Power of Clear Focus 97 Module 2.5: Close Reading Bursts 102 3 Reading Nonfiction, and the Challenge of Background Knowledge 113 Module 3.1: The Key Challenge: Background Knowledge 117 Module 3.2: Absorption Rate 120 Module 3.3: Embedding Texts to Increase Absorption Rate and Build Background Knowledge 123 Module 3.4: OtherWays to Build Background Knowledge 137 Module 3.5: Some Unique Challenges of Nonfiction 143 4 Writing for Reading 155 Module 4.1: Reading Class Cycles 161 Module 4.2:Writing Is Revising 178 Module 4.3: Art of the Sentence 186 Module 4.4: Building Stamina 195 Module 4.5: Monitoring and Assessment via the Stack Audit 200 PART 2 The Fundamentals 205 5 Approaches to Reading: Reading More, Reading Better 207 Module 5.1: Approaches to Reading 211 Module 5.2: Accountable Independent Reading (AIR) 216 Module 5.3: Control the Game 225 Module 5.4: Read-Aloud 239 6 Vocabulary Instruction: Breadth and Depth 249 Module 6.1: Explicit and Implicit Vocabulary Instruction Compared 253 Module 6.2: Explicit Vocabulary Instruction:The Daily Word Rollout to Achieve Deep Word Knowledge 256 Module 6.3: Implicit Instruction: Building Vocabulary During Reading 270 Module 6.4: Maintenance and Extension 281 7 Reading Systems 287 Module 7.1: Interactive Reading: An Overview 290 Module 7.2: Phases of Implementation: Rollout, Modeling, Prompting, Autonomy 293 Module 7.3: Interactive Reading System: How to Mark Up a Text (and What to Mark) 299 Module 7.4: Discussion Systems: Laying the Groundwork for Habits of Discussion 307 Module 7.5: Discussion Systems: Beyond the Groundwork 314 8 Toward Intellectual Autonomy 323 Module 8.1: Frameworks for Interpretation 327 Module 8.2: Technical Vocabulary 338 Module 8.3: Phases of Development 342 Module 8.4: Autonomous Writing Structures 352 Module 8.5: Autonomous Discussion Structures 355 Appendix: Useful Tools 365 Index 387 How to Access the Online Contents 411 How to Use the DVD 413 More Ways to Engage and Learn with Teach Like a Champion 415

About the Author

DOUG LEMOV is a managing director of Uncommon Schools and leads its Teach Like a Champion team, designing and implementing teacher training based on the study of high-performing teachers. He is the author of Teach Like a Champion 2.0 and coauthor of Practice Perfect. COLLEEN DRIGGS is a director of professional development for the Teach Like a Champion team at Uncommon Schools. Prior to joining the Teach Like a Champion team she was a middle school science and literacy teacher. ERICA WOOLWAY is the chief academic officer for the Teach Like a Champion team at Uncommon Schools. She is a coauthor of Practice Perfect. Erica began her career in education as a kindergarten teacher and then worked as a school counselor and dean.

Reviews

"This concentrates so much outstanding material in the space of a book, plus an excellent DVD showing the approach in practice, that it should be read by every headteacher and English co-ordinator in the country and incorporated into training for new and practising teachers." (Conservative Home, May 2016) "...contains a wealth of information and practical advice - most of it distilled from experienced practitioners - that will be of benefit to anyone teaching reading and literacy." (InTuition, June 2016)

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