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bibliophile1019's review against another edition
3.0
Chapter 2 (about how to actually DO close reading) was incredibly helpful. It developed my understanding of how to ask effective questions when reading a text, and I implemented it immediately last year with great success. Unfortunately, in light of the chaos in education from COVID and my personal decision to focus on antiracist education, I have to abandon this temporarily as I research strategies for blended/online learning and racial equity training. I hope to return to this in the future, though!
jdintr's review against another edition
5.0
Doug Lemov, Colleen Driggs, and Erica Woolway's new book, Reading Reconsidered: A Guide to Rigorous Literacy Instruction in the Common Core Era, address this reading gap, and they provide concrete practices that ELA teachers (as well as teachers in other disciplines like science, social studies, and art swept up in the Common Core's effect on their own standards) can take straight from the book into the classroom.
While the title addresses reading--and it is indeed the primary focus of the book. Reading Reconsidered covers each of the main areas in the Common Core standards: Reading Literature, Reading Informational Text, Writing, Language, and Speaking & Listening.
I really enjoyed the specificity of the strategies offered by Lemov, Driggs and Woolway (and the descriptions of sample lessons in text and video that accompany the book). For example, I appreciated the emphasis on revision in Chapter 4, but even more important was a table that listed specific revision prompts that teachers can give their students--a list that I plan to copy and develop further in my own practice. This combination of knowing and practicing can be found in each chapter.
The final chapters of the book look toward independent practice of reading skills addressed in the book, an acknowledgement that even the best teaching strategies are ineffective if students can't take learning beyond the classroom--and into college/career-style challenges.Appendices at the end of the book have sample unit plans, further online resources for sections of interests, and useful templates.
While I teach 11th-grade ELA, and I plan to use many of the ideas I found in this book, I think it best serves teachers in grades 6-10. The examples found in the book are mostly from 7th or 9th-grade classrooms.
One warning: Reading Reconsidered works more as a manual than as literature. As with Lemov's earlier book, Teach Like a Champion, there are many, many strategies here, which take repeated practice and adaptation in the classroom. While teachers may read it alone and try out some of the ideas, this is best read and practiced in a PLC or other format of professional development. It is best read over the course of a semester than over the course of a weekend.
A special thank-you to Net Galley for providing a preview copy of this text.
While the title addresses reading--and it is indeed the primary focus of the book. Reading Reconsidered covers each of the main areas in the Common Core standards: Reading Literature, Reading Informational Text, Writing, Language, and Speaking & Listening.
I really enjoyed the specificity of the strategies offered by Lemov, Driggs and Woolway (and the descriptions of sample lessons in text and video that accompany the book). For example, I appreciated the emphasis on revision in Chapter 4, but even more important was a table that listed specific revision prompts that teachers can give their students--a list that I plan to copy and develop further in my own practice. This combination of knowing and practicing can be found in each chapter.
The final chapters of the book look toward independent practice of reading skills addressed in the book, an acknowledgement that even the best teaching strategies are ineffective if students can't take learning beyond the classroom--and into college/career-style challenges.Appendices at the end of the book have sample unit plans, further online resources for sections of interests, and useful templates.
While I teach 11th-grade ELA, and I plan to use many of the ideas I found in this book, I think it best serves teachers in grades 6-10. The examples found in the book are mostly from 7th or 9th-grade classrooms.
One warning: Reading Reconsidered works more as a manual than as literature. As with Lemov's earlier book, Teach Like a Champion, there are many, many strategies here, which take repeated practice and adaptation in the classroom. While teachers may read it alone and try out some of the ideas, this is best read and practiced in a PLC or other format of professional development. It is best read over the course of a semester than over the course of a weekend.
A special thank-you to Net Galley for providing a preview copy of this text.
ashsalt's review against another edition
4.0
Useful. Impressively specific descriptions and recommendations for classroom teaching strategies. Most can also be easily adapted for teaching one-on-one.
kelseywaters's review against another edition
5.0
One of the most helpful teacher books I’ve ever read on ELA. Really inspired me. I highlighted and annotated almost every page. I especially loved the chapters on vocabulary, close reading, and writing for reading. Any Reading or Writing teacher should devour this book.
2nd time reading it: just as good as the first time!
2nd time reading it: just as good as the first time!
biblioemily's review against another edition
1.0
I skimmed this text, and found a few helpful pieces of information. I was very disappointed that the book makes no acknowledgment that students in a classroom may have a wide variety of reading levels. Donalyn Miller makes a better argument than I can about the pitfalls (and damage) a whole class novel read can have on students who do not read "on grade level." The book also suggests that teachers should be selecting all the reading material for their students. How will students learn to self-select books and reading that interest them in the future if they are not allowed to do so at school? Putting autonomy into the students' hands is how they become readers for life. Learning technical reading skills is important, but it doesn't promote reading as a lifelong pursuit.
janettedv's review against another edition
5.0
A really interesting read with lots to think about. It has certainly made me rethink how I approach the teaching of reading with Year 6.
jazzlibrariansbookcase's review against another edition
4.0
Very useful for pointers on designing a literacy course (I am planning Reading, Research and Nonfiction classes) It has helped me a great deal with different methods and pathways to deliver the classes. Would highly recommend this for any English/literacy development/librarian to read as CPD
hsengteach's review against another edition
4.0
I was taught how to teach readers strong books. I was not taught how to teach reading. This book does an excellent job of helping me realize how to help my students become better readers. It has helpful ideas and evidence on what needs to be done.
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