What Readers Really Do

What Readers Really Do Drawing On Their Own Lives As Readers And Writers And Years Of Experience Working In Classrooms As Coaches, Staff Developers, And Consultants, Dorothy Barnhouse And Vicki Vinton Offer Practical Tips For Meeting Today S Rigorous Standards While Reminding Us Of The Deeper, Enduring Purposes And Process Of ReadingIn What Readers Really Do, You Ll Peer Into The Minds And Hearts Of Readers To Notice The Often Invisible Thinking Work That Goes Into Making Meaning Of Texts From Comprehending Where A Scene Is Taking Place To Constructing Thematic Interpretations And You Ll Look Into The Authors Own Teaching Minds And Hearts As They Unpack The Moves And Decisions They Make To Design And Implement Instruction That Allows Every Student To Make Significant And Personally Relevant Meaning Of Texts Along The Way, You Ll Learn How To Notice And Name What Students Are Doing As Readers To Build Their Identity And Agency Move Beyond Simple Strategy Instruction To Step Students Into Complex Texts Show Students How Readers Draft And Revise As They Read To Promote Engagement, Self Monitoring, And Deeper ComprehensionFilled With Student Voices And Classroom Examples Including Read Alouds, Small Groups, And Conferences, What Readers Really Do Will Challenge, Inspire, And Empower You To Become The Insightful, Independent Teacher Your Students Need You To Be And It Will Remind Both You And Your Students Why And How We Really Read

Is a well-known author, some of his books are a fascination for readers like in the What Readers Really Do book, this is one of the most wanted Dorothy Barnhouse author readers around the world.

☆ [PDF / Epub] ★ What Readers Really Do  By Dorothy Barnhouse ✩ – Webcambestmilf.info
  • Paperback
  • 224 pages
  • What Readers Really Do
  • Dorothy Barnhouse
  • English
  • 03 December 2019
  • 9780325030739

10 thoughts on “What Readers Really Do

  1. says:

    Rarely do I include a professional book in Goodreads, but this was such a smart book that I d love to share it with my teacher buddies Barnhouse and Vinton take what we know about reading as meaning making and deepens that understanding In the process, they challenge some typical beliefs and practices is inferring really a strategy inferring is really a sophisticated skill masquerading as a strategy Is modeling what students really need or can it limit their agency At the same time, this book reinforces beliefs that I hold about literacy and, in the process, honors the teacher as a thinker For instance, the authors stress the importance of reflecting on who we are as readers thinkers writers As they explain the best way to create a vision about the meaning making process for students, they argue that attending to our own intellectual work is important than any research or program read attending to what we do as readers, noticing and naming and making visible the work we routinely and invisibly do Doing so, we re convinced, can deepen and strengthen our instruction than any compendium of tips or even research based theories, because it authentically grounds our teaching in our life as readers Even though the writers use examples from elementary and middle school classrooms, I m convinced that their ideas apply directly to the high school setting A high school English teacher could use their ideas to teach students how the detail leads to understanding theme details are the building blocks and lifeblood of texts , how literary elements are tools for making meaning and not ends in and of themselves, and how to critique or evaluate a book Consider this ending quote and it s clear how the book speaks to everyone This is the vital work we have to do as teachers, for each student who crosses our path is in the process of forging an identity, not only as a reader of books but as a reader of their world Showing them what agency looks and sounds like while making meaning in a text to notice what s to be noticed and make something of it is a microcosm for what that can look and sound like while making meaning in their lives.

  2. says:

    I m not sure I ll ever be finished with this book As I implement the ideas in this book with my 7th and 8th grade readers, I find I need to go back and revise my thinking often This book is just the place to do that I love that there are classroom examples that help me to see what I might do in my own classroom, and that the best model of these strategies is me Reflecting on what I do as an adult reader is a powerful way to think about what I ask my students to do.

  3. says:

    Readers do not read words and then wait for someone else to tell us what they mean, nor do they read words and then identify literary elements We read words and build living and breathing ideas from them ideas that matter to us and continue to develop as we talk with each other, keep reading, and talk some Enough said.

  4. says:

    Trying the strategies while reading a fiction book for book club made all the difference as I read this text over the summer, without the benefit of having students in front of me to try things out with.

  5. says:

    This book is the perfect companion to Opening Minds and Talk About Understanding The three together have made me a better teacher.

  6. says:

    This book will give you a great deal to think about concerning the process of reading It is a book all teachers should read to understand what it means to truly read It will help you explain the process to parents so that they can better support their children reading.

  7. says:

    Overview Barnhouse and Vinton situate this text in classrooms, using core texts and real students to illustrate their key concept, Meaning is a construct, something to be made out of what they students notice p 195 Constructivist teaching is exemplified both in theory and practice throughout the book I appreciate the way Barnhouse and Vinton build from and extend traditional comprehension strategies, using them as tools to get to meaning rather than as ends in and of themselves The authors suggest that we use literary elements to read, as opposed to reading in order to find literary elements Each chapter presents a core text being read with a group of students, beliefs about reading and meaning making behind instructional decisions, and closes with a vignette from the classroom Charts used to guide meaning making are included in the appendix.This is a trustworthy text that practicing teachers could follow easily, making connections to their own practice through the thoughts and examples contained in the text Each chapter builds on and expands the ideas presented from the very beginning, that reading teaches us to make meaning of our world Key ideas Allow students to make their own meaningNotice and name what students are already doingListen to the readerNotice and connect patternsRevise thinking by remaining open and questioningDrawbacks The authors acknowledge the constraints of contemporary classrooms, such as testing culture and right answers only thinking, however, teaching from the stance described in What Readers Really Do would be quite difficult in many school cultures A suggestion from the authors about finding like minded teachers or examples of how to talk with parents or administration would be helpful Also, this type of thinking may be an identity stretch for many teachers.The last chapter gets a bit preachy I m not sure if all students want to always find deep meaning in a book Ideas are applicable for upper elementary students Primary students would require a different text using vignettes and examples from primary classrooms Although the underlying concept of reading as meaning making would remain the same, instruction would include decoding encoding and shorter texts.

  8. says:

    Update More stars, because this book has deeply influenced the way I am thinking about teaching reading.Also, New blog post by V Vinton that describes some open mindedness necessary for a strong reader.http tomakeaprairie.wordpress.com 2 It seems unadvisable to me, as well, for a reader to know where he or she s going at least the first time through a text for if we did know, there wouldn t really be any need to keep turning the pages Not knowing is what keeps us engaged it s what propels us forward And it s what helps us keep our minds open and receptive to whatever surprises the text holds If you think, after all, that you know where you re going, there s little incentive to attend to the words, especially to those subtle shifts and hints that herald change until, perhaps, you find yourself lost, which happens to students all the time Unfortunately, however, many of the strategies we teach children to use, such as predicting and picture walks and even connecting and accessing schema work against this open mindset by encouraging students to form ideas before they even start reading And as Murray says in yet another line that has implications for readers Beginning writers make the mistake of looking for ideas before beginning to write As readers, however, we can t revise the clues or patterns the writer has laid down what we have to keep revising instead is what we think those patterns and clues reveal and what insights they might be leading us to And to do this, once again, we have to apply Murray s writing words to readers You discover what the text has to say by letting go of preconceptions.

  9. says:

    This book really made me think about the way I teach reading This pairs well with the book Making Thinking Visible Reading is letting the students make their own meaning by asking questions Do I over teach and over model Should I introduce a book or not, should I front load vocabulary, encourage students to make predictionsthings are some things I m grappling withchange is never easy but always necessary lest we become over confident or lackadaisical This book is much needed to free teachers to teach in the moment and free students to think and to think deeply which is much positive that getting lost in A, B, C, Ds of the test prep arena.

  10. says:

    I strongly recommend this book to English teachers, especially junior level I felt like my English methods courses were missing exactly the kind of insight this book offers into the kind of work we ultimately want students to be able to do when they read and the kind of approach that can help them get there I intended to use these ideas this school year.

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