Art+of+Teaching+Reading

I started reading //The Art of Teaching Reading// a couple of weeks before the school year started, and ran out of time. Now I'm skimming through the first half or so, catching the main ideas I underlined, and summarizing what differences I imagine making in my classroom.

__Chapter 1 - Co-Authoring a Literate Community__ + Children co-author the rituals and tools of the reading community + Learning to be affected by the words of others + Adopt mentor readers + Social world of readers with someone in the room about that book?
 * Teacher must model this first, allowing students' to affect them
 * Ask principal, during a walkthrough, if he could tell us about what he's been reading lately, maybe bring examples
 * Ask every student to find a book that is significant to them, say a few words; ask, what conversation could you have

__Chapter 2 - Words that Change the World: Developing a Classroom Library__ + Putting Literacy at the Heart of the School + Building a Classroom Library + Matching Books to Readers (make sure everyone is reading with understanding) + Organizing the Classroom Library to Support Purposeful Book Choice +Using Book Reviews to Support Intentional Book choice
 * Set up reading buddy system with younger classroom
 * Write grants, requests, wish lists, and letters to publishers
 * Involve S in organizing the science books
 * Literary Journals
 * Index Card Review Inside Cover

__Chapter 3 - Reading Aloud__ + At the Start of the Day + In the Mini-Lesson for Reading or Writing + In Support of Other Content Areas + Help Students Think and Talk about Texts
 * Section II - Ongoing Structures in the Reading Curriculum**
 * Poems, such as "Things" by [|Eloise Greenfield]
 * use an excerpt from a text known to the whole class to illustrate a principle
 * Math - Greg Tang for reorganizing expressions
 * Science - Solar System book to address students' questions
 * Social Studies - Ruby Bridges autobiography
 * help students develop an ear for the distinct rhythms and structures of each genre
 * relate to students' interests as well as curriculum
 * use simple books to introduce a new topic
 * give students hands-on or field trip experiences before moving on to more complex topics

__Chapter 4 - Independent Reading Workshop__ + Imagine an expert reader that could mentor students, just as we look to professional authors for advice on writing + The Structure of the Workshop + Minilesson + Manila Envelope "Bookshelves" for Independent Reading + Teaching During Independent Reading + Reading Partners: A second wind + Management During Reading Time
 * minilesson (5-15 minutes)
 * reading time / conferences / guided reading groups / strategy lessons
 * conversation / partner reading
 * sharing with the whole group
 * have one topic or theme per week
 * either a strategy with variations, or a value with examples
 * Reading Log: Title, Author, Start Date, Finish Date or Abandon Date, Minutes at Home
 * Conference Record: Suggestions and Skills
 * Bookmark Stash
 * Magazines for Nonfiction Reading
 * Yearlong curricular calendar: fiction (plot), nonfiction (research skills / note-taking), fiction (characters), poetry
 * knowledge of students as individuals and as learners
 * match based on levels and interests
 * conference or lesson yesterday --> routine check-in the next day and one week later = stay on the rug
 * look ASTONISHED, APPALLED that a student would interrupt you during a conference; "How could you deal with that situation yourself?" (pencil, book too hard, someone reading too loud, etc)
 * 20 minutes of independent reading, 20 of partner reading
 * RUBRIC for independent reading
 * 1) wasted a lot of precious reading time
 * 2) made some good use of reading time
 * 3) felt really good about use of reading time
 * 4) had a transformative reading experience