Reading Reconsidered
A Practical Guide to Rigorous Literacy Instruction
by Doug Lemov, Colleen Driggs, Erica Woolway
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Pub Date Feb 15 2016 | Archive Date Mar 22 2016
Smith Publicity | Wiley
Description
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.
CONTENTS.
Chapter 1: Reading the Data
Chapter 2: Choosing What to Read
Chapter 3: Close Reading
Chapter 4: Making Non-Fiction Stick
Chapter 5: The Epic Importance of Word Study and Vocabulary
Chapter 6: Reading More; Reading Better
Chapter 7: Interactive Reading
Chapter 8: Writing for Reading
Chapter 9: Intellectual Autonomy
A Note From the Publisher
Author is available for interviews, blog tours, autographed book giveaways, contests, and book club discussions. Print copies are available upon request.
Marketing Plan
DOUG LEMOV's highly influential best-selling book, Teach Like a Champion, was based on his study of top teachers in high-poverty public schools. He uses what he learned watching great teachers work their magic to train educators as part of his work at Uncommon Schools, the nonprofit school management organization he helped found. Lemov is also the author of Practice Perfect: 42 Rules for Getting Better at Getting Better, an engaging book on the importance of practice. He holds a Bachelor of Arts from Hamilton College, a Master of Arts from Indiana University, and an MBA from the Harvard Business School.
COLLEEN DRIGGS is a Professional Development Specialist. She previously taught fifth grade reading and served as the Reading Department Chair at True North Rochester Prep, a member of the Uncommon Schools. Colleen joined Rochester Prep in 2007 and worked alongside the Head of School as part of the school's Leadership Team to ensure that all students were on the path to success in college. She began her career in education through Teach for America in 2002, serving as a fifth grade science teacher at M.S. 390 in the South Bronx. Driggs then taught fifth and sixth grade science at East Harlem Village Academy, and then spent two years teaching reading and science at Elm City College Prep in New Haven, CT. She holds a B.A. in Psychology from Hamilton College and an M.A. in Elementary Education from Pace University.
ERICA WOOLWAY is the Chief Academic Officer of Uncommon Schools. In this capacity, she is responsible for leading external workshops, creating training materials for both internal and external use, and for the continuing work on Middle School Reading. Prior to her current role, Woolway was the Director of Staff Development for two Uncommon Networks. She joined Uncommon in 2006 as the Founding Dean of Students at Leadership Prep Bedford Stuyvesant Charter School. Woolway began her career through Teach For America in Lynwood, CA, where she co-chaired the Kindergarten grade level at Agnes Elementary School and was a Regional Finalist for the Sue Lehmann Award for Excellence in Teaching. She then worked as a school counselor at Orange High School in New Jersey and Hunter College High School in New York City, and also worked with families as a caseworker in Camden, New Jersey. Woolway holds a B.A. in Psychology from Duke University, an Ed.M. in School Counseling from Teachers College, and an M.A. in School Leadership from National Louis University.
Available Editions
| EDITION | Paperback |
| ISBN | 9781119104247 |
| PRICE | $21.62 (USD) |
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Average rating from 18 members
Featured Reviews
Gonza B, Reviewer
This book was really hard to understand, mostly because I'm not a literature teacher at any level, and I'm not even English mother tongue. Anyway what I understood was really interesting and this book really shows how to improve your teaching skills using books, as it says: "...we’ve looked at the different ways teachers can implement four “Core of the Core” ideas in the classroom. By having students read harder texts, close read rigorously to establish and analyze meaning, read lots of nonfiction, and write in direct response to written works, teachers can go a long way toward ensuring their students’ preparation for and success in college. Still, in and of themselves, those four ideas do not a competent and successful reader make. There are other important and often foundational skills necessary to success in reading.
In this second part of the book, we’ll look at those pieces essential to rigorous and thorough reading instruction. We’ll focus on a combination of fundamentals—things like increasing vocabulary or sharpening expressive reading skills—and the process of developing positive habits and systems to make classrooms more effective and efficient in supporting student success. Fortunately, these essentials also offer deep synergies with the ideas in the first part of the book. " cit.
THANKS TO SMITH PUBLICITY FOR THE PREVIEW!
James D, Educator
Doug Lemov, Colleen Driggs, and Erica Woolway's new book, Reading Reconsidered: A Guide to Rigorous Literacy Instruction in the Common Core Era, address this reading gap, and they provide concrete practices that ELA teachers (as well as teachers in other disciplines like science, social studies, and art swept up in the Common Core's effect on their own standards) can take straight from the book into the classroom.
While the title addresses reading--and it is indeed the primary focus of the book. Reading Reconsidered covers each of the main areas in the Common Core standards: Reading Literature, Reading Informational Text, Writing, Language, and Speaking & Listening.
I really enjoyed the specificity of the strategies offered by Lemov, Driggs and Woolway (and the descriptions of sample lessons in text and video that accompany the book). For example, I appreciated the emphasis on revision in Chapter 4, but even more important was a table that listed specific revision prompts that teachers can give their students--a list that I plan to copy and develop further in my own practice. This combination of knowing and practicing can be found in each chapter.
The final chapters of the book look toward independent practice of reading skills addressed in the book, an acknowledgement that even the best teaching strategies are ineffective if students can't take learning beyond the classroom--and into college/career-style challenges.Appendices at the end of the book have sample unit plans, further online resources for sections of interests, and useful templates.
While I teach 11th-grade ELA, and I plan to use many of the ideas I found in this book, I think it best serves teachers in grades 6-10. The examples found in the book are mostly from 7th or 9th-grade classrooms.
One warning: Reading Reconsidered works more as a manual than as literature. As with Lemov's earlier book, Teach Like a Champion, there are many, many strategies here, which take repeated practice and adaptation in the classroom. While teachers may read it alone and try out some of the ideas, this is best read and practiced in a PLC or other format of professional development. It is best read over the course of a semester than over the course of a weekend.
A special thank-you to Net Galley for providing a preview copy of this text.
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