In the 2010 article and “Building a Better Teacher and “–the article that and “launched and ” Teach Like a Champion, journalist Elizabeth Green compared two schools of thought–one that teaching skills were the most important driver of classroom learning, the other that content knowledge was the true driver. Some readers saw a conflict between these two perspectives. The authors of and “Reading Reconsidered and ” have always thought that the answer was more complex: that technique was irreplaceable and helped teachers maximize the application of their subject knowledge but there was also no substitute for content knowledge. Moreover, they believed, there were in fact techniques specific to each of the content areas that drive results and could be delineated and learned like the general techniques in and “Teach Like a Champion. and ” and “Reading Reconsidered and ” is the authors’ first effort to take on the challenge of defining subject specific methods. It is an anxious time for many teachers but also a time of great opportunity. This book will provide a road map from confusion to success.CONTENTS.Chapter 1: Reading the DataChapter 2: Choosing What to ReadChapter 3: Close ReadingChapter 4: Making Non-Fiction StickChapter 5: The Epic Importance of Word Study and VocabularyChapter 6: Reading More; Reading BetterChapter 7: Interactive ReadingChapter 8: Writing for ReadingChapter 9: Intellectual Autonomy

Reading Reconsidered: A Practical Guide to Rigorous Literacy Instruction PDF

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