❰BOOKS❯ ✯ Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12 Author Cris Tovani – Motyourdrive.co.uk

Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12 chapter 1 Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12, meaning Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12, genre Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12, book cover Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12, flies Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12, Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12 711784d9c509e 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 ReadersBuilding 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 InstructionCris 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

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

  1. says:

    This book is a great tool to teach literacy in the content areas While this book is geared towards grades 6 12, the ideas, strategies, and other tools can be adapted and modified for elementary grades as well This book is a great resource for teachers to use to help them teach their students how to examine different types of text This book helps the teacher to re evaluate how they have been teaching reading to their students and to see what changes they need to make.

  2. says:

    Just a book for class

  3. says:

    Exactly what I was looking for concrete techniques for comprehension designed mainly for non fiction, in a short book This is reading comprehension instruction for the non English teacher, geared primarily toward readers who can decode their texts but have trouble using it for any particular purpose Although Tovani is writing for Gr 6 12, I don t think any of these techniques would be out of place in a first year college classroom.Tovani identifies these common breakdown points for dependent readers p 5 Noticing your thinking Holding your thinking Reusing your thinking for a purposeShe offers a small number of strategies for each one, reasoning that a few well practiced strategies are better than a wide variety of strategies that you ve only done once If you ve read other books on reading comprehension, they will look familiar Make connections between new and known info Ask questions that clarify ambiguity Draw inferences Determine importance Use sensory infoHer definition of comprehension instruction interests me instead of calling it teaching reading, she says I think of it as teaching students how to remember and reuse the information we ask them to read p 7 She emphasizes that the goal is not to learn reading strategies, as some prepackaged curricula seem to imply the goal is to make connections or ask questions or visualize in order to help them become thoughtful about their reading I ve read a half dozen books about reading comprehension and this is the only one I bought Every page was directly relevant to me, with a strong focus on So what In other words, Tovani shows how to help students make connections that help them understand not just connections for their own sake And she walks her talk the focus on purpose is evident not only in proposed exercises but in her own writing Other books on reading comprehension often include long expositions of why I should care about reading comprehension I already know that, or I wouldn t be reading this or extended descriptions of classrooms I ve got my own, thanks Not a word is included in this book that doesn t make a clear contribution to my purpose helping my students use their reading to solve problems.Notes How to find my reading patterns stop at the end of every paragraph and tell me what you re thinking p 26 try it with a text that is difficult for me To find accessible text that is not low level or dumbed down, look for news or other text that is p 39 well written interesting pleasant to the eye timely well written shortInstructional Purpose worksheet for teachers p 55 Finding a purpose before beginning to read p 61 Modelling Use student responses as examples in a lesson Students love seeing their writing on the board p 70 Designing a comprehension constructor p 76 designed to scaffold a strategy or strategies think about how would I read this what would i need as a reader which strategies will help most Why discuss reading in small groups p 90 Maybe this is a useful application of groups, especially if the discussion had a clear purpose Might be applicable to fiction take notes about contributions that help the group function, help with the purpose debrief these conversations by showing some of the notes, naming those who modelled helpful techniques acts as motivator if students want to see their contributions in the notes Process for creating assessments p 103 what will these techniques look like as they become sophisticated What are the applications of these techniques in the field Tovani s philosphy of assessment Assessing in context, strategy by strategy p 103 What to assess p 105 Listed by techniqueSome assessments that can t be evaluated p 114 but might be worth doing anyway.Did I Miss Anything p 120 poem by Wayman, 1997 Nothing None of the content of this coursehas value or meaning Use of the word technician p 121 But then I was relieved that she thought it was a far better thing to have a thinking teacher in the classroom than a technician distributing worksheets.

  4. says:

    This book addresses the question posed in its title do teachers of content other than language arts really need to teach their students how to read in their content areas Not surprisingly, the author s answer to that question is a resounding yes Somewhat surprisingly, she makes a good enough case for that answer that many if not most readers of the book will be persuaded.Reading a math textbook or other math instructional material or science, or history, or even industrial arts, all require different skills than reading a novel, and for the most part, different from each other Each content area has its own jargon, its own standard methods of expressing its concepts, and its own priorities in terms of what students need to be looking for when they read A student who is a good reader of literature may or may not be able to figure out, on their own, how to transfer those skills to the reading of other content areas Some will manage it, others will need explicit instruction It is the job of the teachers of those content areas to make sure that their students are given that explicit instruction Some strategies and skills will have value for several areas some may even apply across the board But it s important for teachers to help students see how reading in their particular content areas differs from reading elsewhere, and what strategies will NOT apply It seems obvious to say that looking for plot, characterization, and symbolism, while helpful in the reading of literature, will not be of any use in reading a math or science text, and students probably would not consciously do so But if that s how they re used to approaching a reading assignment, they may find that they have no skills to replace those with in order to make sense of their assignment they may not be aware that that lack is what is making the reading difficult That s where explicit instruction comes in point out to them how they are used to reading and the obvious ineffectiveness of those skills to the job at hand, and then give them some suggestions of approaches to replace those with.This is the gist of this book, and it s a very good point that needs to be made What s , the book is written in a very accessible, conversational style, with a minimum of ed psych jargon It contains many helpful suggestions of ways to help struggling readers, both in general and in regard to specific content areas Highly recommended.

  5. says:

    Building upon her first book, I Read It, but I Don t Get It Comprehension Strategies for Adolescent Readers, in which she offers techniques for developing reading comprehension and critical thinking skills in adolescents, Cris Tovani now lays out techniques for teachers to engage students in content area reading How do you help students to understand a science text, or a math text, or any kind of text How do you read differently in each subject Why should you care Tovani answers all of these questions, as always, through anecdotes and stories, and provides a wealth of appendices with Comprehension Constructors, Double Entry Diaries, and other graphic organizers to ground her stories in practice My big point of contention with this book is Tovani s reliance on short term objectives when working with students When her classes ask her why reading matters, what s the point, why suffer through a science textbook, blah blah blah Tovani points out that they are reading for the test, reading for the essay, or otherwise reading for clear, tangible goals that have no broad applications to their lives It felt very pro NCLB, with none of the inherent values of reading surfacing beyond their practical, testable applications How do we turn students into lifelong readers How do we help students to see reading and learning as an ongoing process, which will fulfill them in ways than a multiple choice test can ever capture Tovani doesn t answer these questions, but she still gives great advice Buy this title from Powell s Books.

  6. says:

    I saw this book in the Teacher Resource Center of my school and thought the title seemed engaging enough while capturing the essence of what any non literacy teacher thinks often.Tovani offers practical advice regarding how to improve the literacy of students in content related ways, which I was surprised I will note, there is a light references to mathematics courses, specifically however, that was to be expected Given that the book is so short, I had to temper my expectations regarding how in depth Cris would go with details There are a ton of anecdotes and any reader should and will likely find themselves picking through those strategies that work best for them and their classroom style of teaching Overall, the central idea to this work is that students approaching different disciplines with the same literacy strategies does not always work Each content area often requires a unique set of vocabulary and abilities and as such, students may struggle with trying to find the best way of transferring from one to another seems quite obvious, but the manner in which Tovani illuminates this is simple that just stating it Tovani also does a great job of providing readers with several ideas for getting students to probe into a text to get beyond basic comprehension of a text to creating personal meaning from text Her techniques are for every student, the talented and the struggling The only frustrating thing I found about the book is she assumes all teachers work in ideal teaching environments.

  7. says:

    Although I gained so much from reading this as an English teacher, I believe this is an absolute MUST for teachers in subjects outside of English For such a short volume it is bursting with intelligent insights, lessons and practical ways to scaffold and build upon reading comprehension skills that are necessary for student s success Since it was only comprised of a mere 120 pages I breezed through it but simultaneously didn t feel that it should have been longer or that chapters lacked proper development or explanation.What this book has that many other excellent professional books lack is outstanding refinement and editing There are no long digressions, anecdotes or extensive emotional appeals that I find muddle many other books about teaching Tovani is succinct, to the point and shows you how to adapt her strategies for any classroom subject and grade level It is organized brilliantly so you can retrieve quickly the information and suggestions you need to reference Her chapters are divided up with comprehensive headings that clearly define what you are looking for and echo the elements of the teaching points that are focused on for each chapter I also loved how her chapters ended with a recap of teaching points and objectives that were delineated in the pages before.I believe that ANY teacher reading this book will walk away inspired, informed and empowered If there is only ONE book you ever buy about reading make it this one.

  8. says:

    While I am still somewhat at the beginning of my teacher preparation program, and I foresee many other assigned texts in my future some in the mail as I write this , I have to say that this is probably my favorite assigned text so far It makes sense, there s no complicated jargon that I have to decode, and it s honest and straightforward Tovani clearly knows what she is talking about here, and there is much to learn from her and this book I would have no problems rereading it or cracking it open in the future for quick reference The only thing that sort of bugged me bummed me out than bugged me, really was how quickly and mysteriously she danced around the topic of state assessments She makes it clear that she doesn t necessarily approve of them and moves on That s fine and all, I am still forming an opinion on them myself, but what about those of us who HAVE to deal with them As in, we have no choice I live in a state where the testing has become the central focus, and some insight to that would have been great But I don t think it fair of me to criticize Tovani for that She makes it clear in the final chapter that that topic is not her focus So I m not too bugged by it I give the book five stars Read it.

  9. says:

    My favorite thing about this book is how genuine the author sounds when she talks about her own experiences teaching reading Especially to students in non language arts classes, or students who are struggling readers I have no doubt that this woman LOVES her job There are some very moving stories That being said, it s still a bit on the idealistic side for a person who is teaching, let s say, strictly math I know everything s supposed to be all about integrating reading writing nowadays, but let s face it, that s pretty dang hard to do At least, it s hard to do it well and on a daily basis It s definitely something worth considering and attempting, though, and the basic premise is that good readers are able to monitor their thinking while they read and adjust as necessary, which I liked Solid.

  10. says:

    This book would best be suited for pre service or first year teachers The author describes various strategies that can be incorporated into any middle or high school classroom to help students who struggle with reading She uses a familiar, personal tone, and the book is a quick read To me, the research base was lacking, and I would have liked to have seen strategies and fewer personal anecdotes However, the appendix provides some great templates that could easily be copied for immediate classroom use If looking for a book on this topic, I would recommend 50 Content Area Strategies for Adolescent Literacy Fisher,et al, 2007 or Deeper Reading Gallagher, 2004 instead.

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