# data[].attributes.body
EKC

# data[].attributes.headline
Toolkits: A folder with many examples...

# data[].attributes.subject
Toolkits: A folder with many examples...

# data[].attributes.body
EKC

# data[].attributes.body
EKC

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.body
EKC

# data[].attributes.body
EKC

# data[].attributes.body
EKC

# data[].attributes.body
TCRWP

# 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
EKC

# data[].attributes.body
EKC

# data[].attributes.headline
Opportunity to try again, take time, have samples, anchors, graphic organiziers

# data[].attributes.subject
Opportunity to try again, take time, have samples, anchors, graphic organiziers

# data[].attributes.body
You and your work will be honored.
I will try to inspire you, lead you and support you as you learn and grow.
I promise that "YOU CAN DO IT"

# data[].attributes.headline
As readers, students deserve to be able to have their own ideas and interpretations about literature.

# data[].attributes.subject
As readers, students deserve to be able to have their own ideas and interpretations about literature.

# data[].attributes.body
Your voice is valued and will be heard in writing.  You will become a lifelong reader and I will do my best to make that happen

# data[].attributes.headline
Reader - Reading should be the world where I find answers to my curiosity.

# data[].attributes.subject
Reader - Reading should be the world where I find answers to my curiosity.

# data[].attributes.body
Writers - As a writer I need to
make my voice heard in whatever way fits the circumstance.

# data[].attributes.headline
As writers, students deserve to have the freedom to express ideas, but they need structure and feedback to learn how to develop and organize their ideas.

# data[].attributes.subject
As writers, students deserve to have the freedom to express ideas, but they need structure and feedback to learn how to develop and organize their ideas.

# data[].attributes.headline
As readers and writers, they need the time to expand their imagination and curiosity.

# data[].attributes.subject
As readers and writers, they need the time to expand their imagination and curiosity.

# data[].attributes.body
Students deserve to be taught how to think to dig deeply into literature.

# data[].attributes.body
Structured rdg. lessons vs time during distance learning to read during class.

# data[].attributes.body
Breakout rooms allow for digging deep and collaborating and to question students in small groups.

# data[].attributes.body
I wonder how to check for understanding of literature read when all students are reading different books.

# data[].attributes.headline
Got the jist of mini lesson, like the what, the how the relevance

# data[].attributes.subject
Got the jist of mini lesson, like the what, the how the relevance

# data[].attributes.headline
Want:How can resources teacher best support the process?

# data[].attributes.subject
Want:How can resources teacher best support the process?

# data[].attributes.body
Got = Importance of focus on student work to empower and develop agency:
Want = Highlight the use of anchor charts as teaching tools

# data[].attributes.body
Gots:
reaffirmation
some new language
skill+strategy+relevance formula

# data[].attributes.body
Planning does not have to be extensive.

# data[].attributes.body
Got- We are on the same page— regarding structure and teaching leads and later revising.

# data[].attributes.body
Affirmed my belief that conferring is the cake. Learned a new Zoom chat strategy from Jennifer.

Want common understanding of reading and writing workshop.

# data[].attributes.headline
Want to learn more about structured reading and independent reading and thinking deeply when students are all reading different books.

# data[].attributes.subject
Want to learn more about structured reading and independent reading and thinking deeply when students are all reading different books.

# data[].attributes.headline
Got - Read alouds still have an important role in MS.

# data[].attributes.subject
Got - Read alouds still have an important role in MS.

# data[].attributes.body
- 10 min planning for 10 min.
minilesson.
- minilessons layer the understanding bit by bit,.

# data[].attributes.headline
I got the wonder statements for stating the lesson

# data[].attributes.subject
I got the wonder statements for stating the lesson

# data[].attributes.headline
Jen: Wondering: How will these sessions different in K-2, 3-5, IA's and Spanish?

# data[].attributes.subject
Jen: Wondering: How will these sessions different in K-2, 3-5, IA's and Spanish?

# data[].attributes.body
EKC

# data[].attributes.body
TCRWP

# data[].attributes.body
Start with the Link
Unpacking the mini-lesson beginning with the end in mind.

# data[].attributes.headline
Got: Clarity with review of the different teaching methods. 

# data[].attributes.subject
Got: Clarity with review of the different teaching methods. 

# data[].attributes.body
Got: 3% changes that make a 30% difference!
Wants: More time to practice!!

# data[].attributes.headline
Got- The purpose of today's session was to walk us through the language used in a mini lesson in a TC unit and the components to each part.

# data[].attributes.subject
Got- The purpose of today's session was to walk us through the language used in a mini lesson in a TC unit and the components to each part.

# data[].attributes.body
Got: Great conversations with my colleagues
Want: More examples of how to do this things via zoom or online

# data[].attributes.body
How do we make what we ask students to write relevant?

# data[].attributes.headline
Want to better understand how this is different from how I teach writing. I still don't see the difference, but trust me, I am trying.

# data[].attributes.subject
Want to better understand how this is different from how I teach writing. I still don't see the difference, but trust me, I am trying.

# data[].attributes.body
Hammond (2015) based on Kleinfeld (1975)

# data[].attributes.body
EKC

# data[].attributes.body
EKC

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

# data[].attributes.body
TCRWP

# data[].attributes.body
TCRWP: If...Then...

# data[].attributes.headline
Story Matters: Teaching Teens to Use the Tools of Narrative to Argue and Inform

# data[].attributes.subject
Story Matters: Teaching Teens to Use the Tools of Narrative to Argue and Inform

# data[].attributes.body
Liz Prather

# data[].attributes.attachment_link.description
Teaching Teens to Use the Tools of Narrative to Argue and Inform

# data[].attributes.headline
Minds Made for Stories: How We Really Read and Write Informational and Persuasive Texts

# data[].attributes.subject
Minds Made for Stories: How We Really Read and Write Informational and Persuasive Texts

# data[].attributes.body
Thomas Newkirk

# data[].attributes.attachment_link.description
This groundbreaking book challenges the assumption that narrative is an “easy” type of writing, by inviting readers to imagine narrative as

# data[].attributes.body
Jennifer Serravallo

# data[].attributes.attachment_link.readable_text
Introduction
A Very Brief Introduction to Principles, Research, and Theory, and How to Use This Book
The idea for a book of writing strategies exists many times over. This one is possible only because of the great books that have come before it. There are books suggesting writing strategies meant for professional writers and college students, such as those by Noah Lukeman, Roy Peter Clark, and Janet Burroway, among others. There are countless examples of excellent compilations of writing strategies in books written for teachers of writing, such as Fletcher and Portalupi's Craft Lessons Series, Barry Lane's After "The End" (1993), Carl Anderson's Strategic Writing Conferences series (2008-2009), Donald Graves' many books, Katie Wood Ray's Wondrous Words (1999) and other titles, Katherine Bomer's books, Georgia Heard's books, Nancie Atwell's In the Middle (2014) and other resources, Lucy Calkins' Units of Study series, and many more. My aim in this book is to offer my favorite, most useful collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. I want to offer you a little bit of everything. I streamlined the language and examples, and I present the strategies in a format that is organized so that the busy teacher can find just the right strategy at just the right moment. Of course, you'll elaborate on the streamlined language and make it your own.

But wait-before you dive in, I'm so glad you're taking the time to spend a few moments with this "Getting Started" introduction. In this introduction, you'll gain a helpful overview of the thinking that undergirds this book's ideas as well as an overview of its organization. You'll learn about strategies and all the aspects that I chose to include to elaborate on them-mentor texts, prompts, lesson language, teaching tips, and more. You'll learn how to navigate the pages of the book so you can find what you're looking for quickly and easily, for this is not a read-every-single-page kind of book (unless you want it to be). You'll get a quick crash course on some important terminology and concepts that will help you use this book to its fullest- thoughts about writing as a process, and modes and genres of writing, for example. And finally, you'll learn how to adapt what's in the book to fit your students' writing time in the classroom, no matter what form that time takes.
Click here to download more of the introduction of this book.
Goal 1: Composing with Pictures

Strategy Go back to your picture(s). Point to the part or picture that teaches something important about your topic. Touch or turn to the next part. Tell what new fact about your topic this part of the picture or this page teaches.

Lesson Language If I wrote or drew to teach, then when I read my writing back I'm going to make it sound like a teaching book. I'm going to tell my reader the facts I wrote about. Let me show you. I drew a picture of a big T. rex. I know a lot about them so I added a lot of details in my picture. I'm going to touch one part and teach what that part says. "The T. rex had very large jaws with big sharp teeth." Now I'm going to touch a new part and teach what that part says. "The T. rex had very short arms. It would only run using its hind legs."

Goal 2: Engagement - Independence, Increasing Volume, and Developing a Writing Identity

Strategy First, identify the problem you're having. Then, check the spot in the room, a resource, or a friend that might help you solve the problem. Try a solution. If it doesn't work, try something else.

Teaching Tip This strategy, like "Use the Room" that appears earlier in this chapter, assumes that there are things in the room that can be helpful, and that you've taught children how to use them. For example, in a primary classroom a word wall may help a writer to spell high-frequency words. If you've introduced and used mentor texts, then having these available for children to reference on their own could help them. Sometimes the problem might be that they need to work in a new spot in the room because of the amount of distractions at their current spot. Brainstorm possible problems with your students, and come up with a list of resources and solutions. Or, this strategy can be like a culmination of past teaching from this and other chapters.

Goal 3: Generating and Collecting Ideas

Strategy Decide on a new place to visit. Go there with no more than a notebook and a set of listening ears and observing eyes. Let yourself pick up on conversation and details of the person. Jot down what you observe, and also what you imagine, about the people you see.

Teaching Tip This strategy will take you outside of the classroom, so it would work well as a whole-class lesson followed by a field trip, or as a suggestion to a student, group, or class for independent writing outside of the school day.

Goal 4: Focus/Meaning

Strategy Think about a memory and all the events that are part of that memory. Think about what's important about that memory, or the big idea the memory leaves you with. Identify the one part of the memory that feels the most important. Write some ideas about what's important about it, and why it's important. Try to write just that one smaller part of the larger moment. Tell it bit by bit.

Teaching Tip The amount a writer will be able to reflect on the overall significance of a small moment will depend on her maturity level and experience with writing. For younger children, you may want to suggest choosing a small moment that will make a good story, rather than one imbued with a deep or heavy significance, or simply encourage them to narrow down the window of time

Goal 5: Organization and Structure

Strategy Before beginning to draft, visualize the shape of what you're going to make. Create some sort of quick visual, in pictures or in words, to represent the overarching structure. As you write, check back to see where you are in your plan.

Teaching Tip This is going to be most helpful after students have learned a variety of ways to structure their pieces and have been introduced to a variety of graphic organizers that would help them to organize, or shape, the information into a structure.

Goal 6: Elaboration

Strategy Think about the subtopics for which you'll want to collect information. Write each of your subtopics as a heading on a notebook or booklet page. As you find new information for your topic, think, "What page in my notebook should this go on? Which subtopic does it provide details for?"

Lesson Language I just found this interesting fact: Ballerinas really wear out their shoes. Many go through as many as 2-3 pairs per week! I'm going to look across the pages of my booklet to see where this would best fit. Would it belong in the section called "Types of Ballet Positions?" No, that's not about the positions. Would it go in the section called "Famous Ballets?" No. "What Ballerinas Wear?" Well, I do talk about pointe shoes in this section, so it might be cool to add this fact about how many pairs of pointe shoes the average ballerina needs. I'll keep the fact here.

Goal 7: Word Choice

Strategy Find all the action verbs in your piece. Focus on any that you think aren't as clear, precise, or exact as they could be. List several options for what might replace that word (use a thesaurus if you need it!). Choose the word that best matches your meaning.

Teaching Tip For this strategy to work, children will need to understand what an action verb is, so identification of verbs is a first step in this strategy. Many teachers weave in some instruction during other balanced literacy components such as word study, read-aloud, and/or shared reading. You could also plan to teach direct minilessons to the class or small groups for those who do not understand parts of speech.

Goal 8: Conventions - Spelling and Letter Formation

Strategy When trying to spell a word, try to visualize where you've seen it written and how you've seen it written before. It may help to close your eyes. Then, in a margin or on a piece of scrap paper, write how you think it's spelled. Try it a second or maybe even third way. Look back at what you've written and ask yourself, "Which of these tries looks right to me?"

Prompts

Check off the parts that look right to you.

Write the word as you think you've seen it before.

Which parts look right? Which part looks off?

Do you think there are some letters missing?

What part of that word is tricky for you?

The part you're trying to spell is also in the word _______. Does that help?

Goal 9: Conventions - Grammar and Punctuation

Strategy Find two sentences that talk about the same topic. Think about the relationship between those sentences. Choose a connector word and try combining the sentences into one. Reread and decide if you like the combined way or original way better.

Lesson Language Here's one spot in my draft where I have two sentences that I
think go well together. I wrote: "A dog is something that can keep you company. A dog
can cheer you up." What's the relationship between those two sentences? They both have
to do with something that is positive about owning a dog, so I think they are related. I'm
adding more information on. I'll try using and to combine those sentences: "A dog can
keep you company and cheer you up." Here's another spot: "I would love to have a dog.
My mom won't let me have a dog." What's the relationship between those two sentences?
The second sentence gives more information that feels in contrast to the first. I'll combine
them with however: "I would like to have a dog, however my mom won't let me." The
new sentence I made seems clearer and more to the point.

Goal 10: Collaborating with Writing Partners and Clubs

Strategy Talk with your partner about your goals (for the writing period, for the week, and/or for writing work to take place at home, and so on). Discuss together how you might get that work done. Write the goal, and make the promise...then check in with your partner soon.

Teaching Tip Reflect on your own life and goals you've set out to accomplish. Now think about how successful you've been and whether or not you made your goals public ahead of time. I know that when I share my goals with my partner, my friends, my colleagues, my editor, I am more likely to get things done. The built-in accountability, the opportunity to celebrate together, the lifeline of support in case something does not go according to plan-these are invaluable.

# data[].attributes.attachment_link.title
Writing Strategies Book by Jennifer Serravallo.

# data[].attributes.attachment_link.description
Collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. Organized so the busy teacher can find just the right strategy at just the right moment.

# data[].attributes.body
I got strategies for creating strategy group

# data[].attributes.body
I will add the Non-fiction writing Challenges of Complexity cards to my repertoire.
Want to know- I'm thinking that you'd get your first "Needs" from a cold write pre-assessment and then additional needs from student writing as you progress thru the unit. Is that correct?

# data[].attributes.headline
Teach the reader, not the text.  Best line of the day.  Thanks Tonya

# data[].attributes.subject
Teach the reader, not the text.  Best line of the day.  Thanks Tonya

# data[].attributes.headline
Wants- I want to know more about finding the time to conference with each student about writing and going through all their work in time to determine their individual needs. What about reflecting individually about their work after mini-lessons and setting goals for themselves to improve writing?

# data[].attributes.subject
Wants- I want to know more about finding the time to conference with each student about writing and going through all their work in time to determine their individual needs. What about reflecting individually about their work after mini-lessons and setting goals for themselves to improve writing?

# data[].attributes.body
I wonder if students could self-select or create their own strategy groups.

# data[].attributes.body
Teach readers not books and teach writers not the writing.

# data[].attributes.body
Got- Start with the thriving student.

# data[].attributes.attachment_link.readable_text
Section One: Planning Decisions

1. Start with Beliefs

2. Establish Daily Practices

3. Map a Year of Reading

4. Map a Year of Writing

5. Balance Feedback and Evaluation

Section Two: Teaching Essential Discourses

1. Narrative

2. Informational

3. Argument

4. Multigenre Research Projects

This book is divided into two sections. Section 1, "Planning Decisions," takes you through the process we used-and you might consider-to plan a year of teaching. The section includes five chapters:

1. Start with Beliefs

2. Establish Daily Practices

3. Map a Year of Reading

4. Map a Year of Writing

5. Balance Feedback and Evaluation

Section 2, "Teaching Essential Discourses," begins with an introduction that explains the general framework for planning a unit of study in a specific writing discourse. Then, in the four chapters that follow, we detail the decisions we made in four discourse studies: narrative, informational, argument, and multigenre. Our hope is that by reading about the decisions we made as we planned together, you will be inspired to reimagine the beautiful possibilities for your teaching.
- Introduction

This book is a brilliant work of architecture-the making of an English course. How do you shape the movement of the 180 days, balancing open space and structure, individuality and assessment, breadth and depth (not to mention managing the damn thing). Two of our country's most innovative teachers, Penny Kittle and Kelly Gallagher take on this challenge in a cross-country collaboration, exploring the art of the possible. This book-and its amazing video accompaniment-illustrates not so much the fixed course everyone should teach (even they don't totally agree on that), but how to think through the making, and the principles that should be its foundation.-Thomas Newkirk

Spending 180 days on the job and in the world with Penny Kittle and Kelly Gallagher is like apprenticing yourself to a year in the kitchen with two master chefs who speak honestly and passionately about the challenges we face and the choices we must make every day in our own classrooms. I learned something new on every page, verbally annotating just about every suggestion with a mental "Yes!" or "Try this!" At every turn, they acknowledge and address the constraints, especially of time, we all face in our classes-then show us how they manage to teach their students so much and so well despite those constraints.-Jim Burke, author of The English Teacher's Companion

"This book is everything. I mean this whole-heartedly and without exaggeration - this book is everything. It is everything I needed when I began teaching, and it is exactly what I need now to reflect on my practices, my curriculum, and my kids. The depth of knowledge and experience here, living alongside the breadth of thinking across the time and space of a school year, takes my breath away. Thank you, Penny and Kelly. May my children have teachers who have read and used this book."--Kate Roberts, author of A Novel Idea

Who among us hasn't wished to be a fly on the wall of Penny's and Kelly's classrooms? In 180 Days, we aren't just flies-we are invited into their brains, their plan books, and their friendship as they answer the question that plagues every teacher: how to do it all in one year? This book is not about how to find time where time doesn't exist. It's not about turning 180 days into 200 days so you can fit everything in. This book is about making decisions about what really matters enough and how to make the most of the time we are given with our students. It honors teachers as decision-makers and reminds us of the power of professional collaboration to change not only our students' learning but also our own professional lives.-Allison Marchetti and Rebekah O'Dell, coauthors of Writing With Mentors and Beyond Literary Analysis

# data[].attributes.attachment_link.description
180 Days represents the collaboration of two master teachers-Kelly Gallagher and Penny Kittle-over an entire school year: planning, teaching, and reflecting

# data[].attributes.attachment_link.readable_text
100 Mentor Texts to Jumpstart Your Students' Thinking and Writing

In The Quickwrite Handbook, master teacher Linda Rief shares 100 compelling mentor texts and shows how to use each one as a powerful tool for sparking successful writing.

"Quickwrites-writing to find writing-are a powerful teaching tool that help students find ideas, discover their voices, and build their confidence as they discover they have important things to say."

Helping students put words on a page can be hard enough. "I don't have anything to write about!" they say. And when writing does happen, how do you help them develop these ideas into more effective pieces?

A powerful tool to jumpstart writing

In The Quickwrite Handbook, master teacher Linda Rief shares 100 compelling mentor texts and shows how to use each one as a powerful tool for sparking successful writing. Each mentor text includes "Try this" suggestions for inviting students to get started. You'll also find "Interludes" woven throughout: examples of quickwrites that students crafted into more fully developed pieces.

These mentor texts are curated in four categories:

Seeing Inward: How do students view themselves?

Leaning Outward: What do students consider when they step outside of themselves?

Beyond Self: What do students notice and wonder about the world at large?

Looking Back: How does reflection help students grow into more articulate, thoughtful citizens of the world?

Quickwrites go beyond writing prompts

The pages of this book champion Linda's wise words: "Quickwrites-writing to find writing-are a powerful teaching tool that help students find ideas, discover their voices, and build their confidence as they discover they have important things to say."
Quickwrites are more than a set of formulaic prompts. They are opportunities for students to use another writer's words to stimulate their thinking and-through writing themselves-to discover a voice they didn't know they had.

(click any section below to continue reading)

Reviews

"This book will move your writing, your student writers, and your teaching to new places."

-Sara K. Ahmed, author of Being the Change and coauthor of Upstanders
"Linda Rief models the essential moves a teacher must make to increase engagement and joy in writing in The Quickwrite Handbook. You simply must have this book."
-Penny Kittle, English teacher, coauthor of 180 Days and author of Book Love
"In this valuable resource, Linda Rief shares the models from literature that inspire her students and exactly how she uses them. The mentor texts in this book are jumping-off places. They build vision for what strong writing looks and feels and tastes like. They provide the necessary scaffolding that will allow young writers to outgrow themselves and create something they (and we) can be proud of."
-Ralph Fletcher, author of Joy Write and coauthor of Writing Workshop
"Linda offers each of us a clear and concise guide to understanding why quickwrites work and how to give them power in our daily practice."
-Lester Laminack, coauthor of Writers ARE Readers and Bullying Hurts

Related PD Services

# data[].attributes.attachment_link.description
In The Quickwrite Handbook, master teacher Linda Rief shares 100 compelling mentor texts and shows how to use each one as a powerful tool for sparking

# data[].attributes.body
Why might this extra "warm-up" phase to a conference be necessary during distance learning? What purpose might it serve?

# data[].attributes.attachment_link.title
Constanza [2] - Research, Decide, and Compliment

# data[].attributes.headline
Conferring to Amplify Inquiry & Honor Agency

# data[].attributes.subject
Conferring to Amplify Inquiry & Honor Agency

# data[].attributes.body
EKC

# data[].attributes.body
EKC

# data[].attributes.body
Got conferences should be meaningful, focusing on students strengths and needs with suggestions for growth.

# data[].attributes.body
GOTS: micro-progressions and other useful tool examples. The idea of having students make a checklist from a mentor text.
WANTS: I am interested to do more conferring with students, since I don't have my own kids right now.

# data[].attributes.body
G6
G7
G8

# 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.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.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
TCRWP

# data[].attributes.body
EKC

# data[].attributes.body
TCRWP

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

# data[].attributes.body
EKC

# data[].attributes.body
Got that there are 3 impt. questions to consider when giving feedback on reading in order to develop students' reading skills.

# data[].attributes.body
So happy to have gottne the Studying Text Complexity resources, as I use ones I have from TC from 2007 (F&P's prompts skills strategies skills and prompts.

# data[].attributes.body
Gots-the importance of teaching students to be lifelong readers.  The importance of building reading stamina and reading critically  for college bound students.

Wants-strategies for promoting more reading engagement

# data[].attributes.body
I got good ideas about how to confer about a book that I haven't read.

# data[].attributes.body
Varied conference recording template options. I have a few different ones, but know there must be many,

# data[].attributes.headline
Samples from our session last semester...

# data[].attributes.subject
Samples from our session last semester...

# data[].attributes.body
EKC

# data[].attributes.headline
Examples of Teaching Tools Across Grade Levels

# data[].attributes.subject
Examples of Teaching Tools Across Grade Levels

# data[].attributes.body
EKC

# data[].attributes.headline
Some possibilities...or synthesize from these examples...

# data[].attributes.subject
Some possibilities...or synthesize from these examples...

# data[].attributes.body
EKC

# data[].attributes.body
EKC

# data[].attributes.headline
Reading Conference Chart and  Purpose (Show progression in Thinking) Understanding the difference between restating/ summarizing a quote and interpreting the meaning of a quote and understanding the author's purpose.

# data[].attributes.subject
Reading Conference Chart and  Purpose (Show progression in Thinking) Understanding the difference between restating/ summarizing a quote and interpreting the meaning of a quote and understanding the author's purpose.

# data[].attributes.headline
when applying translanguaging, would you offer the opportunity for students to try it out in their other language, or just discuss it?

# data[].attributes.subject
when applying translanguaging, would you offer the opportunity for students to try it out in their other language, or just discuss it?

# data[].attributes.body
EKC

# data[].attributes.body
from Chris

# data[].attributes.body
from Chris

# data[].attributes.body
Got: ideas for translanguaging.
Ideas around how to distribute time between reading and writing, depending on whether bends are reading or writing heavy. The different types of writing that can be happening on a reading heavy day/week.
Want: see some of these things in action. Videos?

# data[].attributes.headline
I got amazing examples of teaching tools, that will increase students  independence as they work in small groups.   

# data[].attributes.subject
I got amazing examples of teaching tools, that will increase students  independence as they work in small groups.   

# data[].attributes.headline
I thought that the idea of translanguaging is very interesting.  Having a notebook for both languages is an idea worth looking at.  

# data[].attributes.subject
I thought that the idea of translanguaging is very interesting.  Having a notebook for both languages is an idea worth looking at.  