| Acknowledgments |
|
ix | |
|
|
|
1 | (20) |
|
|
|
6 | (2) |
|
Why Content Teachers Care About Reading |
|
|
8 | (2) |
|
Why the Public Is Concerned |
|
|
10 | (3) |
|
|
|
13 | (1) |
|
|
|
14 | (4) |
|
|
|
18 | (3) |
|
|
|
21 | (14) |
|
|
|
22 | (9) |
|
What Does It Mean for Our Teaching? |
|
|
31 | (1) |
|
|
|
32 | (3) |
|
Why Textbooks Are Not Enough |
|
|
35 | (16) |
|
The Central Role of Textbooks |
|
|
36 | (1) |
|
The Trouble with Textbooks |
|
|
37 | (9) |
|
|
|
46 | (2) |
|
|
|
48 | (3) |
|
Toward a Balanced Diet of Reading |
|
|
51 | (48) |
|
|
|
54 | (9) |
|
Building a Classroom Library |
|
|
63 | (4) |
|
|
|
67 | (32) |
|
Great Books for Middle and High School |
|
|
68 | (31) |
|
Tools for Thinking: Reading Strategies Across the Curriculum |
|
|
99 | (46) |
|
Showing Kids How Smart Readers Think |
|
|
102 | (2) |
|
Before: Activities That Prepare Students to Read |
|
|
104 | (10) |
|
During: Helping Students Construct, Process, and Question Ideas as They Read |
|
|
114 | (10) |
|
After: Guiding Students to Reflect on, Integrate, and Share Ideas |
|
|
124 | (14) |
|
|
|
138 | (7) |
|
|
|
145 | (22) |
|
|
|
145 | (2) |
|
What's Really on the State Test? |
|
|
147 | (1) |
|
Six Ways to Use Textbooks More Effectively |
|
|
148 | (16) |
|
One Final Suggestion: Get a Better Textbook! |
|
|
164 | (1) |
|
|
|
165 | (2) |
|
Building a Community of Learners |
|
|
167 | (16) |
|
Taking Action in All Subjects |
|
|
169 | (11) |
|
A Look into One Classroom |
|
|
180 | (1) |
|
|
|
181 | (2) |
|
Independent Reading Workshop in Content Areas |
|
|
183 | (16) |
|
What Reading Workshop Looks Like |
|
|
184 | (4) |
|
|
|
188 | (2) |
|
Keeping Students on Task During Reading Time |
|
|
190 | (1) |
|
Conducting One-on-One Conferences During Reading Time |
|
|
191 | (1) |
|
Recording Your Observations of Students' Reading and Understanding |
|
|
191 | (1) |
|
Making Student Sharing and Presentations Really Work |
|
|
192 | (1) |
|
|
|
192 | (4) |
|
|
|
196 | (3) |
|
|
|
199 | (18) |
|
Book Clubs Across the Curriculum |
|
|
200 | (4) |
|
Getting Started with Book Clubs |
|
|
204 | (11) |
|
|
|
215 | (2) |
|
Inquiry Units: Exploring Big Ideas |
|
|
217 | (16) |
|
Why Is Extended Inquiry Important for Reading? |
|
|
219 | (1) |
|
|
|
220 | (1) |
|
Moving to Team Projects---Challenges and Successes |
|
|
221 | (2) |
|
So Just What Do We Mean by Inquiry Units? |
|
|
223 | (2) |
|
Tips for Making Inquiry Projects Work |
|
|
225 | (2) |
|
Accountability and Assessment |
|
|
227 | (1) |
|
|
|
228 | (3) |
|
|
|
231 | (2) |
|
Help for Struggling Readers |
|
|
233 | (12) |
|
Building Supportive Relationships |
|
|
236 | (2) |
|
Modeling Thoughtful Reading |
|
|
238 | (1) |
|
Activities That Build Engagement |
|
|
239 | (1) |
|
Promoting Students' Self-Monitoring |
|
|
240 | (1) |
|
Using Materials Students Can Successfully Read |
|
|
240 | (2) |
|
Providing Books and Articles on Tape |
|
|
242 | (1) |
|
The Kids Evaluate Their Progress |
|
|
242 | (1) |
|
|
|
243 | (2) |
|
Recommendations from Reading Research |
|
|
245 | (22) |
|
|
|
248 | (10) |
|
Our Own Research: Where Do Avid Readers Come From? |
|
|
258 | (1) |
|
|
|
259 | (1) |
|
Bibliography of Research Studies |
|
|
260 | (7) |
|
What Our Students Tell Us |
|
|
267 | (5) |
|
|
|
267 | (3) |
|
|
|
270 | (2) |
| Index |
|
272 | |
Other versions by this Author
