Educational: Language, literature and literacy

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 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 SynopsisWhat are the principles that every elementary teacher must learn in order to plan and adapt successful literacy instruction? This concise course text and practitioner resource brings together leading experts to explain the guiding ideas that underlie effective instructional practice. Each chapter reviews one or more key principles and highlights ways to apply them flexibly in diverse classrooms and across grade levels and content areas. Chapters cover core instructional topics (phonemic awareness, phonics, fluency, vocabulary, and comprehension); high-quality learning environments; major issues such as assessment, differentiation, explicit instruction, equity, and culturally relevant pedagogy; and the importance of teachersâ reflective practice and lifelong learning.Trade Review"Parsons and Vaughn have invited a group of extraordinary literacy researchers and practitioners to reflect on state-of-the art principles for teaching students at arguably the most important developmental grade levels. In addition to a laser focus on the most pressing issues of K-5 literacy instruction, the volume honors the work of teachers. Each scholar respectfully presents how instruction can and should cause young readers to maximize their literacy potential. This book is a perfect text for preservice elementary literacy methods courses, will likely be used in reading specialist graduate programs, and can frame lively conversations about effective literacy instruction in professional learning communities."--Barbara A. Marinak, PhD, Dean, School of Education, Mount St. Mary's University "I have learned from both my research and my more than 50 years of working with K-5 classroom teachers that teaching reading is a complex, creative process based in principles, not rules. Teachers must apply those principles in various ways at various times to help students become all they are capable of being. This book helps teachers understand that the key to success is thoughtful adaptation of an array of environmental, instructional, and personal principles. It is a valuable introductory resource for preservice and inservice teachers immersed in the complexities of teaching reading to diverse populations of students."--Gerald G. Duffy, EdD, College of Education (Emeritus), Michigan State University "This book is impressive on several counts, including the caliber of the contributors and the compelling chapter topics. Teacher educators who are intent on preparing preservice teachers for a world in which diversity, equity, and inclusion are the mainstays undergirding effective literacy instruction will find myriad reasons to adopt this book."--Donna E. Alvermann, PhD, Department of Language and Literacy Education, University of Georgia "A detailed, current, and comprehensive guide to the essential elements of teaching reading and other components of literacy. As a former reading specialist, classroom teacher, and administrator, I highly encourage all educational leaders to read this exceptional text for a deeper understanding of the principled approach to literacy instruction."--Mary E. McNamee, MS, early childhood specialist, School Readiness Project, Fairfax County Government Office for Children, Virginia-Table of ContentsI. Environment 1. Print- and Text-Rich Classroom Environments, Allison Ward Parsons & Christy Irish 2. Well-Managed and Efficient Literacy Learning Environments, D. Ray Reutzel & Sarah K. Clark 3. Literacy Teaching for Equity, María Paula Ghiso, H. Gerald Campano, & Ankhi G. Thakurta II. Instruction 4. Phonemic Awareness and Phonics, Evan Ortlieb, Susan Schatz, & Kathy Ganske 5. Reading Fluency, Chase Young, Timothy Rasinski, & Shelly Landreth 6. Comprehension and Vocabulary, Douglas Fisher, Nancy Frey, & Rachelle S. Savitz 7. Assessment, Dixie Massey 8. Appropriate Intervention, Ying Guo & Allison Breit-Smith 9. Effective Differentiation, Steven J. Amendum & Kristin Conradi Smith 10. Explicit Instruction, Dana A. Robertson 11. Using Discussion to Support Literacy Learning, Jacquelynn A. Malloy & Leslie D. Roberts 12. Writing–Reading Integration, Zoi A. Philippakos 13. Literacy in the Disciplines, Cynthia H. Brock, Vicky I. Zygouris-Coe, Andrea Hayden, Joshua Montgomery, Kathleen Kniss, & Katherine Muir Welsh 14. Arranging for Reading Engagement, Gay Ivey & Erika S. Gray 15. Authentic, Challenging Tasks, Roya Q. Scales 16. Autonomy-Supportive Classroom Environments, Samantha T. Ives, Madelyn Stephens Wells, & Seth A. Parsons 17. Culturally Relevant Pedagogy and Multiliteracies, Jennifer D. Turner, Chrystine Mitchell, & Olivia A. Murphy 18. Critical Approaches to Text, Grace Enriquez 19. Integrating Digital Technology, Amy C. Hutchison 20. Adaptive Teaching, Margaret Vaughn III. Teachers 21. Reflective Practice, Mary McGriff & Michelle Rosen 22. Teachers as Lifelong Learners, Aimee L. Morewood & Julie W. Ankrum Index

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Book SynopsisMeeting a tremendous need for schools and educators, this book outlines core principles for counteracting the disruptions of the pandemic and recovering from learning loss.Trade Review"What a timely volume for thinking through how to address the needs of students and teachers as we recover from years of pandemic teaching and learning! This book would be suitable for a school- or districtwide professional book study. It emphasizes the importance of creating school environments and instructional supports that draw on the community's assets and teachers' professional knowledge and strengths. Chapters offer both theoretical and practical advice about collaborating meaningfully toward an adaptive, culturally responsive approach to helping students grow academically and socially."--Jacquelynn A. Malloy, PhD, Department of Teaching and Learning, Clemson University College of Education "Vaughn and Parsons present a systemic and comprehensive approach to literacy that embeds equitable practices and focuses on strengths. The book highlights the intersection of literacy and social–emotional learning (SEL). I love how it emphasizes the importance of relationship building. The more we know our students, the better we can provide instruction that is culturally relevant and interesting to individual learners."--Susan J. Davis, MA, SEL Coordinator, St. Vrain Valley School District, Longmont, Colorado "Anchored in an assets-based perspective on students, teachers, and schools, this book offers specific, actionable ideas to accelerate learning recovery for all students. Vaughn and Parsons's practical recommendations draw on decades of research. This book is a 'must read' for school leaders looking to improve the literacy achievement of culturally and linguistically diverse students."--Melissa A. Gallagher, PhD, Department of Curriculum and Instruction, University of Houston "Vaughn and Parsons take a fresh look at adaptive instruction, beginning with the full community and inviting schools to partner and reflect with purpose. The book shows how to link teaching, leadership, and organizational practices in creating a schoolwide vision that positions teachers as leaders and fosters a learning culture, while centering equity. The authors explore ways to implement more flexible differentiation strategies in place of strict reading levels. I hope that district leaders and school teams will use this book as they are recreating schools for all."--Sharon Walpole, PhD, School of Education, University of Delaware-Table of Contents1. Introduction: What Do We Need Now to Support Literacy Learning in Our Schools? 2. Schools and Communities Partnering for Literacy 3. Developing a Schoolwide Action Plan 4. Collaborative and Distributed Literacy Leadership 5. Assessment for Differentiated Literacy Instruction 6. Interventions That Emphasize Literacy Skills, Motivation, and Cultural Relevance 7. Supplemental Learning Programs in and out of School 8. Planning Ahead References Index

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Book SynopsisMeeting a tremendous need for schools and educators, this book outlines core principles for counteracting the disruptions of the pandemic and recovering from learning loss.Trade Review"What a timely volume for thinking through how to address the needs of students and teachers as we recover from years of pandemic teaching and learning! This book would be suitable for a school- or districtwide professional book study. It emphasizes the importance of creating school environments and instructional supports that draw on the community's assets and teachers' professional knowledge and strengths. Chapters offer both theoretical and practical advice about collaborating meaningfully toward an adaptive, culturally responsive approach to helping students grow academically and socially."--Jacquelynn A. Malloy, PhD, Department of Teaching and Learning, Clemson University College of Education "Vaughn and Parsons present a systemic and comprehensive approach to literacy that embeds equitable practices and focuses on strengths. The book highlights the intersection of literacy and social–emotional learning (SEL). I love how it emphasizes the importance of relationship building. The more we know our students, the better we can provide instruction that is culturally relevant and interesting to individual learners."--Susan J. Davis, MA, SEL Coordinator, St. Vrain Valley School District, Longmont, Colorado "Anchored in an assets-based perspective on students, teachers, and schools, this book offers specific, actionable ideas to accelerate learning recovery for all students. Vaughn and Parsons's practical recommendations draw on decades of research. This book is a 'must read' for school leaders looking to improve the literacy achievement of culturally and linguistically diverse students."--Melissa A. Gallagher, PhD, Department of Curriculum and Instruction, University of Houston "Vaughn and Parsons take a fresh look at adaptive instruction, beginning with the full community and inviting schools to partner and reflect with purpose. The book shows how to link teaching, leadership, and organizational practices in creating a schoolwide vision that positions teachers as leaders and fosters a learning culture, while centering equity. The authors explore ways to implement more flexible differentiation strategies in place of strict reading levels. I hope that district leaders and school teams will use this book as they are recreating schools for all."--Sharon Walpole, PhD, School of Education, University of Delaware-Table of Contents1. Introduction: What Do We Need Now to Support Literacy Learning in Our Schools? 2. Schools and Communities Partnering for Literacy 3. Developing a Schoolwide Action Plan 4. Collaborative and Distributed Literacy Leadership 5. Assessment for Differentiated Literacy Instruction 6. Interventions That Emphasize Literacy Skills, Motivation, and Cultural Relevance 7. Supplemental Learning Programs in and out of School 8. Planning Ahead References Index

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Book SynopsisAll you need to encourage a love and enthusiasm for reading and writing from a young age. Benefit from the experience of key educators across the Caribbean regions who have carefully designed this resource to give your students exactly the right introduction to the Language Arts curriculum.-Ensure a steady transition from Creole to Standard English with an introductory section on language acquisition in the Teacher Guides called Language Strategy. -Cover technicality of grammar, vocabulary and syntax using picture cues and writing as well as reading and reading comprehension. -Offer exposure to many different forms of text with a variety of different text types and genres. -Connect reading and writing with templates, to make sure that students don't fall behind and progress evenly with both. Support for this student book is available from the accompanying Teacher's Guide 9781510414266.

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Book SynopsisAll you need to encourage a love and enthusiasm for reading and writing from a young age. Benefit from the experience of key educators across the Caribbean regions who have carefully designed this resource to give your students exactly the right introduction to the Language Arts curriculum.-Ensure a steady transition from Creole to Standard English with an introductory section on language acquisition in the Teacher Guides called Language Strategy. -Cover technicality of grammar, vocabulary and syntax using picture cues and writing as well as reading and reading comprehension. -Offer exposure to many different forms of text with a variety of different text types and genres. -Connect reading and writing with templates, to make sure that students don't fall behind and progress evenly with both. Support for this student book is available from the accompanying Teacher's Guide 9781510414273.

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Book SynopsisExam Board: SQALevel: HigherSubject: EnglishFirst Teaching: August 2018First Exam: June 2019Ensure your students are prepared for every aspect of their assessment with the only textbook that offers comprehensive coverage of the updated syllabus requirements. - Written by a highly experienced bestselling author- Covers the updated specification with all the new topics in the SQA examinations- Provides thorough exam preparation, with graded Practice Exercises- Organised to make it easy to plan, manage and monitor student progress

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Book SynopsisIntroduce foundational vocabulary into your child's life for items found all around your home using bright and colorful pictures in Brain Quest's signature question and answer format.?My First Brain Quest: First Words: Around the Home introduces babies and toddlers to more than 100 foundational vocabulary words from scenes in and around a cozy, colorful family home—from the kitchen to the bathroom to the garden. In addition to labeled illustrated objects, each scene has questions that help reader and child talk about what they see on the page. There’s counting, colors, comparison and more!Table of ContentsMy First Brain Quest: Home & Family covers:Outside the House garage fence sidewalk birds window cat roof door steps mailbox ladder cherry tree neighbor Garage bicycle helmest shelves paint cans sled oil cans tires scooter toolbox hose tricycle wagon bucket car windows boxes Living Room couch table rug record player board games books globe plant wall pictures clock chair cherries Kitchen refrigerator toaster floor knife sink clock shade pot plants oven chair plate fork spoon glasses bottles box jar Hallway coats laundry light posters door knob light switch pictures camera backpack plant crayons stairs Bedroom bed blanket pillow window clock lamp desk drawers computer bookshelf table chair dresser closet toys Bathroom toilet bathtub shower curtain shower head mirror faucet toothbrush toothpaste washcloth towel garbage can shampoo bubble bath rubber duck Garden shed fence hose shovel rocks compost bin bees vegetables worms watering can flowers swings butterflies tree house cloud sun sky Garden Shed rakes shovel hoe lawn mower rubber boots flower pot trowel pruner sun hat flashlight snow shovel basket bucket seeds soil Family grown-ups baby child grandparent blanket head hand foot leg belly

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Book SynopsisThis practical book is full of quick and easy-to-use lessons that promote meaningful writing practices in the classroom. Teachers will find strategies organized alphabetically and in a consistent format that will inspire students to plan, develop, and share their writing. The lessons allow teachers to choose what they need to meet the diverse and various needs of students in grades one through eight. Each independent lesson guides students through the writing process with information about a writing form, along with suggested literature sources. Tips throughout the book will help students successfully write to narrate, to inform, to entertain, to persuade, to respond, and to enjoy.

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Book SynopsisGive grades 4â6+ students who are reading below grade-level scaffolded practice in decoding and word study. Engaging stories and activities jam-packed with common spelling/sound patterns and sight words help students become successful readers!

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Book SynopsisKS1 English covers all the topics on the SATs papers simply and clearly, making it ideal for stress-free exam preparation

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Book SynopsisChildren love these games for the pure joy of movement. In their dancing rhythms adults, also, will find that the active involvement of the hands with the tongue revives the whole human being.In a series of happy games for the dancing, playing hand the movements of hands, fists, thumbs and pointers fit to the spoken word in poetry and song. They stimulate the speech center in the child's brain and promote speech development.A second group of games portrays animal games. These are magical, as they transform us into snail, bunny, pony and many other creatures. They lead us to the wellspring of the joy of existence and active participation in the world around us.

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Book SynopsisDieser Band entwickelt das Konzept der Handlungsorientierung in fremdsprachendidaktischer wie bildungstheoretischer Hinsicht weiter: Lernende als autonom agierende Individuen mit je unterschiedlichen (Sprachlern-)Biographien werden mit ihrer kulturellen Identität und ihrem sprachlichen Handeln in den Mittelpunkt gerückt. Gleichzeitig wird das Fremdsprachenlernen methodisch differenziert und als kontextgebunden verstanden. Lehrpersonen erschaffen für und mit den Lernenden inhaltlich bedeutsame Lernsituationen. – Eine fremdsprachenübergreifende Einführung mit Definitionen, Vertiefungen und zahlreichen Praxisbeispielen für alle Phasen der Fremdsprachenlehrer*innenbildung.Table of Contents1. Einleitung: Handlungsorientierter Fremdsprachenunterricht.- 2. Der Handlungsbegriff und seine kommunikations- und bildungstheoretischen Grundlagen.- 3. Fremdsprachenlernende und handlungsorientierte Lernprozesse.- 4. Handlungsorientierte Spracharbeit.- 5. Beispiele für handlungsorientierten Fremdsprachenunterricht.- 6. Handlungsorientiert Unterricht planen und durchführen.

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Book SynopsisWe need to help students see that writing can be for an audience other than a teacher, and for a purpose beyond getting a grade.Trade Review"Hicks & Schoenborn provide teachers with a cohesive and well thought out approach which reflects what we best know about the effective teaching of writing (Young & Ferguson 2021). By reflecting on the wisdom shared within these pages, teachers would be perfectly placed to create confident writers." -- The Writing for Pleasure Centre

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Book SynopsisAn exporation into what counts as professionalism for teachers today.

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Book SynopsisSometimes it’s better to start small, with a sentence.Trade Review"[A] highly practical book…. Teachers can drop into the book and find ready-to-use strategies. They can also adapt ideas from the book for their specific setting and students." -- Teachers College Record"Written in a first-person conversational style (a quality I prefer in my professional development books), Sentence feels like getting advice from a respected colleague.... Woods has grouped her sentence types in a format that is easy to navigate so teachers can utilize those types that their standards require or students show a need for." -- Rebecca Crockett - Middleweb"A complete course of detailed instruction in a single volume, Sentence. A Period-to-Period Guide to Building Better Readers and Writers is an extraordinary, effective, DIY approach to overcoming writer's block and getting started with any form of literary project." -- Midwest Book Review"Woods provides literally hundreds of sentences (categorized for thematic unit use) as examples with teaching ideas for immediate classroom use. This book will be one that I reach to again and again for ideas and inspiration. " -- Susan Barber, AP Literature Teacher and Consultant, Atlanta, GA"As a writing teacher for over 30 years, I appreciate Woods' diverse set of examples and insightful analysis. Whether you're looking for a way to fill a few minutes at the end of class or build an entire session around one sentence, this book has you covered. " -- Chris Sloan, PhD, English Department Chair, Judge Memorial Catholic High School, Salt Lake City, UT"By focusing on a single sentence, teachers can change the 'lens' through which we view a text and find a new way to reach students. Woods' book provides concrete and engaging examples that any teacher can use tomorrow in their classroom. " -- Kabby Hong, English Teacher, Verona Area High School, WI"With clarity her cause and passion her method, Geraldine Woods clarifies the workings of one of our most significant and old-time technologies: the sentence. That she curates from vivid contemporary sources will spark the stellar writer in her readers. " -- Edie Meidav, Novelist and Associate Professor of English at University of Massachusetts, Amherst"Woods does teachers a great service by offering this book. She not only serves up an instructional guide for how to help students understand the importance of sentence crafting, she also gives numerous practical examples and lesson suggestions. " -- David G. Miller, Professor, Department of English and Philosophy Honors Faculty, Mississippi College"In an age of tweets and declining readership, Woods makes a compelling case for the relationship between the sentence and how we speak, write, and listen to one another. Never before has the teaching of grammar, syntax, diction, and the literary imagination felt closer to pure poetry than in this beautifully crafted book!" -- Andrew McCarron, Chair of Religion, Philosophy & Ethics Department at Trinity School in Manhattan, New York, Faculty Associate at Bard College's Institute of Writing and Thinking, and author

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Book SynopsisThis is the first comprehensive collection of hands-on, active learning exercises for the college literature classroom, offering ideas and inspiration for new and veteran teachers alike. These 101 surefire lesson plans present creative and interactive activities to get all your students talking and learning, from the first class to final review. WhTrade Review"Steal from this book: Diana Fuss and William Gleason want you to. Bringing together an astonishing range of tips on an astounding range of literatures, this is a pedagogical care package for days when you're `off,' or students are tired, or the ice needs to be broken again, or you just want to shake things up. These tricks of the trade are more than surefire: they redefine the art of teaching literature."—Scott Herring, Indiana University"This thoroughly compelling book—the first collection of student-centered teaching tools for English instructors—will be useful to a wide range of teachers."—Maurice S. Lee, Boston University"Refreshingly hands-on without being reductive, this book makes an important contribution to undergraduate teaching and learning. By coming out in favor of active learning and student engagement, it positions itself at the head of a pack of bestsellers on the craft of teaching. But it outdistances them by calling on a wide range of expert teachers to share lessons gleaned from their experiences."—Jennifer Summit, San Francisco State University"From the insightful introduction to the systematic collection of diverse approaches to deep learning, this is a treasure chest that will help transform the literature classroom from a passive space to an active, engaged environment in which students encounter literature in new and exciting ways. Every literature teacher will find plenty of ideas and clever tactics to stimulate his or her teaching. New faculty should find it indispensable."—John Zubizarreta, Columbia College (South Carolina)Table of Contents*Frontmatter, pg. i*Contents, pg. v*Introduction, pg. xi*Discussions-collaborative classroom activities for promoting discussion, pg. 1*Essentials-classic literary exercises everyone should try, pg. 27*Stories-narrative, plot, setting, structure, character, point of view, beginnings, endings, ethics, pg. 45*Poems-content, form, language, sound, meter, pg. 95*Plays-interpretation, genre, character, staging, performance, context, pg. 147*Genres-identifying, rethinking, and switching genres, pg. 197*Canons-using, debating, and building canons, pg. 219*Words-understanding, defining, and relating words, pg. 241*Styles-naming, describing, and imitating styles, pg. 263*Pictures-drawing, printing, and viewing pictures, pg. 285*Objects-touching, making, and interpreting objects, pg. 309*About the Editors, pg. 333*Contributors, pg. 335*Four Cross- Indexes to Help You Plan Ahead, pg. 339*General Index, pg. 341

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Book SynopsisRooted in examples from their own and others' classrooms, the authors of this book offer discipline-specific practices for implementing antiracist literature instruction in White-dominant schools. Each chapter explores a key dimension of antiracist literature teaching and learning.Table of Contents Foreword Timothy J. Lensmire Acknowledgments 1. Teaching About Racism Through Literature in White Schools Why Focus on White Educational Contexts? Why Teach About Racism Via Literary Study? What Is a Critical Race Approach and Why Take It Up? Notes on Authorial Decisions Throughout the Book 2. Designing Racial Literacy Objectives and Assessments for Literature-Based Units Common Challenge: Glossing Over Complex Race Concepts Why This Matters from a Critical Race Perspective What You Can Do: Use Backward Planning to Design Literature-Based Units for Racial Literacy In the Classroom: Articulating Racial Literacy Objectives for A Raisin in the Sun Conclusion 3. Introducing a Racialized Reader Response Common Challenge: White Readers' Misreadings of Blackness in Literature Why This Matters from a Critical Race Perspective What You Can Do: Interrupt Whiteness Via Text Selection and Literary Response In the Classroom: Racializing White Readers' Responses to The Crossover Conclusion 4. Unearthing Whiteness in Canonical Texts about Racism Common Challenge: White Investments in Canonic White Savior Narratives Why This Matters from a Critical Race Perspective What You Can Do: Expose Whiteness in Canonic, White-Authored Texts In the Classroom: Exposing Whiteness in Adventures of Huckleberry Finn Conclusion 5. Applying a Critical Race Theory Lens for Literary Analysis Common Challenge: Reinforcing Racism via Traditional Literary Analysis Why This Matters from a Critical Race Perspective What You Can Do: Employ a CRT Lens for Literary Analysis In the Classroom: Applying a CRT Lens to To Kill a Mockingbird Conclusion 6. Planning for and Responding to Race Talk Common Challenge: Managing Race Talk Why It Matters from a Critical Race Perspective What You Can Do: Use Proactive and Reactive Strategies for Managing Race Talk Conclusion 7. Designing Assignments to Build Racial Literacy Common Challenge: Questioning White Racial Assumptions Why This Matters from a Critical Race Perspective What You Can Do: Design Assignments to Scaffold Racial Literacy In the Classroom: Using Collaborative Glossaries and Exploratory Essays Racial Identity Work for White Teachers A Beginning, Not an End References Index About the Author

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Book SynopsisA unique collection of essays that provides theoretical basis for the value of using creative teaching assignments in Medieval and Renaissance history and literature classes and offers a whole toolbox of practical suggestions that allow students to connect course material to their own experiences and help them care more about the material they are seeking to master. First and foremost for teachers of the pre-modern to adapt and use in college courses of all levels, many of the assignments are also adaptable for a high school classroom. In addition, this volume reaches into broader questions of pedagogical methodology, philosophy, and theory. The contributors reflect on the value and necessity of creative teaching and learning, on using non-traditional classroom activities to tether the students to the material in a more intimate, deeper conceived, and often transformative engagement.

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Book SynopsisHelp students appreciate texts and write about them with conviction.Trade Review"Yes!!! A resource for teachers that actually defines the standards, builds knowledge, and provides scaffolds and supports for both teachers and students! This easy-to-read book contains over a hundred ready-to-use materials for immediate implementation. Explanations and models (with annotations) tied to authentic literature are provided. It's the perfect addition to any CCSS-aligned curriculum or program. Teaching constructed response has never been easier! Thank you, Nancy!" -- Dena Mortensen, Supervisor of Elementary Reading and Language Arts, Waterbury Public Schools, CT"Nancy Boyles' newest book gives teachers a proven formula to follow for teaching constructed response to their students. This book takes the process and breaks it down into clear, easy-to-follow steps. It's teacher-friendly, easy to read, and loaded with instructional strategies and resources for immediate use, including Anchor Charts, Checklists, and Answer Frames. " -- Michelle Dupuis, Academic Coach, Natchaug School, Willimantic, CT"Nancy Boyles' book is appropriately titled: it's an awesome guide to teaching students how to read closely and construct an answer to every type of comprehension question. The skills students develop with Boyles' methods will serve them well on standardized tests and beyond, as they will read and write more carefully and think more clearly. A blessing for busy teachers, Boyles' book offers detailed lesson plans and abundant sample questions on prose and poetry selections. " -- Geraldine Woods, teacher, author of 25 Great Sentences and How They Got That Way and Sentence."At construction sites, they put windows in the walls so you can see inside the building site. Nancy Boyles gives you such a window into how students can build meaningful 'constructed' responses. More importantly, she delivers thoughtful, practical tools teachers can use to help students read carefully and respond accurately. These tools include anchor charts, cue cards, and ways to have students engage with various media types. As usual, a can't-miss text. " -- Dr. Michael J. Rafferty, Director of Teaching and Learning, Derby Public Schools, Derby, CT, and author of 30 Big-Idea Lessons for Small Groups"The wait is over. Writing Awesome Answers to Comprehension Questions is absolutely brilliant. Nancy Boyles has bestowed a reading toolbox upon teachers. Teachers will discover numerous mini-lessons, instructional strategies, texts aligned to questions, anchor charts, rubrics, checklists...in short, everything needed to get students writing about reading. " -- Christina O'Brien, Assistant Principal/Special Education Supervisor, Naubuc Elementary School, Glastonbury, CT

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Book SynopsisCan educators continue to teach troubling but worthwhile texts?

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Book SynopsisA time capsule of art and artifacts, created by Gen Z.

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Book SynopsisStudents need updated writing genres, and a real reason to write

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Book SynopsisBuild communication skills that can last a lifetime.

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Book SynopsisAttractive and easy to navigate, New Generation Korean 3 is a full-colour and engaging textbook designed for Korean language learners at the secondary and post-secondary education levels, as well as for independent self-study learners. Building on the content in the intermediate textbook, the advanced volume presents learning goals and best practice lessons developed by professors with extensive Korean language teaching experience. The textbook is appended with lists of vocabulary, answer keys, Korean scripts, and English translations.With classroom-tested lessons, New Generation Korean 3 will guide students to effective and efficient learning of the Korean language and an appreciation of Korean culture. The heavily illustrated textbook is accompanied by a workbook, audio files, and PowerPoint slides. Table of ContentsPreface Components Characters Lesson Table Lesson 17 Lesson 18 Lesson 19 Lesson 20 Lesson 21 Lesson 22 Lesson 23 Lesson 24 Appendices Vocabulary List 1: By Lesson Vocabulary List 2: In Alphabetical Order Answer Key Listening Script English Translation

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Book SynopsisDesigned by instructors with long-standing experience in teaching Korean, this workbook helps advanced-level students practice their Korean language skills.

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Book Synopsis

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Book Synopsis

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Book Synopsis

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Book Synopsis

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Book Synopsis

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