Do I Really Have to Teach Reading?

Content Comprehension, Grades 6-12

“Do I really have to teach reading?” This is the question many teachers of adolescents are asking, wondering how they can possibly add a new element to an already overloaded curriculum. And most are finding that the answer is “yes.” If they want their students to learn complex new concepts in different disciplines, they often have to help their students become better readers.

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Description

“Do I really have to teach reading?” This is the question many teachers of adolescents are asking, wondering how they can possibly add a new element to an already overloaded curriculum. And most are finding that the answer is “yes.” If they want their students to learn complex new concepts in different disciplines, they often have to help their students become better readers.

Building on the experiences gained in her own language arts classroom as well as those of colleagues in different disciplines, Cris Tovani, author of I Read It, but I Don't Get It, takes on the challenge of helping students apply reading comprehension strategies in any subject. In Do I Really Have to Teach Reading?, Cris shows how teachers can expand on their content expertise to provide instruction students need to understand specific technical and narrative texts. The book includes:

  • examples of how teachers can model their reading process for students;
  • ideas for supplementing and enhancing the use of required textbooks;
  • detailed descriptions of specific strategies taught in context;
  • stories from different high school classrooms to show how reading instruction varies according to content;
  • samples of student work, including both struggling readers and college-bound seniors;
  • a variety of “comprehension constructors”: guides designed to help students recognize and capture their thinking in writing while reading;
  • guidance on assessing students;
  • tips for balancing content and reading instruction.

Cris's humor, honesty, and willingness to share her own struggles as a teacher make this a unique take on content reading instruction that will be valuable to reading teachers as well as content specialists.

 

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About the Author(s)

Cris is an internationally known consultant who focuses on issues of disciplinary reading and writing instruction. She was awarded the 2017 Thought Leader Award from the International Literacy Association. Cris has been an adjunct professor at the University of Colorado and the University of Denver. She is the author of five books, most recently Why do I Have to Read This? Cris has taught students from grades 1-12 and continues to study the “knowing-doing gap” by investigating how best practice research can be practically applied to a variety of instructional settings.

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Table of Contents

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1. Introduction: "I'm the Stupid Lady from Denver…"
2. The "So What?" of Reading Comprehension
3. Parallel Experiences: Tapping the Mother Lode
4. Real Rigor: Connecting Students with Accessible Text
5. "Why Am I Reading This?"
6. Holding Thinking to Remember and Reuse
7. Group Work That Grows Understanding
8. "What Do I Do with All These Sticky Notes?"
9. "Did I Miss Anything? Did I Miss Everything?"
Last Thoughts
Appendix
Bibliography

Resources

Product Details

Grades: 6, 7, 8, 9, 10, 11, 12
Media: 144 pp/paper
Year: 2003
Item No: 0376
ISBN: 978-1-57110-376-5

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