Education / Educational sciences / Pedagogy Books

Book SynopsisPacked with effective instructional strategies, this book explores why certain K-5 students struggle with math and provides a framework for helping these learners succeed. The authors present empirically validated practices for supporting students with disabilities and others experiencing difficulties in specific areas of math, including problem solving, early numeracy, whole-number operations, fractions, geometry, and algebra. Concrete examples, easy-to-implement lesson-planning ideas, and connections to state standards, in particular the Common Core standards, enhance the book's utility. Also provided is invaluable guidance on planning and delivering multi-tiered instruction and intervention.Trade Review"This book is a welcome addition to the literature. The authors include many helpful examples of research-supported assessment and instructional practices for making mathematics accessible to students with learning difficulties, and explain why these difficulties occur. The book provides in-depth discussions of critical mathematical content and practices that every elementary school teacher needs to master in order to meet all students' needs. It would be an excellent text for undergraduate- or master's-level general or special education courses."--David H. Allsopp, PhD, Department of Teaching and Learning, University of South Florida "Wow! It is nice to go into a new school year with fresh ideas--this book will definitely influence my teaching. It makes a lot of eye-opening points, backed by solid research. The book offers strategies for teaching and reinforcing math vocabulary and fluency from an early age. It presents a variety of games and activities for each specific math skill, which I can't wait to implement in the classroom."--Brooke Niemann, special education teacher and math coach, The Pathway School, Jeffersonville, Pennsylvania "An excellent, timely, teacher-friendly resource. Witzel and Little do a wonderful job of blending research-based practices with instructional recommendations that teachers can implement immediately. This book is a 'must have' in today’s inclusive mathematics classroom."--Paul J. Riccomini, PhD, Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University "This book provides essential knowledge for general and special educators and coaches, guiding them to present simple to complex mathematical concepts through language-rich instruction. Teachers will gain a better understanding of what students struggle with, as well as why. I plan to use this book as a text in my methods course for teacher candidates in special education. It has great potential for giving preservice teachers a stronger foundation in math and helping them make instruction accessible and meaningful to struggling learners."--Sharlene A. Kiuhara, PhD, Department of Special Education, The University of Utah "An ideal guide for educators. The book outlines the progression of math learning and provides strategies for supporting all students, particularly at-risk students and those with disabilities. Any preservice or inservice teacher would benefit from the ideas and tools that Witzel and Little present."--Mabra H. Wayman, math instructional coach and interventionist, Rock Hill School District, South Carolina -It is amazing how much solid information has been shoehorned into this rather thin volume. Witzel and Little provide myriad references to research-based studies, unambiguous examples of mathematical difficulties that students encounter, and a broad spectrum of instructional strategies and intervention techniques….The content is appropriate for those instructing students of all levels of ability and needs….This book will be a valuable resource for both preservice teachers and seasoned professionals….Highly recommended. Upper-division undergraduates, graduate students, researchers, and practitioners.--Choice Reviews, 10/1/2016Table of ContentsIntroduction 1. Foundations of Mathematics Education 2. The Critical Importance of Instruction 3. The Language of Mathematics 4. Number Sense 5. Whole-Number Operations 6: Rational-Number Concepts and Computation 7. Geometry and Measurement 8. Algebra 9. Multi-Tiered Systems of Supports in Mathematics

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Book SynopsisPacked with effective instructional strategies, this book explores why certain K-5 students struggle with math and provides a framework for helping these learners succeed. The authors present empirically validated practices for supporting students with disabilities and others experiencing difficulties in specific areas of math, including problem solving, early numeracy, whole-number operations, fractions, geometry, and algebra. Concrete examples, easy-to-implement lesson-planning ideas, and connections to state standards, in particular the Common Core standards, enhance the book's utility. Also provided is invaluable guidance on planning and delivering multi-tiered instruction and intervention.Trade Review"This book is a welcome addition to the literature. The authors include many helpful examples of research-supported assessment and instructional practices for making mathematics accessible to students with learning difficulties, and explain why these difficulties occur. The book provides in-depth discussions of critical mathematical content and practices that every elementary school teacher needs to master in order to meet all students' needs. It would be an excellent text for undergraduate- or master's-level general or special education courses."--David H. Allsopp, PhD, Department of Teaching and Learning, University of South Florida "Wow! It is nice to go into a new school year with fresh ideas--this book will definitely influence my teaching. It makes a lot of eye-opening points, backed by solid research. The book offers strategies for teaching and reinforcing math vocabulary and fluency from an early age. It presents a variety of games and activities for each specific math skill, which I can't wait to implement in the classroom."--Brooke Niemann, special education teacher and math coach, The Pathway School, Jeffersonville, Pennsylvania "An excellent, timely, teacher-friendly resource. Witzel and Little do a wonderful job of blending research-based practices with instructional recommendations that teachers can implement immediately. This book is a 'must have' in today’s inclusive mathematics classroom."--Paul J. Riccomini, PhD, Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University "This book provides essential knowledge for general and special educators and coaches, guiding them to present simple to complex mathematical concepts through language-rich instruction. Teachers will gain a better understanding of what students struggle with, as well as why. I plan to use this book as a text in my methods course for teacher candidates in special education. It has great potential for giving preservice teachers a stronger foundation in math and helping them make instruction accessible and meaningful to struggling learners."--Sharlene A. Kiuhara, PhD, Department of Special Education, The University of Utah "An ideal guide for educators. The book outlines the progression of math learning and provides strategies for supporting all students, particularly at-risk students and those with disabilities. Any preservice or inservice teacher would benefit from the ideas and tools that Witzel and Little present."--Mabra H. Wayman, math instructional coach and interventionist, Rock Hill School District, South Carolina -It is amazing how much solid information has been shoehorned into this rather thin volume. Witzel and Little provide myriad references to research-based studies, unambiguous examples of mathematical difficulties that students encounter, and a broad spectrum of instructional strategies and intervention techniques….The content is appropriate for those instructing students of all levels of ability and needs….This book will be a valuable resource for both preservice teachers and seasoned professionals….Highly recommended. Upper-division undergraduates, graduate students, researchers, and practitioners.--Choice Reviews, 10/1/2016Table of ContentsIntroduction 1. Foundations of Mathematics Education 2. The Critical Importance of Instruction 3. The Language of Mathematics 4. Number Sense 5. Whole-Number Operations 6: Rational-Number Concepts and Computation 7. Geometry and Measurement 8. Algebra 9. Multi-Tiered Systems of Supports in Mathematics

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Book SynopsisThis book describes effective, engaging ways to build young children's print concepts and alphabetic knowledge, which are crucial for both reading and writing development. Presenting shared reading, shared writing, and targeted instructional activities, each chapter features helpful classroom vignettes, a section debunking myths about preschool literacy, and Ideas for Discussion, Reflection, and Action. Strategies are provided for creating print-rich classroom and home environments and differentiating instruction for diverse students, including English language learners. The book also discusses how to assess preschoolers' reading and writing progress. Reproducible checklists and parent handouts can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review"Informative, objective, insightful, and filled with practical applications. Both authors are experts in the field, which greatly contributes to the book’s significance. Casbergue and Strickland have done an outstanding job synthesizing the most current, relevant research on teaching reading and writing in preschool. This book should be on every preschool teacher’s shelf."--Susan J. Kimmel, PhD, Executive Director, Center for Early Childhood Professional Development, University of Oklahoma "This book is such a wonderful resource for all teachers, especially new teachers. It gives background and insight on how to organize activities that will stimulate early reading skills and promote writing."--Shawn B. Tolliver, MAT, PreK teacher, Fannie C. Williams Charter School, New Orleans "Casbergue and Strickland have succeeded in turning findings from scientifically based reading research into strategies for supporting children’s print and alphabetic knowledge. The best thing about this book is that it situates early literacy both developmentally and within the child's family and school relationships. It provides a much deeper presentation of foundational literacy skills than the many other books that cover these skills in isolation or offer a cookbook-like approach to activities. Of particular note is the care and attention given to the often-neglected area of writing development. This book would be an excellent text for an undergraduate course on supporting early literacy or an inservice teacher study group."--Martha Buell, PhD, Department of Human Development and Family Studies, University of Delaware -Table of Contents1. Where Reading and Writing Begin 2. Preschool Contexts for Literacy Development and Learning 3. Connecting Oral Language to Print Knowledge 4. Developing Print and Alphabetic Knowledge for Reading 5. Developing Alphabetic Knowledge for Writing 6. Assessing Print Knowledge for Reading in Preschool 7. Assessing Writing Developmentin Preschool

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Book SynopsisBefore children are readers and writers, they are speakers and listeners. This book provides creative, hands-on strategies for developing preschoolers' speaking, listening, and oral comprehension skills, within a literacy-rich classroom environment. Each chapter features helpful classroom vignettes; a section called Preschool in Practice, with step-by-step lesson ideas; and Ideas for Discussion, Reflection, and Action. The book addresses the needs of English language learners and describes ways to support students' literacy development at home. The final chapter pulls it all together through a portrait of an exemplary day of preschool teaching and learning. Reproducible forms and checklists can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review"Morrow, Roskos, and Gambrell describe research-based best practices for enhancing young children’s language development and their ability to deeply understand rich topics. The discussion and reflection questions in each chapter enhance the book's value as a professional development resource; it is also an accessible guide for early childhood majors and graduate students. I really liked the numerous classroom examples, step-by-step guidelines, and checklists. Especially noteworthy is the discussion of using emerging technology in the preschool classroom."--Lea M. McGee, EdD, School of Teaching and Learning (Emerita), The Ohio State University "This book highlights the critical role that oral language and comprehension practices play in young children's future learning and achievement. It presents intentional, purposeful instructional strategies and provides early educators with practical supports, including checklists, photographs, templates, classroom vignettes, and extensive resource lists."--Angela Yeaman, MEd, Early Learning Consultant, Living Sky School Division, Saskatchewan, Canada "This book is going right into our list of required texts at our university. It demonstrates clearly that oral language is the foundation of nearly everything important in early childhood: reading, writing, thinking, creating, and forming meaningful relationships with others. The authors paint a colorful portrait of the kind of language-rich classroom that all preschool children deserve, including those learning a second language. This is the book that anyone studying to become a teacher of young children should start with--it shows how language should be the organizing element around which effective preschool classrooms are designed."--Jeffrey Trawick-Smith, EdD, Phyllis Waite Endowed Chair and CSU Professor of Early Childhood Education, Eastern Connecticut State University "The authors explain the foundations of oral language and comprehension in preschoolers and present a multitude of instructional strategies that support these foundations, using vivid, engaging classroom- and home-based examples. Teachers and early childhood administrators will find this meaty book highly accessible, thanks to clear writing, a high level of detail, and the authors’ exceptional skill in fully integrating the 'what,' 'why,' and 'how.'"--Judith A. Schickedanz, PhD, School of Education (Emerita), Boston University -Table of Contents1. The Importance of Speaking and Listening in Early Literacy 2. Planning for Talking, Reading, and Writing a Lot 3. Literacy Centers and Activities 4. Nurturing Young Children’s Language and Conversational Skills 5. Developing Children’s Listening Comprehension 6. Reading with Children at Home 7. Putting It All Together in the Early Childhood Classroom Appendix A. Selected Literature for the Preschool Classroom Appendix B. E-Book Quality Rating Tool Appendix C. Storytelling Ideas for Developing Comprehension Appendix D. Guided Participation Framework Appendix E. Recommended Resources for New and Alternative Literacies References Index

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Book SynopsisBefore children are readers and writers, they are speakers and listeners. This book provides creative, hands-on strategies for developing preschoolers' speaking, listening, and oral comprehension skills, within a literacy-rich classroom environment. Each chapter features helpful classroom vignettes; a section called Preschool in Practice, with step-by-step lesson ideas; and Ideas for Discussion, Reflection, and Action. The book addresses the needs of English language learners and describes ways to support students' literacy development at home. The final chapter pulls it all together through a portrait of an exemplary day of preschool teaching and learning. Reproducible forms and checklists can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review"Morrow, Roskos, and Gambrell describe research-based best practices for enhancing young children’s language development and their ability to deeply understand rich topics. The discussion and reflection questions in each chapter enhance the book's value as a professional development resource; it is also an accessible guide for early childhood majors and graduate students. I really liked the numerous classroom examples, step-by-step guidelines, and checklists. Especially noteworthy is the discussion of using emerging technology in the preschool classroom."--Lea M. McGee, EdD, School of Teaching and Learning (Emerita), The Ohio State University "This book highlights the critical role that oral language and comprehension practices play in young children's future learning and achievement. It presents intentional, purposeful instructional strategies and provides early educators with practical supports, including checklists, photographs, templates, classroom vignettes, and extensive resource lists."--Angela Yeaman, MEd, Early Learning Consultant, Living Sky School Division, Saskatchewan, Canada "This book is going right into our list of required texts at our university. It demonstrates clearly that oral language is the foundation of nearly everything important in early childhood: reading, writing, thinking, creating, and forming meaningful relationships with others. The authors paint a colorful portrait of the kind of language-rich classroom that all preschool children deserve, including those learning a second language. This is the book that anyone studying to become a teacher of young children should start with--it shows how language should be the organizing element around which effective preschool classrooms are designed."--Jeffrey Trawick-Smith, EdD, Phyllis Waite Endowed Chair and CSU Professor of Early Childhood Education, Eastern Connecticut State University "The authors explain the foundations of oral language and comprehension in preschoolers and present a multitude of instructional strategies that support these foundations, using vivid, engaging classroom- and home-based examples. Teachers and early childhood administrators will find this meaty book highly accessible, thanks to clear writing, a high level of detail, and the authors’ exceptional skill in fully integrating the 'what,' 'why,' and 'how.'"--Judith A. Schickedanz, PhD, School of Education (Emerita), Boston University -Table of Contents1. The Importance of Speaking and Listening in Early Literacy 2. Planning for Talking, Reading, and Writing a Lot 3. Literacy Centers and Activities 4. Nurturing Young Children’s Language and Conversational Skills 5. Developing Children’s Listening Comprehension 6. Reading with Children at Home 7. Putting It All Together in the Early Childhood Classroom Appendix A. Selected Literature for the Preschool Classroom Appendix B. E-Book Quality Rating Tool Appendix C. Storytelling Ideas for Developing Comprehension Appendix D. Guided Participation Framework Appendix E. Recommended Resources for New and Alternative Literacies References Index

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Book SynopsisGrasping the meaning of a text enables K-8 students to appreciate its language and structure through close reading, which in turn leads to deeper comprehension. This book explains the relationship between comprehension and close reading and offers step-by-step guidelines for teaching both of these key elements of literacy. Reproducible lessons are shared for eight engaging texts (excerpts from fiction, nonfiction, and poetry), complete with discussion tips, queries that scaffold comprehension, close reading activities, and connections to the Common Core State Standards (CCSS). The authors model lesson development and guide teachers in constructing their own lessons. Texts for 10 additional lessons are provided in the Appendix. Purchasers get access to a Web page where they can download and print all 18 texts in a convenient 8 1/2 x 11 size.Trade Review"If you think you already know all you need to about close reading, think again. Beck and Sandora have produced one of the most effective, comprehensive resources I've seen for professional development in reading comprehension. The format is user friendly, and the lessons are well described and engaging. This book should be on every teacher’s desk, and it is a 'must have' for students in teacher education programs and for reading specialists and professional development providers. Administrators, take note: this book demonstrates what you should be looking for when evaluating an excellent reading lesson."--Rachel L. McCormack, EdD, Professor of Literacy Education, School of Education, Roger Williams University "This book is a home run! Educators looking to implement a comprehensive approach to planning deep and meaningful lessons will appreciate this powerful resource. Beck and Sandora demystify the comprehension and close reading puzzle and provide instructional routines, text-based examples, and practical commentary. Reading the book feels like you are engaging in clear and concrete professional development. A 'must have' for any teacher who wants to take text-based instruction to the next level and meet the rigorous demands of the CCSS."--Lisa M. Yonek, PhD, Elementary Literacy Supervisor, Pittsburgh, Pennsylvania, Public Schools "Situated in generative theory and research, this book is above all practical. As promised, the book delivers on the 'why' and the 'how': it both makes a compelling case for close reading and provides comprehensive and wise assistance to teachers."--Jeffrey D. Wilhelm, PhD, Distinguished Professor of English Education, Boise State University "Illuminating Comprehension and Close Reading has immediately earned a top spot in my professional library. Beck and Sandora offer a four-step approach to creating meaningful lessons for students with varying degrees of experience with close reading. They provide in-depth lesson examples for narrative and informational texts (with texts supplied for readers to photocopy or download), as well as guided practice opportunities for readers to create their own lessons. One of the most exciting features is the detailed explanation of how to develop queries that focus student attention on important text content, vocabulary and language use, elements of genre, and techniques of the writer."--Susan Watts Taffe, PhD, School of Education, University of Cincinnati -Table of ContentsI. The Hows and Whys of Comprehension and Close Reading 1. Overview and Rationale 2. A Sprint through Theory and Research: From Questioning the Author to the Present 3. Queries and the Role They Play in Discussion 4. Just the Gist: Developing Instruction for Basic Comprehension 5. Close Reading: Gist to Grist 6. A Closer Look at Close Reading: Modeling the Development of Close Reading Activities 7. Your Turn for a Narrative 8. Your Turn for an Informational Article 9. Poetry: A Treasure Chest of Close Reading 10. Younger Students: Last but Far from Least Frequently Asked Questions II. Text Lessons for Comprehension and Close Reading Lesson 1. Does an Elephant Never Forget? Lesson 2. Li Ju and the Magic Tapestry Lesson 3. Arachne, the Spinner Lesson 4. Tribute to a Dog Lesson 5. The Lady, or the Tiger? Lesson 6. The Hound of the Baskervilles Lesson 7. The Tell-Tale Heart Lesson 8.John F. Kennedy's Inaugural Address Appendix. Reproducible Texts from Part One Common Core State Standards

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Book SynopsisGaining the skills to critically read a wide variety of informational texts is more important than ever for today's K-12 students. This carefully crafted book offers 40 standards-based instructional activities that teachers can immediately put to use in the classroom. Clear rationales and step-by-step instructions are provided for implementing each strategy, together with helpful classroom examples and suggested texts for different grade levels. In a large-size format for easy photocopying, the book includes 44 reproducible worksheets. Purchasers get access to a Web page where they can download and print the reproducible materials. (Prior edition title: 35 Strategies for Guiding Readers through Informational Texts.) New to This Edition *Now features more strategies, including 16 that are completely new. *Explicit links throughout to the Common Core State Standards (CCSS) and other current standards. *Two additional strands of activities: Reading Closely anTrade Review"I already use the prior edition of this book to plan my weekly informational text lessons efficiently, but the new edition is even better. It is opening my eyes to even more possibilities to better serve the needs of my students. The strategies are presented in a clear format that can be easily adapted to any curriculum, and are up to date with the CCSS. Classroom teachers, resource teachers, and intervention specialists can use the strategies in whole-class or small-group instruction. When these strategies are implemented, students of all levels are engaged in meaningful discussions and writing activities."--Arlene Rodriguez Sanchez, MEd, third-grade teacher and reading specialist, San Diego Unified School District "Teachers will find this book a treasure trove of practical, research-based best-practice strategies. 40 Strategies for Guiding Readers through Informational Texts builds on the previous edition with additional strategies that utilize close reading, citing text evidence, synthesizing information across sources, and text-dependent questions. This is definitely the right book at the right time. It will be useful for staff development and as a supplemental textbook in literacy methods classes."--Terrell A. Young, EdD, Department of Teacher Education, Brigham Young University "This is one of the best books I have seen for supporting the explicit instruction of informational texts. The authors provide an easy-to-use guide for teachers at any grade level, including classroom examples and authentic text recommendations. Each research-based strategy is presented alongside corresponding Common Core standards. This professional resource is the one I will recommend to my colleagues and teacher candidates, no matter what curricular materials they currently use."--Julie Barkley, MA, academic coach, St. Cloud School District, Minnesota -Table of ContentsIntroduction I. Getting Started Strategies Strategy 1. Planning a Lesson with Informational Text Strategy 2. Understanding and Evaluating Informational Texts Strategy 3. Assessing Text Complexity Strategy 4. Shared Reading and Text Feature Search II. Building Background Strategies Strategy 5. Anticipation Guide Strategy 6. KWHL: K = (What I Know), W = (What I Want to Know). H = (How I Will Find Out), L = (What I Learned) Strategy 7. KLEW: K = (What I Know), L = (What I Learned), E = (What Evidence Do I Have for My Learning?), W = (What Additional Questions or Wonderings Do I Have?) Strategy 8. Table of Contents Prediction Strategy 9. Imagine, Elaborate, Predict, and Confirm III. Vocabulary Strategies Strategy 10. Word Map Strategy 11. SLAP: S = (Say the word and write it here.), L = (Look for context clues. List them here.), A = (Ask myself what it means and write it here.), P = (Put the synonym in the sentence and write it here. Does it make sense? If not, start over with steps 3 and 4.) Strategy 12. Root Wheel Strategy 13. List–Group–Label Strategy 14. Word Sort Strategy 15. Semantic Feature Analysis IV. Reading Closely Strategies Strategy 16. Close Reading Strategy 17. Close Thinking Strategy 18. Text Annotation Strategy 19. Text Dependent Questions Strategy 20. Thinking Aloud Strategy 21. Sticky Notes Bookmark V. Comprehension Strategies Strategy 22. Study Guide Strategy 23. Four Box Comment Card Strategy 24. I Chart Strategy 25. CAATS: Creator, Assumptions, Audience/User, Time and Place, Significance Strategy 26. Text Structures Strategy 27. Interactive Notebook VI. Discussion Strategies Strategy 28. Discussion Web Strategy 29. 4–3–2–1 Discussion Strategy 30. Intra Act Strategy 31. Talking Points Strategy 32. Three Step Interview Strategy 33. 3 Minute Pause VII. Writing Strategies Strategy 34. Readers' Theatre Strategy 35. Paragraph Writing Frames Strategy 36. I Used to Think . . . but Now I Know . . . Strategy 37. Summary Writing Strategy 38. CLIQUES: CL, Claim; I, Introduction of Quotation; QU, Quotation; E, Explanation of Quotation; S, So What? Strategy 39. EPIC: E, Evidence; P, Patterns; I, Inquiry; C, Claims Strategy 40. Two Column Journal Appendix. Recommended Materials

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Book SynopsisIn our knowledge-based society, K-8 students need to develop increasingly sophisticated skills to read, write, and speak for a wide variety of purposes and audiences. Including an extended case example from a linguistically diverse school (nearly 75% English learners), this book guides school leaders to design and implement advanced literacy instruction through four key shifts: strengthening the instructional core, giving data a central role, using a shared curriculum, and providing supportive and tailored professional development. Reproducible forms and templates facilitate planning and implementation of schoolwide initiatives. Purchasers get access to a webpage where they can download and print the reproducible materials in a convenient 8 1/2 x 11 size.Trade Review"This book has one foot anchored in current literacy research and theory and the other solidly grounded in the realities of classroom practice in today's schools. Lesaux, Galloway, and Marietta provide teachers, teacher educators, and researchers with a useful, valid framework for making important decisions about the particular pedagogical and curricular pathways that individual students should travel on their journey toward competence and confidence as readers and writers. The book gives special prominence to English language learners, the population that provides the most vexing challenge to our educational system. It will help teachers employ the considerable resources that all students bring to the classroom while developing plans to meet their considerable needs--one child at a time."--P. David Pearson, PhD, Evelyn Lois Corey Chair in Instructional Science, University of California, Berkeley "A compelling call to action, this book shows that increasing students' literacy competencies is dependent not on more assessment, but rather on using assessment appropriately to strengthen the instructional core. The authors describe the hallmarks of advanced literacy and articulate four key shifts, including a model of professional development that reflects sustained collaborative learning. Presenting relevant research and a 21st-century definition of advanced literacy, the book offers a blueprint and practical tools for strengthening professional learning practices and instruction in classrooms and across schools. This is a 'must read' for educators committed to supporting success for all learners."--Ann Iparraguirre, EdD, ELL Instructional Lead (Manhattan), New York City Public Schools "This is an essential, comprehensive work for educators seeking to effect change to core literacy instruction in order to diminish the need for widespread intervention. It describes strategies that can benefit the entire school community and shows how to avoid common pitfalls of reform efforts. In this time of high standards, the book provides specific guidance for advanced literacy instruction for linguistically diverse students. A brilliant how-to resource!"--Angelica M. Infante, MA, former CEO, Office of English Language Learners, New York City Department of Education -This text is well structured to support the implementation of advanced literacies curriculum and practices….Readers will welcome the authors' direct approach to a complex endeavor. Particular features make the book a rich, yet readily accessible reference, for example, the figures and charts that summarize key ideas. In addition, the book concludes with a practical Appendix titled 'A Leader's Compendium of Tools' that provides reproducible guides for implementing and monitoring the key shifts that are the focus of the book….Teaching Advanced Literacy Skills is a refreshing and timely contribution to the literatures on literacy education and school leadership. Lesaux, Galloway, and Marietta are unswerving in their mission to promote advanced literacies for all students in our increasingly diverse nation. They expertly synthesize the latest academic research and present a comprehensive, informed guide for creating coherent and sustained literacy reform. School leaders would do well to share the ideas in this book with their faculty to gain their support as they embark on a journey toward teaching students advanced literacies. For schools already on this journey, this book provides a sound framework for checking progress and moving forward. In summary, Lesaux, Galloway, and Marietta's text is an excellent guide for school leaders who are not simply focused on students' short-term gains, but rather, on the long-term capacities required for success in the 21st century.--Journal of Education, 01/01/2016Table of ContentsI. Advanced Literacies for the 21st Century 1. Rethinking Literacy and Its Leadership for the 21st Century 2. Defining Advanced Literacies 3. Defining Instructional Leadership for Advanced Literacies II. Leading the Implementation of Four Key Site-Based Shifts for Progress 4. Revisiting and Strengthening the Instructional Core 5. Placing Data at the Core of the Literacy Improvement Effort 6. Using a Shared Curriculum or Platform to Support Daily Teaching and Learning 7. Leading the Implementation of Sustained Approaches to Staff Development III. Moving Forward at a School Site 8. Bringing It All Together: Generating a Blueprint for Advanced Literacies Instruction Conclusion: Leading Advanced Literacies Instruction Appendix: A Leader’s Compendium of Tools References Index

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Book SynopsisIn our knowledge-based society, K-8 students need to develop increasingly sophisticated skills to read, write, and speak for a wide variety of purposes and audiences. Including an extended case example from a linguistically diverse school (nearly 75% English learners), this book guides school leaders to design and implement advanced literacy instruction through four key shifts: strengthening the instructional core, giving data a central role, using a shared curriculum, and providing supportive and tailored professional development. Reproducible forms and templates facilitate planning and implementation of schoolwide initiatives. Purchasers get access to a webpage where they can download and print the reproducible materials in a convenient 8 1/2 x 11 size.Trade Review"This book has one foot anchored in current literacy research and theory and the other solidly grounded in the realities of classroom practice in today's schools. Lesaux, Galloway, and Marietta provide teachers, teacher educators, and researchers with a useful, valid framework for making important decisions about the particular pedagogical and curricular pathways that individual students should travel on their journey toward competence and confidence as readers and writers. The book gives special prominence to English language learners, the population that provides the most vexing challenge to our educational system. It will help teachers employ the considerable resources that all students bring to the classroom while developing plans to meet their considerable needs--one child at a time."--P. David Pearson, PhD, Evelyn Lois Corey Chair in Instructional Science, University of California, Berkeley "A compelling call to action, this book shows that increasing students' literacy competencies is dependent not on more assessment, but rather on using assessment appropriately to strengthen the instructional core. The authors describe the hallmarks of advanced literacy and articulate four key shifts, including a model of professional development that reflects sustained collaborative learning. Presenting relevant research and a 21st-century definition of advanced literacy, the book offers a blueprint and practical tools for strengthening professional learning practices and instruction in classrooms and across schools. This is a 'must read' for educators committed to supporting success for all learners."--Ann Iparraguirre, EdD, ELL Instructional Lead (Manhattan), New York City Public Schools "This is an essential, comprehensive work for educators seeking to effect change to core literacy instruction in order to diminish the need for widespread intervention. It describes strategies that can benefit the entire school community and shows how to avoid common pitfalls of reform efforts. In this time of high standards, the book provides specific guidance for advanced literacy instruction for linguistically diverse students. A brilliant how-to resource!"--Angelica M. Infante, MA, former CEO, Office of English Language Learners, New York City Department of Education -This text is well structured to support the implementation of advanced literacies curriculum and practices….Readers will welcome the authors' direct approach to a complex endeavor. Particular features make the book a rich, yet readily accessible reference, for example, the figures and charts that summarize key ideas. In addition, the book concludes with a practical Appendix titled 'A Leader's Compendium of Tools' that provides reproducible guides for implementing and monitoring the key shifts that are the focus of the book….Teaching Advanced Literacy Skills is a refreshing and timely contribution to the literatures on literacy education and school leadership. Lesaux, Galloway, and Marietta are unswerving in their mission to promote advanced literacies for all students in our increasingly diverse nation. They expertly synthesize the latest academic research and present a comprehensive, informed guide for creating coherent and sustained literacy reform. School leaders would do well to share the ideas in this book with their faculty to gain their support as they embark on a journey toward teaching students advanced literacies. For schools already on this journey, this book provides a sound framework for checking progress and moving forward. In summary, Lesaux, Galloway, and Marietta's text is an excellent guide for school leaders who are not simply focused on students' short-term gains, but rather, on the long-term capacities required for success in the 21st century.--Journal of Education, 01/01/2016Table of ContentsI. Advanced Literacies for the 21st Century 1. Rethinking Literacy and Its Leadership for the 21st Century 2. Defining Advanced Literacies 3. Defining Instructional Leadership for Advanced Literacies II. Leading the Implementation of Four Key Site-Based Shifts for Progress 4. Revisiting and Strengthening the Instructional Core 5. Placing Data at the Core of the Literacy Improvement Effort 6. Using a Shared Curriculum or Platform to Support Daily Teaching and Learning 7. Leading the Implementation of Sustained Approaches to Staff Development III. Moving Forward at a School Site 8. Bringing It All Together: Generating a Blueprint for Advanced Literacies Instruction Conclusion: Leading Advanced Literacies Instruction Appendix: A Leader’s Compendium of Tools References Index

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Book SynopsisFilled with clear explanations and doable strategies, this book helps PreK-2 teachers juggle the demands of planning effective instruction and creating a literacy-rich classroom environment. Realistic vignettes illustrate how to set goals, develop standards-based curricula and assessments, establish routines, and organize the classroom space and the daily schedule. The authors demonstrate the nuts and bolts of building an exemplary classroom library and professional teaching library, collaborating as a team with other teachers and specialists, preparing report cards, and communicating with families. Several reproducible forms can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review"This book is a 'must' for classroom teachers, literacy coaches, and administrators. The big picture--literacy development--is broken into manageable pieces. Effective teaching practices, along with a wealth of resources, are provided throughout. A classroom teacher can follow the steps from cover to cover and ultimately create a successful literacy classroom. I call this book the 'all-in-one literacy organizer' for teachers."--Dana D. Williams, MEd, instructional coach, Louisville Academy, Louisville, Georgia "The book flows well and provides absolutely necessary information for new educators. Even as an experienced teacher, I found many ideas to help improve my own teaching style and techniques. I already follow the authors' framework for organizing my reading and writing instruction, and my students are doing fabulously!"--Ashley Adlam-Hernandez, MEd, kindergarten teacher, Blades Elementary School, Seaford, Delaware "Walpole and McKenna have crafted a work that is certain to be valuable to both novice and veteran teachers. This comprehensive book not only explores reading assessment and instruction, but also provides important insights on how to organize primary classrooms. Filled with examples of thoughtful classroom practices, the volume will inform and inspire teachers who are dedicated to helping all children become readers and writers. It addresses a range of challenges that many other works overlook, including the demand for data-driven instruction, ways to collaborate with colleagues, and how to differentiate instruction and establish routines in bustling classrooms."--Catherine Compton-Lilly, PhD, Department of Curriculum and Instruction, University of Wisconsin–Madison "Teachers will appreciate this comprehensive, practical, and well-rounded book. It offers a wealth of resources and could very well serve as a blueprint for organizing the early literacy classroom. Educators are guided to successfully create assessment plans, set and reach learning goals, and take control of their own professional growth by beginning with the simple ‘microhabit’ of reading."--Natasha M. Parker, EdS, Instructional Coach, Carver Elementary School, Wadley, Georgia -Table of Contents1. Setting Teaching and Learning Goals 2. Building a Professional Library 3. Understanding Your Curriculum 4. Creating an Assessment Plan 5. Linking Assessments to Report Cards 6. Organizing Your Space 7. Organizing Your Time 8. Organizing Your Team 9. Organizing Your Children's Books 10. Establishing Routines 11. Planning Communications with Families References

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Book SynopsisFilled with clear explanations and doable strategies, this book helps PreK-2 teachers juggle the demands of planning effective instruction and creating a literacy-rich classroom environment. Realistic vignettes illustrate how to set goals, develop standards-based curricula and assessments, establish routines, and organize the classroom space and the daily schedule. The authors demonstrate the nuts and bolts of building an exemplary classroom library and professional teaching library, collaborating as a team with other teachers and specialists, preparing report cards, and communicating with families. Several reproducible forms can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review"This book is a 'must' for classroom teachers, literacy coaches, and administrators. The big picture--literacy development--is broken into manageable pieces. Effective teaching practices, along with a wealth of resources, are provided throughout. A classroom teacher can follow the steps from cover to cover and ultimately create a successful literacy classroom. I call this book the 'all-in-one literacy organizer' for teachers."--Dana D. Williams, MEd, instructional coach, Louisville Academy, Louisville, Georgia "The book flows well and provides absolutely necessary information for new educators. Even as an experienced teacher, I found many ideas to help improve my own teaching style and techniques. I already follow the authors' framework for organizing my reading and writing instruction, and my students are doing fabulously!"--Ashley Adlam-Hernandez, MEd, kindergarten teacher, Blades Elementary School, Seaford, Delaware "Walpole and McKenna have crafted a work that is certain to be valuable to both novice and veteran teachers. This comprehensive book not only explores reading assessment and instruction, but also provides important insights on how to organize primary classrooms. Filled with examples of thoughtful classroom practices, the volume will inform and inspire teachers who are dedicated to helping all children become readers and writers. It addresses a range of challenges that many other works overlook, including the demand for data-driven instruction, ways to collaborate with colleagues, and how to differentiate instruction and establish routines in bustling classrooms."--Catherine Compton-Lilly, PhD, Department of Curriculum and Instruction, University of Wisconsin–Madison "Teachers will appreciate this comprehensive, practical, and well-rounded book. It offers a wealth of resources and could very well serve as a blueprint for organizing the early literacy classroom. Educators are guided to successfully create assessment plans, set and reach learning goals, and take control of their own professional growth by beginning with the simple ‘microhabit’ of reading."--Natasha M. Parker, EdS, Instructional Coach, Carver Elementary School, Wadley, Georgia -Table of Contents1. Setting Teaching and Learning Goals 2. Building a Professional Library 3. Understanding Your Curriculum 4. Creating an Assessment Plan 5. Linking Assessments to Report Cards 6. Organizing Your Space 7. Organizing Your Time 8. Organizing Your Team 9. Organizing Your Children's Books 10. Establishing Routines 11. Planning Communications with Families References

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Book SynopsisAs the number of students learning English in elementary schools across the country continues to grow, so does the body of research on their literacy development. This respected course text and teacher resource synthesizes cutting-edge scholarship on how to teach English learners (ELs) at all levels of English proficiency. Accessible chapters on key components of reading and writing combine theoretical issues with practical suggestions for the classroom. Case studies, vignettes, and samples of student work illustrate both the challenges facing emergent bilingual students and the types of high-quality instruction that can help them succeed. New to This Edition *Incorporates the latest research and key current topics, such as bilingual assessment. *Chapter on vocabulary instruction across the elementary grades. *Chapter on collaborative teaching and how to structure it. *Covers implementation of the Common Core State Standards with ELs.Trade Review"I enjoyed reading this whole volume--it covers all the current topics in the field. The book's strength lies in its grounding in a comprehensive literacy development framework that integrates linguistic, psychological, sociological, cultural, and educational perspectives, and that views the teacher as a reflective practitioner and collaborator. All components of literacy (phonemic awareness, phonics, fluency, vocabulary, comprehension, writing) are addressed, making the book a valuable resource for preservice and inservice elementary educators."--Margarita Calderón, PhD, Professor Emerita and Senior Research Scientist, School of Education, Johns Hopkins University "Literacy Development with English Learners, Second Edition, affords teachers, instructional coaches, and teacher educators the opportunity to have an up-to-date, research-based guide at their fingertips. This edition provides a thorough look at the critical components educators need to help our growing population of English learners achieve academic success. Taking a multifaceted approach that involves both classroom instruction and culturally relevant practices, the book provides usable suggestions for establishing an effective literacy program for English learners."--Lori Henry, EL Coordinator, Austin Public Schools, Minnesota "I only wish this book were small enough to fit into my pocket, because it gives teachers, principals, and literacy coaches exactly what we need as we work every day to create the richest possible environments for English learners--and to deliver the kind of specific, targeted, explicit instruction that will accelerate their progress. The authors in this all-star cast draw on up-to-date research while keeping the hectic pace of classroom life in mind. The book is studded with stories of kids, lists of tips, and inspirational passages that can provide us with North Star guidance."--Lucy Calkins, PhD, Robinson Professor of Children’s Literature and Founding Director, Teachers College Reading and Writing Project, Teachers College, Columbia University "Kudos to Helman and her contributors for providing a comprehensive and cohesive text designed for courses targeting the language and literacy development of ELs. The expanded second edition communicates theoretical foundations, positive dispositions, and research-based practices that preservice and inservice teachers can enact to upgrade instruction. This teacher-friendly book is infused with respect for students, teachers, and the processes they engage in to be successful."--Kathleen A. J. Mohr, EdD, School of Teacher Education and Leadership, Utah State University "Offers literacy instructors contextualized discussions of the knowledge, skills, dispositions, and issues associated with teaching English language learners. The chapters include real-life scenarios that ground the content in relatable situations."--Kathryn Prater, PhD, elementary English teacher, The Magellan International School, Austin, Texas -Table of Contents1. Factors Influencing Second Language Literacy Development: A Roadmap for Teachers, Lori Helman 2. Culturally Responsive Instruction: Application to Multiethnic, Multilingual Classrooms, Kathryn H. Au 3. Explicit Language Instruction: A Key to Academic Success for English Learners, Susana Dutro, Raquel Mendia Núñez, & Lori Helman 4. Improving the Language and Literacy Assessment of Emergent Bilinguals, Georgia Earnest García & Christina P. DeNicolo 5. The Literacy Development of Emergent Bilinguals: What Do We Know about Each Student's Literacy Development?, Donald R. Bear & Regina E. Smith 6. Emergent Literacy: Planting the Seeds for Accomplished Reading and Writing, Lori Helman 7. Opening Doors to Texts: Planning Effective Phonics Instruction with Emergent Bilinguals, Lori Helman 8. English Learners and Fluency Development: More Than Speed and Accuracy, M. Kristiina Montero & Melanie R. Kuhn 9. Exploring Ways to Foster the Reading Comprehension of English Learners: Learning from Yeng and Luis, Cynthia H. Brock, Rachel G. Salas, Suzette Serafini Youngs, & Eleni Oikonomidoy 10. Vocabulary Instruction for English Learners across the Elementary Grades, Rebecca D. Silverman, Ana Taboada Barber, C. Brie Doyle, & Shane Templeton 11. Examining Teacher Dispositions toward Linguistically and Culturally Diverse Students, Julie L. Pennington & Rachel G. Salas 12. Collaborative Practices to Support Implementation of the Common Core State Standards with K-5 English Learners, Andrea Honigsfeld & Maria G. Dove with Christine Seebach & Kyriaki Dimitrakakis 13. Effective Instructional Practices for Emergent Bilinguals, Lori Helman 14. Literacy Development with English Learners: Concluding Thoughts, Lori Helman Index

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Book SynopsisLiteracy learning clubs are highly motivating small-group collaborations that can improve tweens' and teens' academic achievement, support their social-emotional development, and increase their enjoyment of reading and writing. This book explains the research basis for the author's approach and offers practical instructions for implementation in English language arts, social studies, science, and mathematics classrooms, illustrated with detailed case examples. Links to the Common Core State Standards are identified, and multimodal methods and new literacies emphasized throughout. User-friendly features include end-of-chapter reflection questions and suggested activities. The Appendix provides reproducible planning forms and handouts that can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review"Casey shows how literacy learning clubs help students develop the social, emotional, and cognitive skills necessary for effective communication and participation in mutually supportive learning communities. Numerous examples illustrate how clubs operate in discipline-specific classrooms and demonstrate ways to incorporate digital tools and social media. Inservice and preservice teachers will enjoy the user-friendly 'Questions for Reflection' and the individual and collaborative 'Activities to Consider' that conclude each chapter. Most unique is the chapter on how these clubs can promote civic engagement."--Jill Lewis-Spector, EdD, Department of Literacy Education (Emerita), New Jersey City University; past president, International Literacy Association "This book was a delight to read, and I am eager to apply some of the strategies in my classroom. The book should be in the hands of all teachers in grades 4–8 as they work to build students' critical literacy and learning skills and help them make sense of their world. Content-area teachers will find ways to integrate literacy into all disciplines, including classroom scenarios, research, and practical ideas for implementation."--Linda Biondi, MAT, MSEd, fourth-grade teacher, Sharon Elementary School, Robbinsville, New Jersey "Provides a unique perspective on the learning needs of upper elementary and middle-grade students. Caseyaddresses the challenges of developing instructional strategies that target the learner's need for authenticity, relevancy, and collaboration while scaffolding and supporting accountable participation. This book empowers teachers to embrace the social nature of learning and bring balance to the literacy needs of students across all subject areas."--Laura Beth Fay, MEd, language arts teacher, Gilmore J. Fisher Middle School, Ewing, New Jersey "This great book is a timely description of what it means for students in grades 4–8 to become members of 'the literacy club,' as renowned educator Frank Smith characterized the social nature of reading. Casey shows how to implement actual literacy clubs in real classrooms, offering the most comprehensive guide that I have seen. A 'must read' for teachers who want to make reading come alive for their students."--Susan Lenski, EdD, Department of Curriculum and Instruction, Portland State University "Casey invites us to learn alongside her in this remarkable book. Research confirms the links between literacy, motivation, and engagement. Casey demonstrates how using the inquiry-driven model of the literacy learning club can be transformative for today's students, allowing for deeper and more meaningful learning."--Bev Gallagher, MEd, Princeton Day School, New Jersey -Table of ContentsI. The Research, Theory, and Pedagogy of Literacy Learning Clubs 1. Joining the Club 2. 21st-Century Membership 3. Literacy Learning Clubs in Action II: Literacy Learning Clubs Inside the Disciplines 4. Literacy Learning Clubs in English Language Arts 5. Literacy Learning Clubs in Social Studies 6. Literacy Learning Clubs in Science 7. Literacy Learning Clubs in Mathematics 8. Literacy Learning Clubs in Special Areas III: Literacy Learning Clubs Outside the Classroom 9. Literacy Learning Clubs for Civic Engagement 10. Literacy Learning Clubs to Support Schoolwide Literacy Efforts Appendix. Sample Planning Guides, Forms, and Resources References Index

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Book SynopsisLiteracy learning clubs are highly motivating small-group collaborations that can improve tweens' and teens' academic achievement, support their social-emotional development, and increase their enjoyment of reading and writing. This book explains the research basis for the author's approach and offers practical instructions for implementation in English language arts, social studies, science, and mathematics classrooms, illustrated with detailed case examples. Links to the Common Core State Standards are identified, and multimodal methods and new literacies emphasized throughout. User-friendly features include end-of-chapter reflection questions and suggested activities. The Appendix provides reproducible planning forms and handouts that can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review"Casey shows how literacy learning clubs help students develop the social, emotional, and cognitive skills necessary for effective communication and participation in mutually supportive learning communities. Numerous examples illustrate how clubs operate in discipline-specific classrooms and demonstrate ways to incorporate digital tools and social media. Inservice and preservice teachers will enjoy the user-friendly 'Questions for Reflection' and the individual and collaborative 'Activities to Consider' that conclude each chapter. Most unique is the chapter on how these clubs can promote civic engagement."--Jill Lewis-Spector, EdD, Department of Literacy Education (Emerita), New Jersey City University; past president, International Literacy Association "This book was a delight to read, and I am eager to apply some of the strategies in my classroom. The book should be in the hands of all teachers in grades 4–8 as they work to build students' critical literacy and learning skills and help them make sense of their world. Content-area teachers will find ways to integrate literacy into all disciplines, including classroom scenarios, research, and practical ideas for implementation."--Linda Biondi, MAT, MSEd, fourth-grade teacher, Sharon Elementary School, Robbinsville, New Jersey "Provides a unique perspective on the learning needs of upper elementary and middle-grade students. Caseyaddresses the challenges of developing instructional strategies that target the learner's need for authenticity, relevancy, and collaboration while scaffolding and supporting accountable participation. This book empowers teachers to embrace the social nature of learning and bring balance to the literacy needs of students across all subject areas."--Laura Beth Fay, MEd, language arts teacher, Gilmore J. Fisher Middle School, Ewing, New Jersey "This great book is a timely description of what it means for students in grades 4–8 to become members of 'the literacy club,' as renowned educator Frank Smith characterized the social nature of reading. Casey shows how to implement actual literacy clubs in real classrooms, offering the most comprehensive guide that I have seen. A 'must read' for teachers who want to make reading come alive for their students."--Susan Lenski, EdD, Department of Curriculum and Instruction, Portland State University "Casey invites us to learn alongside her in this remarkable book. Research confirms the links between literacy, motivation, and engagement. Casey demonstrates how using the inquiry-driven model of the literacy learning club can be transformative for today's students, allowing for deeper and more meaningful learning."--Bev Gallagher, MEd, Princeton Day School, New Jersey -Table of ContentsI. The Research, Theory, and Pedagogy of Literacy Learning Clubs 1. Joining the Club 2. 21st-Century Membership 3. Literacy Learning Clubs in Action II: Literacy Learning Clubs Inside the Disciplines 4. Literacy Learning Clubs in English Language Arts 5. Literacy Learning Clubs in Social Studies 6. Literacy Learning Clubs in Science 7. Literacy Learning Clubs in Mathematics 8. Literacy Learning Clubs in Special Areas III: Literacy Learning Clubs Outside the Classroom 9. Literacy Learning Clubs for Civic Engagement 10. Literacy Learning Clubs to Support Schoolwide Literacy Efforts Appendix. Sample Planning Guides, Forms, and Resources References Index

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Book SynopsisTens of thousands of K-3 teachers have relied on this book--now revised and expanded with more than 50% new material--to plan and deliver effective literacy instruction tailored to each student's needs. The authors provide a detailed framework for implementing differentiated small-group instruction over multiweek cycles. Each component of the beginning reading program is addressed--phonological awareness, word recognition, fluency, vocabulary, and comprehension. In a large-size format for easy photocopying, the book includes dozens of reproducible lesson plans, instructional activities, assessment forms, and other tools. Purchasers get access to a webpage where they can download and print the reproducible materials. New in 2024: A free online-only Study Guide by Sharon Walpole presents commentary and discussion questions for each chapter from a science-of-reading perspective--available for download at www.guilford.com/walpole-studyguide. New to This EditionTrade Review"A smart, 'must-have' book for teachers, interventionists, and literacy coaches. Walpole and McKenna present a roadmap for a coordinated approach to assessment and instruction, while keeping the focus on the needs of individual students. The volume offers cost-effective models of instruction to meet the diverse needs of young learners. The many reproducible lesson plans and other tools are a bonus!"--Jennifer Allen, MEd, literacy specialist/coach, Waterville Public Schools, Maine "This practical book provides the specific guidance needed for precision teaching that differentiates reading instruction in daily practice. The authors answer the many 'how-to' questions about planning and logistics that beginning (and even more experienced) teachers are likely to have. The lesson plans are certain to be well thumbed, not only as instruction-ready resources, but also as models for creating additional lessons targeting essential skills. This second edition will be a welcome addition to the professional libraries of all educators who want to provide high-quality primary-grade reading instruction."--Kathleen A. Roskos, PhD, Department of Education and School Psychology, John Carroll University "The book's realistic, straightforward approach to differentiation provides teachers a viable way to embed differentiation into the classroom. The step-by-step plans and assessment system enhance professional learning. Teachers will appreciate how this book helps them plan and problem solve."--Cary B. Riches, EdD, Director of Curriculum and Instruction (PreK-12), Brandywine School District, Wilmington, Delaware -Table of Contents1. Setting the Stage 2. Models of Differentiation and Tiered Instruction 3. Using Assessments to Guide Differentiation 4. Targeting Phonological Awareness and Word Recognition 5. Targeting Word Recognition and Fluency 6. Targeting Fluency and Comprehension 7. Targeting Vocabulary and Comprehension 8. Making Differentiation Schoolwide

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Book SynopsisThis book has been replaced by Building Literacy with Multilingual Learners, Third Edition, ISBN 978-1-4625-5324-2.Trade Review"Lems, Miller, and Soro offer unusually well-constructed linkages between theories of second-language and literacy development and relevant instructional practices. The book is rich with illustrative examples as well as many useful strategies that educators can immediately implement in their classrooms. The authors are particularly effective in engaging and raising the reader’s interest--not only will educators gain enormous insight into the teaching and learning of second languages, but they also will enjoy the journey. This is an excellent text for teacher preparation courses related to second-language acquisition and bilingual education. I used the book in one of my classes and loved it. The content can serve as a basis for writing assignments, in-class discussion and analysis, presentations, and demonstrations of the sample teaching strategies."--Sonia W. Soltero, PhD, Chair, Department of Leadership, Language and Curriculum, DePaul University "This book is easy to read and does a superb job of combining theory with application. The authors introduce linguistic concepts in an accessible manner and present practical activities that teachers can start using right away to help ELLs master the pillars of reading. The chapter on the digital revolution provides a bridge to understanding the next generation of technology and how to incorporate it into language learning."--Margaret Gigous, MA, ELL specialist, Villa Park School District 45, Illinois “This practice-focused book is informed by current interdisciplinary research in reading, linguistics, second-language acquisition, and ESOL pedagogy. The authors provide a thorough, nontechnical explication of the relevance of language systems to reading and writing instruction. Important topics include how good readers sound out words and map phonemes onto graphemes. This is a valuable text for a range of graduate-level classes. The questions and exercises at the end of each chapter help readers apply what they have learned."--Kyle Perkins, PhD, Department of Teaching and Learning, Florida International University "An essential resource for teachers and researchers of ELLs. This book takes you on an exciting journey of learning about the critical role of literacy instruction in promoting L2 (second-language) acquisition. The book provides many useful ideas about how to turn what you have learned into good classroom teaching practice."--Etsuo Taguchi, MA, Professor in Applied Linguistics, Daito Bunka University, Japan "The second edition includes clear explanations of essential knowledge and practical skills while adding a focus on linguistics and digital tools. I adopted the first edition as a text for my graduate Reading Specialist practicum, but I also could see the book working beautifully in teacher education courses that focus on literacy, and in bilingual programs. My teacher education literacy courses emphasize strategies for building student-centered classrooms and making informed decisions for instruction. This book matches that strategy focus."--Mary Kay Moskal, EdD, Endowed Professor of Reading Recovery and Early Literacy, Saint Mary’s College of California -Table of ContentsGuide to Pronunciation in This Book 1. Big Ideas and Research That Guide the Profession 2. First-Language Influence in Second-Language Acquisition 3. ELL Oracy: Listening Comprehension and Oral Language Development 4. Learning to Read, Write, and Spell Words in English as a New Language 5. Using Morphemes to Learn Vocabulary 6. Word Formation Processes, Cognates, and Collocations 7. “The Same, but Different”: Reading Fluency in English as a New Language 8. Achieving Comprehension in L2 English Reading 9. Writing to Learn in English across the Curriculum 10. Literacy, Language Learning, and the Digital Revolution Glossary References Index

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Book SynopsisThis trusted teacher resource and course text provides a comprehensive approach to assessing and building children's word knowledge (grades K-8). Kathy Ganske shows how carefully planned word study can improve students' reading and writing skills while fostering their appreciation of language. Complete instructions are provided for implementing the Developmental Spelling Analysis (DSA), an easy-to-use assessment tool, and for tailoring instruction to learners' strengths and weaknesses. Numerous word lists, student work samples, and Literature Links are included, along with 27 reproducible forms. The large-size format facilitates photocopying. Purchasers also get access to a webpage where they can download and print the reproducible materials. New to This Edition: *Addresses the Common Core State Standards. *Incorporates additional activities and technology tips, plus updated research findings. *Chapter explaining the meaning of word study and its role in literacyTrade Review"Word Journeys is a revelation. It shows that word study and spelling are complex cognitive acts that require intentional instruction, student interaction, and talk. Once and for all, Ganske has ensured that no teacher will ever need to teach spelling the way so many of us were instructed as children, with a reliance on rote memorization at the expense of meaning. The rich materials in this book properly situate spelling and word study at the heart of meaningful language arts instruction."--Nancy Frey, PhD, Department of Educational Leadership, College of Education, San Diego State University "Ganske delves into the importance of meaningful experiences with words for expanding children's vocabulary and enhancing their understanding of the relationships between words. She shares practical ways to employ word study in the classroom and connect it to authentic reading and writing."--Angela Stewart, MEd, K-5 literacy staff developer, Richmond, Virginia "When it comes to good pedagogy about how to engage kids productively in the often unpredictable system of American spelling, there is nothing to match the combination of theoretical and practical 'centeredness' that I find in Word Journeys. I have been a fan of this work from the outset, and it has just gotten better with the second edition."--P. David Pearson, PhD, Evelyn Lois Corey Professor Emeritus of Instructional Science, Graduate School of Education, University of California, Berkeley "Word Journeys, Second Edition, helps teachers implement a high-quality, rigorous curriculum that embodies the kind of integrated teaching of spelling, vocabulary, word recognition, phonics, and phonemic awareness described in the Common Core State Standards. Ganske includes extensive insights into how to group students flexibly and differentiate instruction for diverse student needs. I have used and recommended this book extensively, with good reason--it is research based, comprehensive, and, most important, it works!"--Jeffery L. Williams, MEd, K-12 literacy coach and Reading Recovery teacher leader, Solon (Ohio) City Schools "This book incorporates the latest research on word knowledge into a conceptual framework for preservice and inservice teachers. Educators will find this book a useful, well-crafted tool--its organization is clear and easy to follow, and it is filled with information to guide the implementation of a word study program. Leading teachers through targeted planning and small-group instruction, Ganske takes the mystery out of how to teach words well."--Catherine A. Rosemary, PhD, Department of Education and Allied Studies, John Carroll University -Table of ContentsI. Understanding Word Study Contexts1. Word Study: Reading, Writing, and Language ConnectionsII. Understanding Children's Word Knowledge2. A Developmental Perspective3. Assessing Word Knowledge: The Developmental Spelling AnalysisIII. Fostering Children's Word Knowledge4. Planning Appropriate and Engaging Instruction5. Letter Name Word Study6. Within Word Pattern Word Study7. Syllable Juncture Word Study8. Derivational Constancy Word Study9. Questions and AnswersAppendix 1. Supplemental Word ListsAppendix 2. Reproducible Forms ResourcesGlossary

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Book SynopsisThis indispensable teacher resource and course text, now revised and updated, addresses the whats, whys, and how-tos of incorporating outstanding children's literature into the K8 reading program.Trade Review"Diverse children’s literature has the power to take us vicariously to lands and times we can only imagine, making immigrants of us all as we learn to walk in another’s path. This enthralling resource will help teachers facilitate this journey. Critically analyzing varying genres and formats of children’s literature, the authors invite teachers to successfully adopt high-quality books on a range of topics. This updated fifth edition is an invaluable resource."--Ruth McKoy Lowery, PhD, Department of Teaching and Learning, The Ohio State University "Offers a wealth of information for anyone who desires to support the reading development of children. In this interesting, well-written fifth edition, readers learn about exemplary children’s books from a wide variety of genres and cultures and discover evidence-based ideas for how to engage students effectively in the reading and discussion of these books. Preservice and practicing teachers alike will feel confident implementing the ideas shared by highly knowledgeable scholars in the field of children’s literature. Purchasing this book is a sound investment in your professional library."--Patricia E. Bandré, PhD, reading instructional specialist, Salina Public Schools, Kansas "An increased focus on using diverse literature in K-8 classrooms and several entirely new chapters make this fifth edition a great resource for teachers, teacher educators, and library media specialists who want to incorporate literature in the reading language arts curriculum. From a chapter on the arts, diversity, and picturebooks, to one focused on transitional chapter books, to another exploring nonfiction narrative styles, the material presented here helps teachers select literature and strategies that will engage and motivate their students."--Lee Galda, PhD, Marguerite Henry Professor of Children's and Young Adult Literature (Emerita), University of Minnesota "The fifth edition continues the legacy of earlier editions by remaining timely and relevant. It provides specific strategies that are grounded in research-based theory and accompanied by authentic examples of student interactions with high-quality books. Teachers will be inspired to use the best children’s literature available today to enrich their students' understanding of themselves and the world."--Junko Yokota, PhD, Director, Center for Teaching through Children’s Books, National Louis University -Table of ContentsI. Creating an Open Invitation for All 1. Reading Multiculturally, Globally, and Critically in Literacy Education: Books as Messengers for Diversity, Barbara A. Lehman 2. Creating Independent Readers: The Role of Reading Aloud and Sustained Silent Reading, Teri S. Lesesne, Lauren Aimonette Liang, & Adrienne Lowe 3. Addressing “Struggle”: Strengthening the Literary Bonds between Children and Books, Jennifer M. Graff II. Inviting Students with the Arts 4. Racially Diverse Children’s Literature and Arts Education, Alan R. Bailey & Jonda C. McNair 5. “Can We Play This Story?”: Story-Based Process Drama with Language Learners, Erin Greeter & Nancy Roser 6. Picturebook as Art Object: Developing Art Appreciation through Speculative Pondering, Cyndi Giorgis III. Inviting Students with Specific Genres and Special Formats 7. Biographical Picturebooks Are Winning Awards and Teachers’ and Students’ Attention, Deborah A. Wooten & Katie M. Rowe 8. “Really Reading” and Really Responding: Response and Deep Understanding with Transitional Readers, Lauren Aimonette Liang & Adrienne Lowe 9. Comics in the Classroom: Using Graphic Novels for Content Learning, Stergios Botzakis 10. To Develop Proficiency and Engagement, Give Series Books to Novice Readers!, Anne McGill-Franzen & Natalia Ward 11. “It Was Like Marc Was My Friend”: How Visible Authors of Nonfiction Reach Out to Their Readers, and How Readers Can Respond, Marc Aronson & Myra Zarnowski 12. Creating a Community of Poetry Enthusiasts, David L. Harrison IV. Resources to Help You Continue the Invitation 13. Where Do We Go from Here?: Resources to Connect, Engage, and Inspire, James W. Stiles & Thomas Crisp

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Book SynopsisTo be successful, teachers of English in grades 6â12 need more than basic content knowledge and classroom management skills. They need a deep understanding of the goals and principles of teaching literature, writing, oral discourse, and language in order to make sound instructional decisions. This engaging book explores the pedagogical foundations of the discipline and gives novice and future teachers specific guidance for creating effective, interesting learning experiences. The authors consider such questions as what makes a literary text worth studying, what students gain from literary analysis, how to make writing meaningful, and how to weave listening and speaking into every class meeting. Professional learning and course use are facilitated by end-of-chapter reflection questions, text boxes, and appendices showcasing exemplary learning activities.Trade Review"What do secondary school English teachers need to know in order to teach effectively? With so much contradictory information and advice available, a beginning (or veteran) teacher can be pulled in many directions simultaneously. This volume provides a coherent knowledge base for the teaching of English, one grounded in assumptions of constructivist learning, inductive in conception, based in activity, collaborative in design, and driven by student inquiry. This book should have tremendous value for any English teacher looking for both a theoretical framework to motivate instruction and practical ideas through which to realize it with kids."--Peter Smagorinsky, PhD, Department of Language and Literacy Education, University of Georgia "Pedagogical content knowledge, or knowing how to teach students to read, compose, problem-solve, and learn like experts, is unquestionably the centerpiece of expert teaching. McCann and Knapp have achieved something monumental and unprecedented by describing what this kind of knowledge might look like in each of the language arts. This book will surely be a touchstone of conversation and an informing guide for teachers, staff developers, and teacher educators for years to come."--Jeffrey D. Wilhelm, PhD, Distinguished Professor of English Education, Boise State University "Teaching on Solid Ground provides great swaths of history, perspective, and good ideas for high school and middle school English teachers, from two veterans with many decades of experience between them. The book focuses on what teachers should know about literature, writing, oral discourse, and language. It identifies key goals and offers lesson-planning suggestions and fascinating case studies that are attuned to the contemporary English classroom."--Ken Lindblom, PhD, Department of English, Stony Brook University "An audacious project. McCann and Knapp take on the huge question of what teachers of English language arts need to know in order to be effective practitioners. I don’t agree with everything the authors have written, but that’s not the point--indeed, they don't always agree with each other! The book made me think hard about what knowledge matters most. It is sure to provoke important professional conversations among both inservice and preservice teachers about what stands at the heart of their important work."--Michael W. Smith, PhD, Associate Dean for Graduate Programs and Faculty Affairs, College of Education, Temple University -Teaching on Solid Ground: Knowledge Foundations for the Teacher of English…is a call to English teachers and teacher educators to deeply consider what English teachers should know and be able to do….This book is based on McCann and Knapp's extensive experience as U.S.-based classroom teachers, researchers, and teacher educators who have witnessed many teacher candidates in action. Therefore, a real strength of the book is how McCann and Knapp, over seven chapters, uncover the complexity of an English teacher's job: the significant responsibility for knowledge and expertise across the territory of literature, writing, oral discourse, and language demands.--Journal of Language and Literacy Education, 10/17/2019Table of ContentsForeword, Carol D. Lee Introduction: The Importance of Pedagogical Content for the Teaching of English 1. Knowing the Territory of Literature 2. Teaching in the Territory of Literature 3. The Territory of Writing: What Makes for Good Writing? 4. The Territory of Writing: How Can We Facilitate Growth? 5. The Territory of Oral Discourse 6. The Territory of Language: What Do We Teach When We Teach Language? 7. What English Teachers Should Know Appendix A. What is the “Business” of Teaching English?: Profiles of English Teachers in Action Appendix B. Knowledge about Mode and Form: What Is a Tragedy? Appendix C. Practice with Rules of Notice and Rules of Significance Appendix D. Applying Rules of Notice and Signification Appendix E. Discovering Rules of Configuration Appendix F. A Case for Discussion and Written Response Appendix G. Drawing on Knowledge about Drama: Reading a Shakespeare Play as Performance Appendix H. Using Language Analysis to “Open” a Novel References

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Book SynopsisTo be successful, teachers of English in grades 6â12 need more than basic content knowledge and classroom management skills. They need a deep understanding of the goals and principles of teaching literature, writing, oral discourse, and language in order to make sound instructional decisions. This engaging book explores the pedagogical foundations of the discipline and gives novice and future teachers specific guidance for creating effective, interesting learning experiences. The authors consider such questions as what makes a literary text worth studying, what students gain from literary analysis, how to make writing meaningful, and how to weave listening and speaking into every class meeting. Professional learning and course use are facilitated by end-of-chapter reflection questions, text boxes, and appendices showcasing exemplary learning activities.Trade Review"What do secondary school English teachers need to know in order to teach effectively? With so much contradictory information and advice available, a beginning (or veteran) teacher can be pulled in many directions simultaneously. This volume provides a coherent knowledge base for the teaching of English, one grounded in assumptions of constructivist learning, inductive in conception, based in activity, collaborative in design, and driven by student inquiry. This book should have tremendous value for any English teacher looking for both a theoretical framework to motivate instruction and practical ideas through which to realize it with kids."--Peter Smagorinsky, PhD, Department of Language and Literacy Education, University of Georgia "Pedagogical content knowledge, or knowing how to teach students to read, compose, problem-solve, and learn like experts, is unquestionably the centerpiece of expert teaching. McCann and Knapp have achieved something monumental and unprecedented by describing what this kind of knowledge might look like in each of the language arts. This book will surely be a touchstone of conversation and an informing guide for teachers, staff developers, and teacher educators for years to come."--Jeffrey D. Wilhelm, PhD, Distinguished Professor of English Education, Boise State University "Teaching on Solid Ground provides great swaths of history, perspective, and good ideas for high school and middle school English teachers, from two veterans with many decades of experience between them. The book focuses on what teachers should know about literature, writing, oral discourse, and language. It identifies key goals and offers lesson-planning suggestions and fascinating case studies that are attuned to the contemporary English classroom."--Ken Lindblom, PhD, Department of English, Stony Brook University "An audacious project. McCann and Knapp take on the huge question of what teachers of English language arts need to know in order to be effective practitioners. I don’t agree with everything the authors have written, but that’s not the point--indeed, they don't always agree with each other! The book made me think hard about what knowledge matters most. It is sure to provoke important professional conversations among both inservice and preservice teachers about what stands at the heart of their important work."--Michael W. Smith, PhD, Associate Dean for Graduate Programs and Faculty Affairs, College of Education, Temple University -Teaching on Solid Ground: Knowledge Foundations for the Teacher of English…is a call to English teachers and teacher educators to deeply consider what English teachers should know and be able to do….This book is based on McCann and Knapp's extensive experience as U.S.-based classroom teachers, researchers, and teacher educators who have witnessed many teacher candidates in action. Therefore, a real strength of the book is how McCann and Knapp, over seven chapters, uncover the complexity of an English teacher's job: the significant responsibility for knowledge and expertise across the territory of literature, writing, oral discourse, and language demands.--Journal of Language and Literacy Education, 10/17/2019Table of ContentsForeword, Carol D. Lee Introduction: The Importance of Pedagogical Content for the Teaching of English 1. Knowing the Territory of Literature 2. Teaching in the Territory of Literature 3. The Territory of Writing: What Makes for Good Writing? 4. The Territory of Writing: How Can We Facilitate Growth? 5. The Territory of Oral Discourse 6. The Territory of Language: What Do We Teach When We Teach Language? 7. What English Teachers Should Know Appendix A. What is the “Business” of Teaching English?: Profiles of English Teachers in Action Appendix B. Knowledge about Mode and Form: What Is a Tragedy? Appendix C. Practice with Rules of Notice and Rules of Significance Appendix D. Applying Rules of Notice and Signification Appendix E. Discovering Rules of Configuration Appendix F. A Case for Discussion and Written Response Appendix G. Drawing on Knowledge about Drama: Reading a Shakespeare Play as Performance Appendix H. Using Language Analysis to “Open” a Novel References

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Book SynopsisThis widely used teacher resource and course text--now significantly revised with 75% new content--provides a flexible approach to fostering high-level understanding of a wide variety of informational sources in grades 3â8. Through the lens of a new three-phase lesson plan, the author explains how to teach students to think critically about sources, monitor for meaning, identify main ideas, explain key details, and make sense of unfamiliar vocabulary. Now in a convenient large-size format, the second edition is packed with practical features, including a detailed study guide and links to recommended online videos. The companion website allows readers to download and print a reproducible lesson planning template and quick-reference tools, as well as additional resources referenced in the book. Prior edition title: Close Reading of Informational Texts. New to This Edition *Substantially revised and updated to reflect the ongoing development of the author's approach;Trade Review"What an awesome book for teachers and reading specialists! Teachers often struggle with how to teach students to actively read, interact with, and synthesize multiple informational sources. I love the three-phase plan for learning in the second edition, as well as the suggestions for follow-up instruction. Teachers can use the Stages of Development rubric to determine where their students are on the continuum and how to move students further along. This is an essential tool for my teaching--it is filled with great resources, anchor charts, student work, and student-friendly explanations for the strategies taught."--Beth Herrig, MA, reading specialist, Indian Prairie School District #204, Aurora, Illinois "Like the prior edition, the second edition demonstrates Cummins's ongoing research and her passion for working with teachers and students. Her firm belief in explicit instruction and the gradual release of responsibility is evident in her clear and concise lesson plans. Dr. Cummins's goal is to develop strategic readers, viewers, and listeners. This is accomplished by her three-phase plan for learning and matching template for lesson planning. This text is an excellent resource for professional learning communities and grade meetings for inservice teachers, as well as literacy classes for preservice teachers."--Harriet Y. Pitts, EdD, Department of Teaching and Learning (Emeritus), New York University "In today's multi-informational world, students are challenged with a wide variety of sources that they must learn to read and understand beyond a superficial level. Cummins's second edition builds on the first by providing an expanded instructional roadmap, replete with close reading strategies for a variety of learning contexts. Each chapter has the feel of a workshop as Cummins guides teachers through a rich three-phase plan for learning with informational sources."--Richard T. Vacca, PhD, College of Education (Emeritus), Kent State University -Table of ContentsIntroduction 1. Strategic Close Reading of Informational Sources 2. A Repertoire of Strategies Needed for Close Reading 3. An Assessment-Driven, Three-Phase Plan for Learning 4. Selecting Sources 5. Introducing Sources and Teaching Students to Make Informed Predictions 6. Synthesis and Identifying Main Ideas 7. Monitoring for Meaning 8. Identifying and Explaining Key Details 9. Learning from a Source’s Visual Images and Other Features 10. Using Context Clues to Make Sense of Unfamiliar Vocabulary 11. Synthesis of Information from Multiple Sources Appendix A. Lessons for Phase 2--Meet the Strategies Appendix B. Study Guide

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Book SynopsisThis widely used teacher resource and course text--now significantly revised with 75% new content--provides a flexible approach to fostering high-level understanding of a wide variety of informational sources in grades 3â8. Through the lens of a new three-phase lesson plan, the author explains how to teach students to think critically about sources, monitor for meaning, identify main ideas, explain key details, and make sense of unfamiliar vocabulary. Now in a convenient large-size format, the second edition is packed with practical features, including a detailed study guide and links to recommended online videos. The companion website allows readers to download and print a reproducible lesson planning template and quick-reference tools, as well as additional resources referenced in the book. Prior edition title: Close Reading of Informational Texts. New to This Edition *Substantially revised and updated to reflect the ongoing development of the author's approach;Trade Review"What an awesome book for teachers and reading specialists! Teachers often struggle with how to teach students to actively read, interact with, and synthesize multiple informational sources. I love the three-phase plan for learning in the second edition, as well as the suggestions for follow-up instruction. Teachers can use the Stages of Development rubric to determine where their students are on the continuum and how to move students further along. This is an essential tool for my teaching--it is filled with great resources, anchor charts, student work, and student-friendly explanations for the strategies taught."--Beth Herrig, MA, reading specialist, Indian Prairie School District #204, Aurora, Illinois "Like the prior edition, the second edition demonstrates Cummins's ongoing research and her passion for working with teachers and students. Her firm belief in explicit instruction and the gradual release of responsibility is evident in her clear and concise lesson plans. Dr. Cummins's goal is to develop strategic readers, viewers, and listeners. This is accomplished by her three-phase plan for learning and matching template for lesson planning. This text is an excellent resource for professional learning communities and grade meetings for inservice teachers, as well as literacy classes for preservice teachers."--Harriet Y. Pitts, EdD, Department of Teaching and Learning (Emeritus), New York University "In today's multi-informational world, students are challenged with a wide variety of sources that they must learn to read and understand beyond a superficial level. Cummins's second edition builds on the first by providing an expanded instructional roadmap, replete with close reading strategies for a variety of learning contexts. Each chapter has the feel of a workshop as Cummins guides teachers through a rich three-phase plan for learning with informational sources."--Richard T. Vacca, PhD, College of Education (Emeritus), Kent State University -Table of ContentsIntroduction 1. Strategic Close Reading of Informational Sources 2. A Repertoire of Strategies Needed for Close Reading 3. An Assessment-Driven, Three-Phase Plan for Learning 4. Selecting Sources 5. Introducing Sources and Teaching Students to Make Informed Predictions 6. Synthesis and Identifying Main Ideas 7. Monitoring for Meaning 8. Identifying and Explaining Key Details 9. Learning from a Source’s Visual Images and Other Features 10. Using Context Clues to Make Sense of Unfamiliar Vocabulary 11. Synthesis of Information from Multiple Sources Appendix A. Lessons for Phase 2--Meet the Strategies Appendix B. Study Guide

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Book SynopsisTested and fine-tuned in K-2 classrooms, this book provides engaging lessons and materials for teaching the three genres of writing--opinion, procedural, and story--that provide a foundation for beginning writersâ persuasive, informative, and narrative writing skills. The authors' approach integrates strategy instruction, self-regulated learning, and dialogic interactions such as role play. Packed with 55 reproducible planning forms and student handouts, the book makes connections between writing and reading in ways that support growth in both areas, address learning standards, and promote writing across the instructional day. Appendices contain numerous resources to support teachersâ and administratorsâ professional learning. The large-size format facilitates photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials. See also the authors' Developing Strategic Writers through Genre Instruction: Resources forTrade Review"A 'must have' and 'must read' for K-2 teachers looking to understand how writing and reading work together to improve thinking and understanding across the curriculum. Philippakos and MacArthur provide clear lessons, examples, and explanations that connect the strategies and content between K-2 and later grades. The attention to language and dialogue is wonderful. This book will help you fill your classroom with talk and authentic conversations that strengthen students’ understanding of genres."--Amanda Lankford, EdS, Assistant Principal, Patterson Elementary School, Pierce County, Georgia "This spectacular resource presents a comprehensive approach to teaching writing that skillfully fuses cognitive strategy instruction with dialogic interactions. The lessons and materials--such as sentence frames, evaluation rubrics, graphic organizers, and explicit explanations--provide teachers with the necessary tools to meet the writing needs of all K-2 students. This book will be beneficial for beginning as well as established teachers, enabling them to teach strong writing skills and develop dynamic writers."--Karen M. Picerno, MEd, second-grade teacher, Socrates Academy, Charlotte, North Carolina "Getting off to a good start in learning to write is critical for school success. Philippakos and MacArthur provide primary-grade teachers with the tools to make this happen. Teachers will love this book!"--Steve Graham, EdD, Warner Professor, Mary Lou Fulton Teachers College, Arizona State University "Philippakos and MacArthur understand writing research, and they have a track record in working collaboratively with teachers. This book provides practical information in an accessible format for easy application to real classrooms. The 'strategy for teaching strategies' is a supportive framework that guides teachers through a teaching process leading to student growth. Most of all, teachers will treasure the lesson plans, which model how to offer genre-based strategy instruction with a self-regulation focus to support all writers in the primary-grade classroom. This book is a winner!"--Carol Sue Englert, PhD, Department of Counseling, Educational Psychology and Special Education, College of Education, Michigan State University -Table of Contents1. Writing Strategically: An Introduction to Genre-Based Strategy Instruction 2. Strategies within Genre-Based Strategy Instruction 3. Sequence of Instruction: A Strategy for Teaching Strategies 4. Responses to Reading and Opinion Writing 5. Procedural (How-to) Writing 6. Story Writing 7. Language and Grammatical Correctness for Meaning Making Appendices 1. Reading Guides for Professional Learning Community (PLC) Discussions 2. Assessment-Grouping Guidelines 3. Questions for Journal Entries 4. Questions for PLC Meetings 5. Pacing Guide 6. Report-Writing Resources 7. A Guiding Checklist for Principals and Literacy Leaders

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Book SynopsisTested and fine-tuned in K-2 classrooms, this book provides engaging lessons and materials for teaching the three genres of writing--opinion, procedural, and story--that provide a foundation for beginning writersâ persuasive, informative, and narrative writing skills. The authors' approach integrates strategy instruction, self-regulated learning, and dialogic interactions such as role play. Packed with 55 reproducible planning forms and student handouts, the book makes connections between writing and reading in ways that support growth in both areas, address learning standards, and promote writing across the instructional day. Appendices contain numerous resources to support teachersâ and administratorsâ professional learning. The large-size format facilitates photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials. See also the authors' Developing Strategic Writers through Genre Instruction: Resources forTrade Review"A 'must have' and 'must read' for K-2 teachers looking to understand how writing and reading work together to improve thinking and understanding across the curriculum. Philippakos and MacArthur provide clear lessons, examples, and explanations that connect the strategies and content between K-2 and later grades. The attention to language and dialogue is wonderful. This book will help you fill your classroom with talk and authentic conversations that strengthen students’ understanding of genres."--Amanda Lankford, EdS, Assistant Principal, Patterson Elementary School, Pierce County, Georgia "This spectacular resource presents a comprehensive approach to teaching writing that skillfully fuses cognitive strategy instruction with dialogic interactions. The lessons and materials--such as sentence frames, evaluation rubrics, graphic organizers, and explicit explanations--provide teachers with the necessary tools to meet the writing needs of all K-2 students. This book will be beneficial for beginning as well as established teachers, enabling them to teach strong writing skills and develop dynamic writers."--Karen M. Picerno, MEd, second-grade teacher, Socrates Academy, Charlotte, North Carolina "Getting off to a good start in learning to write is critical for school success. Philippakos and MacArthur provide primary-grade teachers with the tools to make this happen. Teachers will love this book!"--Steve Graham, EdD, Warner Professor, Mary Lou Fulton Teachers College, Arizona State University "Philippakos and MacArthur understand writing research, and they have a track record in working collaboratively with teachers. This book provides practical information in an accessible format for easy application to real classrooms. The 'strategy for teaching strategies' is a supportive framework that guides teachers through a teaching process leading to student growth. Most of all, teachers will treasure the lesson plans, which model how to offer genre-based strategy instruction with a self-regulation focus to support all writers in the primary-grade classroom. This book is a winner!"--Carol Sue Englert, PhD, Department of Counseling, Educational Psychology and Special Education, College of Education, Michigan State University -Table of Contents1. Writing Strategically: An Introduction to Genre-Based Strategy Instruction 2. Strategies within Genre-Based Strategy Instruction 3. Sequence of Instruction: A Strategy for Teaching Strategies 4. Responses to Reading and Opinion Writing 5. Procedural (How-to) Writing 6. Story Writing 7. Language and Grammatical Correctness for Meaning Making Appendices 1. Reading Guides for Professional Learning Community (PLC) Discussions 2. Assessment-Grouping Guidelines 3. Questions for Journal Entries 4. Questions for PLC Meetings 5. Pacing Guide 6. Report-Writing Resources 7. A Guiding Checklist for Principals and Literacy Leaders

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Book SynopsisNow revised and updated, with many new lesson plans and a new chapter on writing instruction, this trusted book guides upper elementary teachers to design and implement a research-based literacy program. The expert authors show how to teach and assess students in differentiated small groups, and explain how instruction works in a tiered response-to-intervention model. Included are extensive reproducible lesson plans and other tools for building studentsâ skills in word recognition, fluency, vocabulary, comprehension, and writing. The convenient large-size format facilitates photocopying; purchasers also get access to a webpage where they can download and print the reproducible materials. Prior edition title: Differentiated Reading Instruction in Grades 4 and 5. New to This Edition *Chapter on differentiated writing instruction. *New lesson plans for Tier 1 instruction, interactive read-alouds, and narrative writing; new extended sample lessons for buildTrade Review"Every intermediate teacher needs a copy of this book. It is brimming with the tools and resources literacy teachers need to design instruction that will meet the needs of every child. The second edition gives increased attention to writing instruction, including advice on making the reading–writing connection explicit for students. As in the first edition, the book outlines a pragmatic approach to assessment and data-driven instructional planning that is centered on authentic children’s literature. Framed by current research, this updated second edition is perfect for professional book clubs or team-based book study."--Valerie Harlow Shinas, PhD, Graduate School of Education, Lesley University "This book is genuinely useful for improving fourth- and fifth-grade literacy instruction. The sample daily schedules are quite helpful in organizing grade-level instruction and differentiated instruction for a variety of reading levels. I particularly appreciate the focus on vocabulary development. The authors describe strategies that would be effective not only during literacy instruction, but also during science, social studies, and math!"--Judy Mullins, MEd, EdS, fifth-grade teacher (retired), Spartanburg School District 6, South Carolina “In this wonderful second edition, the authors provide classroom teachers, literacy coaches and specialists, and students in literacy assessment courses with practical information and resources that can be immediately implemented in classrooms. The book offers a comprehensive framework for assessing and providing tiered instruction to upper elementary students. It addresses all literacy components, including writing."--Paola Pilonieta, PhD, Department of Reading and Elementary Education, University of North Carolina at Charlotte-Table of Contents1. Differentiation and Tiered Instruction 2. Designing an Upper Elementary Literacy Program 3. Research on Upper Elementary Readers and Writers 4. Choosing and Using Reading Assessments 5. Building Word Recognition 6. Building Fluency 7. Building Vocabulary 8. Building Comprehension 9. Building Writing Competence 10. Putting It All Together Appendices: Reproducible Classroom Materials Appendix A. Tier 1 Planning Templates Appendix B. Sample Tier 1 Nonfiction Shared Reading Instruction Appendix C. Sample Tier 1 Interactive Read-Aloud Instruction Appendix D. Sample Tier 1 Narrative Writing Unit Appendix E. Informal Decoding Inventory Appendix F. Multisyllabic Decoding Lessons Appendix G. Fluency and Comprehension Sample Plans Appendix H. Text Structure Graphic Organizers Appendix I. Vocabulary and Comprehension Sample Plans References Index

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Book SynopsisNow in a revised and updated fourth edition, this accessible text has given over 125,000 preservice and inservice teachers vital tools for systematic reading assessment in grades K-8. The book explains how to use both formal and informal assessments to evaluate students' strengths and needs in all components of reading. Effective, engaging methods for targeted instruction in each area are outlined. In a convenient large-size format, the book includes 30 reproducible tools, plus an additional multipage assessment in an online-only appendix. Purchasers get access to a companion website where they can download and print the reproducible materials. New to This Edition *Expanded coverage of the middle grades (4â8), including a new chapter and case study, and explicit attention to this grade range throughout; new coauthor Kevin Flanigan adds expertise in this area. *New and expanded topics: computer-based testing methods, assessing academic language, and how to use Trade Review"This practical and comprehensive guide is an essential resource for every literacy educator. The volume not only offers an array of high-utility assessment tools, but also situates their use in evidence-based understandings about literacy development. The authors offer concrete guidance for interpreting assessment results and responding with instruction. The fourth edition includes many of the features that made earlier editions so powerful, and is made even better by its enhanced focus on the intermediate grades. This is an exceptional text for preservice literacy education and for practicing teachers who are looking to extend their skills in using assessment to support students’ literacy development."--Gina N. Cervetti, PhD, Literacy, Language, and Culture Program, School of Education, University of Michigan "Assessment is critical for guiding and improving reading instruction. The fourth edition of this highly readable text carries on a remarkable legacy of making assessment doable, meaningful, and authentic for teachers and scholars. Stahl, Flanigan, and McKenna comprehensively cover what should be assessed in reading, including the all-important affective domain. New to this edition are a greater focus on Latin and Greek word roots, as well as new guidance and support for assessing student retellings. The authors have truly moved the goalposts when it comes to best assessment practices in reading."--Timothy Rasinski, PhD, Professor of Literacy Education and Rebecca Tolle and Burton W. Gorman Chair in Educational Leadership, Kent State University "The fourth edition addresses the 'whats,' 'whys,' and 'how-tos' of assessing students’ reading skills. It provides a comprehensive framework and set of tools for teachers and interventionists to identify students' needs and provide targeted instruction. The revisions and updates are clearly explicated in the introduction and first chapter. New content on assessments for middle school fills in the gaps from the third edition. This is the best reading assessment text available."--Lori M. Strong, PhD, Department of Literacy and Special Education, College of Saint Rose-Table of Contents1. Introduction to Reading Assessment 2. General Concepts of Assessment 3. Informal Reading Inventories and Other Measures of Oral Reading 4. Emergent Literacy 5. Word Recognition and Spelling 6. Fluency 7. Vocabulary 8. Comprehension 9. Strategic Knowledge 10. Affective Factors 11. Assessing Readers in Grades 4–8: Guiding Concepts 12. Preparing a Diagnostic Reading Report Appendix. Case Studies

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Book SynopsisNow in a revised and updated fourth edition, this accessible text has given over 125,000 preservice and inservice teachers vital tools for systematic reading assessment in grades K-8. The book explains how to use both formal and informal assessments to evaluate students' strengths and needs in all components of reading. Effective, engaging methods for targeted instruction in each area are outlined. In a convenient large-size format, the book includes 30 reproducible tools, plus an additional multipage assessment in an online-only appendix. Purchasers get access to a companion website where they can download and print the reproducible materials. New to This Edition *Expanded coverage of the middle grades (4â8), including a new chapter and case study, and explicit attention to this grade range throughout; new coauthor Kevin Flanigan adds expertise in this area. *New and expanded topics: computer-based testing methods, assessing academic language, and how to use Trade Review"This practical and comprehensive guide is an essential resource for every literacy educator. The volume not only offers an array of high-utility assessment tools, but also situates their use in evidence-based understandings about literacy development. The authors offer concrete guidance for interpreting assessment results and responding with instruction. The fourth edition includes many of the features that made earlier editions so powerful, and is made even better by its enhanced focus on the intermediate grades. This is an exceptional text for preservice literacy education and for practicing teachers who are looking to extend their skills in using assessment to support students’ literacy development."--Gina N. Cervetti, PhD, Literacy, Language, and Culture Program, School of Education, University of Michigan "Assessment is critical for guiding and improving reading instruction. The fourth edition of this highly readable text carries on a remarkable legacy of making assessment doable, meaningful, and authentic for teachers and scholars. Stahl, Flanigan, and McKenna comprehensively cover what should be assessed in reading, including the all-important affective domain. New to this edition are a greater focus on Latin and Greek word roots, as well as new guidance and support for assessing student retellings. The authors have truly moved the goalposts when it comes to best assessment practices in reading."--Timothy Rasinski, PhD, Professor of Literacy Education and Rebecca Tolle and Burton W. Gorman Chair in Educational Leadership, Kent State University "The fourth edition addresses the 'whats,' 'whys,' and 'how-tos' of assessing students’ reading skills. It provides a comprehensive framework and set of tools for teachers and interventionists to identify students' needs and provide targeted instruction. The revisions and updates are clearly explicated in the introduction and first chapter. New content on assessments for middle school fills in the gaps from the third edition. This is the best reading assessment text available."--Lori M. Strong, PhD, Department of Literacy and Special Education, College of Saint Rose-Table of Contents1. Introduction to Reading Assessment 2. General Concepts of Assessment 3. Informal Reading Inventories and Other Measures of Oral Reading 4. Emergent Literacy 5. Word Recognition and Spelling 6. Fluency 7. Vocabulary 8. Comprehension 9. Strategic Knowledge 10. Affective Factors 11. Assessing Readers in Grades 4–8: Guiding Concepts 12. Preparing a Diagnostic Reading Report Appendix. Case Studies

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Book SynopsisThis clear, no-nonsense book guides current and future teachers through the concepts, tools, methods, and goals of classroom literacy assessment. The expert authors examine the roles of formative, summative, and benchmark assessments; demystify state and national tests and standards; and show how assessment can seamlessly inform instruction. Strategies for evaluating, choosing, and interpreting assessments are discussed, as are ways to communicate data to parents and administrators. User-friendly resources include boxed vignettes from teachers and researchers, practical assessment tips (and traps to avoid), and 12 reproducible planning forms and handouts. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2 x 11 size.Trade Review"Assessment Literacy is more than just a guide--it’s a mindset change. The book reframes assessment as 'story' and helped me find a more comfortable stepping-in point for using assessments as a tool for (and with) instruction. Classroom teachers who want assessments to mean more than just scores on summative tests will benefit from the myriad options shared. From organizers to rubrics, the authors offer examples across multiple disciplines as well as tools that can be modified for different purposes, with tips on how to avoid the tricks and traps along the way."--Melissa Provost, MSEd, English/language arts teacher, Portsmouth Middle School, New Hampshire "Beginning with the idea that the Latin root of assessment means 'to sit,' Wolsey, Lenski, and Grisham pull up a chair and provide readers a more humane, productive vision of teaching, learning, and, yes, assessment. Peppered with stories and strategies from other educators, Assessment Literacy pivots the conversation away from judgment about what students cannot do. Instead, it demonstrates a holistic approach informed by what students can do. This book leads us toward more sustainable, substantive assessment practices that are applicable to all literacy classrooms."--Troy Hicks, PhD, Department of Teacher Education and Professional Development, Central Michigan University "Assessment Literacy is that rare professional book that both enlightens and entertains. While comprehensive, it is accessible to a wide variety of preservice and inservice teachers and administrators. The book is truly a pleasure to read (when was the last time you heard that word linked to assessment?). The authors demystify assessment and empower teachers to utilize it as a meaningful tool for learning, rather than a dreaded task to endure. In an era when assessment and evaluation are sometimes used as a cudgel against, or a carrot for, teachers, this book offers a wise, compassionate view of the story that students, parents, and teachers can co-create through masterful assessment.”--Judith Dunkerly-Bean, PhD, Elementary Education Program Director, Department of Teaching and Learning, Old Dominion University “This book is important for all teachers, whether new teachers or veterans. It is written in conversational language and provides ideas that can be implemented in the classroom without a lot of effort. The rubrics and guides are simple to use and can be adapted to any classroom at any level (including adult education). As teachers, we need to realize how urgently our students need feedback to stay engaged, to learn, and to develop the desire to learn more. However, our feedback must be positive, relevant, and formative.”--Paula Dreyfuss, MSEd, teacher, Vista Unified School District, California “An easy-to-read guide to what teachers need to know about the literacy assessment process, the book is filled with examples of dialogue and models of assessment that speak directly to the preservice or practicing teacher. It builds the teacher’s knowledge about the importance of assessment used in the service of student learning. Numerous examples demonstrate how to implement meaningful formative literacy assessments that deepen learning for elementary and secondary students.”--Linda Smetana, EdD, Department of Educational Psychology, California State University, East Bay-Table of Contents1. Assessment Tells a Story 2. How Do I Know What to Assess? 3. Day-by-Day Teaching with Assessment 4. The Bond between Instruction and Assessment: The DNA of the Classroom 5. Artifacts and Tools for Assessment 6. How Do I Improve My Use of Assessment Strategies? 7. What Does This Assessment Information Mean to Me? 8. How Do I Communicate with Others about Assessment Information? 9. The Assessment Story: Learning from the Past, Looking to the Future Appendix A. Assessing the Assessments: Gathering Information and Evidence Appendix B. Assessing the Assessments: Interpreting and Analyzing Assessment Data Appendix C. Assessing the Assessments: Quality Appendix D. Assessing the Assessments: Documenting and Record Keeping Appendix E. Cumulative Feedback Table

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Book SynopsisThis clear, no-nonsense book guides current and future teachers through the concepts, tools, methods, and goals of classroom literacy assessment. The expert authors examine the roles of formative, summative, and benchmark assessments; demystify state and national tests and standards; and show how assessment can seamlessly inform instruction. Strategies for evaluating, choosing, and interpreting assessments are discussed, as are ways to communicate data to parents and administrators. User-friendly resources include boxed vignettes from teachers and researchers, practical assessment tips (and traps to avoid), and 12 reproducible planning forms and handouts. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2 x 11 size.Trade Review"Assessment Literacy is more than just a guide--it’s a mindset change. The book reframes assessment as 'story' and helped me find a more comfortable stepping-in point for using assessments as a tool for (and with) instruction. Classroom teachers who want assessments to mean more than just scores on summative tests will benefit from the myriad options shared. From organizers to rubrics, the authors offer examples across multiple disciplines as well as tools that can be modified for different purposes, with tips on how to avoid the tricks and traps along the way."--Melissa Provost, MSEd, English/language arts teacher, Portsmouth Middle School, New Hampshire "Beginning with the idea that the Latin root of assessment means 'to sit,' Wolsey, Lenski, and Grisham pull up a chair and provide readers a more humane, productive vision of teaching, learning, and, yes, assessment. Peppered with stories and strategies from other educators, Assessment Literacy pivots the conversation away from judgment about what students cannot do. Instead, it demonstrates a holistic approach informed by what students can do. This book leads us toward more sustainable, substantive assessment practices that are applicable to all literacy classrooms."--Troy Hicks, PhD, Department of Teacher Education and Professional Development, Central Michigan University "Assessment Literacy is that rare professional book that both enlightens and entertains. While comprehensive, it is accessible to a wide variety of preservice and inservice teachers and administrators. The book is truly a pleasure to read (when was the last time you heard that word linked to assessment?). The authors demystify assessment and empower teachers to utilize it as a meaningful tool for learning, rather than a dreaded task to endure. In an era when assessment and evaluation are sometimes used as a cudgel against, or a carrot for, teachers, this book offers a wise, compassionate view of the story that students, parents, and teachers can co-create through masterful assessment.”--Judith Dunkerly-Bean, PhD, Elementary Education Program Director, Department of Teaching and Learning, Old Dominion University “This book is important for all teachers, whether new teachers or veterans. It is written in conversational language and provides ideas that can be implemented in the classroom without a lot of effort. The rubrics and guides are simple to use and can be adapted to any classroom at any level (including adult education). As teachers, we need to realize how urgently our students need feedback to stay engaged, to learn, and to develop the desire to learn more. However, our feedback must be positive, relevant, and formative.”--Paula Dreyfuss, MSEd, teacher, Vista Unified School District, California “An easy-to-read guide to what teachers need to know about the literacy assessment process, the book is filled with examples of dialogue and models of assessment that speak directly to the preservice or practicing teacher. It builds the teacher’s knowledge about the importance of assessment used in the service of student learning. Numerous examples demonstrate how to implement meaningful formative literacy assessments that deepen learning for elementary and secondary students.”--Linda Smetana, EdD, Department of Educational Psychology, California State University, East Bay-Table of Contents1. Assessment Tells a Story 2. How Do I Know What to Assess? 3. Day-by-Day Teaching with Assessment 4. The Bond between Instruction and Assessment: The DNA of the Classroom 5. Artifacts and Tools for Assessment 6. How Do I Improve My Use of Assessment Strategies? 7. What Does This Assessment Information Mean to Me? 8. How Do I Communicate with Others about Assessment Information? 9. The Assessment Story: Learning from the Past, Looking to the Future Appendix A. Assessing the Assessments: Gathering Information and Evidence Appendix B. Assessing the Assessments: Interpreting and Analyzing Assessment Data Appendix C. Assessing the Assessments: Quality Appendix D. Assessing the Assessments: Documenting and Record Keeping Appendix E. Cumulative Feedback Table

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Book SynopsisThis treasured resource for upper-elementary and middle school teachers--now in a revised second edition with a new lesson-planning framework--presents ready-to-use activities to advance students' spelling and vocabulary knowledge, including academic vocabulary. In a large-size format for easy photocopying, the volume provides over 120 reproducible word sorts, organized by spelling stages, plus additional reproducible forms, word lists, and activities in the appendices. Kathy Ganske's research-based approach emphasizes cognitive engagement, discussion, and active learning. The book features firsthand tips from experienced teachers, strategies for building morphological awareness, Did You Know? sections with absorbing stories about specific words, discussions of idioms, and literature suggestions. Purchasers get access to a Web page where they can download and print the reproducible appendix materials. New to This Edition *Chapter on researcher perspectives--noted Trade Review“A great resource for upper-level word study. Ganske shares strategies and routines that can easily be incorporated into the instructional day through large- and small-group instruction, literacy stations, and independent study. Her systematic approach is well grounded in research and classroom experience. The book provides a sample script and suggested activities for each component, including a mini-lesson for academic vocabulary development and engagement activities that can be generalized to other lessons. Each word sort includes Talking Points and Considerations that informs the instructional delivery and allows teachers to differentiate appropriately for students. The SAIL lesson framework includes useful oral and written assessment components that focus on deeper understanding of word meanings."--Brit Sikes, EdS, literacy specialist, Metro Nashville Public Schools, Tennessee "Linking vocabulary development to spelling and writing is the foundation of Ganske's approach. This book shows how student talk and teacher observation are the focal points of effective teaching that makes students interested in words. Highlights of the second edition include practical insights from researchers and more explicit suggestions for working with multilingual learners. The new SAIL framework emphasizes the importance of connecting word study with students’ background knowledge. Providing concrete strategies and a rich array of instructional tools, this accessible resource for teachers and teacher educators expands our knowledge about what makes vocabulary so important."--Pamela A. Mason, EdD, Senior Lecturer and Director, Jeanne Chall Reading Lab, Harvard Graduate School of Education "Filled with intriguing and delightful examples, this book will be an asset to upper-elementary and middle school English language arts teachers and reading specialists. The many examples of word lists and instructional practices include clear guidance on how to use the practices, with whom, and why. The second edition includes perspectives from literacy researchers as well as expert teachers, through firsthand accounts that expand on and provide grounding for Ganske's instructional recommendations."--Amy C. Crosson, EdD, Department of Curriculum and Instruction, Penn State College of Education "Too often, understanding the power of words is reserved only for a portion of the classroom community--particularly eluding key populations such as low-socioeconomic status students and students with disabilities. In this updated second edition, Ganske provides explicit teaching strategies that are helpful for all learners. As a resource specialist provider who collaborates with general education teachers, I find the strategies in this book immensely useful. With Ganske’s work, now all students can have access to the power of words."--Laura Wilczek, MEd, resource specialist provider, Chula Vista Elementary School District, California-Table of ContentsI. Introduction to Word Study 1. Setting the Stage II. The Voices of Researchers and Teachers 2. Researcher Perspectives 3. Teacher to Teacher: Tips from Teachers for Teachers III. Word Study Instructional Activities 4. Word Study for Syllable Junction Spellers 5. Word Study for Derivational Constancy Spellers Appendix A. Performance Records Appendix B. Sampling of 100+ Important Math Words Appendix C. Sampling of 100+ Important Science Words Appendix D. Sampling of 100+ Important Social Studies Words Appendix E. Blank Word Card Template Appendix F. Homophone Rummy Answer Key: Sample Sentences Appendix G. Understanding Prefixes Appendix H. Applying Prefix Knowledge to Common Latin Roots Appendix I. Lesson Guide for Word Study with SAIL Appendix J. Recognizing and Categorizing Cognates through Morphology, Anita C. Hernández & José A. Montelongo Appendix K. Spanish Translations of Academic Vocabulary Relevant to Specific SAIL Components, Translated by Anita C. Hernández & José A. Montelongo References Index of Words Used in the Sorts

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Book SynopsisThis treasured resource for upper-elementary and middle school teachers--now in a revised second edition with a new lesson-planning framework--presents ready-to-use activities to advance students' spelling and vocabulary knowledge, including academic vocabulary. In a large-size format for easy photocopying, the volume provides over 120 reproducible word sorts, organized by spelling stages, plus additional reproducible forms, word lists, and activities in the appendices. Kathy Ganske's research-based approach emphasizes cognitive engagement, discussion, and active learning. The book features firsthand tips from experienced teachers, strategies for building morphological awareness, Did You Know? sections with absorbing stories about specific words, discussions of idioms, and literature suggestions. Purchasers get access to a Web page where they can download and print the reproducible appendix materials. New to This Edition *Chapter on researcher perspectives--noted Trade Review“A great resource for upper-level word study. Ganske shares strategies and routines that can easily be incorporated into the instructional day through large- and small-group instruction, literacy stations, and independent study. Her systematic approach is well grounded in research and classroom experience. The book provides a sample script and suggested activities for each component, including a mini-lesson for academic vocabulary development and engagement activities that can be generalized to other lessons. Each word sort includes Talking Points and Considerations that informs the instructional delivery and allows teachers to differentiate appropriately for students. The SAIL lesson framework includes useful oral and written assessment components that focus on deeper understanding of word meanings."--Brit Sikes, EdS, literacy specialist, Metro Nashville Public Schools, Tennessee "Linking vocabulary development to spelling and writing is the foundation of Ganske's approach. This book shows how student talk and teacher observation are the focal points of effective teaching that makes students interested in words. Highlights of the second edition include practical insights from researchers and more explicit suggestions for working with multilingual learners. The new SAIL framework emphasizes the importance of connecting word study with students’ background knowledge. Providing concrete strategies and a rich array of instructional tools, this accessible resource for teachers and teacher educators expands our knowledge about what makes vocabulary so important."--Pamela A. Mason, EdD, Senior Lecturer and Director, Jeanne Chall Reading Lab, Harvard Graduate School of Education "Filled with intriguing and delightful examples, this book will be an asset to upper-elementary and middle school English language arts teachers and reading specialists. The many examples of word lists and instructional practices include clear guidance on how to use the practices, with whom, and why. The second edition includes perspectives from literacy researchers as well as expert teachers, through firsthand accounts that expand on and provide grounding for Ganske's instructional recommendations."--Amy C. Crosson, EdD, Department of Curriculum and Instruction, Penn State College of Education "Too often, understanding the power of words is reserved only for a portion of the classroom community--particularly eluding key populations such as low-socioeconomic status students and students with disabilities. In this updated second edition, Ganske provides explicit teaching strategies that are helpful for all learners. As a resource specialist provider who collaborates with general education teachers, I find the strategies in this book immensely useful. With Ganske’s work, now all students can have access to the power of words."--Laura Wilczek, MEd, resource specialist provider, Chula Vista Elementary School District, California-Table of ContentsI. Introduction to Word Study 1. Setting the Stage II. The Voices of Researchers and Teachers 2. Researcher Perspectives 3. Teacher to Teacher: Tips from Teachers for Teachers III. Word Study Instructional Activities 4. Word Study for Syllable Junction Spellers 5. Word Study for Derivational Constancy Spellers Appendix A. Performance Records Appendix B. Sampling of 100+ Important Math Words Appendix C. Sampling of 100+ Important Science Words Appendix D. Sampling of 100+ Important Social Studies Words Appendix E. Blank Word Card Template Appendix F. Homophone Rummy Answer Key: Sample Sentences Appendix G. Understanding Prefixes Appendix H. Applying Prefix Knowledge to Common Latin Roots Appendix I. Lesson Guide for Word Study with SAIL Appendix J. Recognizing and Categorizing Cognates through Morphology, Anita C. Hernández & José A. Montelongo Appendix K. Spanish Translations of Academic Vocabulary Relevant to Specific SAIL Components, Translated by Anita C. Hernández & José A. Montelongo References Index of Words Used in the Sorts

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Book SynopsisThis inspiring book shows how K-12 teachers, literacy specialists and coaches, and school- and district-level administrators can work together to make needed instructional improvements while fostering a lifelong love of reading and writing. The book presents collaborative leadership strategies and research-based best practices for creating joyful, effective learning environments. It includes ways to evaluate and recalibrate literacy programs for sustainable change, provide students with a wide variety of engaging reading opportunities, meet the needs of English learners and adolescent learners, partner with families, and enhance professional learning and development. Teacher-friendly features include practical tips and Stop, Think, and Take Action sections in each chapter. Several reproducible forms can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review"The authors have done an excellent job of offering both initial knowledge for new teachers and deeper knowledge for ongoing learning about ways to support literacy growth across the grades for English speakers and multilingual students--and how to do this as part of a collegial team….The tone of this book is one of joy because it is chock full of real-world ideas that will indeed work for you, your faculty, and your students."--from the Foreword by Diane Lapp, EdD, Distinguished Professor of Education, San Diego State University; instructional coach and teacher, Health Sciences High and Middle College "An amazing book that shares powerful practices to implement immediately in our work. There are ideas in every chapter for those who perform various roles in schools, including district-level administrators and staff developers. Engaging 'Lit Ideas' woven throughout the book offer practical tips to bring joy to our readers and writers of all ages. I appreciate the stories from classrooms and schools and the authors' suggestions for other resources to explore. This book should be on the shelf of every educator who believes in the potential of literacy to change lives."--Julia Reynolds, PhD, Assistant Superintendent of Curriculum and Instruction, Allendale Public Schools, Michigan "Outlines a framework that empowers literacy professionals--from classroom teachers to literacy specialists to principals--to be innovators in curriculum and pedagogy. The idea of bringing joy into the classroom to help students realize their potential as readers and writers is powerfully student centered. The book includes small and big ideas for working together in a school to make a difference in the literacy development of students. Students in my literacy coaching course will find that the text provides a practical and relevant roadmap to support systemic work. The book is full of practical 'do-now' ideas as well as suggestions for bigger systemic processes, and its conversational style makes it approachable and relatable."--Catherine M. Kelly, PhD, Department of Education, St. Catherine University "Kunz, Hall, and Lella deliver an encouraging and practical guide to making changes in literacy teaching at the school or district level. Acknowledging the challenges of being a changemaker, the authors offer practical strategies for supporting professional development, encouraging the adoption of new teaching techniques, and welcoming the voices of students and parents. Ways to improve the experiences of young learners, adolescent learners, and multilingual learners are specifically addressed. The authors' enthusiastic voices and detailed suggestions will inspire and prepare readers to lead the way to sustainable change."--Susan Dougherty, EdD, College of Education and Human Services, Rider University-Table of ContentsForeword, Diane Lapp 1. Shared Literacy Leadership: Getting Involved on Behalf of All Readers and Writers 2. Engaging and Joyful Literacy Leadership 3. Telling Your School or District’s Literacy “Story” 4. Rethinking Professional Development and Professional Learning Communities: Teacher-Centered Opportunities for Authentic Buy-In 5. Recalibrating Literacy Programs: What Makes the Best Learning Environment? 6. Recalibrating Literacy Programs: What Works for Early Literacy? 7. Recalibrating Literacy Programs: What Works for Adolescent Learners? 8. “Eyes Lit Up With Joy”: Advocating for Multilingual Learners 9. Family Literacy 10. New Literacies and Technology References Index

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Book SynopsisThis inspiring book shows how K-12 teachers, literacy specialists and coaches, and school- and district-level administrators can work together to make needed instructional improvements while fostering a lifelong love of reading and writing. The book presents collaborative leadership strategies and research-based best practices for creating joyful, effective learning environments. It includes ways to evaluate and recalibrate literacy programs for sustainable change, provide students with a wide variety of engaging reading opportunities, meet the needs of English learners and adolescent learners, partner with families, and enhance professional learning and development. Teacher-friendly features include practical tips and Stop, Think, and Take Action sections in each chapter. Several reproducible forms can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review"The authors have done an excellent job of offering both initial knowledge for new teachers and deeper knowledge for ongoing learning about ways to support literacy growth across the grades for English speakers and multilingual students--and how to do this as part of a collegial team….The tone of this book is one of joy because it is chock full of real-world ideas that will indeed work for you, your faculty, and your students."--from the Foreword by Diane Lapp, EdD, Distinguished Professor of Education, San Diego State University; instructional coach and teacher, Health Sciences High and Middle College "An amazing book that shares powerful practices to implement immediately in our work. There are ideas in every chapter for those who perform various roles in schools, including district-level administrators and staff developers. Engaging 'Lit Ideas' woven throughout the book offer practical tips to bring joy to our readers and writers of all ages. I appreciate the stories from classrooms and schools and the authors' suggestions for other resources to explore. This book should be on the shelf of every educator who believes in the potential of literacy to change lives."--Julia Reynolds, PhD, Assistant Superintendent of Curriculum and Instruction, Allendale Public Schools, Michigan "Outlines a framework that empowers literacy professionals--from classroom teachers to literacy specialists to principals--to be innovators in curriculum and pedagogy. The idea of bringing joy into the classroom to help students realize their potential as readers and writers is powerfully student centered. The book includes small and big ideas for working together in a school to make a difference in the literacy development of students. Students in my literacy coaching course will find that the text provides a practical and relevant roadmap to support systemic work. The book is full of practical 'do-now' ideas as well as suggestions for bigger systemic processes, and its conversational style makes it approachable and relatable."--Catherine M. Kelly, PhD, Department of Education, St. Catherine University "Kunz, Hall, and Lella deliver an encouraging and practical guide to making changes in literacy teaching at the school or district level. Acknowledging the challenges of being a changemaker, the authors offer practical strategies for supporting professional development, encouraging the adoption of new teaching techniques, and welcoming the voices of students and parents. Ways to improve the experiences of young learners, adolescent learners, and multilingual learners are specifically addressed. The authors' enthusiastic voices and detailed suggestions will inspire and prepare readers to lead the way to sustainable change."--Susan Dougherty, EdD, College of Education and Human Services, Rider University-Table of ContentsForeword, Diane Lapp 1. Shared Literacy Leadership: Getting Involved on Behalf of All Readers and Writers 2. Engaging and Joyful Literacy Leadership 3. Telling Your School or District’s Literacy “Story” 4. Rethinking Professional Development and Professional Learning Communities: Teacher-Centered Opportunities for Authentic Buy-In 5. Recalibrating Literacy Programs: What Makes the Best Learning Environment? 6. Recalibrating Literacy Programs: What Works for Early Literacy? 7. Recalibrating Literacy Programs: What Works for Adolescent Learners? 8. “Eyes Lit Up With Joy”: Advocating for Multilingual Learners 9. Family Literacy 10. New Literacies and Technology References Index

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Book SynopsisThis indispensable guide has been revised and expanded with the latest research and guidance for working with learners with reading challenges, including dyslexia. The book shows how reading tutors--including educators, volunteers, and parents--can deliver individualized lessons for struggling students in grades K-3. Chapters offer step-by-step guidance for providing effective one-on-one instruction at the emergent, beginning, and transitional stages of reading, and address the needs of English language learners. In a large-size format for easy photocopying, the manual features 39 reproducible handouts and forms. Tutor training is facilitated by videos of sample sessions (at the companion website). The website also gives book purchasers access to downloadable copies of the handouts and forms. New to This Edition *More explicit recommendations for addressing the needs of children with dyslexia. *New phonemic awareness task to use in assessment. *Expanded anTrade Review"More than 20 years ago, I tutored my first Book Buddy, Ishmael. Guiding him from a shy, struggling student to a confident reader was one of the most rewarding experiences of my professional life. Book Buddies has long been my go-to resource for tutoring young readers, whether in the school setting, privately, virtually, or with my own children. The third edition of this manual continues to be a model for effective literacy instruction with diverse learners, including students with dyslexia and other learning differences."--Heather Warley, PhD, Head Language Arts Teacher, Benchmark School, Media, Pennsylvania "Book Buddies is an invaluable practical resource, unmatched by anything on the market! Just when I thought it could not get better, the Book Buddies team has come up with this substantially revised third edition. It maintains the pragmatic, research-based assessment and developmental lesson plans, as well as the detailed guidance to support coordinators in organizing and delivering a tutoring program. In addition, the assessment now includes an initial phoneme awareness portion and the directions for each part of the lesson plan have been significantly expanded. With this third edition, Book Buddies will remain the go-to resource for effective literacy tutoring in elementary schools."--Heidi Anne E. Mesmer, PhD, School of Education, Virginia Tech "For struggling readers, tutoring can be the lifeline that brings success in school and beyond. This book provides all the ingredients that educators need to provide effective tutoring. The program has been designed, implemented, and tested by expert educators who have made important contributions to reading research. During and after the COVID-19 era, many children will continue to require a great deal of support for getting onto the page. This book enables educators to offer thousands of students the lifeline they desperately need."--Elfrieda H. Hiebert, PhD, President and CEO, TextProject "Book Buddies is explicit, systematic, and research based, and keeps the focus on moving toward the joy of reading! Every reading teacher in every school should know about this comprehensive program."--Daniel T. Willingham, PhD, Department of Psychology, University of Virginia-Table of Contents1. The Book Buddies Tutoring Framework 2. Getting Started with Book Buddies 3. Book Buddies Assessment 4. General Tutoring Plan for the Emergent Reader 5. General Tutoring Plan for the Beginning Reader 6. General Tutoring Plan for the Transitional Reader Appendices: Materials for Coordinators and Tutors Glossary Resources Cited in Text References

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Book SynopsisThis indispensable guide has been revised and expanded with the latest research and guidance for working with learners with reading challenges, including dyslexia. The book shows how reading tutors--including educators, volunteers, and parents--can deliver individualized lessons for struggling students in grades K-3. Chapters offer step-by-step guidance for providing effective one-on-one instruction at the emergent, beginning, and transitional stages of reading, and address the needs of English language learners. In a large-size format for easy photocopying, the manual features 39 reproducible handouts and forms. Tutor training is facilitated by videos of sample sessions (at the companion website). The website also gives book purchasers access to downloadable copies of the handouts and forms. New to This Edition *More explicit recommendations for addressing the needs of children with dyslexia. *New phonemic awareness task to use in assessment. *Expanded anTrade Review"More than 20 years ago, I tutored my first Book Buddy, Ishmael. Guiding him from a shy, struggling student to a confident reader was one of the most rewarding experiences of my professional life. Book Buddies has long been my go-to resource for tutoring young readers, whether in the school setting, privately, virtually, or with my own children. The third edition of this manual continues to be a model for effective literacy instruction with diverse learners, including students with dyslexia and other learning differences."--Heather Warley, PhD, Head Language Arts Teacher, Benchmark School, Media, Pennsylvania "Book Buddies is an invaluable practical resource, unmatched by anything on the market! Just when I thought it could not get better, the Book Buddies team has come up with this substantially revised third edition. It maintains the pragmatic, research-based assessment and developmental lesson plans, as well as the detailed guidance to support coordinators in organizing and delivering a tutoring program. In addition, the assessment now includes an initial phoneme awareness portion and the directions for each part of the lesson plan have been significantly expanded. With this third edition, Book Buddies will remain the go-to resource for effective literacy tutoring in elementary schools."--Heidi Anne E. Mesmer, PhD, School of Education, Virginia Tech "For struggling readers, tutoring can be the lifeline that brings success in school and beyond. This book provides all the ingredients that educators need to provide effective tutoring. The program has been designed, implemented, and tested by expert educators who have made important contributions to reading research. During and after the COVID-19 era, many children will continue to require a great deal of support for getting onto the page. This book enables educators to offer thousands of students the lifeline they desperately need."--Elfrieda H. Hiebert, PhD, President and CEO, TextProject "Book Buddies is explicit, systematic, and research based, and keeps the focus on moving toward the joy of reading! Every reading teacher in every school should know about this comprehensive program."--Daniel T. Willingham, PhD, Department of Psychology, University of Virginia-Table of Contents1. The Book Buddies Tutoring Framework 2. Getting Started with Book Buddies 3. Book Buddies Assessment 4. General Tutoring Plan for the Emergent Reader 5. General Tutoring Plan for the Beginning Reader 6. General Tutoring Plan for the Transitional Reader Appendices: Materials for Coordinators and Tutors Glossary Resources Cited in Text References

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Book SynopsisThis key resource for K-12 educators offers a systematic guide to delivering Tier 2 and 3 math interventions within a multi-tiered system of support. The volume explains critical math areas in which many students have difficulty early numeracy, time and money measurement, number combinations, fractions, word problem solving, algebra, and more.Trade Review"This book is exactly what teachers and teacher educators need! The explanations of complex instructional and assessment techniques, examples, and case studies make it easy to understand classroom implementation. I will definitely use this book as a text in my undergraduate Mathematics Methods course."--Mary Beth Calhoon, PhD, Department of Teaching and Learning, University of Miami "Contributors include the most prominent researchers in the field of math education. Each chapter is well researched and is applicable to designing effective instruction. The book is chock-full of evidence-based information related to intensifying interventions for students having serious difficulties in math. Chapters provide clear guidance to practitioners as well as researchers. This is a critical work for those interested in enhancing math performance among students who find math difficult to master."--H. Lee Swanson, PhD, Distinguished Professor Emeritus of Educational Psychology, University of California, Riverside; Research Professor, University of New Mexico "This comprehensive book can serve as an introduction for preservice teachers and a resource for practicing teachers. It provides a thorough presentation of mathematics standards and approaches to intensifying instruction. Across foundational and critical concepts, the book offers interventions that foster higher-level mathematical thinking. The discussions of mathematical language and 'rules that expire' will help teachers avoid inadvertently instilling misconceptions and compounding students’ struggles."--Margaret M. Flores, PhD, Department of Special Education, Rehabilitation, and Counseling, Auburn University-Table of Contents1. Intensifying Mathematics Interventions for Students Who Struggle Learning Mathematics, Diane Pedrotty Bryant, Brian R. Bryant, & Mikyung Shin 2. Effective Mathematical Practices for Mathematics Instruction and Developing Mathematical Reasoning, Barbara J. Dougherty 3. Data-Based Individualization: A Framework for Providing Intensive Intervention to Students with Mathematics Difficulties, Pamela M. Seethaler, Lynn S. Fuchs, & Douglas Fuchs 4. Intensifying Early Numeracy Interventions, Benjamin S. Clarke, Christian T. Doabler, Marah Sutherland, Marissa P. Suhr, & Elisheba W. Kiru 5. Time and Money Measurement, Diane Pedrotty Bryant, Maryam Nozari, & Brian R. Bryant 6. Improving Conceptual Understanding and Procedural Fluency with Number Combinations and Computation, Sarah R. Powell, Suzanne R. Forsyth, & Melissa K. Driver 7. Extending Students’ Knowledge of Fractions as Relational Quantities: Teaching for Understanding, Jessica H. Hunt & Katherine E. Lewis 8. Intensifying Mathematics Word-Problem-Solving Interventions for Students with or At Risk for Mathematics Difficulties, Asha K. Jitendra & Jennifer Krawec 9. Algebra, Barbara Dougherty, Diane Pedrotty Bryant, Jihyun Lee, & Brian R. Bryant 10. Use of Technology for Intensifying Mathematics Intervention, Min Wook Ok, Mikyung Shin, Brian R. Bryant, & Diane Pedrotty Bryant Index

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Book SynopsisPerhaps no factor has a greater influence on childrenâs literacy learning than exposure to engaging, authentic, culturally relevant texts. This concise practitioner resource and course text helps K-8 teachers make informed choices about using children's literature in their classrooms, from selecting high-quality texts to planning instruction and promoting independent reading. The authors present relevant theories (such as reader response and culturally responsive pedagogy) and show how to apply them in practice. Key topics include teaching narrative and expository texts, tapping into students' individual interests, and conducting text-based writing activities and discussions. Every chapter features case examples, reflection questions, and learning activities for teachers; appendices list exemplary childrenâs literature.Trade Review"There is so much for children to learn, and literature is the gateway to that learning. From text structure to character motivations, children’s literature provides opportunities for students to question, explore, and experience. This book shows us how it is done--how we can develop students’ thinking as we select the materials they will read."--Douglas Fisher, PhD, Department of Educational Leadership, San Diego State University "Vaughn and Massey help teachers consider their beliefs about texts, tasks, and readers toward the goal of cultivating students' agency. What is especially masterful is the authors' ability to clearly and succinctly address the relevant theories that influence teacher decision making and classroom instruction. The book provides numerous activities and vignettes to illustrate the possibilities for purposeful instruction using children's literature. This is an invaluable resource for guiding the new learning of preservice teachers and supporting the continued learning of inservice teachers."--Denise N. Morgan, PhD, Literacy Education, Kent State University "This is the quintessential text for either a preservice or master's-level course in children’s literature. Vaughn and Massey highlight the importance of developing agentic readers by providing choice and access to high-quality, culturally responsive children’s literature. Each chapter is well developed and offers an excellent blend of theory and practice. The content in each chapter is followed by a series of reflective exercises that help readers take action on the ideas presented. No matter where teachers may be in their careers, this book will help them be more intentional and thoughtful about the most important thing their students do--read!"--C. C. Bates, PhD, Associate Professor of Literacy Education and Director, Reading Recovery and Early Literacy Training Center for South Carolina, Clemson University ​"The authors acknowledge the complexity of teaching literacy and include both theoretical and practical considerations that teachers must weigh when making instructional decisions. The book describes specific instructional approaches, like interactive read-alouds, Reader’s Theatre, and teaching informational text structure, while 'keeping the main thing the main thing'--immersing students in relevant, relatable children’s literature. I plan to use this text in my undergraduate elementary reading methods course. I look forward to using the case studies and guiding questions to engage my students in discussions about the major themes of each chapter and to help them develop their vision for teaching literacy."--Erika S. Gray, PhD, Senior Lecturer, Department of Teacher Education and Higher Education, University of North Carolina at Greensboro-Table of ContentsForeword, Elfrieda H. Hiebert 1. Introduction: Beliefs about Children’s Literature 2. What Is Purposeful Teaching with Literature? 3. What Matters When Teaching with Literature in the Classroom? 4. What Do Books Have to Offer? 5. How Can We Help Students Understand the Books They Read? 6. How Can We Encourage Students to Read Widely? 7. How Can We Incorporate Expository Text Purposefully? 8. How Can We Use Writing and Discussing to Make Sense of Reading? 9. How Can We Encourage Reading Beyond the Classroom? 10. How Do We Put It All Together? Appendix A. Books to Support Student Agency Appendix B. Books to Talk about Visioning with Students Appendix C. Books by Genre Appendix D. Book Awards Appendix E. Popular Series Books Appendix F. Book Club Choices Appendix G. Children’s and Teen Choice Awards References Children’s Literature Children’s Literature by Appendix Index

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