Efnisyfirlit

• Front Matter
  • More Praise for Reading for Understanding, Second Edition
  • Foreword
  • Prefece
    • Why We Wrote a Second Edition
    • Acknowledgments
      • Contributing Teachers and Administrators
• CHAPTER ONE Engaged Academic Literacy for All
  • The Context for Change
    • Literacy in Middle and High School
    • Literacy in College and the Workplace
    • The Literacy Ceiling
  • “Solutions” That Don't Solve the Problem
    • Remediation Restart
    • Searching for Skills-in-a-Box Solutions
    • Teaching Around the Text
    • Protecting Them from Boredom
  • The Case for Optimism
    • Teachers' Untapped Resources
    • Students' Untapped Resources
    • Signs of Success: Changes in Students' Literacy, Learning, and Identities
  • Notes
• CHAPTER TWO The Reading Apprenticeship Framework
  • What Is Reading?
    • About Reading
      • BOX 2.1 About Reading
      • Reading Is a Complex Process
      • Reading Is Problem Solving
  • Fluent Reading Is Not the Same as Decoding
    • Reading Proficiency Varies with Situation and Experience
    • Proficient Readers Share Some Key Characteristics
      • BOX 2.2 Good Readers Are ...
  • Social Support for Learning
    • Cognitive Apprenticeships
    • Reading Apprenticeships
    • Demystifying Reading: Making the Invisible Visible
    • Text-Based Discussion: Collaborative Meaning Making
    • Developing Engaged, Strategic, and Independent Readers
  • Dimensions of the Reading Apprenticeship Classroom and Framework
    • Extensive Reading as the Context for Reading Apprenticeship
    • Metacognitive Conversation at the Center
      • BOX 2.3 The Reading Apprenticeship® Framework
    • The Social Dimension
      • Creating Safety
      • Investigating the Relationship Between Literacy and Power
      • Sharing Text Talk
      • Sharing Reading Processes, Problems, and Solutions
      • Noticing and Appropriating Others' Ways of Reading
    • The Personal Dimension
      • Developing Reader Identity
      • Developing Metacognition
      • Developing Reader Fluency and Stamina
      • Develop Reader Confidence and Range
    • The Cognitive Dimension
      • Getting the Big Picture
      • Breaking It Down
      • Monitoring Comprehension
      • Using Problem-Solving Strategies to Assist and Restore Comprehension
      • Setting Reading Purposes and Adjusting Reading Processes
    • The Knowledge-Building Dimension
      • Surfacing, Building, and Refining Schema
      • Building Knowledge of Content and the World
      • Building Knowledge of Texts
      • Building Knowledge of Language
      • Building Knowledge of Disciplinary Discourse and Practices
  • Notes
• CHAPTER THREE The Social and Personal Dimensions: Building a Foundation for Engaged Learning
  • Starting from Day One
    • CLASSROOM CLOSE-UP 3.1 Developing Dispositions for Engagement
  • Building the Social Dimension
    • BOX 3.1 Sample Day-One Practices for Establishing a Reading Apprenticeship Classroom Community
    • Building Relationships and Norms for Classroom Collaboration
      • Building Relationships
        • BOX 3.2 Interests and Reading Survey Excerpts
        • BOX 3.3 Walkabout Bingo Sample
        • CLASSROOM CLOSE-UP 3.2 “I Prefer a Name with Encourage Meaning”
      • Developing Class Norms
      • Teaching Student-to-Student Academic Conversation
        • BOX 3.4 Setting Norms for Learning
        • BOX 3.5 Scaffolding Academic Conversation
        • BOX 3.6 Sentence Frames That Support Academic Conversation
  • Building Safety: It's Cool to Be Confused
    • CLASSROOM CLOSE-UP 3.3 “Amidst Familial Gatherings”
    • Investigating Relationships Between Literacy and Power
      • Exploring Life Goals
        • CLASSROOM CLOSE-UP 3.4 “That's Cool. You're Isolating What You Don't Know.”
      • Building Relevance with Essential Questions
        • BOX 3.7 Research About Education and Economic Power
        • BOX 3.8 Sample Essential Questions to Build Motivation and Engagement
  • Building the Personal Dimension
    • Why Read? Setting Authentic Purposes
      • CLASSROOM CLOSE-UP 3.5 “I Want to Be a Teacher”
      • CLASSROOM CLOSE-UP 3.6 Why Do We Read?
    • Building Reader Identity
      • Negotiating Success
        • CLASSROOM CLOSE-UP 3.7 Choosing Not to Fail
      • Investigating Personal Reading Histories
        • BOX 3.9 Personal Reading History
    • Building Agency, Confidence, and Dispositions for Learning
      • Building Agency
      • Fostering a Code-Breaking Stance
        • CLASSROOM CLOSE-UP 3.8 “Does It Really Matter What I Think?”
        • BOX 3.10 Modeling Thinking Aloud with Out-of-School Texts
  • Assessing Effort and Growth
    • CLASSROOM CLOSE-UP 3.9 Becoming a Student
  • Notes
• CHAPTER FOUR Metacognitive Conversation: Making Thinking Visible
  • Reading Happens in Your Mind
    • BOX 4.1 Exploring Students' Concepts of Reading
  • Introducing Metacognition
    • Thinking About Thinking
      • BOX 4.2 Students Practice Thinking Aloud
      • CLASSROOM CLOSE-UP 4.1 Metacognition “At Light Speed”
    • Capturing the Reading Process
    • Building a Reading Strategies List
      • BOX 4.3 Capturing the Reading Process
      • CLASSROOM CLOSE-UP 4.2 “Don't Freak Out”
  • Establishing an Inquiry Culture
    • BOX 4.4 Questions to Elicit Student Thinking
    • BOX 4.5 Confused? Fix-Up Steps
    • CLASSROOM CLOSE-UP 4.3 Letting Students Into the Vocabulary of Reading Research
  • Cultivating Metacognitive Conversation
    • Think Aloud Routine
      • CLASSROOM CLOSE-UP 4.4 Reciprocal Modeling of a Think Aloud
      • BOX 4.6 Introducing Think Aloud
      • BOX 4.7 Using a Metacognitive Bookmark
      • CLASSROOM CLOSE-UP 4.5 Preparing for a “Relationship with Text”
    • Talking to the Text Routine
      • BOX 4.8 Talking to the Text: Student Work Sample
      • BOX 4.9 Introducing Talking to the Text
    • Metacognitive Double-Entry Journal Routine
      • BOX 4.10 Sample Metacognitive Uses of Double-Entry (and Triple-Entry) Journals
      • BOX 4.11 Metacognitive Double-Entry Journals: Student Work Samples
      • CLASSROOM CLOSE-UP 4.6 “Okay, What Else Did You Notice?”
    • Metacognitive Log Routine
      • BOX 4.12 Metacognitive Reading Log Template
      • BOX 4.13 Metacognitive Reading Log: Pair Work
      • CLASSROOM CLOSE-UP 4.7 Knowing What Hector Knows
  • Cultivating Collaboration
    • Collaborative Class Discussion
    • Partner Work
      • BOX 4.14 Introducing Think-Pair-Share and Think-Write-Pair-Share
      • CLASSROOM CLOSE-UP 4.8 Scaffolding Partner Work
  • Small Groups
    • CLASSROOM CLOSE-UP 4.9 Partnering to Think Aloud and Get the Gist
    • BOX 4.15 The Teacher's Role in Small Group Work
    • BOX 4.16 Structuring Small Groups
  • Deepening Disciplinary Uses of Metacognitive Conversation
    • BOX 4.17 A Metacognitive Funnel
    • Notice Thinking
    • Focus on Reading
    • Focus on Solving Reading Problems
    • Focus on Disciplinary Literacy Practices
  • Reflecting on Roles in a Metacognitive Classroom
    • BOX 4.18 Classroom Roles in the Transition to Internalized Metacognitive Conversation
    • CLASSROOM CLOSE-UP 4.10 “Is That What I Wrote??”
  • Notes
• CHAPTER FIVE Extensive Academic Reading: Extending Opportunities and Support
  • The Why of Extensive Academic Reading
    • CLASSROOM CLOSE-UP 5.1 Learning to Read Across Multiple Texts
  • The What of Extensive Academic Reading
    • Extending Time for Reading Disciplinary Texts in Class
      • CLASSROOM CLOSE-UP 5.2 Supporting the Textbook with Differentiated Reading
    • Extending Levels and Access for Reading
      • Vertical Text Sets
        • BOX 5.1 What Makes Text Difficult?
        • BOX 5.2 Exploring a Vertical Text Set
      • Horizontal Text Sets
        • CLASSROOM CLOSE-UP 5.3 Transboundary Solution
      • Textbooks as Text Sets
        • CLASSROOM CLOSE-UP 5.4 Disciplinary Inquiry of the Day
        • CLASSROOM CLOSE-UP 5.5 Making Textbooks Their Own
      • Comparison Text Sets
      • Text + One More
      • Inquiry Questions for Reading Across Texts
    • Extending Choice of Reading Material
      • Subject Area Sustained Silent Reading (SSR)
        • CLASSROOM CLOSE-UP 5.6 Framing an Inquiry into Two Poems
        • CLASSROOM CLOSE-UP 5.7 Biology Buffet Tables
      • Literature Circles and Book Groups
        • CLASSROOM CLOSE-UP 5.8 “We Decided to Read Up to Chapter 26”
      • Independent Projects
        • BOX 5.3 Student Choice in a Grade 9 Science Curriculum
        • BOX 5.4 Science in the News Assignment
        • CLASSROOM CLOSE-UP 5.9 Science in the News Reports
        • CLASSROOM CLOSE-UP 5.10 Quarterly Science Book Projects
        • BOX 5.5 Science Book Project Weekly Check-Ins
  • Extending Support and Accountability
    • CLASSROOM CLOSE-UP 5.11 Making Time for What Makes a Difference
    • BOX 5.6 Making Metacognitive Logs Count
  • Notes
• CHAPTER SIX Sustained Silent Reading +: Dedicating Time for Independent Reading
  • Getting Real Reading Going
    • Previewing Books with Book Pass
      • BOX 6.1 Setting Up SSR+
      • BOX 6.2 Genre Preferences
      • BOX 6.3 Book Pass
    • Giving Books a Ten-Page Chance
    • Building Book Buzz
    • Building Stamina
      • CLASSROOM CLOSE-UP 6.1 Book Partying
  • Using Metacognitive Logs in SSR+
    • BOX 6.4 SSR+ Metacognitive Log Sample Template
    • BOX 6.5 Sample Metacognitive Log Prompts
    • BOX 6.6 SSR+ Content-Based Writing Prompts
    • CLASSROOM CLOSE-UP 6.2 Rosie, Grade 8 ELD: SSR+ Metacognitive Log
    • CLASSROOM CLOSE-UP 6.3 Zenaida, Grade 8 ELD: SSR+ Metacognitive Log
  • Creating a Community of Readers
    • BOX 6.7 Discussion Prompts for Debriefing SSR+ Reading
    • BOX 6.8 SSR+ Book Poster Assignment
  • Supporting and Assessing Students' SSR+ Reading Behaviors
    • CLASSROOM CLOSE-UP 6.4 Five Inexperienced Readers
• CHAPTER SEVEN The Cognitive Dimension: Assembling a Reading Toolbox
  • Making Problem Solving Explicit
  • Teaching Problem Solving in Reading
    • CLASSROOM CLOSE-UP 7.1 “We're Going to Practice This and Get Better at It”
    • BOX 7.1 A Sampling of Reading Strategies
  • Applying a Selection of High-Leverage Reading Strategies
    • Chunking Text
      • CLASSROOM CLOSE-UP 7.2 Chunking Pre-Algebra Text
  • Clarifying
    • CLASSROOM CLOSE-UP 7.3 Chunking the First Amendment
    • BOX 7.2 Modeling How Text Chunks
    • Making Connections
      • BOX 7.3 Evaluating Roadblocks
      • BOX 7.4 Clarification Chart
  • Visualizing and Visual Texts
    • BOX 7.5 Student Work Sample: Clarification Chart
    • CLASSROOM CLOSE-UP 7.4 “My Name Is Ricardo, Too”
    • BOX 7.6 Diagram Dialogues
    • CLASSROOM CLOSE-UP 7.5 Close Reading of Visual Information
    • BOX 7.7 Students' Visual Note-Making in a Pre-Algebra Class
    • Questioning
      • ReQuest
        • CLASSROOM CLOSE-UP 7.6 When Students Ask the Questions
      • QAR
        • BOX 7.8 ReQuest
        • BOX 7.9 Question-Answer Relationships (QAR) Overview
        • CLASSROOM CLOSE-UP 7.7 Introducing QAR
    • Using Evidence
      • CLASSROOM CLOSE-UP 7.8 “Because Later in the Story It Says”
    • Getting the Gist and Summarizing
      • BOX 7.10 Summary Analysis by a Peer
      • BOX 7.11 Math Solution Summary Analysis by a Peer
      • BOX 7.12 This Is About/This Is Really About
      • BOX 7.13 Sample “This Is Really About”
    • Predicting
      • BOX 7.14 Twenty-Five-Word Abstract
      • Reading Signals in the Text
        • BOX 7.15 How Are My Predictions Doing?
      • Building Engagement
    • Previewing Informational Text
  • Helping Students Become Strategic Readers
    • BOX 7.16 Sample Questions for Previewing Informational Text
    • Supporting Strategy Integration
      • BOX 7.17 Reciprocal Teaching Role Cards in Science
      • CLASSROOM CLOSE-UP 7.9 Nutrition-Speak: “What's Up, Apple?”
    • Orchestrating Independence
      • CLASSROOM CLOSE-UP 7.10 “So, You Are Using a Text Clue There”
  • Notes
• CHAPTER EIGHT The Knowledge-Building Dimension: Surfacing and Building Schema in the Disciplines
  • Thinking Metacognitively About Schema
    • CLASSROOM CLOSE-UP 8.1 “Give That Schema a Second”
    • BOX 8.1 Ambiguous Headlines
    • BOX 8.2 Cartoon Schema
  • Surfacing, Building, and Refining Schema
  • Surfacing Schema
    • CLASSROOM CLOSE-UP 8.2 Decisions That Keep Students in Control of Their Learning
    • BOX 8.3 Error Response Flow Chart
  • Building and Revising Schema
    • BOX 8.4 LINK (List, Inquire, Note, Know)*
    • CLASSROOM CLOSE-UP 8.3 LINK Is the Hook
    • BOX 8.5 Give One, Get One
    • BOX 8.6 Anticipation Guides
    • CLASSROOM CLOSE-UP 8.4 Is West Positive or Negative?
    • BOX 8.7 Tracking Concept Development
    • BOX 8.8 Monitoring Conceptual Change
  • Exploring Different Types of Knowledge
    • BOX 8.9 Types of Knowledge
  • Building Content and World Knowledge
    • CLASSROOM CLOSE-UP 8.5 “It's Like the NAACP or the Black Panthers”
    • CLASSROOM CLOSE-UP 8.6 “She Was a First Person”
    • Building Knowledge of Texts
      • CLASSROOM CLOSE-UP 8.7 “That Looks Like a T-Chart!”
      • CLASSROOM CLOSE-UP 8.8 Go Figure
  • Building Knowledge of Language
    • BOX 8.10 Previewing a Physics Textbook
    • BOX 8.11 Standardized Test Schema
    • CLASSROOM CLOSE-UP 8.9 “This Word Jumped Out at Me”
    • BOX 8.12 Word Detectives
    • CLASSROOM CLOSE-UP 8.10 How Did Marx Get That Skateboard?
    • BOX 8.13 Survival Words
    • BOX 8.14 Word Pattern Investigations
    • CLASSROOM CLOSE-UP 8.11 Investigating a Watery Context
    • BOX 8.15 Clozing the Gap
    • BOX 8.16 Contextual Redefinition
    • CLASSROOM CLOSE-UP 8.12 Justifying Focus-Word Instruction
    • BOX 8.17 Sentence Detectives
    • BOX 8.18 Sentence Detective Practice
  • Building Knowledge of Disciplinary Discourse and Practices
    • Reading Apprenticeship Goals in Science
      • BOX 8.19 Student Goals: Building Knowledge of the Discipline of Science
    • Reading Apprenticeship Goals in History
      • CLASSROOM CLOSE-UP 8.13 Historians All
      • BOX 8.20 Student Goals: Building Knowledge of the Discipline of History*
    • Reading Apprenticeship Goals in Literature
      • BOX 8.21 Student Goals: Building Knowledge of the Discipline of Literature
      • CLASSROOM CLOSE-UP 8.14 “There Is Always a Deeper Meaning”
    • Reading Apprenticeship Goals in Mathematics
      • BOX 8.22 Student Goals: Building Knowledge of the Discipline of Mathematics
      • CLASSROOM CLOSE-UP 8.15 A Sampling of Mathematics Disciplinary Goals in Pre-Algebra
    • Apprenticeship into a Technical Community
      • CLASSROOM CLOSE-UP 8.16 “I Was Making the Connection to the Lady in the Nursing Home”
  • Notes
• Back Matter
  • EPILOGUE Collaborating Beyond the Classroom
  • Assessment Appendix
    • Interests and Reading Survey
    • Student Learning Goals
      • How to Use Student Learning Goals
        • Social Dimension: Collaborating in a Community of Readers and Writers Goals
        • Personal Dimension: Building Personal Engagement Goals
        • Metacognitive Conversation: Making Thinking Visible Goals
        • Cognitive Dimension: Using Cognitive Strategies to Increase Comprehension Goals
        • Knowledge-Building Dimension: Knowledge-Building Goals
      • Student Learning Goals: Science
      • Student Learning Goals: History
      • Student Learning Goals: Literature
      • Student Learning Goals: Mathematics
      • Monitoring and Assessing Student Work
        • Monitoring Participation and Contribution to Classroom Learning
        • Participation Log
        • Discussion Log
          • Discussion Record
      • Assessing Student Growth
        • Rubric for Student Self-Assessment of Collaborative Work
    • Curriculum-Embedded Reading Assessment (CERA) Guidance and Tools
      • Guidelines for Administering the CERA
        • How Is the CERA Administered?
        • How Often Is the CERA Administered?
        • Text Selection and Question Development
        • Materials and Preparation
      • CERA Lesson Plan and Rubric
        • Curriculum-Embedded Reading Assessment (CERA) Individual Writing Prompts
    • Sustained Silent Reading+ (SSR+) Assessment Guidance and Tools
      • Monitoring and Assessing SSR+
        • Keeping Track of Student Reading Behaviors
        • Checking and Responding to Metacognitive Logs
      • Grading SSR+
        • Rewarding Effort
        • Rewarding Growth and Progress
      • Tools for Students
        • Setting SSR + Goals
        • SSR+ Reflections
        • SSR + Reflection Letter
    • What Does a Reading Apprenticeship Classroom Look Like?
      • A Focus on Comprehension
      • A Climate of Collaboration
      • An Emphasis on Student Independence
      • Other Things to Notice
        • Materials
        • Groupings
        • Tasks and Activities
        • Teaching and Learning Roles
        • Classroom Talk
  • List of Downloadable Resources
  • WestEd and the Strategic Literacy Initiative
  • About the Authors
  • Subject Index
  • Name Index

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