Mindsets and Moves: Strategies That Help Readers Take Charge, Grades 1-8

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Gravity Goldberg

  • Mindsets and Moves
  • Mindsets and Moves
    Applies important research on effective instruction & motivation to infuse reading classrooms with a fresh breath of student independence

240 pages
ISBN: 9781506314938

Mindsets and Moves applies important research on effective instruction and motivation from Hattie, Dweck, Ducksworth, and others to infuse today’s reading classrooms with a fresh breath of student independence. With clarity and insight, Gravity Goldberg helps educators see how even the best intentioned reading workshop practices can go awry, and keep students from ever truly owning the work of reading on their own. She then delivers a process for teachers and students that helps them shift their roles, defining it as the 4 Ms:

  • Be a Miner: Uncovering Students’ Reading Processes
  • Be a Mirror: Giving Feedback That Reinforces a Growth Mindset
  • Be a Model: Showing Readers What We Do
  • Be a Mentor: Guiding Students to Try New Ways of Reading

Other Practical Features Include:

  • A photo tour of a reading classroom, including 40+ images and captions that show teachers can-do detail of routines and classroom space
  • Lessons and actions that bring about agency
  • Key aspects of the reading process to model and monitor
  • Classroom examples of independent-minded whole class, small group, and one-on-one instruction
  • Lists of teacher language that promotes learning

Table of Contents

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


  • 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