Details

<p>About the Author vii</p> <p>Acknowledgments ix</p> <p>Preface xv</p> <p>Introduction 1</p> <p><b>PART ONE Basic Ingredients</b></p> <p><b>ONE Comprehension 7</b></p> <p>What Is Comprehension, and Why Is It Important? 7</p> <p>My Theory of Comprehension 7</p> <p>Why Background Knowledge Is So Important 11</p> <p>Key Critical Reading Skill 1: Paraphrasing 13</p> <p>How Can You Teach Students How to Paraphrase? 14</p> <p>Key Critical Reading Skill 2: Inference 22</p> <p>Key Critical Reading Skill 3: Vocabulary in Context (and Vocabulary Instruction) 28</p> <p>Key Critical Reading Skill 4: Inferring Main Idea or Argument (AKA Summarizing) 37</p> <p>TLC Download Zone for Comprehension Process 43</p> <p><b>TWO Reading 45</b></p> <p>Decoding + Fluency and Comprehension = Reading 45</p> <p>Nonfiction Versus Everything Else 47</p> <p>Different Types of Readers 50</p> <p>Independent and Guided Reading 52</p> <p>Introduction to Reading Strategically 54</p> <p>Before-Reading Strategies 54</p> <p>During-Reading Strategies 59</p> <p>Textbook Reading: How to Make Life Less Painful for Everyone Involved 70</p> <p>How to Use the Teachers’ Manual 72</p> <p>The Truth About Textbook ‘‘Reading’’ Tests 74</p> <p>After-Reading Strategies 74</p> <p>Reading Workshop: Something to Consider 78</p> <p>TLC Download Zone for Reading 79</p> <p><b>THREE Writing 81</b></p> <p>ReadWell toWriteWell 81</p> <p>WhyWeWrite (and Read) 82</p> <p>Punchy Insights, or How to Avoid Writing Like a Robot 84</p> <p>A Simple Recipe forWriting Instruction 86</p> <p>What Students StruggleWith the Most When They Write 88</p> <p>Thesis Brainstorming and Organizing 92</p> <p>Teaching with Mentor Texts 95</p> <p>Writing Workshop 101 98</p> <p>Motivational Grammar 102</p> <p>Rubrics and How to Spend Less Time Grading 105</p> <p>TLC Download Zone forWriting 112</p> <p><b>FOUR Speaking and Listening 115</b></p> <p>Why Oral Fluency Matters 115</p> <p>How to Train Students to Listen and Speak Effectively 117</p> <p>More Thoughts on Effective Speaking 121</p> <p>Class Discussion Logistics 123</p> <p>Socratic Seminars Made Easy 125</p> <p>Book Talk Projects 136</p> <p>TLC Downloads for Speaking and Listening 142</p> <p><b>PART TWO Entrées</b></p> <p><b>FIVE Tasty Persuasive Writing 145</b></p> <p>The Concept of Persuasion 145</p> <p>How to Prepare Students for PersuasiveWriting Tasks 146</p> <p><b>SIX Reading, Writing, and Test Prep ‘‘Stew’’ 149</b></p> <p>An Argument for Stew 149</p> <p>Connecting Key Critical Reading Skills to Test Prep Instruction 150</p> <p>Test Prep Tips 155</p> <p>Connecting Writing to Reading Through Genre Study 159</p> <p>Open-Ended Responses 161</p> <p><b>SEVEN The Document-Based Question Approach 165</b></p> <p>What Are DBQs, and Why Should Everyone Use Them? 165</p> <p>Designing DBQs Across the Curriculum 166</p> <p><b>EIGHT Research Paper Guide 169</b></p> <p>Reading and the Research Paper 169</p> <p>How to Avoid RPT (Research Paper Torture) 170</p> <p>Two Sample Research Paper Assignments 171</p> <p>Research Paper Teachers’ Guide 177</p> <p><b>NINE Teaching with Novels 191</b></p> <p>Novels in English Language Arts: Literary Response PaperWriting Guide 191</p> <p>Using Novels in History, Social Studies, and Science 202</p> <p><b>PART THREE Desserts</b></p> <p><b>TEN Recommended Reading 207</b></p> <p>On Reading and Vocabulary 207</p> <p>On Writing 208</p> <p>On Curriculum and Instruction 209</p> <p>On HowWe Think About Teaching, Learning, and Change 209</p> <p><b>ELEVEN Appendix 211</b></p> <p>Notes 219</p> <p>Index 231</p>

<p><b>Sarah Tantillo</b> is a literacy consultant who has taught high school English and Humanities in both suburban and urban public schools including the high-performing North Star Academy Charter School of Newark. She also founded and directed the New Jersey Charter School Resource Center and the New Jersey Charter Public Schools Association. Visit Sarah at www.literacycookbook.com.</p>

<p><b>The Literacy Cookbook offers all teachers</b> (not just English teachers) classroom-tested techniques for enhancing literacy instruction. The book includes dozens of practical tools and directions—recipes, if you will—for how to teach reading, writing, speaking, and listening to even the most hard-to-reach students. The materials in this book (including a companion Website) are aligned with the <b>English Language Arts Common Core Standards</b> and will definitely give your students an edge on their path to college.</p> <p>Written by literacy expert Sarah Tantillo, the book begins by exploring the comprehension process and the importance of background knowledge, and by outlining the four key reading skills. Next, Tantillo identifies the characteristics of different types of readers and explains the methods to use when teaching students to read strategically. The section on how to teach writing describes what students struggle with most and offers practical techniques for overcoming these challenges. The book also includes great suggestions for training students to listen and speak effectively. To supplement the book, terrific resources are ready to download from the companion Website, www.literacycookbook.com.</p> <p><i>The Literacy Cookbook</i> gives detailed guidance on how to help students succeed at fundamental tasks such as persuasive writing, research papers, and test preparation.</p> <p>Praise for <i>The Literacy Cookbook</i></p> <p>"All educators teach reading and writing, whether they realize it or not; more broadly, the most important job of our schools is to instill outstanding literacy skills in our students. Sarah Tantillo's <i>The Literacy Cookbook</i> is an essential resource to help you achieve excellence in this critical area of teaching."<br /> <b>—Doug Lemov,</b> author of <i>Teach Like a Champion, Teach Like a Champion Field Guide, Practice Perfect</i></p> <p>"Sarah Tantillo culls together numerous ideas from noted literacy experts and adds her own twist, giving readers easy-to-implement tips and tricks that make teaching the big stuff more manageable. Her humor and strong voice make <i>The Literacy Cookbook</i> seem more like 'beach' reading than 'work' reading. After all, who doesn't want to be entertained while getting smarter at the same time?"<br /> <b>—Cris Tovani,</b> author of <i>I Read It, but I Don't Get It</i> and <i>Do I Really Have to Teach Reading?</i></p>

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