This item is not eligible for coupon offers.
- Pub. Date:
- Stenhouse Publishers
“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.
|Edition description:||New Edition|
|Product dimensions:||7.37(w) x 9.25(h) x 0.38(d)|
|Age Range:||11 - 17 Years|
About the Author
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: I Read it but I Don’t Get It, Do I Really Have to Teach Reading?, So, What do They Really Know? And No More Telling as Teaching: Less Lecture, More Engaged Learning.
Most Helpful Customer Reviews
Some comments: Every subject (math included!) and often each textbook has a specific way to read it best for understanding. Tovani helps you prepare your students to best read the material for YOUR classroom (and of course, some skills do carry over to other classrooms) so you are much less likely to get a "I didn't understand it" response from your students. Tovani's other book, "I Read It, But I Don't Get It" is also helpful for the non-reading teacher. I'd highly recommend them for any teacher, especially if you don't think teaching reading is your job (like I did). This book would also be helpful for parents with students who are struggling with a subject (maybe get an extra copy for the teacher?) or reading in general.
If you want to help your students read and understand better in any subject, not just in english get this book. It's a requirement for my reading class in college and I absolutley loved it. I think that every teacher who is trying to help their students acheive higher reading scores should buy this book.
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 writing puts you in the moment while she is in the classroom. I don't believe she has forgotten what it is like to have mounds of work. As I read this book I really began to feel like I was a terrible teacher but in a good way - I began reconsidering how I teach. I am no longer concentrating on doing all the work myself by forcing information students have to memorize down their throats but instead I am having them do the work and learn the information in class through discovery, reading and discussion. Students hate it at first (of course they have to work!) but as they got into the routine each individual student began to figure out what the tasks were and now they anticipate how our classroom works.