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Cris Tovani    

Nationally Recognized Education Consultant

Cris Tovani is an internationally known consultant who focuses on issues of disciplinary reading and writing instruction. She was awarded the 2017 Thought Leader award from the International Literacy Association. Tovani has taught at the University of Colorado and the University of Denver. She is the author of five books. Her most recent from Stenhouse is, "Why do I Have to Read This? Literacy Strategies to Engage Our Most Reluctant Students." Other books by Tovani are: "No More Telling as Teaching - Less Lecture-More Engaged Learning," "I Read it but I Don’t Get It," "Do I Really Have to Teach Reading?" and "So, What do They Really Know?"

For 34 years, Tovani taught students from grades one to twelve. She continues to study the “knowing-doing gap” by investigating how best practice research can be practically applied to meet a variety learners’ needs. Tovani’s Literacy Lab Project enables her to provide demonstration teaching lessons in districts around the country. Embracing a growth mindset, she loves sharing her successes and failures with colleagues as they work to serve students.

Speech Topics

Removing the Masks of Disengagement: Strategies That Hook Our Most Reluctant Learners

The best reading strategy in the world won’t work if students are disengaged. Now, more than ever before, students want authentic reasons to read, write, and discuss. During this daylong workshop, Cris Tovani will share planning structures and literacy strategies to help content area teachers anticipate and remove learning roadblocks so that students are more engaged. Cris will provide concrete ideas to re-engage students and improve the way they comprehend text.

Participants will work toward meeting for the following learning targets:

  • I can describe what full engagement looks like.

  • I can plan so that students are engaged in the work of my discipline (reading, writing, discussing, creating, performing, solving, researching…) for more minutes of the class period than I am talking.

  • I can provide reasons for students to read, write, and discuss in my content area.

  • I can model for students how to monitor and repair meaning when reading complex text.

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