These video clips and useful tools are accessible via a login at www.wiley.com/go/readingreconsidered

For instructions, please see How to Access the Videos in the back of the book.

Doug Lemov is a managing director of Uncommon Schools and leads its Teach Like a Champion team, designing and implementing teacher training based on the study of high-performing teachers. He was formerly the managing director for Uncommon's upstate New York schools. Before that he was vice president for accountability at the State University of New York Charter Schools Institute and was a founder, teacher, and principal of the Academy of the Pacific Rim charter school in Boston. He has taught English and history at the university, high school, and middle school levels. He holds a BA from Hamilton College, an MA from Indiana University, and an MBA from the Harvard Business School. Visit him at www.teachlikeachampion.com.

Colleen Driggs is a director of professional development for the Teach Like a Champion team at Uncommon Schools. Alongside Erica and Doug, she works to train thousands of high-performing teachers and school leaders across the country each year—reaching over one million students. Colleen is also an adjunct professor for Relay Graduate School of Education's National Principals Academy Fellowship. Before joining the Teach Like a Champion team, she taught middle school science in New York City; middle school science and literacy in New Haven, Connecticut; and middle school literacy in Rochester, New York. In Rochester, she served as the chair of the Reading Department, coaching literacy teachers and developing curriculum and assessments, at Rochester Prep Middle School. Colleen received her BA in psychology and education from Hamilton College and a master of education degree from Pace University.

Erica Woolway is the chief academic officer for the Teach Like a Champion team at Uncommon Schools. In this role, she works with the team to train thousands of high-performing teachers and school leaders across the country each year—reaching over one million students. Prior to becoming CAO, she served as both dean of students and director of staff development at Uncommon Schools and as an adjunct literacy instructor at Relay Graduate School of Education. Erica began her career in education as a kindergarten teacher and then worked as a school counselor. She received her BA in psychology and Spanish from Duke University, an MA and master of education degree from Teachers College in school counseling, and an MA in school leadership from National Lewis University. She is a coauthor of Practice Perfect with Doug Lemov and Katie Yezzi. She currently lives in New York City with her husband and their three boys.

At Uncommon Schools, our mission is to start and manage outstanding urban public schools that close the achievement gap and prepare low-income scholars to enter, succeed in, and graduate from college. For nearly twenty years, through trial and error, we have learned countless lessons about what works in classrooms. Not surprisingly, we have found that success in the classroom is closely linked to our ability to hire, develop, and retain great teachers and leaders. That has prompted us to invest heavily in training educators and building systems that help leaders to lead, teachers to teach, and students to learn. We are passionate about finding new ways for our scholars to learn more today than they did yesterday, and to do so, we work hard to ensure that every minute matters.

We know that many educators, schools, and school systems are interested in the same things we are interested in: practical solutions for classrooms and schools that work, can be performed at scale, and are accessible to anyone. We are fortunate to have had the opportunity to observe and learn from outstanding educators—both within our schools and from across the United States—who help all students achieve at high levels. Watching these educators at work has allowed us to derive, codify, and film a series of concrete and practical findings about what enables great instruction. We have been excited to share these findings in such books as Teach Like a Champion (and the companion Field Guide), Practice Perfect, Driven by Data, Leverage Leadership, and Great Habits, Great Readers.

Since the release of the original Teach Like a Champion, Doug Lemov and Uncommon's Teach Like a Champion (TLaC) team have continued to study educators who are generating remarkable results across Uncommon, at partner organizations, and at schools throughout the country. Through countless hours of observation, Doug and the TLaC team have further refined and codified the tangible best practices that the most effective teachers have in common. Teach Like a Champion 2.0 builds off the groundbreaking work of the original Teach Like a Champion book and shares it with teachers and leaders who are committed to changing the trajectory of students' lives.

We thank Doug and the TLaC team for their tireless efforts to support teachers everywhere. We hope our efforts to share what we have learned will help you, your scholars, and our collective communities.

Brett Peiser
Chief Executive Officer
Uncommon Schools

Uncommon Schools is a nonprofit network of forty-four high-performing urban public charter schools that prepare more than fourteen thousand low-income K–12 students in New York, New Jersey, and Massachusetts to graduate from college. A 2013 CREDO study found that for low-income students who attend Uncommon Schools, Uncommon “completely cancel[s] out the negative effect associated with being a student in poverty.” In July 2013, Uncommon Schools was named the winner of the national 2013 Broad Prize for Public Charter Schools for demonstrating “the most outstanding overall student performance and improvement in the nation in recent years while reducing achievement gaps for low-income students and students of color.” To learn more about Uncommon Schools, please visit our website at http://uncommonschools.org. You can also follow us on Facebook at www.facebook.com/uncommonschools, and on Twitter and Instagram at @uncommonschools.

Having seen this book through to reality demands of us many heartfelt thanks to a great many people. We start with our team: John Costello, Dan Cotton, Joaquin Hernandez, Derek Hines, Maggie Johnson, Jennifer Kim, Tracey Koren, Hilary Lewis, and Rob Richard. Writing this book wouldn't have been possible without your superb analysis and insights, your relentlessness about honoring teachers with deep study of their work, and your great camaraderie. We love coming to work because of the joy that you all bring to it, and that helps us do our best thinking and writing.

We are especially grateful to Rob and John, who happily granted every request in order to edit and produce all of the invaluable videos of teachers you see here and to Maggie, our reading content specialist, who generously devoted hundreds of hours sharing anecdotes and examples from her own teaching experiences, provided feedback on drafts, and offered thoughtful ways to frame some of the key ideas in the book. If she sees her thinking in this book, we are honored.

Without knowing it, we started drafting this book five years ago with our colleagues in the 5–8 Reading Working Group at Uncommon Schools: Kelly Dowling, Mabel Lajes-Guiteras, J. T. Leaird, Amy Parsons, Patrick Pastore, Serena Savarirayan, Hannah Solomon, and Lauren Vance. Your collective wisdom about literacy instruction is the foundation of this book, and the talented teachers you lead continue to inform and shape our understanding of excellent reading instruction. A special thanks to Evan Rudall, former CEO of Uncommon Schools, who originally gave us the overwhelming and incredible task of helping Uncommon “do reading” better. We'll try not to hold it against you!

Thank you, perhaps most of all, to the teachers who graciously allowed us to observe and videotape their instruction, who responded to emails and requests for phone conversations even at the end of long workdays, and who shared student work samples as well as the templates they've created in hours of careful planning. Teachers do the most important work in our society, we believe, and they do it with insight, passion, and skill. We are grateful to you all for doing that and for sharing what you've learned with us.

And there's the original literacy team at Rochester Prep, with whom Colleen worked and learned much of her craft. Thank you to Stacey Shells, Patrick Pastore, and Jaimie Brillante for helping pilot some of the early ideas for this book and for your constant feedback in helping make those ideas better.

An incredible thank you, also, to Christy Lundy and Stephen Chiger, both leaders of literacy at Uncommon Schools and trusted thought partners. Steve, thank you for your eloquent contributions, your sagacious feedback on drafts, and for your incredible spirit of collaboration and humility. The good news is, we owe you a pony. The bad news is, we are going to keep promising it at the next get-together so you keep coming to talk reading with us. Thank you to Katie Yezzi, Sam DeLuke, and Emily Hoefling for thoughtful feedback on our drafts using your experienced elementary school lens, and to all of the school leaders within Uncommon with whom we work, for your leadership generally and for your insight on teaching reading. Of course, all of the work at Uncommon Schools is possible only because of the support and guidance of our leadership: Brett Peiser, Julie Jackson, and Paul Bambrick-Santoyo.

There are also many friends outside of Uncommon to whom we owe a great deal of thanks: David Didau and Judith Hochman for significantly informing our discussion of writing, Sara Yu for her depth of knowledge about books and youth fiction in particular, David Coleman for taking the time to meet with us to discuss the vision behind the Common Core, Jessica Petrencsik for reviewing early drafts, and professor Patricia O'Neill for her comments in the Text Selection chapter.

Thanks to our agent, Rafe Sagalyn, for your leadership, guidance, and keeping us in line most of the time. A huge thanks to the team at Jossey-Bass who have supported us through the entire process, including Nic Albert, whose writing was a major asset to both the content and organization of this book; Michele Jones, whose careful edits ensured at least some clarity of ideas; and our editor, Kate Gagnon, whose constant support made this project possible.

Finally and most of all, thank you to our families: to our spouses, who put up with quite a bit even without the strain of a manuscript to write when there are bedtimes looming; and to our children, whom we adore beyond words and who we hope will forgive us for experimenting wildly on them with ideas from this book in our nightly reading with them.