Mindsets and Moves

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

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.