Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12

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Stenhouse Publishers, 2004 - Education - 138 pages
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?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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User Review  - maryqueenofscotts - LibraryThing

This is finally one inspirational book for teachers. I expected a bunch of theory that doesn't apply because most people who write don't take into consideration high stakes testing. However, Tovani's ... Read full review

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About the author (2004)

Cris Tovani taught first grade to seniors for 31 years. Her entire career has been spent trying to figure out the "knowing-doing" gap. Researchers tell teachers what they should be doing but actually doing it with 125+ students is a whole new ball game. Throughout her career, Cris has tried to take reading and writing research and apply it to all levels of learners. She loves sharing her success and failures with colleagues around the world so they too, can better serve students.Cris most recently worked with secondary English language learners from a high poverty district in Colorado that was in its fourth year of turnaround. Currently, Cris is facilitating literacy labs in several different states to promote collaboration among colleagues. In addition, she has the pleasure of working with administrators to build their background knowledge on best practices so they are able to give teachers useful feedback about instruction.Cris is a internationally known consultant focusing on issues of reading, content comprehension and assessment in secondary classrooms. She has been an adjunct professor and is the author of four books:nbsp;I Read it but I Don't Get It,nbsp;Do I Really Have to Teach Reading?,nbsp;So, What do They Really Know?nbsp;Andnbsp;No More Telling as Teaching:nbsp; Less Lecture, More Engaged Learning.

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