Welcome to the HPL Read to Succeed Reading and Writing in Content Areas course page! Only course participants have access to this page and the materials available here.
November 15, 2017
It has been an quite an undertaking, but we did it! You are enrolled in the course, set up with a Box account, and almost all of you have completed Module 1, which got you set up for the course for the rest of the year.
Most of you have submitted your first reading assignment, and a few of you have submitted more than one. (You over-achievers!)
Below is our CARW bookshelf for the rest of the year. We have some catching up to do for October-December…after that we will be on track for doing one reading a month through the end of the course. As you know, there is a reading response sheet for each month in your Box folder.
November and December reading assignments will focus on learning to foster a Growth Mindset in ourselves and in our students. Click on the Mindset book cover, below (top row, far right) to view a collection of texts about the mindselts and the language we use to develop them. Select and read two articles in the Mindset text set (one for November and one for December).
Please download and use the CARW Reading Response Expectations checklist to guide your reflective writing from now on.
As you did last month, print your reading response and bring it with you to your reading discussion group. Upload a copy of your response to your Box folder. You can login to your Box folder at the bottom of this page.
Course Module Menu
|Module 1||Module 1|
|Unit 1||Unit 1.1: Logistics|
|Unit 2||Unit 1.2: Course Requirements|
|Unit 3||Unit 1.3: CARW Course Overview|
Content Area Reading and Writing Bookshelf
Welcome to the CARW Reading and Writing Bookshelf. Each month, I will make assignments in the course announcements, above. Navigate to the appropriate collections of texts by clicking on the book covers, below.
“To help every kid fall in love with at least one field of knowledge, our students must encounter our fields’ most galvanizing, tantalizing, and pivotal documents. This book is about making those encounters as compelling as we can make them.” Provided are chapters 1 and 2: The Core Purposes of Reading, and How Smart Readers Think.
“For too long, false perceptions–and often policy–have led teachers to believe they must choose between teaching reading and teaching content.” This book “addresses this issue head-on, exploring the reality, which is that reading and content can, and should, go hand-in-hand to support subject area learning. Provided is the first chapter-Introduction.
Mindset is what underlies motivation, grit, determination, or the feeling of, “why even try? I’ll never succeed.” Provided are a collection of chapters and articles for you to choose among, including a chapter from Dweck’s book , several chapters from Peter Johnston’s books, Choice Words and Opening Minds, and articles gathered from various websites. Mindset matters!
These chapters from Cris Tovani’s classic book, “I Read it, but I Don’t Get it” explore key issues in reading with older students. Cris is a high school teacher. Everything in her books comes from her own successful experiences in helping kids who struggle with reading.
I would have a hard time describing just how much I like these two books, Notice and Note, and its companion, Reading Nonfiction. Included here are chapters the signposts they teach students to notice when reading literary texts. If you teach ELA in any grade, you need this book! Here’s a link to it on Amazon. 🙂
In the second of their Notice and Note books, Beers and Probst help us to explore the questions, signposts, and strategies for making sense of informational texts. These two books are so popular, there is a Facebook community where teachers share texts and ideas. Here’s a link to the book on Amazon in case you want to buy it after reading the chapters here.
Chapters 2, Learning to be a Reader, and 6, Language and Meaning, form one reading from this classic by Frank Smith. Smith makes some powerful arguments about what reading is, and provides a number of insights into reading processes that develop as young kids are learning to read. If you have young children or grandchildren, you’ll enjoy this.
In this foundational piece from Understanding Reading, Frank Smith provides much food for thought about how human beings make sense of new information in the world, and how we learn. This is a really helpful framework for thinking about learning in general, and learning by reading. This is one of my favorite texts.
Penny Kittle faces student apathy head on, first by recognizing why students don’t read and then showing us that when we give kids books that are right for them, along with time to read and regular response to their thinking, we can create a pathway to satisfying reading that leads to more challenging literature and, ultimately, a love of reading.
About My Folders
The link at left takes you to the login for Box. After you sign up for a Box account, this is a handy portal for you to use to access the course folder I have shared with you, which contains Reading Response forms for each month.
High Progress Literacy is copyright (c) 2017 by High Progress Literacy Associates, LLC. The materials on this site are free for individual use and for educational purposes. Any commercial use is strictly forbidden. Materials may not be redistributed without the express written permission of High Progress Literacy Associates, LLC.