Why Do I Have to Read This? : : Literacy Strategies to Engage Our Most Reluctant Students.

• Author: Tovani, Cris.
• Place / Publishing House: Milton : : Taylor & Francis Group,, 2020.; Ã2020.
• Year of Publication: 2020
• Edition: 1st ed.
• Language: English
• Physical Description: 1 online resource (231 pages)

"Why do I have to read this?" What teacher doesn't dread this question? It usually comes from our most disengaged students a student who cries of boredom, or one who is angry or apathetic. When we don't know what else to try, it's easy to become frustrated and give up on these challenging learners.

Table of Contents

Cover -- Half Title -- Title -- Copyright -- Dedication -- Contents -- Acknowledgments -- Chapter 1: I Hate School and I'm Not Wild About You Either -- These Kids Don't Care -- The Masks Kids Wear -- The Mask of the Class Clown -- The Mask of Minimal Effort -- The Mask of Invisibility -- When Am I Fully Engaged? -- Circles of Engagement: Behavioral, Emotional, and Cognitive -- What Comes First? -- Back to Our Big Questions -- Chapter 2: Wedgies, Drunken Bears, and the Stress of Shortsighted Planning -- Trust Them to Think -- Our Big Questions -- Planning Ahead to Keep from Getting Behind -- Winging Workshop -- Thinking About the Long and Short of It: Long-Term Planning that Guides the Day-to-Day Work -- Curriculum Is More Than the "Stuff" We Teach -- CYA Structures: Harnessing the Power of the Six Ts: Topic, Tasks, Targets, Text, Tend to Me, and Time -- The Six Ts Organized by Small Bites: Topic, Tasks, Targets, Text, Tend to Me, and Time -- Long-Term Planning Components that Remove the Masks -- Chapter 3: The Masks of Anger and Apathy -- The Mask of Anger -- The Mask of Apathy -- Teacher as Chief Connector -- Connecting Kids to Content -- Connecting Students to Each Other -- Connections to Text -- What Works Best to Connect Kids to Text? -- Where Do I Find Text That Kids Will Read? -- Connections Affect Anger and Apathy -- What Works? Five CYA Strategies That Help Students Take Off the Masks of Anger and Apathy -- Chapter 4: The Mask of the Class Clown -- Why Text Matters -- Tending to Text Selection -- Tending to Topics -- Who Cares About the Rock Cycle? -- Rodderick and the Rocks -- Fifty-Two Stories High -- What Makes a Topic Compelling? -- I Don't Want to Get Political -- Why Controversy Matters -- The View from the Street -- What Works? Five CYA Strategies That Help Students Put Away Their Class Clown Mask.

Chapter 5: The Mask of Minimal Effort -- If Only I Could Read My Teacher's Mind -- Showing What Success Looks Like by Analyzing a Model -- Authentic Artifacts and Mentors: Meet the Guest Teacher -- Working Smarter, Not Harder, with Learning Targets -- The Open Letter Learning Target Rubric -- Minilessons Students Need to Keep Going -- Real Work: The Need for Audience and Authenticity -- What Works? Five CYA Strategies That Remove the Masks of Minimal Eor ff t -- Chapter 6: The Mask of Invisibility -- Talking Isn't the Only Way to Show Thinking -- Making the Invisible Visible -- What They Are and What They Aren't -- Design Structures That Make Thinksheets Versatile -- Eight Go-To Structures for Thinksheets -- Provocative Question Reflections -- Double-Entry Diaries -- Inner Voice Sheets -- Synthesis Thinksheets -- Exit Tickets -- Vocabulary Builders -- Silent Reading Thinksheets -- Back to the Big Questions -- What Works? Five CYA Structures That Help Students Remove the Masks of Invisibility -- Chapter 7: When You Care, You Fall More -- Teachers Wear Masks, Too -- A Last Look at Our Big Questions -- The Six Ts Are Our Tools -- One Last Story -- We Determine the Weather -- Appendices -- Appendix A: Learning Target Rubrics -- Appendix B: Double-Entry Diaries -- Appendix C: Inner Voice Sheets -- Appendix D: Synthesis Sheets -- Appendix E: Vocabulary Builders -- Appendix F: Silent Reading Response Sheet -- Appendix G: Virtual Background Knowledge Placemats -- References.