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What Do I Teach Readers Tomorrow? Nonfiction, Grades 3-8

Your Moment-to-Moment Decision-Making Guide
By: Gravity Goldberg, Renee W. Houser

Foreword by Russell J. Quaglia

Discover how to move your readers forward with in-class, actionable formative assessment in just minutes a day with a proven 4-step process and lots of next-step resources.

Full description

Product Details
  • Grade Level: PreK-12
  • ISBN: 9781506351216
  • Published By: Corwin
  • Series: Corwin Literacy
  • Year: 2017
  • Page Count: 296
  • Publication date: January 31, 2017

Price: $39.95

Price: $39.95
Volume Discounts applied in Shopping Cart

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.



“Well, that was a great minilesson—now what?”

For every teacher who has uttered those words, this book is for you. In
What Do I Teach Readers Tomorrow? Nonfiction, educators Gravity Goldberg and Renee Houser take the guesswork out of determining students’ needs with a moment-to-moment guide focused on the decisions that make the biggest impact on readers’ skill development. With the authors’ guidance, you put their next-step resources into action, including:

  • Tips for what to look for and listen for in reading notebook entries and conversations about books
  • Reproducible Clipboard Notes pages that help you decide whether to reinforce a current type of thinking, teach a new type of thinking, or apply a current type of thinking to a new text
  • More than 30 lessons on synthesizing information and understanding perspectives, writing about reading, organizing thinking, and more
  • Reading notebook entries and sample classroom conversations to use as benchmarks
  • Strategies for deepening the three most prevalent types of thinking students do when synthesizing: Right-Now Thinking (on the page), Over-Time Thinking (across a picture book, a chapter, or longer text), or Refining Thinking (nuanced connections across text and life concepts)
  • Strategies for deepening the three most useful types of thinking—feelings, frames, and opinions—when considering perspectives
  • Online video clips of Renee and Gravity teaching, conferring, and “thin slicing” what nonfiction readers need next

With What Do I Teach Readers Tomorrow? Nonfiction, you learn to trust your instincts and trust your students to provide you with information about the next steps that make the most sense for them. Teaching students to engage with and understand nonfiction becomes personal, purposeful, and a homegrown process that you can replicate from year to year and student to student.

“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.”
— Reviewed by Pam Hamilton for MiddleWeb

Key features

QR codes in book to video clips of Gravity and Renee showing the moves in this book. A PD guide will be on the companion website too. Cross connections to fiction version TBD.


Gravity Goldberg photo

Gravity Goldberg

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.
Renee W. Houser photo

Renee W. Houser

Renée Houser is a lifelong educator, literacy consultant, and co-author of the series What Do I Teach Readers Tomorrow? Her entire career has been dedicated to supporting students and teachers. She taught in New York City public schools, worked as a staff member at the Reading and Writing Project at Teachers College, and holds graduate degrees from Old Dominion University and Fordham University. In 2019, she founded Read. Write. Think. with Renee where she serves as an educational thinking partner for schools around the country. In this role, she is able to facilitate collaborative professional learning opportunities, create relevant resources for educators, and be a champion for student success.

Table of Contents

Table of Contents



A Quick-Start Guide for Easy Access

Chapter 1: Each Classroom Moment Is an Instructional Decision

Acting Without a Script: Embracing Our Role as Improvisers

Answering the “What Next?” Question

Intentional Teaching: Decision Making With Students at the Center

Self-Reflection Questionnaire: What Type of Decision Maker Are You?

Decision-Making Styles

Three Common Teaching Habits

Let Students Be Your Guide

Getting Started: An Action Plan

Chapter 2: Decisions About Book Selection

Making a Choice to Read Aloud a Nonfiction Text

Narrative Nonfiction

Persuasive Nonfiction

Expository Nonfiction


5 Ways to Engage Students in Nonfiction Read Alouds

Chapter 3: Decisions About Reading Notebooks

Why We Really Use Writing as a Tool for Understanding

Current Reality: Why Students Write About Reading in School

Writing About Reading: An Important Tool for Readers and Their Teachers

How to Collect Thinking in Notebook Entries

Self-Reflection Questionnaire: Reading Notebooks

What We Might Let Go of When Asking Students to Write About Reading

Reading Notebooks: An Action Plan

Chapter 4: Decisions About Discussion

The Benefits: Making Meaning in Texts and Our Lives

Teach Students to Have Meaningful Conversations

Making Decisions Based on Student Conversations

Effective Nonfiction Conversation Characteristics

What We Might Let Go of When Asking Students to Talk About Their Reading

Self-Reflection Questionnaire: Student Conversations

Authentic Conversations: An Action Plan

Chapter 5: Decisions About Synthesizing Information

What Is Synthesis?

Why Is Synthesis So Important?

What Other Reading Skills Fit With Synthesis?

What to Look for When Students Synthesize Information

Thin-Slicing Students’ Synthesis Thinking

Decide What to Teach Next: Focus on Three Main Choices

Synthesis Across Texts

Synthesizing Information: An Action Plan

Chapter 6: Decisions About Understanding Perspectives

What Is Perspective?

Why Is Understanding Perspectives Important?

What Other Reading Skills Fit With Understanding Perspectives?

What to Look for When Understanding Perspective

Decide What to Teach Next

Reflecting With Students: How Understanding Perspectives Helps Us

Understanding Perspectives: An Action Plan

Chapter 7: Becoming Confident and Intentional Decision Makers


Appendix A. Nonfiction Book Rating System

Appendix B. Some Favorite Nonfiction Texts

Appendix C. Clipboard Notes: Reading Notebook Entries

Appendix D. Clipboard Notes: Student Conversations

Appendix E. Synthesizing Nonfiction Texts

Appendix F. Clipboard Notes: Types of Thinking About Synthesizing Information

Appendix G. Understanding Perspectives in Nonfiction

Appendix H. Clipboard Notes: Types of Thinking About Understanding Perspectives





Other Titles in: Literacy | Formative Assessment

Price: $39.95
Volume Discounts applied in Shopping Cart

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.

Related Resources

  • Access to companion resources is available with the purchase of this book.