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EKC

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AIS Abuja MS_ Responsive Reading Instruction, Session 2 (Feb. 2021) (3)

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Penny Kittle

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Connect with educators around the world!

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Disrupting Thinking: Why How We Read Matters

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Disrupting Thinking: Why How We Read Matters

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Kylene Beers and Bob Probst

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"Disrupting Thinking is one of the best books I've read about the power of books to disrupt complacency and promote change and the role teachers play in that disruption. Skillfully, these authors address the continuum of education K-12, making this book ideal for colleagues to read and share horizontally and vertically across grade levels."
-- Sarah Mulhern Gross, English teacher at High Technology High School, contributor to The NY Times Learning Network

"We're living in a world of social media and fake news have the potential to shape who we are and what we believe. Through the strategies presented in Disrupting Thinking, teachers see clearly how to help students become active participants in constructing meaning, as they respond, question, and challenge, so that in the end they become more responsible citizens in our world."

-- Mindy Hoffar, All Write Consortium Director

"Beers and Probst tackle one of teachers' greatest challenges: student apathy. They show us not only how to "teach struggling readers but how to teach readers to struggle." And then they go the next step and show us how to turn the apathetic reader into a lifetime reader. And for both, we are grateful."
-- Danny Brassel, Ph.D., consultant and author. Author of The Lazy Readers' Book Club

"We need students who can do more than answer questions. Tomorrow's leaders need to be able to ASK questions. This is an excellent book for all teachers whether they teach reading, language arts, or science or history. Whether they teach elementary, middle, high school or college, or at home - EVERYONE who is around children needs to read this book. It is short but powerful. I have spent over 30 years in education, and I have taught every level from pre-school through university, and this book brought me back to the WHY and HOW of teaching. It is short and easy to understand for non-teachers. As an educator it reminded me of the good things we do in teaching, but stated in their research that all of this has bee set aside to focus on numbers and passing tests - the bane of a real educator's life. Children start out loving books and reading, but by middle school that hate reading because educators are just having them study vocabulary, answer questions, and nothing more. Most schools have taken away quiet or silent sustained reading, when research shows that it works and is needed. At the same time, many schools still do round-robin reading when research shows that it does NOT work. What works: students must be given choice in what to read, we must increase the amount they read, they must be encouraged to read aloud to a partner or parent, we must teach questioning strategies and model that process, and we MUST let go of the silent classroom and encourage students to talk about their reading with other students. Many teachers believe a quiet classroom is one that is in control, but our students need to talk to each other about their reading and their work. Letting go is a critical skill for educators in this fluid and rapidly changing world. Reading builds the following: knowledge, improves overall achievement, increases overall motivation, increases vocabulary, improves writing, build background knowledge, improves understanding of text structures, develops empathy, and develops personal identity.

Please get this little book, read it, then apply the ideas to the children in your life or classroom. Please." --Texas Rose

Provided via Amazon Vine

"If you haven't read anything by the dynamic duo Bob Probst and Kylene Beers and you are a teacher, you must! Their collaborative writing is highly readable, self-deprecating, witty, and on point. But don't be sidetracked by the entertaining repartee: their ideas about teaching are powerful, disruptive, and do-able. Don't think the double entendre of the book's title isn't intentional. While they propose and illustrate tangible ways in which we can disrupt the thinking of our students while reading (or prompt students out of what we thought were nonthinking stupors--Beers and Probst are passionately clear that we're wrong on that count), the duo is intentionally disrupting modern groupthink about teaching. If you only read 3 professional books this summer, make them: 1) Disrupting Thinking, 2) Notice and Note, and 3) Reading Nonfiction (in that order). Yes, like Star Wars, the third book in the series is really where it all begins. Disrupting Thinking outlines the philosophical underpinnings of their Notice and Note strategies. Without an understanding and willingness to embrace the philosophy behind Notice and Note, the signposts will be little more than another set of isolated reading strategies. Trust me, I taught the Nonfiction Notice and Note strategies as isolated reading strategies the first time (I know, I know, the book is clear on not doing that, but my role was to teach demonstration lessons rather than a daily core class). Like any isolated strategy, it doesn't work; kids won't and/or can't transfer their learning. I thought my flaw was a lack of text complexity. I taught the strategies but then students never needed to use them because they understood the texts without them. After reading "Disrupting Thinking," I understood that the attitude toward reading has to be in place for the Notice and Note signposts to be useful. In other words, students have to CARE enough about the text to use the strategies to figure it out. Disrupting Thinking only has one real strategy, and it is deceptively simple and powerful to the core. They call it: BHH (Book * Head * Heart). It can be taught at any level as a mindset for reading: What does the book say? What am I thinking as I read? What's in my heart while I read? (my paraphase, not theirs) The revolutionary idea is that we have to approach reading as something that changes us. When we teach our students to anticipate that what they read will change them one page at a time, then everything about how they read and how we teach reading changes, too. Simple, right? But how many teachers are out there teaching reading as anticipating change? Yet how many teachers out there read to be changed themselves? TONS. So our job is to come at reading with our students the way we do and make it matter. Somehow this simple yet powerful idea resonated with me in a way that all the book love authors have not. It's more tangible and more realistic than sharing your love of reading. They've pinpointed WHY we love reading: because it changes us. Now just because you've read my sad little synopsis, don't assume you can pass up this book. To circle back, Beers and Probst are incredible authors; their book comes with video links that I haven't even delved into yet, and you need to hear it from the two of them for yourself. You'll learn much more along the way, such as their take on recent education and reading debates, authors they look to, sample conversations to help imagine using the strategy in class, lovely sample anchor charts, etc. Is this book going to give you 24 lesson plans like Notice and Note? No. Is this book going to make those 24 lesson plans work? Yes. Get it, read it, and give it to a colleague to read, too." --Julie

Provided via Amazon Vine

"This honestly reminds me of things like why children hate reading and schools killing the love of reading, both the subject and titles of articles and discussions in education. As an English teacher who hates to write, but loves to read, this helps me feel better about the process. I love diving into a new book and sharing it with my students. I honestly got started writing book reviews because my students would see me reading something and immediately ask to read it next. It got to the point where I couldn't remember who was next and what that particular book was about because I had moved on to something new. Writing little book reviews on my classroom webpage and having a wait list made it easier for me to keep track. Knowing that we read for pleasure far more often than we read for any particular literary device or testing strategy is far more important for building lifelong literacy. I love that Beers addresses this and focuses on talking about the relationship of book and reader to engage in comprehension. Trying to figure out motivations and connections to the literature helps me connect and I have always wanted to share that with my students. I love that there are books out there that make me feel validated and can easily be shown to other parents or teachers to stress this importance." --Jennifer Miller

Provided via Amazon Vine

"I only wish that this book would be as popular in schools as Beers previous book was. Unfortunately, the education industry does not put priority on personal meaning in learning, so I think that this is a book that will have to be pushed out by individual teachers and leaders in schools, as well as involved parents. Within the first couple of chapters, Beers sets out why reading even matters- beyond the basic ability to find answers in text. After all, the best readers are usually ones that were read to as children, who saw their own parents or other family members reading for pleasure, and who read for pleasure themselves. And why do they read for pleasure? Because reading has meaning beyond their test scores. Going further, Beers also reminds us that contemporary careers and careers of the future do not want employees that can just repeat back information; they want employees that can make meaning out of what they read, make connections, and create their own ideas from what they have read.

This is an enjoyable read for teachers, school leaders, and parents alike. I especially like it as motivational summer reading for teachers that are getting ready to return to school." --Mom to 2 Boys

Provided via Amazon Vine

--This text refers to the paperback edition.

Kylene Beers is an award-winning educator and is the author of When Kids Can't Read: What Teachers Can Do, Notice and Note: Strategies for Close Reading, Adolescent Literacy: Turning Promise into Practice, and Elements of Literature, the literature textbook read by the majority of middle school and high school students across the US. She began her teaching career in 1979 in the Alief School District, outside of Houston. Texas. Since then, she has become an internationally-known and respected authority in literacy education. Beers works tirelessly to help parents, teachers, and national policy makers understand how to best help struggling readers. In 2008-2009, she served as President of the National Council of Teachers of English and in 2011 she received an NCTE Leadership Award. She has served as a consultant to the National Governor's Association Education Committee, was the editor of the national literacy journal Voices from the Middle, taught in the College of Education at the University of Houston, held a reading research position in the Comer School Development Program at Yale University School of Medicine, and has most recently served as the Senior Reading Advisor to the Reading and Writing Project at Teachers College, Columbia University.

Robert Probst, Ed.D., is an author and consultant to schools nationally and internationally. He speaks to administrators and teachers on literacy improvement, particularly issues surrounding struggling readers and meeting standards. Bob is Professor Emeritus of English Education at Georgia State University and has served as a research fellow for Florida International University. He has served as a member on the Conference on English Board of Directors, an NCTE journal columnist, and a member of the NCTE Commission on Reading. In 2004 he was awarded the NCTE Exemplary Leadership Award presented by the Conference on English Leadership.

--This text refers to the paperback edition.

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disrupting thinking: why how we read matters

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teaching methods & materials - language arts

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teaching methods & materials - reading & phonics

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education / teaching methods & materials / language arts

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education / teaching methods & materials / reading & phonics

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teaching methods & materials - language arts

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teaching methods & materials - reading & phonics

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teacher resource; professional development; create engagement; encourage thought

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education / teaching methods & materials / language arts

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education / teaching methods & materials / reading & phonics

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Disrupting Thinking: Why How We Read Matters

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Buy Disrupting Thinking: Why How We Read Matters: Read Kindle Store Reviews - Amazon.com

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No More Teaching Without Positive Relationships

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No More Teaching Without Positive Relationships

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Jaleel R. Howard, Tanya Milner-McCall, & Tyrone C. Howard

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No More Teaching Without Positive Relationships

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Teachers know the importance of strong relationships with their students, but sometimes connecting with them feels challenging. No More Teaching Without

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Nancie Atwell

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teaching methods & materials - reading & phonics

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teaching methods & materials - reading & phonics

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education / teaching methods & materials / general

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education / teaching methods & materials / reading & phonics

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Buy The Reading Zone: Read Kindle Store Reviews - Amazon.com

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Book Love: Developing Depth, Stamina, and Passion in Adolescent Readers

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Book Love: Developing Depth, Stamina, and Passion in Adolescent Readers

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Penny Kittle

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Special Offer: We are dedicated to teachers. Use coupon code TAW23 to receive 30% off the list price and free shipping within the U.S. Valid only on online orders paid by credit card. Restrictions apply.

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Special Offer: We are dedicated to teachers. Use coupon code TAW23 to receive 30% off the list price and free shipping within the U.S. Valid only on online orders paid by credit card. Restrictions apply.

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Passionate Readers: The Art of Reaching and Engaging Every Child

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Passionate Readers: The Art of Reaching and Engaging Every Child

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Pernille Ripp

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passionate readers: the art of reaching and engaging every child

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teaching methods & materials - language arts

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education / teaching methods & materials / language arts

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education/teaching methods & materials - language arts

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teachers' classroom resources & material

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teaching methods & materials - language arts

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authentic learning experiences; blogging tools; global collaboration; internet safety; k-8; pernille ripp; passion-driven learning; student empowerment; the ultimate guide to student blogging; meaningful student blogging; donalyn miller

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education / teaching methods & materials / language arts

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education/teaching methods & materials - language arts

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teachers' classroom resources & material

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Passionate Readers: The Art of Reaching and Engaging Every Child

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Amazon.com: Passionate Readers: The Art of Reaching and Engaging Every Child (9781138958647): Ripp, Pernille: Books

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Jennifer Serravallo

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Your Research-based Guide to Developing Skilled Readers. 300+ strategies with learning progressions support 13 reading goals, with each strategy cross-linked to skills, teacher tips, prompts, research, and reading levels—everything from fluency to literary analysis.

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EKC

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EKC

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Conferring to Amplify Inquiry & Honor Agency

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Conferring to Amplify Inquiry & Honor Agency

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EKC

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EKC

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Hammond (2015) based on Kleinfeld (1975)

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TCRWP

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EKC

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TCRWP

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TCRWP | MS/HS

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To learn life-long reading strategies that they will be able to transfer to other texts.

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To utilize differentiated learning strategies to help them build language skills.

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To create structures and systems within the school to allow the kids time to think and inquire.

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Students will be supported and have someone to turn to when they need support. ALL kids - introverts, struggling students - all will be known/nurtured/challenged.

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Have high expectations of them regardless of what level they are in their academic journey

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Be kind, and help.

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To learn to appreciate all genres.

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To acquire the reading skills necessarily required in various life situations.

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To find some form of meaning in reading.

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However possible in each model, we will give kids as much access as possible to as many books as possible.

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To share our passion of reading with others

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We can model all forms of reading: for pleasure, learning, etc.

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How we are dealing with making the feedback just as valuable within the DL teaching environment?

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How does the workshop fit into the flipped classroom model?

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There are so many pieces to this curriculum and to workshop in general. How would you advise teachers begin - which tools, skills, elements of workshop might one want to get good at implementing first?

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Got - helpful to have the guiding philosophy that might drive decisions.

Want - which pieces are top priority first? Next? Which might come later/with more time and experience?

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Want: more detail on how to bring the coaching step into conferences.

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To know how this is going in a DL format...what are the most effective ways to execute?

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Got - useful strategies to help support learning

Want - Framework to execute

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Useful discussion on different leveled texts.

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Got - a better understanding of this curriculum 

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Got - a better understanding of this curriculum 

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Pernille Ripp

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One of the pillars of our reading community is the daily book talk. While I used to do them once in a while, I was spurred on by the wisdom of Penny Kittle to do one every single day, which I have now fully embraced for the past few years.

So in the last few years, I have done a book talk almost every single day right after we finish our independent reading. It takes less than two minutes and is fairly simple. I used to plan them out much more but realized that it added another level of work to my already jam-packed day and that it didn't seem to make a difference to the students whether I did a pre-scripted one or one that was more spur of the moment. So this is what our book talks look like now.
Preparation:

1. Pick the text you will book talk - note this can be a chapter book, audiobook, a collection of short stories or whatever you feel like blessing as Linda Gambrell reminds us.

2. I like to book talk a variety of new books I have read as well as older books that haven't been discovered yet. One place I look to for inspiration is what my students have recommended in the past.

3. Decide your angle: Are you book talking it because you read it and it was amazing? Because you abandoned it and need someone to prove you wrong? Because you added it to the library but haven't read it?

4. Prepare your visual. I like to project the cover of the book so that students can easily write down the tile. I also put any genres abbreviations on the slide and whether or not is a more mature book.

5. Have the physical book ready to hold up and hand to someone or place on a designated book talk shelf or display.

During the book talk:

Keep it short and sweet. I tend to say a few sentences about the book and why I liked it/abandoned it/purchased it and then read either the first page, the inside flap or the back cover. I love these teasers as they are already made for us.

Have the book ready to hand out. The only time I break this recommendation is when I just finished a book and I want to book talk it to all of my classes. Then I try to find extra copies beforehand, such as from our school library.

Students should have their to-be-read list out which is located either in their readers' notebook or using the Goodreads app. This is a routine expectation we start with the very first week.

Pointers:

Start to transfer ownership of the book talks to students fairly early on, you should not be the only one book talking a book. I love using the 30-second book talk idea to help students become more comfortable with the format and also ensure that everyone participates.

If I am the one doing the book talk there is only one given, if it is students, then there can be up to three depending on their length. Again, this is short and sweet, not the actual teaching point of the class.

If many students want to book talk their book, consider making it the teaching point and dedicate a lesson time for it or have them do a speech about their favorite book.

Keep an anchor chart or some sort of visual of which books you have book talked, not only does it provide a reminder to students about the books shared, but it also allows you to ensure that you are providing inclusive book talks that do not just fall under one genre, cultural heritage or some other category.

Place book talked book the same place so that students know where to find them. We have a book tree that serves as everyone's place to recommend books so that is where they go.

Check to see if there are book trailers available. I still think the book trailer for The False Prince by Jennifer A. Nielsen has convinced more students to read the book than I ever have, and I love that book.

I have loved doing daily book talks and also getting them from students and I now see them as a vital component of any thriving reading community. When we book talk a book it is the invitation into a relationship with that book for all of our students, what a powerful teaching tool that is.

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One of the pillars of our reading community is the daily book talk. While I used to do them once in a while, I was spurred on by the wisdom of Penny Kittle to do one every single day, which I have...

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The Distance Learning Playbook, Grades K-12: Teaching for Engagement and Impact in Any Setting

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The Distance Learning Playbook, Grades K-12: Teaching for Engagement and Impact in Any Setting

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Douglas Fisher, Nancy Frey, John Hattie

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From math, literacy, equity, multilingual learners, and SEL, to assessment, school counseling, and education leadership, our books are research-based and authored by experts on topics most relevant to what educators are facing today.

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From math, literacy, equity, multilingual learners, and SEL, to assessment, school counseling, and education leadership, our books are research-based and authored by experts on topics most relevant to what educators are facing today.

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EKC

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EKC

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Book Club assessment ideas.

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useful discussion about read alouds

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Building stronger relationships w/ students

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The importance of building relationships

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More time for read aloud and student reading during class

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Relationship building w/ students

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What will I shed?
What will I prioritize?

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Stephanie Harvey & Annie Ward

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EKC

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EKC

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EKC

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EKC

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I will shed book clubs for this year and prioritize students meeting with partners to have one-on-one book talks/conversations.

I will also prioritize more group conferring sessions.

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I will prioritize focusing on the small group for research and writing instruction. After this year I will not teach ELA, but research and writing will carry over to other classes.

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Culturally Responsive Teaching and the Brain

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Culturally Responsive Teaching and the Brain

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Zaretta Hammond

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From math, literacy, equity, multilingual learners, and SEL, to assessment, school counseling, and education leadership, our books are research-based and authored by experts on topics most relevant to what educators are facing today.

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Culturally Responsive Teaching and The Brain

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In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.