What Readers Really Do Teaching the Process of Meaning Making

ISBN-10: 0325030731
ISBN-13: 9780325030739
Edition: 2012
List price: $31.88 Buy it from $21.91
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Description: Drawing on their own lives as readers and writers and years of experience working in classrooms as coaches, staff developers, and consultants, DorothyBarnhouseand Vicki Vintonoffer practical tips for meeting today's rigorous standards while  More...

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Book details

List price: $31.88
Copyright year: 2012
Publisher: Heinemann
Publication date: 1/10/2012
Binding: Paperback
Pages: 224
Size: 7.50" wide x 9.50" long x 0.50" tall
Weight: 1.100
Language: English

Drawing on their own lives as readers and writers and years of experience working in classrooms as coaches, staff developers, and consultants, DorothyBarnhouseand Vicki Vintonoffer practical tips for meeting today's rigorous standards while reminding us of the deeper, enduring purposes and process of reading.In What Readers Really Do, you'll peer into the minds and hearts of readers to notice the often invisible thinking work that goes into making meaning of texts-from comprehending where a scene is taking place to constructing thematic interpretations. And you'll look into the authors' own teaching minds and hearts as they unpack the moves and decisions they make to design and implement instruction that allows every student to make significant and personally relevant meaning of texts. Along the way, you'll learn how to:notice and name what students are doing as readers to build their identity and agencymove beyond simple strategy instruction to step students into more complex textsshow students how readers draft and revise asthey read to promote engagement, self-monitoring, and deeper comprehension.Filled with student voices and classroom examples including read-alouds, small groups, and conferences, What Readers Really Do will challenge, inspire, and empower you to become the insightful, independent teacher your students need you to be. And it will remind both you and your students why and how we really read.

Vicki Vinton is a literacy consultant and writer who has worked in the New York City public schools and in districts around the country for over fifteen years. With her fellow literacy consultant Dorothy Barnhouse, she is the author of What Readers Really Do: Teaching the Process of Meaning Making (Heinemann, 2012), which has been called "the best book...about reading in the age of the Common Core" (Kim Yaris of Literacy Builders) and a book that helps "think through the Common Core talk about close reading and text complexity" (Franki Sibberson of the National Council of Teachers of English). Her other books include The Power of Grammar: Unconventional Approaches to the Conventions of Language (Heinemann, 2005), co-authored with Mary Ehrenworth of the Teachers College Reading & Writing Project, and the novel The Jungle Law (MacAdam/Cage, 2005). She is also the voice behind literacy blog To Make a Prairie (http://tomakeaprairie.wordpress.com), where she regularly shares resources, new ideas and work she has done in schools around the country.

Dorothy Barnhouse is the coauthor of the Heinemann title What Readers Really Do. She has built her professional life around her love of reading and writing. A freelance editor and writer for many years, she began teaching through a fellowship at the Teachers College Reading and Writing Project. She is currently a literacy consultant working in elementary, middle, and high schools in New York City and across the country. Dorothy also teaches graduate and undergraduate writing workshops and has received several grants for her writing, including one from the New York Foundation for the Arts. Email planningservices@heinemann.com if you would like to contact Dorothy Barnhouse directly about professional development support.

Acknowledgments
Framing the Process
Introduction: Making Our Foundations and Purposes Visible
Effective Teaching: Stepping into and Out of Our Own Heads
Our Paths to Becoming Teachers of Reading
How to Use this Book
Three Philosophical Underpinnings of this Book
Helping Student Readers Achieve Agency and Independence
Stalking the Invisible: What Listening to Students Tells Us About Reading Instruction
Looking at the Limits of Current Practice
Moving Beyond Engagement to Deeper Thinking About a Text
Envisioning Instruction That Creates Ability Through Effort
Reframing Strategies as Tools, Not Products
Drawing on What we do as Readers to Make Our Instruction More Explicit
Considering the Instructional Implications
What We Mean by Meaning Making: Noticing and Naming What We Do as Readers
Connecting with Ourselves as Readers: An Interactive Experience
What Readers Expect from Texts
What Readers do to Make Meaning
The Role of Talk in Meaning Making: A Process of Drafting and Revising
Contemplating What Our Minds and Hearts Were Opened To
What Readers Know About How Texts Work
Naming the Strands of Thinking Involved in Reading: Comprehension, Understanding, and Evaluation
The Benefits of Being True to Our Own Experiences as Readers
Stepping Into Classrooms
How Readers Draft and Revise Their Way from Confusion to Clarity
What we do as Readers
What this Sounds Like in Classrooms
What we do as Teachers
Making Every Student's Thinking Visible
How Readers Infer the Significance of Details
What We Do as Readers
What This Sounds Like in Classrooms
What We Do as Teachers
Making Every Student's Thinking Visible
How Readers Look Closely at Patterns to Draft Understandings
What We Do as Readers
What This Sounds Like in Classrooms
What We Do as Teachers
Making Every Student's Thinking Visible

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