Teach Like a Champion Guide to the Science of Reading

Doug Lemov is the author of Teach Like a Champion, now in its third edition, and other influential books about teaching. Colleen Driggs is the Managing Director of Curriculum and School Support of Teach Like a Champion and former middle school literacy teacher and coach. She is a coauthor of Reading Reconsidered. Erica Woolway is the President and Chief Academic Officer of Teach Like a Champion. Erica is a former kindergarten teacher and elementary school leader. She is coauthor of Practice Perfect and Reading Reconsidered.

• About the Authors ixAcknowledgments xiHow to Use This Book xiiiIntroduction: “The Science of Reading”: Shockwaves from a Podcast xvii1 The Science of Reading in Seven Key Arguments 1A Broad Base of Research 3Seven Key Research- Backed Arguments About “Post- Phonics” Reading 4“The Single Most Important Thing for Teachers to Know” 31But Will Students Dislike It? 38Notes 412 Attending to Attention 47The Book Is Dying 49We Wire How We Fire 55Intentional Ways of Reading for Attention and Connection 61High Text, Low Tech 71Book- Driven Objectives 76Principles of Reading in Action 79Chapter Recap 82Notes 823 Fluency and Ways of Reading 87Orthographic Mapping 92Balancing Three Ways of Reading 95Teacher Read Aloud 97Fase Reading 109Accountable Independent Reading (AIR) 126Chapter Recap 134Notes 1354 The Hidden Power of Background Knowledge 137Research on Knowledge 139We Know Knowledge Matters– Why Don’t We Act That Way? 141Performance on the New York State ELA End- of- Year State Test Grades 3–8 (2022–2023) 149Embedded Nonfiction 151Embellishments and Knowledge Feeding 163Knowledge Organizers 168Retrieval Practice 172The Forgetting Curve 175The Recursiveness of Knowledge: Putting It All Together 179Chapter Recap 182Notes 1825 Vocabulary Reconsidered 185Explicit Vocabulary Instruction 194Implicit Vocabulary Instruction 205The Vocabulary Case for Reading Aloud (and FASE) 210Lesson Preparation 213Recursiveness of Vocabulary 217Chapter Recap 219Notes 2196 Using Writing to Develop Readers 221“Write Down Some Ideas First” 225Writing for Reading: Principles of Writing to Build Literacy 231Putting It All Together 271Chapter Recap 273Notes 2747 The Power of the Book 277Why Have All the Books Gone? 282Stories are Cognitively Privileged 285The Medium Is the Message 290Books Provide Valuable Cultural Capital 291All Books Are Equal, But Some Books Are More Equal Than Others 294Getting Them to Read 299Chapter Recap 302Notes 3048 Close Reading 307Jen Brimming’s Close Reading of Lord of the Flies 309Short Bursts and Opportunities to Encode 319Selecting Complex Texts for Close Reading 322Selecting Textual Excerpts 325The Critical Importance of Establishing Meaning 328Attentionally Privileged Environments 335More Examples of Effective Close Reading Questions 338Knowledge, Disambiguation, and Close Reading 348Close Reading in the Context of a Lesson 350Chapter Recap 359Notes 360Appendix A: Full Sample Lesson, Seventh Grade 363Appendix B: Full Sample Lesson, Ninth Grade 375Appendix C: Decoding Tips 393Appendix D: Reading Reconsidered Curriculum: The Giver Fluency Practice: Sample Materials 397Appendix E: Materials for Knowledge Building: Embedded Texts 403Index 419

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