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"These books exemplify the intersection of excellent scholarship and practical application for teachers in the field. They beautifully illustrate those essential metacognitive processes in a progression, and this helps teachers see how instructional decisions become instructional moves that translate into high cognitive demand learning experiences for students. This series an invaluable teaching tool for those who want to implement authentic Balanced Literacy experiences for their students."
"Goldberg and Houser offer an insider’s view of intentional decision making in action by making us front-row observers of their thinking process. We stand beside them as they show us student-centered reading instruction at its best, listening in on book conversations, gazing over their shoulders to analyze writing in reading notebooks.
"This series is a must-have for every elementary language arts teacher! Goldberg and Houser have created a comprehensive support for teachers who want to provide their students with rigorous, thinking-centered experiences in reading and writing. Having these books is like having ongoing coaching and guidance from these two outstanding literacy experts at your fingertips."
"I love the we-are-right-there-with-you tone. It’s so clear these authors have been there, and remain right in the trenches. And I love the teacher checklists and quizzes—just the right light touch to use in professional development time. But perhaps most of all, I admire that Houser and Goldberg have taken a complex process—daily instructional decision making— and broken it into doable steps for teachers to try.
"We know of no resource that promotes responsive teaching as well as these books do. Goldberg and Houser like teaching to improve, and then describe how teachers can learn to be fully in the moment of instructional decision making by focusing on a handful of things. From the detailed lessons to boxes titled, 'Decide to teach this tomorrow if your students . . .' these authors anticipate the content teachers want and the questions they raise. These thoughtful books show teachers how to make children’s reading needs central to instructional planning."
"I love this series! Goldberg and Houser succeed at something difficult: freeze-framing their intentional decisions about teaching readers in a way that we can all “see”—and then do in our own classrooms. They provide a decision-making model that helps teachers feel confident in letting their own observations of students’ written and spoken responses to text guide them. They distill the ever-present what-do-I-teach-next question into three choices, and these choices all center on furthering students’ ways of thinking as they read fiction and nonfiction.
"Making decisions about reading in our classroom is not easy, even though we make hundreds every day. Often, we don’t give much thought to how we decide what we do, but with this book, we are taken on a guided tour of what it means to make super-intuitive decisions about what our readers need next. Each chapter addresses decisions about key aspects of building a literature-rich environment and a community of readers, including reading notebooks, teaching students how to synthesize ideas, and understanding perspective.
“Goldberg and Houser—both former staff developers at the Teachers College Reading and Writing Project—have perfectly combined theory and practice to help teachers put students first in their decision-making process. Best of all, they’ve provided the tools necessary to assist teachers in making those decisions become a reality right away.”
