Reading Reconsidered: A Practical Guide to Rigorous Literacy Instruction

Product Information

TEACH YOUR STUDENTS TO READ LIKE CHAMPIONSAWITH RIGOR, INDEPENDENCE, PRECISION, AND INSIGHT The world we are preparing our students to succeed in is one bound together by words and phrases. Shanahan is Professor Emeritus at the University of Illinois at Chi­cago, and has led the US Government’s National Reading Panel.

Reading Reconsidered provides the framework necessary for teachers to ensure that students forge futures as lifelong readers. This book takes you into the trenches with actionable guidance from real-life educators and instructional champions. It also ensures schools do not repeat books, books are at an appropriate level and there is a justified theme running through your school’s book choices. It is deliberately designed to enable the teacher to adjust difficulty and reading duration, which may be aweakness of ​ ‘popcorn reading’, which lets students select who will read next. Our results – see below – found that 45% of 1,674 respondents had chosen some form of one-at-a-time reading.The latter is advocated in Doug Lemov’s popular ​ ‘ Teach Like aChampion’ series and, most recently, his book ​ ‘ Reading Reconsidered’. Downloadable tips and templates on key topics like reading nonfiction, vocabulary instruction, and literary terms and definitions.

The second half of Reading Reconsidered reinforces these principles, coupling them with the 'fundamentals' of reading instruction—a host of techniques and subject specific tools to reconsider how teachers approach such essential topics as vocabulary, interactive reading, and student autonomy. 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. It’s hard to think of amore relevant question to primary and secondary teachers than how they should read with their class, so although the debate isn’t new, it’s worth recapping and exploring which aspects remain unanswered. Shanahan’s point is that reading aloud is valuable insofar as it improves students’ reading fluency, which is strongly associated with comprehension (e.If teachers want to ensure maximum achievement in reading and maximum readiness for college, text selection deserves greater attention and intentionality. This does not mean that every book needs to be selected using a ‘maximum value for learning’ calculation.