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Anecdotal notes from coaching into a book club conversation.

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Anecdotal notes from coaching into a book club conversation.

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What might you plan for next when coaching this group?

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Text Complexity Cards (Primarily Narrative)

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Text Complexity Cards (Primarily Narrative)

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EKC

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What might this mean for the week ahead? Do you see a whole group teaching point for a minilesson? Strategy group cycles you'll begin? Something else?

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Got: We have received some great strategies that we can use NOW with students.

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EKC

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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.

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Connect with educators around the world!

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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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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Forged by Reading: The Power of a Literate Life

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Forged by Reading: The Power of a Literate Life

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Robert E. Probst & Kylene Beers

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In Forged by Reading: The Power of a Literate Life, Kylene Beers and Bob Probst reflect on the role of reading in a democratic society. It is a book that helps us all-teachers, administrators, parents, and policy makers-to understand not only what it means to be an independent reader and writer, but also why creating independent readers and writers is critical to the health of our nation and the world. Beers and Probst argue that reading and writing are not literacy. They are the tools of literacy. Literacy is about power and privilege-the power to rethink visions of ourselves and to reshape our visions of what society might be. This is critical because the history of literacy has largely been about the suppression of that power and privilege.

This book is about creating readers who think, who live an empowered life, who live a self-determined life shaped by evidence and reason, vision and imagination.

Forged by Reading, a culmination of Beers and Probst's life's research and teaching, grapples with many of the questions we should each be asking about literacy. It discusses pressing topics such as inclusive libraries, student identity, and anti-racism, and strategies that will help students think deeply about text. But at its heart, it is a call to action, one that reminds us, "To stay silent about wrong acts is to speak loudly. Instead, with love and encouragement, with sincerity and strength, with hope and humility, we must offer a voice that seeks a truer version of who we have been in this nation and sings a song of who it is we might become." You, too, will want to stand with strength, hope, and humility after reading Forged by Reading, a book that invites each of us to shape ourselves and our world.

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In Forged by Reading: The Power of a Literate Life , Kylene Beers and Bob Probst reflect on the role of reading in a democratic society. It is a book that helps us all-teachers, administrators, parents, and policy makers-to understand not only what it means to be an independent reader and writer, but also why creating independent readers and writers is critical to the health of our nation and the world.

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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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Dr. Jeff Zwiers

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Jeff Zwiers, an educational researcher at Stanford University, has spent the last 15 years analyzing classroom conversations to see how they can be better used and improved in classroom settings. Teachers who have worked with him report significant growth in students' engagement, content learning, language, creativity, and sense of agency.

Jeff shared his initial vision for classroom conversations in his 2011 book, Academic Conversations. In this follow-up book, Next Steps with Academic Conversations, he builds on those original ideas by offering:

an updated synthesis of conversation work across disciplines and grade levels

highlights of the most recent classroom-based research and theory on classroom conversation

answers to questions that have emerged during this work with teachers and administrators

new classroom strategies and practices for fostering and assessing classroom conversations

This resource is the product of his extensive research, co-teaching, and collaborating with a wide range of educators. It was written for busy teachers who want a practical guide for strengthening the quality and quantity of productive conversations in their lessons.
eBook Available Through Major Retailers
We offer ebook editions for most of our print titles so you can access on your computer, tablet, or e-reader from several major retailers including Amazon, Barnes and Noble, OverDrive, and ebooks.com. View the full list of retailers here. For eBook purchases of 10+ please email us for a quote. Purchases of 20+ qualify for a bulk discount.

If you previously purchased an ebook from Stenhouse.com, they will remain available in your digital library.

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Conversation was not invented to help people choose right answers on tests. It evolved to solve problems, build ideas, build relationships, and understand others and the world. Yet despite its power to grow minds and hearts, effective conversations are still too scarce in our schools.

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Danling Fu, Xenia Hadjioannou, & Xiaodi Zhou

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Translanguaging for Emergent Bilinguals is a thorough examination of the development, evolution, and current realities of educating emergent bilinguals in U.S. classrooms. Through engaging vignettes,...

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EKC

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EKC

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EKC

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EKC

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Verina, Iain, Lloyd, Jeanie, Tony, Brian

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Verina, Iain, Lloyd, Jeanie, Tony, Brian

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What are the promises we make to readers:
1. In grade 8 we promised to give more independent time for reading (10-15 minutes at the beginning of lessons)
2. Upgrade our libraries to have adequate choice
3. Comfy places to read to make it more enticing!
4. Introduce different kinds of literature
5. Understand what you read better
6. Read about social issues and global ideas & experiences

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Choice, Ts will be available to give recommendations, time to read, access to texts Ss can read, opportunities to talk about reading in a variety of ways, book clubs-talking about books with others, reading aloud to students, Ts sharing their reading lives alongside Ss, diverse texts-honoring multiple stories (windows/mirrors)

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To stand up, advocate and protect their reading choices, in terms of content, language ,genre, etc. and to foster the idea that reading is fun! Also, to work towards making reading accessible to all students, regardless of their learning differences and needs. To give them time to read in class consistently.

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1. Dedicated reading time
2. Explicit reading strategies throughout year

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- useful intro to get us all on the same page
- learning about workshop
- lots of tangible skills
- strategy to use to plan teaching responsively
- happy to hear how important it is to read to kids & the importance we should we place on reading
- clarity around implementing workshop/small groups
- I like the specific instruction on small groups, lots of good ideas!
- affirmation about read alouds
- good, concrete strategies
- idea of adopting a "forever stance" with teaching points
- got to discuss with others
- Thank you. Did a great job clarifying the workshop framework
- Forever stance is great for all subjects and skills

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- (In relation to small group planning) strategies for outliers. Single students who's skills are far above or below the rest of the group
- more time to apply and practice
- more ideas to support our time limitations (75 mins daily)
- more social studies integration!
- more practical ideas about nonfiction texts
- tracking tool for conferencing with kids
- more Beers & Probst (authors)
- next time I would like a bit more focus on how we use this within a Humanities Model
- Expand on "Forever Stance"

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Labsite - G8 Joanna - Part 1 - Research, Decide, Compliment

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Labsite - G7 Sixing - Part 1 - Research, Decide, Compliment

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Labsite - G8 Joanna - Part 2 - Teach, Coach, Link

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Labsite - G7 Sixing - Part 2 - Teach, Coach, Link

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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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TCRWP

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TCRWP | MS/HS

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EKC

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LH: Got some ideas for extending conferring well (starting with and coming back to relevance)

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It is good to cycle with a small number of students so that you can see them regularly and build on previous conversations

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LH:

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EKC

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Anecdotal notes from a goal-setting/feed up conference with a student.

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Anecdotal notes from a goal-setting/feed up conference with a student.

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What could be next-step possibilities in this conferring cycle?

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A snapshot from a student's reading journal: analyzing a nonfiction speech. 

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A snapshot from a student's reading journal: analyzing a nonfiction speech. 

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If you were conferring with this student: What might you compliment? What might you teach? (Remember, forever stance: what+how+why)

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A snapshot from a student's reading journal: analyzing character (and more). 

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A snapshot from a student's reading journal: analyzing character (and more). 

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If you were conferring with this student: What might you compliment? What might you teach? (Remember, forever stance: what+how+why)

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Choose one of your promises to readers in your care. What will you do in the next two weeks?

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My goal is to confer with intention--I want to start a list where I track student goals/abilities and see where opportunities for mini-lessons arise!

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My goal is to confer with intention--I want to start a list where I track student goals/abilities and see where opportunities for mini-lessons arise!

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Confer on non-fiction more often and teach into where they are.

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Confer on non-fiction more often and teach into where they are.

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Conferring with intention. Taking quality notes of conferences to inform my next steps

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EKC

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Got: The skills in the bands can be used to backwards diagnose what band kids are operating in, rather than doing explicit testing, just from conversations with kids and seeing what skills they are secure with. Then teach up.
Wants: More on how to apply/integrate Social Studies aspect of Humanities more, the really didactic research writing and informational reading stuff.

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after MAPs testing to get back into soft starts...they miss it

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after MAPs testing to get back into soft starts...they miss it

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I will print out a worksheet for the kids to self-check their own text complexity

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Gots: The different strategies and skills to help students to rise to the challenge of complexity. Reminder about the bands.
Wants: How to support students who seem to straddle bands or have skills in one band and skills in another. How to find appropriate levels with complex topics.

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Got: Some more methods for taking  conferring notes.
Want: Maybe some sub coverage over a few days next fall so that we can administer running records for our incoming sixth-graders.

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Got: The ways to use the text complexity bands to structure conferences

Wants: Help with a text complexity self-check chart

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I will try to map our strategy lessons for my students over the next 2 weeks using Tonia’s template.

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Provide more support for the curious in regards to text complexity for classroom library collections and book room book club collections.

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Back to soft start reading time and continuing conferences for readers (using authenticity as the foundation). Figuring out application for Social Studies research work.

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I will print out a conversion chart to help me stay on track with reading bands.

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EKC

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MS Humanities_ Sample Daily Schedule in Bends (75 min.)

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What does it mean to read/write/think like a social scientist?

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What does it mean to read/write/think like a social scientist?

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ReLeah Cossett Lent and Marsha McCracken Voigt (2019)

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ReLeah Cossett Lent &
Marsha McCracken Voigt

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CHAPTER 1: DISCIPLINARY LITERACY AND COLLABORATIVE PROFESSIONAL LEARNING: A PARTNERSHIP THAT WORKS

CHAPTER 2: UNLOCKING DISCIPLINARY LITERACY

HOW TO CREATE A SCHOOL-WIDE CULTURE OF DISCIPLINARY LITERACY

CHAPTER 3: CREATING A SCHOOL-WIDE CULTURE OF DISCIPLINARY READING

CHAPTER 4: CREATING A SCHOOLWIDE CULTURE OF DISCIPLINARY WRITING

CHAPTER 5: CREATING A SCHOOL-WIDE CULTURE OF DISCIPLINARY THINKING

HOW TO SUSTAIN A SCHOOL-WIDE CULTURE OF DISCIPLINARY LITERACY

CHAPTER 6: BUILDING DISCIPLINARY LITERACY (DL) LEARNING COMMUNITIES

CHAPTER 7: WHAT MATTERS MOST IN A DISCIPLINARY LITERACY (DL) LEARNING COMMUNITY

CHAPTER 8: FROM TEACHER LEARNER TO TEACHER LEADER

CHAPTER 9: LEADING THE DISCIPLINARY LITERACY CHARGE

Appendix A: Disciplinary Literacy in English Language Arts

Appendix B: Disciplinary Literacy in Math

Appendix C: Disciplinary Literacy in Science

Appendix D: Disciplinary Literacy in Social Studies

Appendix E: Disciplinary Literacy in Art

Appendix F: Disciplinary Literacy in a World Language

Appendix G: Disciplinary Literacy in Health

Appendix H: Disciplinary Literacy in Music

Appendix I: Technology or Digital Literacy

Appendix J: Disciplinary Literacy in Physical Education

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CHAPTER 1: DISCIPLINARY LITERACY AND COLLABORATIVE PROFESSIONAL LEARNING: A PARTNERSHIP THAT WORKS CHAPTER 2: UNLOCKING DISCIPLINARY LITERACY HOW TO CREATE A SCHOOL-WIDE CULTURE OF DISCIPLINARY LITERACY CHAPTER 3: CREATING A SCHOOL-WIDE CULTURE OF DISCIPLINARY READING CHAPTER 4: CREATING A SCHOOLWIDE CULTURE OF DISCIPLINARY WRITING CHAPTER 5: CREATING A SCHOOL-WIDE CULTURE

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What does it mean to read/write/think like a scholar of language arts?

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What does it mean to read/write/think like a scholar of language arts?

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ReLeah Cossett Lent and Marsha McCracken Voigt (2019)

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What does it mean to read/write/think like a mathematician?

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What does it mean to read/write/think like a mathematician?

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ReLeah Cossett Lent and Marsha McCracken Voigt (2019)

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What does it mean to read/write/think like a scientist?

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What does it mean to read/write/think like a scientist?

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ReLeah Cossett Lent and Marsha McCracken Voigt (2019)