Understanding readers, texts and teaching
Helping students build a system for processing a variety of texts
Reading is thinking: within, beyond, and about the text
Helping students develop systems of strategic actions to sustain processing
Helping students develop systems of strategic actions for expanding thinking
Understanding the fluent reader: effective processing
Recognizing change over time in fluent reading
Assessing comprehension and fluency to document progress and inform teaching
The role of talk, writing, and benchmark books in assessing comprehension
Using a variety of high-quality texts to support literacy learning
Support thinking across a variety of genres
Using a gradient of text to match books to readers
Understanding the demands of nonfiction texts
Understanding the demands of fiction and poetry
Engaging readers in thinking and talking about texts through interactive read-aloud
Creating a literature culture through interactive read-aloud: shared talk about texts
Planning for interactive read-aloud and literature study across the grades
Moving from interactive read-aloud to literature study
Deepening comprehension: engaging students in small-group literature discussion
Getting started with book clubs: thinking and talking about texts.
Promoting shared and performed reading: fluent oral processing of texts
Maximizing independent reading: helping students think within, beyond, and about texts in a reading workshop
Designing minilessons to support thinking about texts in a reading workshop
Using guided reading to teach comprehending and fluency
Using guided reading to teach for the comprehending of fiction texts
Using guided reading to teach for the comprehending of nonfiction texts
Writing about reading: moving from talk to written conversation about texts
Writing about reading in a variety of genres
Meeting the diverse needs of English language learners
Teaching for fluency across instructional contexts
Expanding vocabulary across instructional contexts.
