Whole books draw students into a story that is worth paying attention to.
The reader wants to know what happens next and the more they read the book, the more energy they are willing to invest in keeping up with the story.
We select especially engaging books with rich, complex text and divide them into sections (often matching the author’s chapters)—each section presenting its own satisfying narrative. Scroll horizontally through the sections of each book below.
Activities challenge students to read selected passages particularly carefully.
Hard work on these passages rewards students with insight into the book that they can share with classmates. With each new section, students practice the same four skills, becoming more skillful and independent readers as they move through the book.
An inductory unit prepares students for routines and mindset they need to achieve success all year long
Book units are organized into activity modules that teachers can deploy in order to develop 4 high leverage reading skills
Content is delivered through web apps and, alternatively, through print materials
Professional development happens either on-site or remotely
When students practice reading a passage of complex text out loud they discover how clauses work together to further the plot, emphasize certain ideas, and express emotion.
The software guides students to practice in a way that is intrinsically satisfying, helping them to play with words and using their voices to share their first impressions of the text.
Leveled activities ensure that every student sees quick progress and struggling readers see how practice pays off.
In order to fully understand complex text, strong readers go back and reread more difficult passages. Yet, adolescents hate to reread because they think it means they are not a good reader.
The Rereading activity makes reading sentences over again feel like detective work as students work with a partner to find misconceptions.
When students try to find their own language to express what they think the author means, they become precise about what the author means and doesn’t mean.
When they compare their paraphrase to that of a classmate, students have to consider alternative meanings—and look even more closely at the original text to determine exactly what the author is trying to get across. Working with their classmate to come to consensus prods a student to utilize that classmate’s insights and misconceptions to build their own interpretation of the text.
As they write, they:
In the prior three activities, students have become skillful at understanding and carefully examining particular words, phrases and sentences. When they turn to writing about the text, they have these specific references close at hand. They can build from their insights into specific language to a coherent idea about how and what the author is doing. The simple structure of the writing exercise focuses students on the author’s language and their own ideas about it.