# data[].attributes.body
EKC

# data[].attributes.headline
Text Complexity Cards (Primarily Literary)

# data[].attributes.subject
Text Complexity Cards (Primarily Literary)

# data[].attributes.body
EKC

# data[].attributes.attachment_link.title
EKC Text Complexity Cards (Primarly Narrative - A-Z)

# data[].attributes.body
Connect with educators around the world!

# data[].attributes.attachment_link.description
Log into Facebook to start sharing and connecting with your friends, family, and people you know.

# data[].attributes.body
tonya@erinkentconsulting.com

# data[].attributes.attachment_link.embed_code
Tweets by Mrs_Gilchrist

# data[].attributes.attachment_link.description
From Readers'/Writers' Workshop to Reggio to UDL to IB, Tonya works with schools to tailor professional learning just for their specific contexts and their unique needs.

# data[].attributes.headline
Text Complexity Descriptors (Primarily Literary)

# data[].attributes.subject
Text Complexity Descriptors (Primarily Literary)

# data[].attributes.body
TCRWP

# data[].attributes.body
EKC

# data[].attributes.attachment_link.title
EKC Nonfiction Text Complexity Cards (K-Z)

# data[].attributes.headline
Nonliterary Text Complexity Progression (K-Z)

# data[].attributes.subject
Nonliterary Text Complexity Progression (K-Z)

# data[].attributes.body
TCRWP

# data[].attributes.body
TCRWP | MS/HS

# data[].attributes.body
EKC

# data[].attributes.headline
Forged by Reading: The Power of a Literate Life

# data[].attributes.subject
Forged by Reading: The Power of a Literate Life

# data[].attributes.body
Robert E. Probst & Kylene Beers

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.headline
Disrupting Thinking: Why How We Read Matters

# data[].attributes.subject
Disrupting Thinking: Why How We Read Matters

# data[].attributes.body
Kylene Beers and Bob Probst

# data[].attributes.attachment_link.readable_text
"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.

# data[].attributes.attachment_link.keywords[]
disrupting thinking: why how we read matters

# data[].attributes.attachment_link.keywords[]
teaching methods & materials - language arts

# data[].attributes.attachment_link.keywords[]
teaching methods & materials - reading & phonics

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / language arts

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / reading & phonics

# data[].attributes.attachment_link.keywords[]
teaching methods & materials - language arts

# data[].attributes.attachment_link.keywords[]
teaching methods & materials - reading & phonics

# data[].attributes.attachment_link.keywords[]
teacher resource; professional development; create engagement; encourage thought

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / language arts

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / reading & phonics

# data[].attributes.attachment_link.title
Disrupting Thinking: Why How We Read Matters

# data[].attributes.attachment_link.description
Buy Disrupting Thinking: Why How We Read Matters: Read Kindle Store Reviews - Amazon.com

# data[].attributes.headline
Culturally Responsive Teaching and the Brain

# data[].attributes.subject
Culturally Responsive Teaching and the Brain

# data[].attributes.body
Zaretta Hammond

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.title
Culturally Responsive Teaching and The Brain

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
Nancie Atwell

# data[].attributes.attachment_link.keywords[]
teaching methods & materials - reading & phonics

# data[].attributes.attachment_link.keywords[]
teaching methods & materials - reading & phonics

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / general

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / reading & phonics

# data[].attributes.attachment_link.description
Buy The Reading Zone: Read Kindle Store Reviews - Amazon.com

# data[].attributes.headline
Book Love: Developing Depth, Stamina, and Passion in Adolescent Readers

# data[].attributes.subject
Book Love: Developing Depth, Stamina, and Passion in Adolescent Readers

# data[].attributes.body
Penny Kittle

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.headline
Passionate Readers: The Art of Reaching and Engaging Every Child

# data[].attributes.subject
Passionate Readers: The Art of Reaching and Engaging Every Child

# data[].attributes.body
Pernille Ripp

# data[].attributes.attachment_link.keywords[]
passionate readers: the art of reaching and engaging every child

# data[].attributes.attachment_link.keywords[]
teaching methods & materials - language arts

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / language arts

# data[].attributes.attachment_link.keywords[]
education/teaching methods & materials - language arts

# data[].attributes.attachment_link.keywords[]
teachers' classroom resources & material

# data[].attributes.attachment_link.keywords[]
teaching methods & materials - language arts

# data[].attributes.attachment_link.keywords[]
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

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / language arts

# data[].attributes.attachment_link.keywords[]
education/teaching methods & materials - language arts

# data[].attributes.attachment_link.keywords[]
teachers' classroom resources & material

# data[].attributes.attachment_link.title
Passionate Readers: The Art of Reaching and Engaging Every Child

# data[].attributes.attachment_link.description
Amazon.com: Passionate Readers: The Art of Reaching and Engaging Every Child (9781138958647): Ripp, Pernille: Books

# data[].attributes.headline
Why Do I Have to Read This? Literacy Strategies to Engage Our Most Reluctant Students

# data[].attributes.subject
Why Do I Have to Read This? Literacy Strategies to Engage Our Most Reluctant Students

# data[].attributes.body
Cris Tovani

# data[].attributes.attachment_link.readable_text
In Why Do I Have to Read This? Cris Tovani shares her best secrets, lessons learned from big fails, and her most effective literacy and planning strategies that hook these hard to get learners.

You will meet many of Cris's students inside this book. As she describes some of her favorites, you may even recognize a few of your own. You will laugh at her stories and take comfort in her easily adaptable strategies that help students remove their masks of disengagement. Cris shows teachers how to plan by anticipating students' needs. Her Curriculum You A nticipate structures of Topic, Task, Targets, Text, Tend to me, and Time will literally help you anticipate your curriculum.

Inside Why Do I Have to Read This? readers will find:

literacy strategies for all content areas that support and engage a wide range of learners so they can read and write a variety of complex text

reference charts packed with small bites of instructional shifts that coaches and teachers can use to quickly adjust instruction to re-engage students

planning strategies that show teachers how to connect day-to-day instruction so that no day lives in isolation

versatile thinksheets that are reproducible and adaptable to different grade levels, content areas, and disciplines

Above all, Cris gives teachers energy to get back into the classroom and face students who wear masks of disengagement. She reminds us of the importance of connecting students to compelling topics, rich text, useful targets, and worthy tasks. She reminds us of the importance of tending to students' basic needs and helps us consider how to best structure instructional time. After reading this book, teachers will have new ways to connect with students in a deep, authentic way. Written in a humorous, compassionate, and wise voice, Why Do I Have to Read This? will provide answers to the pressing questions we have when we try to teach and reach all of our students.
eBook Coming Soon 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.

# data[].attributes.attachment_link.description
Preorder Now! Coming December 2020. "Why do I have to read this?" What teacher doesn't dread this question? It usually comes from our most disengaged students like the class clown or the student who struggles to read and write at grade-level. Sometimes we hear it from a student who cries of boredom or one who is angry or apathetic.

# data[].attributes.body
Jennifer Serravallo

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
EKC

# data[].attributes.headline
The reading level cards and docs are very useful...

# data[].attributes.subject
The reading level cards and docs are very useful...

# data[].attributes.headline
Resources are great, particularly the reading cards.

# data[].attributes.subject
Resources are great, particularly the reading cards.

# data[].attributes.body
Resources/prompts on how to help kids make progress in their reading.

# data[].attributes.headline
Great stuff, has me thinking about comprehension after not thinking about it for a while

# data[].attributes.subject
Great stuff, has me thinking about comprehension after not thinking about it for a while

# data[].attributes.body
Resources/Prompts on how to help kids make progress in their reading.

# data[].attributes.headline
I would love to learn more strategies about how to engage reluctant learners and learners who are lack confidence in reading or are not interested in reading. 

# data[].attributes.subject
I would love to learn more strategies about how to engage reluctant learners and learners who are lack confidence in reading or are not interested in reading. 

# data[].attributes.body
The resources were great and easy to use when we confer.

# data[].attributes.body
These will be super helpful during responsive teaching sessions in small groups.

# data[].attributes.headline
Nonliterary Text Complexity Cards are very helpful

# data[].attributes.subject
Nonliterary Text Complexity Cards are very helpful

# data[].attributes.body
Some interesting activity ideas for higher level readers in terms of accessing new texts.
More of the above, plus how do we get kids to (re)discover he joys of reading.

# data[].attributes.body
The text complexity descriptors are very useful. I wonder how we can use them to address the varied needs of our learners.

# data[].attributes.body
GOTS:
cards and descriptors were great - already thinking about how to incorporate them into teaching.
WANTS: Would like some strategies for drawing reluctant readers in

# data[].attributes.headline
I'm thinking about how to use the workshop framework

# data[].attributes.subject
I'm thinking about how to use the workshop framework

# data[].attributes.body
Excited to learn about specific skills located in each of the bands and how to have conversations with students about them. Wondering about students with dyslexia and other learning difficulties and what these conversations look like.

# data[].attributes.body
GOT: Access to practical resources is really helpful as was the opportunity to share practice with colleagues
WANT: Further information on differentiation

# data[].attributes.headline
I am wondering if you have a recommendation for a quick and simple reading comprehension test that the students could complete. I know my readers are all over the place with their levels and I am hoping that I can see a bit more clearly where they are as readers and then work with each student to develop reading strategies.  

# data[].attributes.subject
I am wondering if you have a recommendation for a quick and simple reading comprehension test that the students could complete. I know my readers are all over the place with their levels and I am hoping that I can see a bit more clearly where they are as readers and then work with each student to develop reading strategies.  

# data[].attributes.headline
Reading Assessment for Independent Reading Books

# data[].attributes.subject
Reading Assessment for Independent Reading Books

# data[].attributes.body
TCRWP

# data[].attributes.body
Penny Kittle

# data[].attributes.body
Pernille Ripp

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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...

# data[].attributes.body
Stephanie Harvey & Annie Ward

# data[].attributes.headline
FREE Narrative Independent Reading Assessments Using Authentic Texts

# data[].attributes.subject
FREE Narrative Independent Reading Assessments Using Authentic Texts

# data[].attributes.body
TCRWP

These are all of the teacher copies compiled into one document for you. To access the free, individual student copies go to: https://readingandwritingproject.org/resource-center and type "student copy" in the search field. To access a teacher's manual, go here: https://drive.google.com/file/d/1MlcM35-7InGZjPwfSx0DfRehSjWDYwUS/view.

# data[].attributes.attachment_link.title
TCRWP Narrative Running Records A-Z Combined 2020

# data[].attributes.headline
If you are considering purchasing a new resource...

# data[].attributes.subject
If you are considering purchasing a new resource...

# data[].attributes.body
...check out Complete Comprehension from Jennifer Serravallo. I appreciate its authenticity and intentionality as well as its efficiency. It makes me think of the Wiliam and Leahy quote around the importance of being decision-driven when it comes to data collection. What decisions do we need to make? Let's collect data around that. :) In that vein, Complete Comprehension uses full-length, real books for the assessments (rather than super short texts or passages made solely for the purpose of an assessment). This allows us to see how students are truly doing as independent readers with more complex thinking work like synthesizing across a text, etc. Also, it's completely set up for students to do independently, so they can be completing the assessment while the teacher is conferring or working with a small group. Plus, the students who are working on the assessments are engaged in reading authentic chapter books or nonfiction texts, so it isn't taking away from their independent reading time either. Lots to love!

This linked post has helpful FAQs. You might especially like to watch the short video that's included. Jen describes and shows the kits (there's one for fiction and one for nonfiction), so it gives you a clear idea of what you'd be purchasing.

# data[].attributes.attachment_link.readable_text
Complete Comprehension is coming soon! Jennifer Serravallo has announced her forthcoming curricular resource, and Heinemann is honored to bring it to teachers and schools in 2019. This FAQ quickly answers some questions you might have about Complete Comprehension. Read on for all the details!
What is Complete Comprehension?
As you'll see, Complete Comprehension is something bigger from Jen Serravallo. Unlike Jen's Professional Books The Reading Strategies Book or Understanding Texts & Readers, this is a curricular resource. It expands on Jen's previous books, taking all of her most practical thinking and putting it into one resource that includes materials for assessing, evaluating, and teaching comprehension effectively and efficiently.

What does Complete Comprehension do?

In a nutshell, Complete Comprehension presents a complete instructional cycle for comprehension.

It helps you give your students an assessment of their comprehension in whole-chapter books.

It supports evaluation of readers' responses.

It connects you findings directly to instruction with dozens of strategies (in addition to those in The Reading Strategies Book) to share with readers.

What's in the boxes?

Complete Comprehension comes in two versions: Fiction and Nonfiction. The basic components of each are the same, but none of the content is duplicated from one version to the other.
Fiction includes:

28 trade books, two at each reading level J-W, encompassing a variety of genres.

Downloadable response and planning forms customized for each trade chapter book

1 set of labels that, when affixed to the directed page, cue the reader to respond to a prompt on the response form

1 set of stickers to affix to the outside of the book so that students know it doesn't belong in the classroom library

3 resource guides: ASSESS, EVALUATE, and TEACH

Online video that models each step of the Assess, Evaluate, Teach cycle

A quick-start guide

Nonfiction Includes:

28 trade nonfiction books, two at each reading level J-W, with popular topics that have proven engaging for children

Downloadable response and planning forms customized for each trade chapter book

1 set of labels that, when affixed to the directed page, cue the reader to respond to a prompt on the response form

1 set of stickers to affix to the outside of the book so that students know it doesn't belong in the classroom library

3 resource guides: ASSESS, EVALUATE, and TEACH

Online video that models each step of the Assess, Evaluate, Teach cycle

A quick-start guide!

How does Complete Comprehension work?

From the bird's eye view, Jen bases Complete Comprehension on her hierarchy of reading goals (see page 11 of Understanding Texts & Readers or page 2 of The Reading Strategies Book). The assessment, evaluation, and strategy instruction are all focused on the four fiction and four nonfiction comprehension goals in the hierarchy. These goals, and the skills associated with them, form the backbone of Complete Comprehension.

Let's look at the three guide books: ASSESS, EVALUATE, and TEACH

Jen's whole-book assessment is laid out in ASSESS. It's conducted during independent reading and provides data in the form of written student responses to book-specific prompts. The student writes the responses on their own. The prompts address aspects of a student's proficiency in reading comprehension skills.

The EVALUATE protocol, with rubrics and example responses, allows rapid matching of a reader's written responses to the qualities of responses at, above, or below level. In turn, the information revealed in the evaluation gives you a sense of the child's whole-book reading level, as well as where in Jen's hierarchy of reading goals you might target instruction.

The evaluation also shows which skills within a goal need the most work. Match the needed skills improvement to a reading strategy in the TEACH guide, and you've got a powerful way to support any individual's needs.

How often should I give the assessment?

At first, Jen recommends rolling out the assessment during the first four to six weeks of school. You don't have to assess every child immediately-five to ten per week is fine. Once you know each child's whole-book reading level and have them working toward specific reading goals, watch for signs of progress. You can reassess the reader as necessary to determine if they've internalized the skills you've taught them. Most students move through three text levels a year, so you may repeat the assessment a handful of times each year for each student.

How much instructional time does Complete Comprehension require?

Very little, actually. Complete Comprehension's assessment requires only enough instructional time for a whole-class minilesson in the beginning of the year to introduce the assessment and mere moments with individuals or small groups to help them select a text. The reader does all the work during independent reading. Once the assessment comes back to you, the highly intuitive evaluation takes just a few minutes (especially once you've gained experience with it) and can be done during planning time. Finally, sharing strategies is already part of many teacher's minilessons, small-group work, or conferring. So the strategies Jen shares are ready-to-go instruction to add to your repertoire.

Are these strategies the same as the ones in The Reading Strategies Book?

Both the Fiction and Nonfiction resources contain more than 75 additional reading strategies that can't be found in The Reading Strategies Book. You might notice a few strategies that appear in both Complete Comprehension and The Reading Strategies Book. These are strategies Jen considers foundational to strategy-based comprehension instruction, but even these include different visuals and variations on teaching language to give you even more options.

How is Complete Comprehension different from Independent Reading Assessment?

If you are familiar with Jennifer Serravallo's multiple award-winning series . While a whole book assessment is still a part of CC as it was IRA, there are numerous updates and improvements worth noting. Independent Reading Assessment(Scholastic, 2012, 2013)and are wondering why it's no longer available, you will be glad to know that it has undergone a major revision and will be re-released by Heinemann as Complete Comprehension Read more about all the improvements here.

How do I order Complete Comprehension?

Complete Comprehension is only available from Heinemann. We are the sole source for purchasing, and it is not sold through third party retailers such as Amazon.com or through teacher stores. We aren't taking preorders quite yet, but we will be very soon! To receive preordering information and other kinds of helpful alerts, sign up here. Additionally, Heinemann has a wide network of representatives across the country who are happy to assist you. Complete Comprehension will publish in late Spring of 2019.

** *

For more information on Jen and each of her resources, visit Heinemann.com

Jennifer Serravallois the author of New York Times bestsellerThe Reading Strategies Book as well as other popular Heinemann titles, including The Writing Strategies Book; Teaching Reading in Small Groups; Conferring with Readers; and The Literacy Teacher's Playbook, Grades K-2 and Grades 3-6. Her newest book is Understanding Texts & Readers. She is also the author of the On-Demand Course Teaching Reading in Small Groups: Matching Methods to Purposes where you can watch dozens of videos of Jen teaching in real classrooms and engage with other educators in a self-guided course.

Jen began her career in education as a teacher in Title I schools in NYC and later joined the Teachers College Reading and Writing Project at Columbia University. Through TCRWP and now as an independent consultant, she has spent over a decade helping teachers across the country to create literacy classrooms where students are joyfully engaged and the the instruction is meaningfully individualized to students' goals.

Jen holds a BA from Vassar College and an MA from Teachers College, where she has also taught graduate and undergraduate classes on urban education reform and children's literature.

Learn more about Jen and her work at www.jenniferserravallo.com, or connect with her at@jserravallo

# data[].attributes.attachment_link.description
Complete Comprehension is coming soon! Jennifer Serravallo has announced her forthcoming curricular resource, and Heinemann is honored to bring it to teachers and schools in 2019. This FAQ quickly answers some questions you might have about Complete Comprehension. Read on for all the details! What is Complete Comprehension?

# data[].attributes.body
EKC

# data[].attributes.body
Please see the column of resources provided. :)

# data[].attributes.headline
GOT! Ideas on how to break up lessons more effectively to incorporate  more reading 

# data[].attributes.subject
GOT! Ideas on how to break up lessons more effectively to incorporate  more reading 

# data[].attributes.body
Want- Yes, clear conferencing outline for middle school students.

# data[].attributes.headline
Like the online suggestions. Would be good to see more of these, given this could be a recurring aspect of student learning.

# data[].attributes.subject
Like the online suggestions. Would be good to see more of these, given this could be a recurring aspect of student learning.

# data[].attributes.body
I got the idea of book speed dating. I want to gather a list of book suggestions for years 7 and 8.

# data[].attributes.body
EKC

# data[].attributes.attachment_link.title
Readers' Workshop in Distance Learning MS:HS