Teaching IS rocket science—and you are the pilot! The authors reinforce what teachers already know—test preparation worksheets and drill-and-kill activities do not make children into lifelong readers. This book’s 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 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
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Liz Hollingworth is a professor in the College of Education at the University of Iowa. Her research and teaching interests are centered on curriculum, leadership, and assessment. In particular, her work explores how federal school reform policies affect classroom practice. Her other books include Organization and Administration of Iowa Public and Private Schools and Complicated Conversations: Race and Ideology in an Elementary Classroom. Dr. Hollingworth grew up in San Diego, taught in Chicago and Michigan, and now lives in Iowa City with her husband, Andrew, and teenaged daughter, Emily.
The authors provide a reasonable and even-handed methodology for teaching reading to K-12 students. Instead of focusing on worksheets and drills, their research-based approach shows teachers how to align instruction with standards, use formative assessment, motivate students, and use best practices in literacy instruction for successful outcomes.
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