The reading turn-around: a five-part framework for differentiated instruction

Foreword / Ellin Oliver Keene

Acknowledgments

Introduction: Turning Around Our Pedagogies and Our Readers

Overview of the Book: Four Resources and a Fifth Dimension

Plotting Your Next Moves

Part I. A Framework For Thinking About Readers

1. Turning Around: A Five-Part Framework for Expansive and Powerful Reading

Turning Pedagogies Around

A Five-Part Framework for Understanding and Teaching Reading

Using the Five-Part Framework for Planning Instruction

2. Identity Matters

What Is a Reading Identity?

Kyle: Searching for a Space for His Interests

Getting to Know Students Well: Who Is This Reader?

What Teachers Can Do: Turn-Around Strategies to Support Positive Reading Identities

How the Turn-Around Impacted Kyle

Part II. Code-Breaking

3. Code-Breaking Practices

Michelle: Overrelying on Sounding It Out

What Is Code-Breaking?

Thinking Critically About Classroom Practice: What Is Your Approach to Decoding?

Getting to Know Students Well: What Are Their Decoding Practices?

What Teachers Can Do: Turn-Around Strategies to Support Code-Breaking

How the Turn-Around Impacted Michelle

4. Oral Reading Fluency Practices

Cassidy: Depending on Help from Others

What Is Fluency?

Thinking Critically About Classroom Practice: Are You Interrupting Fluency?

Getting to Know Students Well: How Do You Assess a Student's Fluency?

What Teachers Can Do: Turn-Around Strategies to Support Fluency

How the Turn-Around Impacted Cassidy

Part III. Meaning-Making

5. Making Dis/Connections: Practices for Meaning-Making

Cadence: Fictionalizing Connections to Be a Good Reader

The Trouble with Connections for Disconnected Readers

Thinking Critically About Classroom Practice: Do You Encourage Making Both Connections and Disconnections?

Getting to Know Students Well: Can They Find Their Lives Represented in Classroom Fiction?

What Teachers Can Do: Turn-Around Strategies to Encourage Dis/Connections

How the Turn-Around Impacted Cadence

6. Vocabulary: A Meaning-Making Resource

Gary: Resisting "These Stupid Words"

Vocabulary as a Meaning-Making Resource

Thinking Critically About Classroom Practice: How Do You Teach Vocabulary?

Getting to Know Students Well: What Is Their World Knowledge?

What Teachers Can Do: Turn-Around Strategies to Grow Vocabulary

How the Turn-Around Impacted Gary

Part IV. Text-Using

7. Text-Using Resources: Informational Non-Narrative Texts

Jacob: Dismissing Texts That Are "Not That Interesting"

Reading Informational Non-Narrative Texts as Text-Users

Thinking Critically About Classroom Practice: What Is Your Approach to Informational Non-Narrative Texts?

Getting to Know Students Well: How Do They Use Informational Texts?

What Teachers Can Do: Turn-Around Strategies to Develop Reading of Informational Texts with Purpose and Meaning

How the Turn-Around Impacted Jacob

8. Text-Using Resources: Digital Texts

Kyla: Clicking All Over the Place

Becoming Text-Users in a Digital World

Thinking Critically About Classroom Practice: What Is Your Approach to Digital Texts?

Getting to Know Students Well: How Do They Use Digital Texts?

What Teachers Can Do: Turn-Around Strategies to Enhance Digital-Text Use

How the Turn-Around Impacted Kyla

Part V. Text Analyzing

9. Text Analysis: Deconstructing and Reconstructing Texts

Mercedes: Shutting Down and Acting Out

Thinking Critically About Classroom Practice: How Do You Support Text Analysis?

What Is Text Deconstruction and Reconstruction?

What Teachers Can Do: Turn-Around Strategies to Promote Text Analysis

How the Turn-Around Impacted Mercedes

10. Text-Analyzing Resources: Reading for Social Justice

Eddie: Checking Out of Reading and School

Reading for Social Justice

Thinking Critically About Classroom Practice: What Role Does Social Justice Play in Reading Instruction?

Getting to Know Students Well: What Are Their Concerns?

What Teachers Can Do: Turn-Around Strategies to Support and Develop Students' Reading for Social Justice

How the Turn-Around Impacted Eddie

Conclusion: Who Is Struggling? Reading Readers Differently

Appendix: Children's Literature

References

Index

About the Authors