Table Of ContentTable of Contents
Praise for Reading Without Limits
Title Page
Copyright
Series Page
Dedication
Foreword
Preface
THE PURPOSE OF READING WITHOUT LIMITS
HOW TO USE THIS BOOK
MEET OUR STUDENTS
ON THE SHOULDERS OF GIANTS
Acknowledgments
About the Author
Introduction: What Is Reading Without Limits?
READING WITHOUT LIMITS OVERVIEW
CHOICE READING
SHARED READING
GUIDED READING
READING WITHOUT LIMITS' VALUES
READING WITHOUT LIMITS TEACHER CHECKLIST
Part 1: Launching Lifelong Readers
Chapter 1: Finding Students' Reading Levels: Why
Trying to Bench Press 150 Pounds Doesn't Make Me
Stronger
2/3 (AVERAGE AGE OF STUDENTS) = THE READING
SPAN
DETERMINE A STUDENT'S READING LEVEL BY USING A
RUNNING RECORD
IF YOU DON'T HAVE TIME FOR ONE-ON-ONE RUNNING
RECORDS DO GROUP INVENTORIES
MATCH STUDENTS TO BOOKS BASED ON THEIR
COMFORT LEVEL
CREATE AN ENVIRONMENT WHERE PEERS SUPPORT
EACH OTHER'S DIFFERENCES
ADDITIONAL RESOURCES
MILD, MEDIUM, SPICY NEXT-STEP SUGGESTIONS
SUGGESTED FURTHER READING FOR LEVELED
READING
KEEPIN' IT REAL
FOR COACHES AND SCHOOL LEADERS
Part 2: Steps To Creating Lifelong Readers
Chapter 2: Teaching Students to Understand What They
Read: Why Videogames Beat Candyland
STRATEGIC READING: WHAT INDEPENDENT READERS
DO
USE THE READ-ALOUD/THINK-ALOUD TO INTRODUCE
STRATEGIES
MOVING FROM CHECKS FOR UNDERSTANDING TO
GUIDED PRACTICE
COMMON THINK-ALOUD PITFALLS
CHOOSING A THINK-ALOUD TEXT
WHERE TO BEGIN: A SEQUENCE OF STRATEGIES FOR
READING COMPREHENSION
STRATEGIES TO DETERMINE LITERAL MEANING
IMPLIED MEANING STRATEGIES
MAKING NEW MEANING STRATEGIES
ADDITIONAL RESOURCES
MILD, MEDIUM, SPICY NEXT-STEP SUGGESTIONS
FAQ
KEEPIN' IT REAL
FOR COACHES AND SCHOOL LEADERS
SUGGESTED FURTHER READING FOR TEACHING
STRATEGIC READING
Chapter 3: Choice Reading to Encourage a Ton of
Reading: Reading in Istanbul
WHAT CHOICE TIME LOOKS LIKE
TEACH STUDENTS HOW TO BUILD THEIR STAMINA
EXPLICITLY TEACH STAMINA
PROACTIVELY BUILD STAMINA
HELP STUDENTS MAKE GOOD CHOICES
HELP STUDENTS GET LOST IN THE FLOW OF READING
HARNESS STUDENT ENGAGEMENT
APPLY STRATEGIC READING TO CHOICE READING
HOLD STUDENTS ACCOUNTABLE TO THEIR THINKING
ADDITIONAL RESOURCES
MILD, MEDIUM, SPICY NEXT-STEP SUGGESTIONS
FAQ
KEEPIN' IT REAL
FOR COACHES AND SCHOOL LEADERS
Chapter 4: Shared Reading to Teach, Reinforce, and
Challenge: Why Reading Teachers Need to Be Like the
Best Tennis Coaches
SCHEDULING A SHARED READING BLOCK
MID ELEMENTARY
UPPER ELEMENTARY
LOWER MIDDLE SCHOOL
UPPER MIDDLE SCHOOL
LOWER HIGH SCHOOL
UPPER HIGH SCHOOL
GUIDE STUDENTS THROUGH CLOSE READING
ASSIGNED READING
SCAFFOLDING SHARED READING FOR STRUGGLING
READERS
ADDITIONAL RESOURCES
MILD, MEDIUM, SPICY NEXT-STEP SUGGESTIONS
KEEPIN' IT REAL
FOR COACHES AND SCHOOL LEADERS
Chapter 5: Guided Reading to Move Students Along
Their Continuum: Practice “Yet”
FOLLOW THE SAME PREDICTABLE STRUCTURE
GROUP STUDENTS HOMOGENOUSLY AND TEACH ONE
GRADE LEVEL UP
CONFERENCE FOR GROW GOALS
BE PROACTIVE TO HAVE SUCCESSFUL GUIDED
READING CLASSROOM MANAGEMENT
RE-ASSESS STUDENTS EVERY SIX TO EIGHT WEEKS
ADDITIONAL RESOURCES
MILD, MEDIUM, SPICY NEXT-STEP SUGGESTIONS
SUGGESTED FURTHER READING FOR GUIDED
READING
FOR COACHES AND SCHOOL LEADERS
KEEPIN' IT REAL
Part 3: Putting The Power Of Choice, Shared,
And Guided Reading To Work In Your
Classroom Or School
Chapter 6: Make It Visible: Borrow from Casino
Developers and Interior Designers
SET UP COMFORTABLE READING SPOTS
BE INTENTIONAL WITH WHAT YOU PUT ON THE WALLS
INTENTIONALLY SET UP YOUR LIBRARY AND ROOM
ADDITIONAL RESOURCES
MILD, MEDIUM, SPICY NEXT-STEP SUGGESTIONS
KEEPIN' IT REAL
FOR COACHES AND SCHOOL LEADERS
Chapter 7: Muscle Memory Routines: Where Do You Put
Your Keys?
START BY FIGURING OUT ALL THE DETAILS OF THE
ROUTINE
MAKE IT BIZARRE AND FUN
REMIND AND REINFORCE
READING WITHOUT LIMITS ROUTINES
CHOICE READING: BOOK CHECKOUT
CHOICE READING: BOOK RETURN
CHOICE, SHARED, AND GUIDED READING: KEEPING A
CLEAN LIBRARY
CHOICE AND SHARED READING: READING BINDERS
CHOICE READING: ABANDONING BOOKS
CHOICE, SHARED, AND GUIDED READING:
COMFORTABLE SEATING
CHOICE READING: BOOKCASE UPDATES
CHOICE, SHARED, AND GUIDED READING: TURN AND
TALKS
CHOICE, SHARED, AND GUIDED READING: HOW TO
HANDLE A BOOK
CHOICE, SHARED, AND GUIDED READING: STUDENTS
LISTENING TO A READ-ALOUD
SHARED READING: ASSIGNED BOOKS
MILD, MEDIUM, SPICY NEXT-STEP SUGGESTIONS
KEEPIN' IT REAL
ADDITIONAL RESOURCES
FOR COACHES AND SCHOOL LEADERS
Chapter 8: What to Do When Choice, Shared, or Guided
Reading Isn't Working: Why Can't, Low, and Doesn't
Care Are Ugly Words
CHANGE YOUR THINKING TO GROWTH MINDSET
CONSIDER WHOLE-CLASS AND INDIVIDUAL
MANAGEMENT STRATEGIES TO ADDRESS COMMON
PITFALLS
ADDRESS PITFALL TRENDS
MILD, MEDIUM, SPICY NEXT-STEP SUGGESTIONS
KEEPIN' IT REAL
ADDITIONAL RESOURCES
FOR COACHES AND SCHOOL LEADERS
Part 4: Steps To Enhance Lifelong Readers
Chapter 9: Reading Conferences, Our Aha Moments
START WITH HALFTIME AND RACETRACK
CONFERENCES
CREATE A GROW GOAL FOR EACH STUDENT
STICK TO ONE GROW GOAL UNTIL MASTERED
TAKE NOTES
HOLD STUDENTS ACCOUNTABLE TO THEIR GOALS
ADDITIONAL RESOURCES
MILD, MEDIUM, SPICY NEXT-STEP SUGGESTIONS
KEEPIN' IT REAL
FOR COACHES AND SCHOOL LEADERS
Chapter 10: Teaching Vocabulary: Become a Word
Whisperer Without Being “On” All Day
DEVOTE LOTS OF TIME TO READING TO BOOST
VOCABULARY
SPEAK USING HIGH-LEVEL VOCABULARY
CHOOSE THE RIGHT WORDS TO TEACH
EXPLICITLY TEACH NEW WORDS ON MONDAY
REVIEW TUESDAY THROUGH THURSDAY
INCORPORATE APPLICATION IN CLASS OR IN
HOMEWORK
ASSESS ON FRIDAY
ADDITIONAL RESOURCES
MILD, MEDIUM, SPICY NEXT-STEP SUGGESTIONS
FOR COACHES AND SCHOOL LEADERS
KEEPIN' IT REAL
Chapter 11: Class Discussion: Interview Skills Go
Beyond Trying to Get a Job
BEFORE THE DISCUSSION
HOLD STUDENTS ACCOUNTABLE WITH DIFFERENT
ASSESSMENTS
EXPLICITLY TEACH CLASSROOM DISCUSSION SKILLS
KEEP IT KID CENTERED
AFTER THE DISCUSSION SUMMARIZE AND REFLECT
ADDITIONAL RESOURCES
MILD, MEDIUM, SPICY NEXT-STEP SUGGESTIONS
FOR COACHES AND SCHOOL LEADERS
KEEPIN' IT REAL
Chapter 12: Standardized Tests: You Don't Need to OD
on Test Prep
TEACH STANDARDIZED TESTS LIKE YOU TEACH
STRATEGIC READING
BUILD TEST-TAKING STAMINA
IMMERSE STUDENTS IN THE TESTING GENRE
STARTING WEEK ONE
RECOGNIZE LEVELED READING
DESIGN INTERVENTION GROUPS
DON't WAIT 'TIL THE END
ADDITIONAL RESOURCES
MILD, MEDIUM, SPICY NEXT-STEP SUGGESTIONS
FOR COACHES AND SCHOOL LEADERS
KEEPIN' IT REAL
Chapter 13: Testing 1, 2, 3 . . . Testing: Why We Don't
Want Our Data, Like Our Laundry, to Pile Up
TYPES OF READING ASSESSMENTS
CRITERIA FOR A WEEKLY READING ASSESSMENT
SHOW ME WHAT YOU KNOW (THIS WEEK'S
STRATEGIES)
PLEASE, CAN I HAVE SOME MORE (THIS WEEK's
OBJECTIVES WITH AN UNFAMILIAR TEXT)
REVIEW A FEW (SPIRALING CONTENT FROM LAST
MONTH)
TAKE THAT AND REWIND IT BACK (SPIRALING
CONTENT FROM MONTHS OR EVEN YEARS BACK)
SOAR TO A FOUR (STANDARDIZED ASSESSMENTS)
VOCABULARY
SURVEY SAYS (SELF-ASSESSMENT)
KEEP IT KID-FRIENDLY
ASSESSMENT LOGISTICS TO CONSIDER
ADDITIONAL RESOURCES
MILD, MEDIUM, SPICY NEXT-STEP SUGGESTIONS
KEEPIN' IT REAL
FOR COACHES AND SCHOOL LEADERS
FURTHER READING
Part 5: Putting It All Together
Chapter 14: Planning a Lesson: Why Teaching Is Like
Cooking
