Reading Reconsidered

DOUG LEMOV is a managing director of Uncommon Schools and leads its Teach Like a Champion team, designing and implementing teacher training based on the study of high-performing teachers. He is the author of Teach Like a Champion 2.0 and coauthor of Practice Perfect. COLLEEN DRIGGS is a director of professional development for the Teach Like a Champion team at Uncommon Schools. Prior to joining the Teach Like a Champion team she was a middle school science and literacy teacher. ERICA WOOLWAY is the chief academic officer for the Teach Like a Champion team at Uncommon Schools. She is a coauthor of Practice Perfect. Erica began her career in education as a kindergarten teacher and then worked as a school counselor and dean.

“This concentrates so much outstanding material in the space of a book, plus an excellent DVD showing the approach in practice, that it should be read by every headteacher and English co-ordinator in the country and incorporated into training for new and practising teachers.” (Conservative Home, May 2016)“…contains a wealth of information and practical advice – most of it distilled from experienced practitioners – that will be of benefit to anyone teaching reading and literacy.” (InTuition, June 2016)

• Video Contents ixAbout the Authors xviiAbout Uncommon Schools xixAcknowledgments xxiIntroduction 1Part 1 The Core of the Core 111 Text Selection 13Module 1.1:The Decline of the Canon 18Module 1.2: Text Attributes and Leveling Systems 23Module 1.3: The Five Plagues of the Developing Reader 29Module 1.4: Book Choice 45Module 1.5: Managing Selection 522 Close Reading 57Module 2.1: Layered Reading 63Module 2.2: Establish Meaning via Text-Dependent Questions 71Module 2.3: Close Reading to Analyze Meaning 83Module 2.4: Processing Ideas and Insights in Writing, and the Power of Clear Focus 97Module 2.5: Close Reading Bursts 1023 Reading Nonfiction, and the Challenge of Background Knowledge 113Module 3.1: The Key Challenge: Background Knowledge 117Module 3.2: Absorption Rate 120Module 3.3: Embedding Texts to Increase Absorption Rate and Build Background Knowledge 123Module 3.4: Other Ways to Build Background Knowledge 137Module 3.5: Some Unique Challenges of Nonfiction 1434 Writing for Reading 155Module 4.1: Reading Class Cycles 161Module 4.2: Writing Is Revising 178Module 4.3: Art of the Sentence 186Module 4.4: Building Stamina 195Module 4.5: Monitoring and Assessment via the Stack Audit 200Part 2 The Fundamentals 2055 Approaches to Reading: Reading More, Reading Better 207Module 5.1: Approaches to Reading 211Module 5.2: Accountable Independent Reading (AIR) 216Module 5.3: Control the Game 225Module 5.4: Read-Aloud 2396 Vocabulary Instruction: Breadth and Depth 249Module 6.1: Explicit and Implicit Vocabulary Instruction Compared 253Module 6.2: Explicit Vocabulary Instruction: The Daily Word Rollout to Achieve Deep Word Knowledge 256Module 6.3: Implicit Instruction: Building Vocabulary During Reading 270Module 6.4: Maintenance and Extension 2817 Reading Systems 287Module 7.1: Interactive Reading: An Overview 290Module 7.2: Phases of Implementation: Rollout, Modeling, Prompting, Autonomy 293Module 7.3: Interactive Reading System: How to Mark Up a Text (and What to Mark) 299Module 7.4: Discussion Systems: Laying the Groundwork for Habits of Discussion∗ 307Module 7.5: Discussion Systems: Beyond the Groundwork 3148 Toward Intellectual Autonomy 323Module 8.1: Frameworks for Interpretation 327Module 8.2: Technical Vocabulary 338Module 8.3: Phases of Development 342Module 8.4: Autonomous Writing Structures 352Module 8.5: Autonomous Discussion Structures 355Appendix: Useful Tools 365Index 387How to Access the Online Contents 411More Ways to Engage and Learn with Teach Like a Champion 415