Teaching IS rocket science—and you are the pilot!

Teach Reading, Not Testing reinforces what teachers already know–test preparation worksheets and drill-and-kill activities do not make children into lifelong readers. The authors' conscientious approach to reading instruction combines an insider perspective on the development of high-stakes tests with classroom experience in achieving successful reading outcomes at the elementary and secondary levels. Their research-based methodology, building on teachers' expertise about best practice, is based on five key components:

Aligning instruction to the state or national core standards; Using formative assessment; Connecting units to real-world contexts; Motivating students effectively; Holding on to best practice in literacy instruction

Included are end-of-chapter quizzes and real-life scenarios, plus a full chapter on teaching literacy with special populations. Readers will find helpful solutions for teaching children to love reading in the midst of the accountability movement, and an approach to test preparation that doesn't require teachers to sacrifice everything they already know about teaching kids to read.

Implications for Your Teaching and beyond

Implications for your teaching and beyond

Chapter Highlights

  • Reviewing what a balanced reading program looks like
  • Test misuse from a historical perspective
  • How to get your principal on your side

Holding Your Ground

A balanced reading instructional program requires an opportunity for students to read independently, to read for pleasure, and to practice behaviors that expert readers exhibit, including talking about books in social contexts (for example, in book clubs). In addition, emerging and struggling readers need to be given tools to become independent readers. This might be in the form of individualized lessons for students whose progress and growth are then charted with formative assessments, as described in Chapter 2, or as assistive technology, as discussed in Chapter 3. In this final chapter, themes ...

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