Do I Really Have to Teach Reading? Review

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Do I Really Have to Teach Reading ReviewAs an English teacher, I didn't think Tovani provided enough usable strategies in "I read it, but I don't get it", though I can understand how reading teachers or those teaching language arts at the middle school level could appreciate it. "Do I have to teaching Reading" is much better: there's more graphic organizers, more lesson ideas and more discussion of the actual teaching of reading. In a great many ways, this is a revised, streamlined and updated version of her first book; if you are considering "I Read it", buy this book instead, since it covers almost everything she talked about there with more. I do want to plead with the author and publisher, however, that when you make the appendices for future books, that you include blanks of every figure shown in the book...there were several charts and such that I would have loved to have a clean copy of.Do I Really Have to Teach Reading Overview
"Do I really have to teach reading?" This is the question many teachers of adolescents are asking, wondering how they can possibly add a new element to an already overloaded curriculum. And most are finding that the answer is "yes." If they want their students to learn complex new concepts in different disciplines, they often have to help their students become better readers.

Building on the experiences gained in her own language arts classroom as well as those of colleagues in different disciplines, Cris Tovani, author of I Read It, but I Don't Get It, takes on the challenge of helping students apply reading comprehensionstrategies in any subject. In Do I Really Have to Teach Reading?, Cris shows how teachers can expand on their content expertise to provide instruction students need to understand specific technical and narrative texts. The book includes:
examples of how teachers can model their reading process for students;
ideas for supplementing and enhancing the use of required textbooks;
detailed descriptions of specific strategies taught in context;
stories from different high school classrooms to show how reading instruction varies according to content;
samples of student work, including both struggling readers and college-bound seniors;
a variety of "comprehension constructors": guides designed to help students recognize and capture their thinking in writing while reading;
guidance on assessing students;
tips for balancing content and reading instruction.
Cris's humor, honesty, and willingness to share her own struggles as a teacher make this a unique take on content reading instruction that will be valuable to reading teachers as well as content specialists.

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