Mindsets and Moves: Strategies That Help Readers Take Charge [Grades K-8](Corwin Literacy)

Mindsets & Moves is the guide to how to let go of your default roles of assigner, monitor, and inspector and instead shift to a growth mindset by following the 4Ms: Miner: Uncovering Students' Reading Processes (Focus: Assessment) Mirror: Giving Feedback That Reinforces a Growth Mindset (Focus: Feedback) Model: Showing Readers What We Do (Focus: Demonstration] Mentor: Guiding Students to Try New Ways of Reading (Focus: Guided Practice and Coaching) Easily replicable in any setting, any time, the 4 M framework ultimately lightens the load because they allow students to monitor and direct their reading lives. The book is full of practical examples, lessons, reading process and strategy lists, and a 35-page photo tour of exemplary reading classrooms with captions that distill best practices.

Table of Contents:
Chapter One. Reading on One’s Own: What We Really Mean by Take-Charge Independence What Does It Really Mean to Read on One’s Own? Examining Teacher Roles Taking the Spotlight Off the Teacher The Facets of Ownership How Rigor Fits In The Pitfalls of Turning Play Into Work: Motivation Challenges Chapter Two. Shifting Roles: Be a Miner, a Mirror, a Model, a Mentor The Gift of Problems: Creating a Willingness to Struggle Shifting Roles Toward Reader Ownership What Shifted? Taking on New Teacher Roles: The 4 Ms How Ownership Sits Within the Gradual Release Model Chapter Three. Being an Admirer: Looking at Readers With Curiosity Admiring Allows Us to See What Is There Admiring Gives Us Glimpses Into Our Students’ Minds Admiring Lets Us See Potential Admiring Helps Us Recognize Individuality Admiring Pushes Us to Be Precise Admiring Gives Us the Small and Big Picture Admiring Supports a Growth Mindset Admiring Creates Growth Mindset Expectations Language Impacts Mindset Admiring Impacts Our Guiding Questions Start Admiring! Chapter Four. Creating Space for Ownership: A Photo Tour of Reading Classrooms Reading Process Spiral Reading Workshop Space Class Meeting Area Reading Notebooks Tracking Reading Volume Class Goals Chart Book Club Tools and Spaces Student Intentions Small Group Instruction Reading Nooks Student Reflections Chapter Five. Be a Miner: Uncovering Students’ Reading Processes Using a Five-Step Process Uncovering One Student’s Reading Process Uncovering a Class’s Reading Processes Choosing When to Be a Miner Admiring Trouble Chapter Six. Be a Mirror: Giving Feedback That Reinforces a Growth Mindset Feedback Teaches Preparing to Give Feedback Being a Mirror to a Small Group Being a Mirror to the Whole Class Admiring Trouble Chapter Seven. Be a Model: Showing Readers What We Do Being a Model Being a Model to One Student Are We Really Modeling? Planning to Model for the Whole Class Preparing to Be a Model Modeling, Not Assigning Admiring Trouble Chapter Eight. Be a Mentor: Guiding Students to Try New Ways of Reading Being a Mentor Break Down Strategies Into Steps Mentoring a Small Group of Readers Mentoring the Whole Class During a Read Aloud Admiring Trouble Chapter Nine. Teaching Students Strategies for How to Be Admirers How to Talk About Your Reading Process How to Set Goals for Yourself as a Reader How to Reflect on Your Mindset How to Give Each Other Feedback How to Ask for Support Chapter Ten. Embracing Curiosity: Entry Points for Getting Started Entry Point 1: Shift Roles Entry Point 2: Shift Lenses From Deficit to Admiring Entry Point 3: Shift Your Focus From the Teacher to Students Entry Point 4: Shift Classroom Spaces Entry Point 5: Shift Toward Feedback From Students Entry Point 6: Shift Toward Feedback From Trusted Colleagues Entry Point 7: Admire Yourself Appendices Appendix A. Student-Focused Reading Checklist Appendix B. Continuum: How We Might Shift Our Instruction Toward Ownership Appendix C. Chart of Balanced Literacy Reading Components Reproducible Classroom Charts Be a Miner Be a Mirror Be a Model Be a Mentor References Index

About the Author :
Gravity Goldberg is an international educational consultant and author of eight books on teaching. Mindsets & Moves (Corwin Literacy, 2015) put her on the world stage with its practical ways to cultivate student agency, leading to speaking engagements and foreign translations of her work. She has almost 20 years of teaching experience, including positions as a science teacher, reading specialist, third grade teacher, special educator, literacy coach, staff developer, assistant professor, educational consultant, and yoga teacher. Gravity holds a B.A. and M.Ed. from Boston College and a doctorate in education from Teachers College, Columbia University. She is the founding director of Gravity Goldberg, LLC, a team that provides side-by-side coaching for teachers.

Review :
"Gravity Goldberg shows readers how to re-imagine their role as reading teachers in order to help students become readers who are engaged and independent.  This warm and very practical book will be a treasured guide for teachers in the challenging work of growing readers who truly have ownership of their reading." Thought provoking, practical, and inspiring all at once—it is one of those books that is so chock-full of wise ideas that I will delight in dog earring and marking up its pages with a highlighter. "Gravity Goldberg brings to the field wisdom and how-to′s that are at once ancient and brand new, and her 4Ms process has the power to create the paradigm shift we need." "This is that rare kind of book that will be useful to teachers in any setting, whether they are classroom teachers or literacy specialists, whether they work with children who struggle in some way or those who exceed expectations in any way.  Gravity includes practical examples and helpful resources that show teachers how to truly see and know their students, first, so that they can tailor instruction that fits their humanity, lifts their work, and engages their intentions as readers and learners." "Top 3 things I admire about Mindsets and Moves by Gravity Goldberg: 1. She helps us move young readers to new heights by naming the brilliance in what they are already doing; 2. She provides models and tools for teaching reading that feel fun and humane; and 3., her clear and engaging language will inspire ambitious conversations in teacher study groups and college reading classes, making us all happier and more powerful reading teachers." "The premise that we as teachers must consider students′ strengths is a timeless one. What’s rare is that Gravity goes well beyond this premise to offer clear suggestions and classroom examples… This is where the power of Gravity′s book lies: in the credo that all students are indeed engaging and working hard at reading, and that we need to see and nurture those efforts." "This is a valuable book not just for reading teachers, but for anyone who teaches anything.  Gravity Goldberg shows us how to begin by observing and admiring what our students already do and how they do it.  She shows us, further, how to give feedback, model new strategies, and mentor students without undermining their ownership and enjoyment of the activity and their improvement." "When you read this book, you feel like Gravity is right there with you, shoulder-to-shoulder, seeing your students as they deserve to be seen—with wonder and curiosity." "I am impressed by Goldberg’s shifts in her own thinking and teaching that placed the focus always on the students’ behaviors rather than on the teachers’.  I also like the way she forged ideas based not only on ideas from the literacy community but from other areas of research such as business leadership and psychology as well. Additionally, Goldberg’s charts and other graphics make her ideas extremely clear and provide quick access to the key points when I want revisit them. And her specific classroom examples clarified the points extremely well and make her a very credible expert because she has obviously walked the talk!" "Unlike most approaches, Gravity Goldberg shows how to shift the educator′s typical role from that of a manager to encouraging kids to take charge of their own reading processes. The idea is to evolve and encourage a ′growth mindset′ that offers a model for new ways of reading."