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