Good Habits Great Readers Guided Reading Book List

Great Habits, Great Readers: A Practical Guide for K-4 Reading in the Light of Common Core

Jossey Bass

Höfundar: Paul Bambrick-Santoyo, Aja Settles, Juliana Worrell

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A book that brings the habits of reading to life Great readers are not made by genetics or destiny but by the habits they build?habits that are intentionally built by their teachers. The early formal years of education are the key to reversing the reading gap and setting up children for success. But K4 education seems to widen the gap between stronger and weaker readers, not close it. Today, the Common Core further increases the pressure to reach high levels of rigor.

What can be done? This book includes the strategies, systems, and lessons from the top classrooms that bring the habits of reading to life, creating countless quality opportunities for students to take one of the most complex skills we as people can know and to perform it fluently and easily. Offers clear teaching strategies for teaching reading to all students, no matter what level Includes more than 40 video examples from real classrooms Written by Paul BambrickSantoyo, bestselling author of Driven by Data and Leverage Leadership Great Habits, Great Readers puts the focus on: learning habits, reading habits, guided reading, and independent reading.

Annað

Höfundar: Paul Bambrick-Santoyo, Aja Settles, Juliana Worrell
Útgáfa:1
Útgáfudagur: 2013-06-03
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Format:ePub
ISBN 13: 9781118805336
Print ISBN: 9781118143957
ISBN 10: 111880533X

Lesa meira Minnka

Efnisyfirlit

Front Matter
- DVD Contents
- DVD Video Contents
  - Introduction
  - Habits of the Classroom (Chapter 1)
  - Habits of Discussion (Chapter 2)
  - Read-Aloud Lessons (Chapter 4)
  - Teaching Comprehension Skills (Chapter 5)
  - Teaching Phonics (Chapter 6)
  - Part 3 Introduction
  - Guided Reading Planning (Chapter 8)
  - Guided Reading Execution (Chapter 9)
  - Coaching Teachers (Chapter 12)
- Dedication
- Foreword
- Acknowledgments
- About the Authors
- About Uncommon Schools
Introduction
- Excerpt from Erins Video
- Core Idea
- THE COMMON CORE STATE STANDARDS: WHERE DO WE GO FROM HERE?
  - Figure I.1 Terra Nova Median National Percentile Ratings for 2011–2012
  - Aja's Story
  - Juliana's Story
  - Paul's Story
- THE READING-BY-HABIT CONCEPT
  - Core Idea
- THE MOST DANGEROUS MYTHS ABOUT THE COMMON CORE
  - Figure I.2 Common Core Exemplar Texts on a Topic Across Grades
  - A Word on ... Content-Area Instruction
- THE READING-BY-HABIT MODEL
  - Figure I.3 The Reading-by-Habit Model
  - Table I.1 Lesson Types in the Reading-by-Habit Model
- WHERE THE COMMON CORE IS EMBEDDED IN THE READING-BY-HABIT MODEL
- HOW TO USE THIS BOOK
  - See Habits in Action
  - Apply Your Habits
  - Share Your Habits
- LET'S START HERE
Part 1 Set the Habits of Learning
- Set the Habits of Learning
- Part 1 Introduction: The Fundamental Habits
- Chapter 1 Habits of the Classroom: Multiply Your Minutes
  - Core Idea
  - Core Idea
  - Case Study: Ms. Stark's Transition
  - Stop and Jot
  - SETTING UP THE ROOM
    - Core Idea
    - Figure 1.1 Ema Land's Classroom
    - Top Seven Materials to Have on Hand
    - Core Idea
    - A Word on ... Carpet Squares
  - HABITS OF EFFECTIVE TRANSITIONS
    - Core Idea
    - How to Train a Transition—Case Study on Independent Reading Transition
      - Table 1.1 Nikki's Lesson Plan to Train Transitions
      - How to Teach Routines—Best Practices
    - Keys to Effective Transitions—Case Study with a Midlesson Transition
      - Key Tips for Effective Transitions
  - CONCLUSION: FROM SOCKS TO SUCCESS
    - Core Idea
    - Keys to Effective Habits of the Classroom
      - Room Setup
        
        Top Materials to Have at Hand
      - Transitions
        
        Keys to Effective Transitions
      - How to Teach Routines
        
        Best Practices for Training Classroom Habits
    - Apply Your Habits: Setting Up Your Room
      - Self-Assessment
      - Tools to Use
      - Your Next Steps
- Chapter 2 Habits of Discussion: Change Student Talk, Change Student Thinking
  - Figure 2.1 Excerpt from Teamwork, by Dawn McMillan
  - Case Study: Ms. Gordon's Class Discusses Teamwork
  - Figure 2.2 Ms. Gordon's Lesson
  - Case Study, Take 2 Aja's Class Discusses Teamwork
  - Figure 2.3 Aja Settles's Lesson
  - Core Idea
  - THE POWER OF PROMPTING
    - Table 2.1 Universal Prompts—Use Them Anywhere
    - Core Idea
  - LEARNING TO SHARE
    - Core Idea
    - Listen and Talk Only in Turn
    - Speak Audibly
    - Speak in Complete Sentences
    - Interact Peer to Peer
      - Table 2.2 Part One of the Habits of Discussion: Learning to Share
  - LEARNING TO BUILD
    - Excerpt from Aja's Teamwork Discussion
    - Elaborate on Your Answer
    - Build Off Others' Answers
    - Evaluate Others' Responses
    - Praise Your Peers
    - Prompt Peers with Universal Prompts
    - Hint, Don't Tell
    - No Hands
    - Lead
    - Come Prepared in Writing
      - Core Idea
      - Table 2.3 Part Two of the Habits of Discussion: Learning to Build
  - MAKING THE HABITS HAPPEN
    - Training the Habits
    - Maintaining the Habits
      - Figure 2.4 Training Students in the Habits of Discussion
      - Table 2.4 Maintaining the Habits of Discussion: Teacher Training and Prompts
      - Table 2.5 Sample Implementation Calendar: Habits of Discussion
  - CONCLUSION: FROM FUTSAL TO THE "BIG GAME"
    - Habits of Discussion Training and Prompting Guide
    - Apply Your Habits: Habits of Discussion
      - Self-Assessment
      - Tools to Use
      - Your Next Steps
Part 2 Teach the Skills of Reading
- Teach the Skills of Reading
- Part 2 Introduction: The Art of Targeted Teaching
- Chapter 3 What to Teach: Defining a Road Map for Rigor
  - Core Idea
  - ASSESSMENT—CREATE THE ROAD MAP FOR RIGOR
    - Four Early Literacy Assessments
      - DRA (Diagnostic Reading Assessment)
      - DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
      - Running Record
      - STEP (Strategic Teaching and Evaluation of Progress) Assessment
    - Core Idea
    - Four Assessments at Reading Level P
      - Classroom Assessment 1
      - Classroom Assessment 2
      - Classroom Assessment 3
      - Classroom Assessment 4
    - A Word on ... What's Up with the "L"?
    - Core Idea
  - SELECTING AN EARLY LITERACY ASSESSMENT
    - Text Choice
    - Skills Assessed
      - Not All Inference Questions Are Equal
        
        Moving Up the Band of Skill Complexity
      - Core Idea
  - ASSESSMENT MEETS CURRICULUM
    - Building the Framework for Your Curriculum
    - What are the characteristics of this scope and sequence that make it effective?
    - Table 3.1 Sample Kindergarten Curriculum Unit: Up to 150L
    - Table 3.2 Sample Curriculum: 250–480L
    - Building the Framework for Your Curriculum
  - CONCLUSION: TIME TO BEGIN THE JOURNEY
    - Apply Your Habits: Assess Your Assessment
      - Self-Assessment
      - Tools to Use
      - Your Next Steps
- Chapter 4 Read-Aloud Lessons: Teachers Model for Success
  - Core Idea
  - Case Study: Ms. Indra's Class Reads Big Smelly Bear
  - Stop and Jot
  - Read-Aloud Lessons
  - LESSON PREWORK: PLANNING FOR READ-ALOUD
    - Pick the Text to Match the Skill
      - Core Idea
      - A Word on ... Read-Aloud and Content-Area Instruction: Climbing the Ladder of Text Complexity
    - Pick Stopping Points to Teach the Skill
      - Table 4.1 Sample Anchor Chart for Read-Aloud
    - Create an Anchor Chart
  - LESSON INTRODUCTION: MAKING IT CLEAR AND MAKING IT MATTER
    - Hook the Reader
      - A Word on ... Read-Aloud and Vocabulary Acquisition
    - Identify the Skill
      - Table 4.2 Read-Aloud Introduction: How to Define a Skill
    - Preview the Text
      - Table 4.3 Previewing the Text: Adjusting to the Development of the Reader
  - I DO: MODELING THE SKILL
  - WE DO: PRACTICING THE SKILL
  - CHECK FOR UNDERSTANDING: MAKE SURE YOUR PRACTICE WAS GOOD PRACTICE
    - Table 4.4 Read-Aloud Lesson Plan
    - Table 4.5 Check for Understanding: Match to Students' Reading Level
  - CONCLUSION: WHAT GREAT READING LOOKS LIKE
    - Read-Aloud: Key Guidelines to Remember
      - Preparation (Prework Before the Lesson Begins)
      - Lesson Introduction
        
        Teacher explains exactly what the students will do 8 min (new skill); 6 min (review of skill)
      - I Do
        
        Teacher models exactly what the students will do 5min
      - We Do
        
        Teacher continues to model; students begin to practice 12min
      - Check for Understanding
        
        Teacher reviews and reinforces targeted skill 3min
    - Apply Your Habits: Improve Read-Aloud
      - Self-Assessment
      - Tools to Use
      - Your Next Steps
- Chapter 5 Teaching Comprehension Skills: Stanza by Stanza
  - Core Idea
  - Comprehension Skills Lessons
  - LESSON PREWORK: "TEACH THE READER" MEETS "TEACH THE TEXT"
    - Prepare the Text for the Readers
      - A Word on ... Text Selection for Comprehension Skills Lessons
    - Design "Teach the Reader" and "Teach the Text" Questions
      - Figure 5.1 Excerpt from Leo the Late Bloomer, by Robert Kraus
      - Table 5.1 Generating Effective Questions: "Teach the Reader" Meets "Teach the Text"
    - Chart Your Thinking
  - I DO: MODELING THE SKILL
    - Core Idea
  - WE DO: PRACTICING TOGETHER
  - YOU DO: MAKING INDEPENDENT PRACTICE SACRED
    - Core Idea
  - CONCLUSION: A FIRST TASTE OF INDEPENDENCE
    - Comprehension Skills Framework
      - Preparation (Prework Before the Lesson Begins)
      - I Do
        
        Teacher models exactly what the students will do 5–8min
      - We Do
        
        Teacher checks for understanding and gets the students to share the work 10–15min
      - You Do
        
        Students do the work; teacher monitors 15–20min
    - Apply Your Habits: Improve Comprehension Instruction
      - Self-Assessment
      - Tools to Use
      - Your Next Steps
- Chapter 6 Teaching Phonics: Greasing the Wheel
  - Core Idea
  - CHOOSING THE WHEEL: MAKE SURE IT'S A ROUND ONE
    - Choosing a Phonics Program
      - A List for Starting
  - GREASING THE WHEEL: THREE WAYS TO MAKE PHONICS SPIN FASTER
    - Core Idea
    - More Practice
      - Choral Response
      - Whiteboard Work
      - Individual Turns
      - Smaller Groups
      - Independent Practice
    - More Effective Practice
      - Start from Data
        
        Core Idea
      - Know Each Sound ... and Defend It
        
        Figure 6.1 Annie Maline's Phonics Assessment Data
      - Tap the Power of Visuals
      - Say It with Your Hands
        
        Figure 6.2 Reading Mastery Excerpt
    - Make Phonics Fun
      - Precise Praise
      - Game On!
      - Chants and Cheers
      - Pacing
  - CONCLUSION: PHONICS AND FOUNDATIONS
    - Phonics Instruction Framework
      - Purpose of Phonics Instruction
      - Introduction/Hook (3–4min)
      - Scripted Lesson (18min)
      - Oral Reading (10min)
      - Independent Work (10min)
    - Apply Your Habits: Improve Phonics Instruction
      - Self-Assessment
      - Tools to Use
      - Your Next Steps
Part 3 Build the Habits of Reading
- Build the Habits of Reading
- Part 3 Introduction: The Making of Magical Moments
  - GUIDED READING (CHAPTERS 7–9)
  - INDEPENDENT READING (CHAPTER 10)
- Chapter 7 Analysis and Action: Mind the Journey
  - Core Idea
  - ADMINISTERING ASSESSMENT
  - COLLECTING DATA
    - Myths About Early Reading Assessment
      - Figure 7.1 Aja's Data Spreadsheet
    - Acquiring or Making an Assessment Report That Works for You
  - FROM ASSESSMENT TO ANALYSIS
    - Core Idea
    - Core Idea
    - Core Idea
  - FROM ANALYSIS TO ACTION
    - Table 7.1 Effective Analysis: Sample for a 450L–500L Group
    - Core Idea
    - Table 7.2 Effective Action: Sample Action Plan for a 450L–500L Group
    - Table 7.3 Effective Action: Sample Schedule for Guided Reading
    - A Word on ... Creating Small Groups for Targeted Instruction
  - CONCLUSION: THE PATH FORWARD
    - Apply Your Habits: Improve Analysis and Action Planning
      - Self-Assessment
      - Tools to Use
      - Your Next Steps
- Chapter 8 Guided Reading Planning: Move Beyond the Map
  - Core Idea
  - STRUCTURING A GUIDED READING LESSON
    - Basic Structure of a Guided Reading Lesson
    - Table 8.1 Basic Structure of a Guided Reading Lesson: Adjusting to Your Students' Development
    - Core Idea
  - PREWORK: SELECTING A TEXT TO MATCH THE DATA
    - Look to the Reading Level—Shoot for 90 Percent Independence
      - Figure 8.1 Updated Text Complexity Grade Bands and Associated Ranges from Multiple Measures
    - Look Beyond the Level—Target the Skill They Need
      - Core Idea
      - Your Turn! A Text Selection Exercise
        
        Key Misunderstandings on the Last Assessment
      - Core Idea
      - A Word on ... What Happened to Fountas and Pinnell?
      - Table 8.2 A Guide to Selecting Level K Texts: Sample from the DVD—Narrative Texts
  - GUIDED READING LESSON PLANNING—A SAMPLE
  - BEFORE READING
    - Table 8.3 Guided Reading Lesson Plan: Sample for 450L
    - Core Idea
    - Hook the Reader, but Don't "Tip" the Text
    - Review the Skills Students Need to Succeed
      - Sample Anchor Chart on Deep Retell
        
        A Good Response Tells...
        
        Some Ways to Answer Thick Questions ...
      - Table 8.4 Key Skills to Focus on at Each Reading Level
  - DURING READING
  - AFTER READING
    - Retell
      - Not All Retells Are Alike
        
        A Guide to Retells of Increasing Complexity
      - A Word on ... Getting Past Retell
    - Written Response to a Comprehension Prompt
      - A Word on ... Close Reading and Written Responses
      - Launching "After Reading": Keys to Remember
    - Planning the Rest of the Comprehension Conversation
      - Table 8.5 Not All Inference Questions Are Equal—a Case Study with the Narrative STEP Assessment
      - Types of Comprehension Questions
      - Core Idea
      - A Word on ... Creating Lesson Plans of This Depth
  - CONCLUSION: WHEN YOU'VE SET THE COURSE
    - Guided Reading Lesson Planning: Key Standards to Focus on in Each Component of the Plan
      - Before Reading
        
        Text Preview and Focus for Reading
      - During Reading
        
        Word Solving
      - After Reading—Retells and Written Responses
        
        What Happened, Why; Characters' Feeling or Thinking
      - After Reading—Comprehension Questions
        
        Factual, Inferential, Critical Thinking
    - Apply Your Habits: Guided Reading Prework and Introduction
      - Self-Assessment
      - Tools to Use
      - Your Next Steps
- Chapter 9 Guided Reading Execution: Stay on Course
  - Core Idea
  - BEFORE READING
  - DURING AND AFTER READING: THE POWER OF PROMPTING
    - Table 9.1 Excerpt of Narrative Guided Reading Prompting Guide: 450L: Comprehension
    - Core Idea
    - Core Idea
    - A Word on ... Watching Guided Reading on Video
  - THE PROMPTING GUIDES FROM 0 TO 1000
    - Up to 100L: Using Middle Vowels and Blends and Ends
      - Figure 9.1 Shadell Purefoy's Data Spreadsheet
      - Table 9.2 Excerpt of Guided Reading Prompting Guide: 100L–150L: Word Solving and Fluency
      - Shadell's Story ... Freeing Your Mind
    - 380L–450L: The Story of Bianca
      - Table 9.3 Excerpt of Narrative Guided Reading Prompting Guide: 400L: Comprehension
      - In-the-Moment Reflection
      - Core Idea
      - Juliana's Story ... Step-by-Step
    - 450L–500L: Deep Retell and Cross-Book Themes
      - Table 9.4 Excerpt of Narrative Guided Reading Prompting Guide: 450L—500L: Comprehension
      - Core Idea
    - 550L–600L: Diving into Figurative Language
    - 700L+: Symbolism and Beyond
      - Table 9.5 Excerpt of Narrative Guided Reading Prompting Guide: 900L+: Comprehension
  - CONCLUSION: A PATH FOR EVERY STUDENT
    - Apply Your Habits: Guided Reading Execution
      - Self-Assessment
      - Tools to Use
      - Your Next Steps
- Chapter 10 Independent Reading: Don't Wait for a Hero's Quest
  - Core Idea
  - Case Study: Mr. Snyder's Independent Reading Lesson
  - Stop and Jot
  - Core Idea
  - Independent Reading—a Definition
  - CHOOSE AND ORGANIZE TEXTS FOR SUCCESS
    - Target Choices
      - Core Idea
    - Meet Student Interests
    - Embed Informational Options
    - Don't Be Afraid to Assign
  - SET EXPECTATIONS FOR INDEPENDENCE
    - Library Systems
      - Key Tips: Library Systems
    - When the Reading Starts
      - Key Expectations for Independent Reading Time
  - INSIST ON INTELLECTUAL ACCOUNTABILITY
    - Core Idea
    - Accountability for Independent Reading
      - Sample First- Through Third-Grade Reading Report—Narrative Stories
    - Accountability for Independent Reading
      - Sample Third-Grade Reading Report—Informational Texts
    - A Word on ... Independent Reading 201
    - A Word on ... Resources for Independent Literacy Practice
  - CONCLUSION: LOVE MATTERS
    - Independent Reading
      - Guidelines to Remember
        
        Key Tips: Library Systems
        
        Key Expectations for Independent Reading Time
    - Apply Your Habits: Independent Reading
      - Self-Assessment
      - Tool to Use
      - Your Next Steps
Part 4 Lead by Habit
- Lead by Habit
- Part 4 Introduction: Script the Change You Need
- Chapter 11 The Schedule: Getting It All on the Table
  - Core Idea
  - THE SCHEDULING PROCESS: AN OVERVIEW
    - Quick Preview: The Scheduling Process
    - Figure 11.1 Lessons in the Reading-by-Habit Model
  - HOW MUCH TIME CAN YOU MAKE FOR READING?
  - HOW SHOULD YOU SPEND READING TIME?
    - Table 11.1 Reading Ingredients by Level
  - BUILDING THE SCHEDULE: ONE TEACHER, TWO HOURS
    - Figure 11.2 Early Reading Instruction
    - Figure 11.3 Early Reading Instruction
    - A Word on ... Alternating Daily Between Comprehension Skills and Guided Reading Lessons
    - Table 11.2 Sample One-Teacher Schedule—Complete
    - Core Idea
  - THREE VARIATIONS TO THE SCHEDULE
    - Variation 1: Teaching Extended Readers, One Teacher
      - Table 11.3 Variation 1: One-Teacher Schedule—Extended Readers
    - Variation 2: Early Readers, Two Teachers
      - Table 11.4 Variation 2: Two-Teacher Schedule—Early Readers
    - Variation 3: Early Readers, Two Teachers, More Time
      - Table 11.5 Variation 3: Two Teachers, Early Readers, More Time
  - CONCLUSION: ALL IN GOOD TIME
    - Apply Your Habits: Build Your Schedule and Plan for Growth
      - Your Next Steps
- Chapter 12 Coaching Teachers: A Guide for School Leaders and Coaches
  - Valerie's Story
    - In Her Own Words
    - In the Words of Her Coach
  - THE GROWTH MIND-SET
    - Core Idea
    - Core Idea
  - LEAD PROFESSIONAL DEVELOPMENT
    - Core Idea
  - OBSERVE REGULARLY
    - Table 12.1 Sample Observation and Feedback Schedule
    - Core Idea
  - DRIVE IT WITH DATA
    - Core Idea
  - IDENTIFY THE KEY ACTION STEPS
    - Core Idea
    - Top Twelve Action Steps for Guided Reading
      - Highest-Leverage Action Steps for Reading Results
        
        Text Selection and Prework/Planning
        
        Before Reading (Book Introduction)
        
        During Reading
        
        After Reading (Comprehension Conversation)
  - GIVE EFFECTIVE FEEDBACK
    - Seeing Is Believing
      - Core Idea
    - Perfect Practice (Not Just Any Practice) Makes Perfect
  - COACH PLANNING
    - Common Planning Errors for Guided Reading
  - YOUR NEXT STEPS
  - CONCLUSION: WHY IT MATTERS
    - Apply Your Habits: Developing Reading Teachers
      - Self-Assessment
      - Tools to Use
      - Your Next Steps
Part 5 Professional Development Workshops—Overview and Highlights
- Part 5 Introduction: Workshops Included with This Book
  - WORKSHOP MATERIALS IN THE TEXT
  - WORKSHOP MATERIALS ON THE DVD
- Chapter 13 Habits of the Classroom Workshop
  - WHAT'S THE GOAL?
  - WHO'S THE AUDIENCE?
  - WHEN TO USE IT
    - Best Time
    - Other Times That Work
  - HABITS OF THE CLASSROOM
  - WORKSHOP PREPARATION SHEET
  - HABITS OF THE CLASSROOM
  - COMPLETE WORKSHOP OVERVIEW
    - Living the Learning Components Legend
- Chapter 14 Habits of Discussion Workshop
  - WHAT'S THE GOAL?
  - WHO'S THE AUDIENCE?
  - WHEN TO USE IT
    - Best Time
    - Other Times That Work
  - HABITS OF DISCUSSION
  - WORKSHOP PREPARATION SHEET
  - Habits of Discussion
  - COMPLETE WORKSHOP OVERVIEW
    - Living the Learning Components Legend
- Chapter 15 Read-Aloud Workshop
  - WHAT'S THE GOAL?
  - WHO'S THE AUDIENCE?
  - WHEN TO USE IT
    - Best Time
    - Other Times That Work
  - READ-ALOUD
  - WORKSHOP PREPARATION SHEET
  - Read-Aloud
  - COMPLETE WORKSHOP OVERVIEW
    - Living the Learning Components Legend
- Chapter 16 Comprehension Skills Workshop
  - WHAT'S THE GOAL?
  - WHO'S THE AUDIENCE?
  - WHEN TO USE IT
    - Best Time
    - Other Times That Work
  - COMPREHENSION SKILLS
  - WORKSHOP PREPARATION SHEET
  - COMPREHENSION SKILLS
  - COMPLETE WORKSHOP OVERVIEW
    - Living the Learning Components Legend
- Chapter 17 Guided Reading Planning Workshop
  - WHAT'S THE GOAL?
  - WHO'S THE AUDIENCE?
  - WHEN TO USE IT
    - Best Time
    - Other Times That Work
  - GUIDED READING PLANNING
  - WORKSHOP PREPARATION SHEET
  - GUIDED READING PLANNING
  - COMPLETE WORKSHOP OVERVIEW
    - Living the Learning Components Legend
- Chapter 18 Guided Reading Prompting Workshop
  - WHAT'S THE GOAL?
  - WHO'S THE AUDIENCE?
  - WHEN TO USE IT
    - Best Time
    - Other Times That Work
  - GUIDED READING PROMPTING
  - WORKSHOP PREPARATION SHEET
  - GUIDED READING PROMPTING
  - COMPLETE WORKSHOP OVERVIEW
    - Living the Learning Components Legend
Back Matter
- Appendix: Tools and Resources
  - LESSON TYPES IN THE READING-BY-HABIT MODEL
  - KEYS TO EFFECTIVE HABITS OF THE CLASSROOM
    - Room Setup
      - Top Materials to Have at Hand
    - Transitions
      - Keys to Effective Transitions
    - How to Teach Routines
      - Best Practices for Training Classroom Habits
  - SAMPLE LESSON PLAN ON TEACHING A SMALL GROUP-TO-GROUP TRANSITION
    - Sample Lesson Plan
  - HABITS OF DISCUSSION TRAINING AND PROMPTING GUIDE
  - READ-ALOUD: KEY GUIDELINES TO REMEMBER
    - Preparation (Prework Before the Lesson Begins)
    - Lesson Introduction
    - Teacher explains exactly what the students will do 8min (new skill); 6min (review of skill)
    - I Do
    - Teacher models exactly what the students will do 5min
    - We Do
    - Teacher continues to model; students begin to practice 12min
    - Check for Understanding
    - Teacher reviews and reinforces targeted skill 3min
  - COMPREHENSION SKILLS FRAMEWORK
    - Preparation (Prework Before the Lesson Begins)
    - I Do
    - Teacher models exactly what the students will do 5–8min
    - We Do
    - Teacher checks for understanding and gets the students to share the work 10–15min
    - You Do
    - Students do the work; teacher monitors 15–20min
  - PHONICS INSTRUCTION FRAMEWORK
    - Purpose of Phonics Instruction
    - Introduction/Hook (3–4min)
    - Scripted Lesson (18min)
    - Oral Reading (10min)
    - Independent Work (10min)
  - PHONICS PROMPTING GUIDE
  - NARRATIVE GUIDED READING PROMPTING GUIDE, BY LEXILE LEVEL
  - INFORMATIONAL GUIDED READING PROMPTING GUIDE, BY LEXILE LEVEL
  - TOP TWELVE ACTION STEPS FOR GUIDED READING
    - Highest-Leverage Action Steps for Reading Results
      - Text Selection and Prework/Planning
      - Before Reading (Book Introduction)
      - During Reading
      - After Reading (Comprehension Conversation)
- Great Habits, Great Readers Discussion Guide
  - CHAPTER 1: HABITS OF THE CLASSROOM
    - Questions for Discussion
    - Question for Application
  - CHAPTER 2: HABITS OF DISCUSSION
    - Questions for Discussion
    - Questions for Application
  - CHAPTER 3: WHAT TO TEACH
    - Questions for Discussion
    - Question for Application
  - CHAPTER 4: READ-ALOUD LESSONS
    - Questions for Discussion
    - Questions for Application
  - CHAPTER 5: TEACHING COMPREHENSION SKILLS
    - Questions for Discussion
    - Question for Application
  - CHAPTER 6: TEACHING PHONICS
    - Questions for Discussion
    - Questions for Application
  - CHAPTER 7: ANALYSIS AND ACTION
    - Questions for Discussion
    - Questions for Application
  - CHAPTER 8: GUIDED READING PLANNING
    - Questions for Discussion
    - Questions for Application
  - CHAPTER 9: GUIDED READING EXECUTION
    - Questions for Discussion
    - Questions for Application
  - CHAPTER 10: INDEPENDENT READING
    - Questions for Discussion
    - Question for Application
  - CHAPTER 11: THE SCHEDULE
    - Questions for Discussion
    - Question for Application
  - CHAPTER 12: COACHING TEACHERS
    - Questions for Discussion
    - Question for Application
- Notes
  - Introduction
  - Chapter 1
  - Chapter 2
  - Part 2
  - Chapter 3
  - Chapter 4
  - Chapter 5
  - Chapter 6
  - Chapter 7
  - Chapter 8
  - Chapter 9
  - Chapter 10
  - Part 4
  - Chapter 12
  - Appendix
- Index
- How to Use the DVD
  - SYSTEM REQUIREMENTS
  - USING THE DVD WITH WINDOWS
  - IN CASE OF TROUBLE
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  Þú kemst í bækurnar hvar sem er
  Þú getur nálgast allar raf(skóla)bækurnar þínar á einu augabragði, hvar og hvenær sem er í bókahillunni þinni. Engin taska, enginn kyndill og ekkert vesen (hvað þá yfirvigt).
  
  Auðvelt að fletta og leita
  Þú getur flakkað milli síðna og kafla eins og þér hentar best og farið beint í ákveðna kafla úr efnisyfirlitinu. Í leitinni finnur þú orð, kafla eða síður í einum smelli.
  
  Glósur og yfirstrikanir
  Þú getur auðkennt textabrot með mismunandi litum og skrifað glósur að vild í rafbókina. Þú getur jafnvel séð glósur og yfirstrikanir hjá bekkjarsystkinum og kennara ef þeir leyfa það. Allt á einum stað.
  
  Hvað viltu sjá? / Þú ræður hvernig síðan lítur út
  Þú lagar síðuna að þínum þörfum. Stækkaðu eða minnkaðu myndir og texta með multi-level zoom til að sjá síðuna eins og þér hentar best í þínu námi.
  
  Fleiri góðir kostir
  - Þú getur prentað síður úr bókinni (innan þeirra marka sem útgefandinn setur)
  - Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
  - Auðvelt að afrita og líma efni/texta fyrir t.d. heimaverkefni eða ritgerðir
  - Styður tækni sem hjálpar nemendum með sjón- eða heyrnarskerðingu