Reading Turn-Around A Five Part Framework for Differentiated Instruction

ISBN-10: 0807750255
ISBN-13: 9780807750254
Edition: 2010
List price: $27.50 Buy it from $9.58
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Description: A new Practitioner's Bookshelf title, designed for educators who find themselves challenged by the diverse needs and interests of their elementary school readers. The book focuses on differentiating reading instruction in grades 2-5 and highlights  More...

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Book details

List price: $27.50
Copyright year: 2010
Publisher: Teachers College Press, Teachers College, Columbia University
Publication date: 11/1/2009
Binding: Paperback
Pages: 168
Size: 7.00" wide x 9.75" long x 0.50" tall
Weight: 0.902
Language: English

A new Practitioner's Bookshelf title, designed for educators who find themselves challenged by the diverse needs and interests of their elementary school readers. The book focuses on differentiating reading instruction in grades 2-5 and highlights classroom vignettes and student work that reflect the needs of students who might be considered "struggling" The authors, however, advise teachers to reconsider this popular but damaging label for readers. They inspire practitioners instead to "turn-around" their own pedagogical stance, grounding their practical advice in a socio-cultural theoretical framework with a focus on critical literacy. The authors propose a Five-Part Framework for this approach, adapted from Luke and Freebody's Four Resources Model, adding an important fifth dimension that draws from the rich research around issues of identities with respect to reading and literacy.

A former elementary school teacher and staff developer, STEPHANIE JONES is Assistant Professor of Literacy at Teachers College, Columbia University. She consults with schools in New York City and the Midwest on reading and writing instruction, critical literacy, and home-school connections. Her work has been published in Language Arts, Feminist Teacher, and Ohio Journal of English Language Arts. Stephanie lives in New York City with her husband, Casey, and their four-year-old daughter, Hayden.

Foreword
Acknowledgments
Introduction: Turning Around Our Pedagogies and Our Readers
Overview of the Book: Four Resources and a Fifth Dimension
Plotting Your Next Moves
A Framework For Thinking About Readers
Turning Around: A Five-Part Framework for Expansive and Powerful Reading
Turning Pedagogies Around
A Five-Part Framework for Understanding and Teaching Reading
Using the Five-Part Framework for Planning Instruction
Identity Matters
What Is a Reading Identity?
Kyle: Searching for a Space for His Interests
Getting to Know Students Well: Who Is This Reader?
What Teachers Can Do: Turn-Around Strategies to Support Positive Reading Identities
How the Turn-Around Impacted Kyle
Code-Breaking
Code-Breaking Practices
Michelle: Overrelying on Sounding It Out
What Is Code-Breaking?
Thinking Critically About Classroom Practice: What Is Your Approach to Decoding?
Getting to Know Students Well: What Are Their Decoding Practices?
What Teachers Can Do: Turn-Around Strategies to Support Code-Breaking
How the Turn-Around Impacted Michelle
Oral Reading Fluency Practices
Cassidy: Depending on Help from Others
What Is Fluency?
Thinking Critically About Classroom Practice: Are You Interrupting Fluency?
Getting to Know Students Well: How Do You Assess a Student's Fluency?
What Teachers Can Do: Turn-Around Strategies to Support Fluency
How the Turn-Around Impacted Cassidy
Meaning-Making
Making Dis/Connections: Practices for Meaning-Making
Cadence: Fictionalizing Connections to Be a Good Reader
The Trouble with Connections for Disconnected Readers
Thinking Critically About Classroom Practice: Do You Encourage Making Both Connections and Disconnections?
Getting to Know Students Well: Can They Find Their Lives Represented in Classroom Fiction?
What Teachers Can Do: Turn-Around Strategies to Encourage Dis/Connections
How the Turn-Around Impacted Cadence
Vocabulary: A Meaning-Making Resource
Gary: Resisting "These Stupid Words"
Vocabulary as a Meaning-Making Resource
Thinking Critically About Classroom Practice: How Do You Teach Vocabulary?
Getting to Know Students Well: What Is Their World Knowledge?
What Teachers Can Do: Turn-Around Strategies to Grow Vocabulary
How the Turn-Around Impacted Gary
Text-Using
Text-Using Resources: Informational Non-Narrative Texts
Jacob: Dismissing Texts That Are "Not That Interesting"
Reading Informational Non-Narrative Texts as Text-Users
Thinking Critically About Classroom Practice: What Is Your Approach to Informational Non-Narrative Texts?
Getting to Know Students Well: How Do They Use Informational Texts?
What Teachers Can Do: Turn-Around Strategies to Develop Reading of Informational Texts with Purpose and Meaning
How the Turn-Around Impacted Jacob
Text-Using Resources: Digital Texts
Kyla: Clicking All Over the Place
Becoming Text-Users in a Digital World
Thinking Critically About Classroom Practice: What Is Your Approach to Digital Texts?
Getting to Know Students Well: How Do They Use Digital Texts?
What Teachers Can Do: Turn-Around Strategies to Enhance Digital-Text Use
How the Turn-Around Impacted Kyla
Text Analyzing
Text Analysis: Deconstructing and Reconstructing Texts
Mercedes: Shutting Down and Acting Out
Thinking Critically About Classroom Practice: How Do You Support Text Analysis?
What Is Text Deconstruction and Reconstruction?
What Teachers Can Do: Turn-Around Strategies to Promote Text Analysis
How the Turn-Around Impacted Mercedes
Text-Analyzing Resources: Reading for Social Justice
Eddie: Checking Out of Reading and School
Reading for Social Justice
Thinking Critically About Classroom Practice: What Role Does Social Justice Play in Reading Instruction?
Getting to Know Students Well: What Are Their Concerns?
What Teachers Can Do: Turn-Around Strategies to Support and Develop Students' Reading for Social Justice
How the Turn-Around Impacted Eddie
Conclusion: Who Is Struggling? Reading Readers Differently
Appendix: Children's Literature
References
Index
About the Authors

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