Our first book, Teaching Interpretation: Using Text-Based Evidence to Construct Meaning has arrived!
After more than a combined two decades of teaching, you might think that for Dana and I, teaching our students to interpret texts is easy. And yet, each year we are challenged in ways that continue to surprise us. Each year, we spend countless, (sometimes pull our hair out), hours puzzling over ways to make our teaching stronger. We continue to question, how do we teach our readers to take a piece of literature and examine it from every direction, from every facet. To see inside of it and let it spark an idea they can stoke and turn into a brilliant flame. We question whether we’re asking too much of our students; if our expectations are simply too high. And yet, during conferences and small group conversations about texts, we witness again and again, the insights our students bring to and gain from their reading.
We are reassured each year that by setting high expectations, our teaching becomes more focused and we renew our commitment to our students. This is what led us to write Teaching Interpretation: Using Text-Based Evidence to Construct Meaning. We’ve written this book as much for ourselves as for all teachers who continually strive to improve their practice and teach in ways that stick.
We know that the work of dedicated teachers is tireless and often without validation. In these standards driven times filled with talk of teacher accountability and too little talk of teacher support and recognition, we’ve written this book to pay tribute to the indelible ways teachers influence the lives of children.
And so, we dedicate our book to teachers everywhere. We hope you enjoy!