Readicide: How Schools Are Killing Reading and What You Can Do About It Illustrated Edition
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From the Publisher
Stenhouse Knows Literacy
Stenhouse Publishers started in 1993 with two employees in a one-room attic walk-up in York, Maine. That fall we published 6 titles. Today, more than two dozen employees work in our offices in Portsmouth, New Hampshire and have a catalog of more than 400 books and resources.
Stenhouse recognizes and embraces the complexity of teaching and learning. We are devoted to helping teachers inspire deep and creative thinking in their students.
Stenhouse is guided by these core beliefs:
- All students can learn to think independently and critically.
- Effective teaching is achievable at any level of experience and in any classroom environment
- Teachers make the best instructional decisions for the students in their care when they are equipped with knowledge, supported by colleagues, and respected as professionals.
|The CAFE Book, Expanded Second Edition: Engaging All Students in Daily ...||Strategies That Work, 3rd edition: Teaching Comprehension for Engagement,...||Who's Doing the Work?: How to Say Less So Readers Can Do More||Mechanically Inclined: Building Grammar, Usage, and Style into Writer's Workshop||Write Like This: Teaching Real-World Writing Through Modeling and Mentor Texts||Readicide: How Schools Are Killing Reading and What You Can Do About It|
|Author||Gail Boushey and Allison Behne||Stephanie Harvey and Anne Goudvis||Jan Burkins & Kim Yaris||Jeff Anderson||Kelly Gallagher||Kelly Gallagher|
|Audience||Grades K-8 Teacher||Grades K-5 Teacher||Grades K-5 Teacher||Grades 4-8 Teacher||Grades 4-12 Teacher||Grades K-12 Teacher|
|Page Count||264||320 Paper + 48 online appendixes||182||216||272||160|
|The Writing Thief: Using Mentor Texts to Teach the Craft of Writing||The Art of Comprehension: Exploring Visual Texts to Foster Comprehension...||Welcome to Writing Workshop: Engaging Today's Students with a Model That Works||Growing Independent Learners: From Literacy Standards to Stations, K-3||Everyday Editing: Inviting Students to Develop Skill and Craft in Writer's ...||Teach Writing Well: How to Assess Writing, Invigorate Instruction, Rethink ...|
|Author||Ruth Culham||Trevor A. Bryan||Stacey Shubitz and Lynne Dorfman||Debbie Diller||Jeff Anderson||Ruth Culham|
|Category/Subject||Writing||Reading & Comprehension||Writing||Literacy||Writing||Teaching Writing|
|Audience||Grades 2-5 Teacher||Grades K-8 Teacher||Grades K-6 Teacher||Grades K-3 Teacher||Grades 4-8 Teacher||Grades 2-6 Teacher|
|Literacy Essentials: Engagement, Excellence and Equity for All Learners||Literacy Work Stations: Making Centers Work||10 Things Every Writer Needs to Know||To Know and Nurture a Reader: Conferring with Confidence and Joy||Revision Decisions: Talking Through Sentences and Beyond||Spaces & Places: Designing Classrooms for Literacy|
|Author||Regie Routman||Debbie Diller||Jeff Anderson||Kari Yates and Christina Nosek||Jeff Anderson and Deborah Dean||Debbie Diller|
|Audience||Grades K-12 Teacher||Grades K-3 Teacher||Grades 3-9 Teacher||Grades K-5 Teacher||Grades 4-10 Teacher||Grades K-5 Teacher|
|The Daily 5: Fostering Literacy in the Elementary Grades, Second Edition||Spaces & Places: Designing Classrooms for Literacy||SPARK!: Quick Writes to Kindle Hearts and Minds in Elementary Classrooms||Super Spellers: Seven Steps to Transforming Your Spelling Instruction||Word Nerds: Teaching All Students to Learn and Love Vocabulary||Dramathemes, 4th edition: Classroom Literacy that Will Excite, Surprise, and|
|Author||Gail Boushey and Joan Moser||Debbie Diller||Paula Bourque||Mark Weakland||Brenda Overturf, Leslie Montgomery and Margot Holmes Smith||Larry Swartz|
|Audience||Grades K-6 Teacher||Grades K-5 Teacher||Grades K-6 Teacher||Grades K-5 Teacher||Grades K-6 Teacher||Grades 4-12 Teacher|
About the Author
Kelly, a "baseballoholic" and a self-described expert at negotiating airports, is in his 33rd year of teaching at the high school level.
He currently teaches at Magnolia High School in Anaheim, California.
He believes that "there is no greater pleasure than teaching someone something." Teaching is "artistic, it matters a great deal, and I can never get the job down perfectly."
Kelly thinks that professional development should treat teachers as such - professionals. "I know in the classroom that good things happen when my students have meaningful discussions. I know as a teacher myself that my craft sharpens when I am given the opportunity to have meaningful discussions with my peers. And let's have a laugh or two while we are at it."
Writing his six books for Stenhouse was a solitary experience. "Though I have written outlines prior to each of my books, I have yet to follow any of them step-by-step. That is why I find writing rewarding - because the act of writing itself generates new thinking, and new thinking is always exciting."
- Grade Level : Kindergarten - 12
- Paperback : 160 pages
- Item Weight : 9.4 ounces
- ISBN-10 : 1571107800
- ISBN-13 : 978-1571107800
- Product Dimensions : 6 x 0.5 x 9 inches
- Publisher : Stenhouse Publishers; Illustrated Edition (February 2, 2009)
- Reading level : 5 - 18 years
- Language: : English
- Best Sellers Rank: #92,782 in Books (See Top 100 in Books)
- Customer Reviews:
Top reviews from the United States
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Let me see a show of hands: how many people reading this review right now used to love reading, but had that love squashed from the ridiculous amount of analysis and minutiae of their high school English lit class? *raises hand* I don't want to criticize my high school English teachers because I truly did have some wonderfully inspiring ones, but there's something these teachers forgot to include in their curriculum which would have helped me and my classmates tremendously: time for recreational reading. And as such, I spent four years of my life reading difficult texts I wasn't ready for and completely lost my desire to read on my own (whereas in elementary school and junior high I used to DEVOUR books). I didn't get that desire back until about two years after college when I actually had the time and inclination to get back on the horse and start reading the books that I wanted to.
In this book Gallagher makes the case for a balance of recreational reading and academic reading and why we must provide time for students to read in school. He shows why students will experience readicide if you underteach or overteach a book, and what you need to do as a teacher to reach that "sweet spot" of instruction.
I highly recommend this book for any teacher who is drowning in a sea of worksheets and knows there is a better way, but just hasn't found it yet. This book along with Donalyn Miller's The Book Whisperer would be my suggestions for anyone needing to be inspired to teach reading that creates lifelong readers rather than book haters.
This would also be a great supplement for teachers who use a reading workshop approach but would like to slowly start adding more direct-instruction into your routine. Gallagher's balanced approach of 50% recreational reading and 50% academic reading gives great suggestions for how to teach those difficult texts without slaughtering them.