图书简介

Acknowledgments \\ Introduction: “What Book Should I Read Next?” \\ Vignette of a High School Reader \\ CHAPTER ONE Why Are My Students Snapchatting Their Way Through The Odyssey—and What Can I Offer Instead? \\ Why We Have to Minimize the Role of, but Not Abandon, the Classics \\ Why We Need to Incorporate Choice Reading \\ What the Blended Model Offers \\ What’s Next: Sparking Joy in Our Classes \\ CHAPTER TWO Getting Ready for the Blended Model \\ How to Set Up Your Classes So Students Really Read \\ Possible Follow-Up Steps \\ CHAPTER THREE Building a Blended Curriculum for Fiction-Based Units \\ Why Start With Fiction? \\ What’s Important to Know About This Planning Process Before Diving In? \\ Getting Started \\ How to Make Your Unit Pop and Avoid Potential Pitfalls \\ CHAPTER FOUR Building a Blended Curriculum for Nonfiction-Based Units \\ Why Nonfiction? \\ What’s Important to Know About Planning Nonfiction Units Before Diving In \\ What to Do When Your Students Are Choosing to Read Novels and It’s Time to Teach Nonfiction \\ How to Plan a Nonfiction Unit Based on Your Class Text \\ How to Make Your Unit Pop and Avoid Potential Pitfalls \\ Why What You Just Planned Is Important \\ CHAPTER FIVE What to Plan for Day to Day \\ Crafting Daily Lesson Plans \\ Breakdown of the Period or Block \\ Ten Minutes of Focused Teacher-Led Instruction \\ Transitioning Into Reading Time \\ What Students Are Doing in Addition to Reading: Writing, Thinking, and Questioning \\ Teach Readers to Demonstrate Their Thinking About Reading: Modeling \\ What to Do With Students’ Writing About Reading: Assessment and Differentiation \\ Closing Out the Class \\ Training Ground for Readers \\ CHAPTER SIX Bring Talk Into Your Blended Reading Classroom \\ Why We Need to Teach Our Students Ways to Talk About Books \\ How to Bring in Talk in Meaningful Ways \\ If They’re Not All Reading the Same Book, What Are Students Talking About? \\ Time for Shared Texts, Too \\ How Often We Incorporate Talk Into Reading Time \\ Why Talk Boosts Our Teaching \\ CHAPTER SEVEN Assessing Readers: Grading That’s Useful and User-Friendly \\ Formative Ongoing Assessments That Won’t Make You Hate Your Job \\ Summative Assessments \\ How to Stay Sane When Grading \\ CHAPTER EIGHT Building Teacher–Student Relationships Through the Blended Model \\ Why the Blended Model Opens Up Space for Powerful One-on-One Teaching \\ How to Talk to Students About Their Reading \\ What We Can Expect as a Result of Talking to Students About Reading \\ Final Words \\ We’re Ready to Embrace Change \\ Resources \\ Resource 1: Our Book Reviews: Sample Assignment for Sharing Choice Books \\ Resource 2: Technology Integration Ideas to Support Choice Reading \\ Resource 3: My Reading Goals: Student Sample \\ Resource 4: Bookmark Calendar Template \\ Resource 5: Sample Grade 10 Unit Plan: The Scarlet Letter \\ Resource 6: Unit Planning Template \\ Resource 7: Sample Grade 8 Unit Plan: The Outsiders \\ Resource 8: Sample Grade 11 Unit Plan: Narrative of the Life of Frederick Douglass, an American Slave \\ Resource 9: Reading Notebook Prompts: Transfer of Skills to Choice Books \\ Resource 10: Examples of Realistic Fiction Book Club Annotations and Analysis \\ Resource 11: Choice Read or Class Novel Check-In: How Do You Know They’re Really Reading? \\ Resource 12: Reading Notebook Rubric Sample 1 \\ Resource 13: Reading Notebook Rubric Sample 2 \\ Resource 14: Reading Notebook Rubric Sample 3 \\ Resource 15: Sample Essay Assignment, Outline, and Rubric Using Choice Book \\ Resource 16: Sample Literary Analysis Essay Assignment for Choice Book \\ References \\ Index

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