Educational material
Stenhouse Publishers Growing Independent Learners: From Literacy
Book SynopsisDebbie Diller has revolutionized literacy instruction in countless classrooms over the years, demonstrating how to effectively use literacy workstations to engage students in critical literacy learning. In Growing Independent Learners: From Literacy Standards to Stations, K-3, she provides a comprehensive guide to help you plan instruction focused on literacy standards, organize your classroom for maximum benefit, and lead your students to independence through whole-group lessons, small-group focus, and partner learning at literacy stations. The first four chapters lay the foundation with planning, organizing, and instruction that are essential for success with literacy workstations. From creating a model classroom and developing planning tools to using anchor charts, Diller gives you creative ideas for making the most of your classroom environment to support student independence. Later chapters focus on standards-based instruction built around key reading, writing, and foundational skills as well as speaking, listening, and language standards. Each of these chapters provides the following:Detailed explanations of each standard's importance and real-world application examples Planning tools including academic vocabulary, modifiable lesson plans for whole group instruction, and suggestions for literacy workstations Mentor texts to use during whole group, small group, or stations Over 400 full-color photos demonstrating workstations in action Ways to connect lessons into other areas of daily instruction, including independent reading time, small-group instruction, and workstations ' Growing Independent Learners will help you create a vibrant classroom filled with independent learners. This book will quickly become an essential resource for any teacher who believes that all children can learn to work independently in a classroom that's well organized and mindfully planned. 'Trade ReviewSharon Bartlett reviewed Growing Independent Learners for Literacy K-3, a 2016 book by Debbie Diller, published by Stenhouse. She reports that it is an easy read full of ideas and practical solutions to the question of how to incorporate new standards into a classroom in order to help all learners to become independent. The first three chapters of the book center around developing successful minilessons, organizing the classroom and materials for success, and planning by organizing the standards that need to be taught. Subsequent chapters are devoted to in-depth explanations of how to implement literacy stations to address comprehension of literature and informational text, foundational skills, writing and speaking, listening and language. Each chapter has model lessons and independent activities to reinforce the standards being addressed. Ms. Diller also devotes time to help teachers problem solve difficulties that might arise and to find ways to dig deeper into the content being presented. A CURRICULUM OF HOPEFOR A PEACEFUL WORLD Table of ContentsIntroduction: Growing Independence Chapter 1: Teaching in Whole Group with Standards-Focused Mini-Lessons Chapter 2: Organizing for Independence Chapter 3: Planning for Literacy Work Stations Chapter 4: Teaching with Anchor Charts from Whole Group to Stations Chapter 5: Literacy Work Stations for Reading: Literature Chapter 6: Literacy Work Stations for Reading: Informational Text Chapter 7: Literacy Work Stations for Reading: Foundational Skills Chapter 8: Literacy Work Stations for Writing Chapter 9: Literacy Work Stations for Speaking, Listening, and Language
£37.99
Stenhouse Publishers Starting Strong: Evidence-Based Early Literacy
Book SynopsisStarting Strong: Evidence-Based Early Literacy Practices shows teachers how to use four proven instructional approaches-;standards based, evidenced based, assessment based, and student based-;to improve their teaching practice in all areas of early literacy.Authors Katrin Blamey and Katherine Beauchat draw on their years of experience and early literacy expertise to guide you in figuring out what to teach and how to find the most instructionally sound method to teach it. They help you determine the instructional needs of your classroom and take full advantage of what you know about your students so you can engage them in learning.With chapters on oral language, vocabulary, phonological awareness, word recognition, comprehension, and writing skills, this comprehensive book explains each skill and provides research-based strategies for targeting each area. Supported by evidence-based research and aligned to key tenets of the Common Core, the book also includes classroom-tested activities and children's literature suggestions for each area of literacy.Starting Strong is an essential resource that any early literacy teacher or coach using a balanced literacy approach can use to build a solid foundation for their students.Trade ReviewEvery classroom teacher needs a copy of Starting Strong: Evidence-Based Early Literacy Practices by Katrin Blamey and Katherine Beauchat. This text describes in clear language the literacy skills each child needs and does an outstanding job of connecting those skills to both research and classroom practices. Starting Strong is written so teachers will feel both able and excited to implement effective literacy instruction. By describing each literacy concept in detail through sidebars, charts, and classroom vignettes, the authors ensure the concepts are well understood. Teachers can spend their energy putting these ideas in place in the classroom quickly and easily thanks to the inclusion of appropriate songs, texts, websites, apps, and assessments. This text empowers teachers to promote a classroom where all children will develop the foundation they need to become skilled readers and writers. Kimberly Kode Sutton, Ph.D. Assistant Professor of Education Special Education Program Coordinator Department of Education York College of Pennsylvania Starting Strong: Evidence-Based Early Literacy Practices demonstrates how to use four different instructional approaches - standards, evidence, assessment and student based - to best advantage, and pairs different instructional choices and their indicators to early literacy efforts. Chapters discuss how children build vocabulary and how a teacher's integrated approach can encourage it, offering an array of strategies that cover word recognition, comprehension, and language-building exercises and techniques. A wealth of charts and black and white photos throughout support the evidence-based research and its applications, making for a solid reference filled with literacy strategies and approaches that early education teachers will want to consider. - Donovan's Literary Service Blamey and Beauchat draw from their personal experiences, conversations with educational professionals, and extensive research to provide a comprehensive resource for preservice or practicing early childhood teachers. The authors outline the following four principles of instruction and discuss these principles throughout the text: (1) standards-based instruction, (2) evidence-based instruction, (3) assessment-based instruction, and (4) student-based instruction. There are chapters that are dedicated to each of the following skills needed for children to develop into successful readers and writers: oral language, word knowledge, alphabetic code and phonological awareness, word recognition and fluency, comprehension, and writing. Each chapter addressing a skill follows a consistent format that includes a description of the literacy skill, research-based strategies to target the skill, classroom vignettes, book suggestions, meaningful technology integration tips, homework and routine activities, and informal and formal assessment techniques. The book includes an appendix that is chock-full of practical ready-to-use classroom resources. As a former public school teacher and administrator, this book tempts me to want to go back into the classroom to hone my instruction by using the suggestions provided. Additionally, if I were still a practicing administrator, I would want the pre-kindergarten thru fourth grade teachers in my building to read this book as part of a professional learning community. I plan to use Blamey and Beauchat’s research and strategies found in this book in my current position, working with pre-service teacher candidates at an Institute of Higher Education. This text is written in a clear, concise manner and provides engaging, research-based, ready-to-use ideas from cover-to-cover. I highly recommend this resource to any early childhood educators seeking to develop and improve their craft.Reviewed by Amy S. Glusco, Director of Field Services in the Department of Education at York College of Pennsylvania Starting Strong: Evidence Based Early Literacy Practices shows readers how to apply four different instructional approaches (standards, evidence, assessment and student based) to teachings and early literacy efforts, and offers chapter designed to take each skill and pair it with concrete, tested strategies for teaching. From developing comprehension and practicing word recognition to supporting different types of genre writing formats and applying assessment principles throughout the curriculum, Starting Strong is a powerful survey recommended for teachers of grades Pre-K to 3, and comes from two professors of early childhood and education who impart the basics of the latest research results. California Bookwatch: November 2016 James A. Cox, Editor-in-Chief Diane Donovan, Editor Midwest Book ReviewTable of ContentsChapter 1: Early Literacy Targets; Chapter 2: Developing Oral Language; Chapter 3: Fostering Word Knowledge; Chapter 4: Learning the Alphabetic Code and Phonological Awareness; Chapter 5: Practicing Word Recognition and Fluency; Chapter 6: Developing Comprehension; Chapter 7: Supporting Writing; Chapter 8: Putting It All Together
£27.54
Stenhouse Publishers Poetry Mentor Texts: Making Reading and Writing
Book SynopsisBuilding on the success of Mentor Texts and Nonfiction Mentor Texts, authors Lynne R. Dorfman and Rose Cappelli now turn their attention to poetry. In Poetry Mentor Texts , Lynne and Rose show teachers how to use poems in both reading and writing workshops and across content areas. Written in a friendly, conversational tone, this practical book explores a variety of poetic forms, including poems that inspire response, list poems, acrostic poems, persona poems, and poems for two voices-;versatile forms of poetry that can be used in every grade. Each of these poetic forms has its own chapter featuring five poems with applications for both reading and writing classrooms. Reading connections present skills and strategies to move students forward as readers, helping them to build fluency, vocabulary, comprehension, phonemic awareness, and phonics. Writing connections help students and teachers discover their own voices and grow as poets and wordsmiths as they try out many poetic forms. Poems help students at all grade levels learn to better address complex reading texts, offering them a chance to dig deeper and use higher-order thinking skills. Additionally, Your Turn writing lessons provide a scaffold for seamlessly moving from modeling to the shared or guided experience and the transfer to independent work. The Treasure Chest offers a brief annotation of the poems discussed in each chapter as well as companion pieces that extend and enhance the work of the reading and writing classroom. Poetry Mentor Texts helps teachers across the curriculum guide their students to become not only skilled readers and writers but also more empathetic human beings.Trade Review"This wonderfully laid-out, practical book explores ways of getting students interested in poetry." - CHOICE "As a veteran teacher, I prided myself on being a 'poetry teacher.' After all, we memorized poems, tried to figure out what they meant, and even devoted a unit to the study of poetry. Haiku, limericks, color poems and fill-in-the-blank poems were just a few types we explored. However, it wasn’t until I started reading this book that I discovered the true magnetic force of the written word. - MiddleWebTable of ContentsIntroduction; Chapter 1: Getting Started; Chapter 2: Poetry to Inspire Respo; Chapter 3: List Poems Are for Everyone; Chapter 4: Acrostic Poetry: Accessible and Challenging; Chapter 5: The Persona Poem: Writing in the Voice of Another; Chapter 6: Poetry for Two Voices; Chapter 7: A Treasure Chest of Books
£23.74
Stenhouse Publishers Reading with Meaning: Teaching Comprehension in
Book SynopsisTen years since her first edition, author Debbie Miller returns with Reading with Meaning, Second Edition: Teaching Comprehension in the Primary Grades to share her new thinking about reading comprehension strategy instruction, the gradual release of responsibility instructional model, and planning for student engagement and independence. Reading with Meaning, Second Edition delves into strategy and how intentional teaching and guided practice can provide each child a full year of growth during their classroom year. New in this edition are lesson planning documents for each chapter that include guiding questions, learning targets, and summative assessments, as well as new book title recommendations and updated FAQs from the first edition.Also included are strategic lessons for inferring, determining the importance in each text, and synthesizing information. Teachers can help students make their thinking visible through oral, written, artistic, and dramatic responses and provide examples on how to connect what they read to their own lives.In this book, Miller reflects on her professional experiences and judgement along withcurrent research in the field. She provides a guide for any teacher hoping to build student relationships and develop lifelong independent learners.Trade Review"I walk away from this book inspired." - Room 241 blogTable of ContentsPrologue; Introduction to the Second Edition; 1: Guiding Principles; 2: In September, Part One; 3: In September, Part Two; 4: In October; 5: In November and December; 6: In January and February; 7: In March and April; 8: In May
£27.54
Stenhouse Publishers Perfect Pairs, 3-5: Using Fiction & Nonfiction
Book SynopsisHands-on lessons can be fun and compelling, but when it comes to life science, they aren't always possible, practical, effective, or safe. Children can't follow wolves as they hunt elk, visit a prehistoric swamp, or shrink down to the size of a molecule and observe photosynthesis firsthand. But they can explore a whole world of animals, plants, and ecosystems through the pages of beautifully illustrated, science-themed picture books.Perfect Pairs, which marries fiction and nonfiction picture books focused on life science, helps educators think about and teach life science in a whole new way. Each of the twenty lessons in this book is built around a pair of books that introduces a critical life science concept and guides students through an inquiry-based investigative process to explore that idea-;from life cycles and animal-environment interactions to the inheritance of traits and the critical role of energy in our world.Each lesson starts with a Wonder Statement and comprises three stages. Engaging Students features a hands-on activity that captures student interest, uncovers current thinking, and generates vocabulary. The heart of the investigative process, Exploring with Students, spotlights the paired books as the teacher reads aloud and helps students find and organize information into data tables. Encouraging Students to Draw Conclusions shows students how to review and analyze the information they have collected. Bringing high-quality science-themed picture books into the classroom engages a broad range of students, addresses the Performance Expectations outlined in the Next Generation Science Standards, and supports the goals of the Common Core State Standards for English Language Arts. Even if you are science shy, Perfect Pairs can help you become a more confident teacher whose classroom buzzes with curious students eager to explore their natural world.Trade Review'Hands-on lessons can be fun and compelling, but when it comes to life science, they aren't always possible, practical, effective, or safe. Children can't follow wolves as they hunt elk, visit a prehistoric swamp, or shrink down to the size of a molecule and observe photosynthesis firsthand. But they can explore a whole world of animals, plants, and ecosystems through the pages of beautifully illustrated, science-themed picture books. The collaborative work of Melissa Stewart (an award-winning author of more than 150 science-themed nonfiction books for children) and Nancy Chesley (a former elementary school teacher for twenty-six years and a K-5 science and literacy specialist for six years), Perfect Pairs: Using Fiction and Nonfiction Picture Books to Teach Life Science, Grades 3-5, showcases fiction and nonfiction picture books focused on life science, helps educators think about and teach life science in a whole new way. Each of the twenty lessons comprising Perfect Pairs is built around a pair of books that introduces a critical life science concept and guides students through an inquiry-based investigative process to explore that idea-from life cycles and animal-environment interactions to the inheritance of traits and the critical role of energy in our world. Each lesson starts with a "Wonder Statement" and comprises three stages. "Engaging Students" features a hands-on activity that captures student interest, uncovers current thinking, and generates vocabulary. The heart of the investigative process, "Exploring with Students," spotlights the paired books as the teacher reads aloud and helps students find and organize information into data tables. "Encouraging Students to Draw Conclusions" shows students how to review and analyze the information they have collected. Bringing high-quality science-themed picture books into the classroom engages a broad range of students, addresses the Performance Expectations outlined in the Next Generation Science Standards, and supports the goals of the Common Core State Standards for English Language Arts. Critique: Thoroughly 'user friendly' in organization and presentation, Perfect Pairs: Using Fiction and Nonfiction Picture Books to Teach Life Science, Grades 3-5 is an extraordinarily informative and practical instruction manual and textbook that is unreservedly recommended for college and university Teacher Education reference collections in general, and Elementary School Classroom Instruction supplemental studies reading lists in particular.' - Julie Summers Table of ContentsIntroduction; Getting Started; Meeting the Standards; Lessons for Grade 3; Lesson 3.1: What the Lives of All Creatures Have in Common, Even When Their Life Cycles Are Different; Lesson 3.2: How Being Part of a Group Helps Animals Survive; Lesson 3.3: Why Some Animals Look Different from Their Family Members; Lesson 3.4: What Fossils Can Tell Us About Life and Environments Long Ago; Lesson 3.5: How Variations in Characteristics Can Help Some Animals Survive; Lesson 3.6: How Animals Survive in a Cold Environment; Lesson 3.7: How People Try to Solve Problems That Occur When an Environment Changes; Lessons for Grade 4; Lesson 4.1: How Our Body Structures Help Us Survive; Lesson 4.2: How Feathers Help Birds Survive; Lesson 4.3: How a Tree's Structures Help It Survive; Lesson 4.4: How Animals Depend on Their Senses; Lesson 4.5: How Natural Resources Provide Electrical Energy; Lesson 4.6: How Energy Use Affects Environments and the Animals Living There; Lessons for Grade 5; Lesson 5.1A: Where Plants Get Most of the Materials They Use to Grow; Lesson 5.1B: Where Animals Get the Energy They Need to Live and Grow; Lesson 5.2: Why Dead Plants and Animals Don't Pile Up in Natural Places; Lesson 5.3: How Matter Moves Among Living Things and the Environment; Lesson 5.4: How Living Things Depend on Their Environment for Survival; Lesson 5.5: How Introduced Species Can Affect an Ecosystem; Lesson 5.6: How We Can Protect Earth's Resources and Environments
£30.39
Stenhouse Publishers Readers Front and Center: Helping All Students
Book SynopsisEvery teacher wants and expects his or her students to be reading increasingly complex texts, yet sometimes the gap between our expectations and our students' abilities seems wide and deep. It's tempting to look at that gap and step in to fill it for them, but then we'd be doing most of the heavy lifting the understanding, analysis, and interpretation that our students should be learning for themselves. So how can teachers reverse this trend and ensure that our students are fully entering, absorbing, and experiencing texts? How can we make sure they're making complex meaning independently and proficiently,- as the Common Core State Standards require? Readers Front & Center answers these questions by framing instruction that starts with the student. You'll learn how to do the following: Research and listen to your students so your teaching can be more targetedNotice and name your students' thinking so they can see- what complex thinking looks and sounds likeSet your students up to be problem solversPrepare your students to do increasingly complex thinking in increasingly complex texts Filled with examples of one-on-one conferences, small groups, and whole-class scenarios, this essential book provides an accessible and inspiring model of how-;and why-;we need to put students at the front and center of our teaching.Trade Review"As I read Readers Front & Center, I felt as if I were visiting with a teacher who has faced the same struggles and challenges that we all face and has found some strategies and ideas that work. And she was spilling her secrets." - MiddleWebTable of ContentsIntroduction; Chapter 1: Noticing Smarter; Chapter 2: Deciding Smarter; Chapter 3: Teaching Smarter; Chapter 4: Teaching Smarter; Chapter 5: Teaching Smarter; Chapter 6: Teaching Smarter; Conclusion
£23.74
Stenhouse Publishers The Daily 5: Fostering Literacy Independence in
Book SynopsisThe Daily 5: Fostering Literacy in the Elementary Grades, Second Edition retains the core literacy components that made the first edition one of the most widely read books in education and enhances these practices based on years of further experience in classrooms and compelling new brain research. The Daily 5 provides a way for any teacher to structure literacy (and now math) time to increase student independence and allow for individualized attention in small groups and one-on-one. Teachers and schools implementing the Daily 5 will do the following: Spend less time on classroom management and more time teaching Help students develop independence, stamina, and accountability Provide students with abundant time for practicing reading, writing, and math Increase the time teachers spend with students one-on-one and in small groups Improve schoolwide achievement and success in literacy and math. The Daily 5, Second Edition gives teachers everything they need to launch and sustain the Daily 5, including materials and setup, model behaviors, detailed lesson plans, specific tips for implementing each component, and solutions to common challenges. By following this simple and proven structure, teachers can move from a harried classroom toward one that hums with productive and engaged learners. What's new in the second edition: Detailed launch plans for the first three weeks Full color photos, figures, and charts Increased flexibility regarding when and how to introduce each Daily 5 choice New chapter on differentiating instruction by age and stamina Ideas about how to integrate the Daily 5 with the CAFE assessment system New chapter on the Math Daily 3 structureTrade Review"A fine 'must' for any educator's collection!" - Midwest Book ReviewTable of Contents1: That Was Then, This Is Now: How the Daily 5 and CAFE Have Evolved; 2: Our Core Beliefs: The Foundations of the Daily 5; 3: The 10 Steps to Teaching and Learning Independence; 4: What Do You Need to Begin the Daily 5?; 5: Launching Read to Self—The First Daily 5; 6: Foundation Lessons; 7: When to Launch the Next Daily 5; 8: The Math Daily 3; 9: Returning to Our Core Beliefs
£30.39
Stenhouse Publishers Becoming the Math Teacher You Wish You'd Had:
Book SynopsisAsk mathematicians to describe mathematics and they' ll use words like playful, beautiful, and creative. Pose the same question to students and many will use words like boring, useless, and even humiliating.Becoming the Math Teacher You Wish You'd Had, author Tracy Zager helps teachers close this gap by making math class more like mathematics. Zager has spent years working with highly skilled math teachers in a diverse range of settings and grades and has compiled those' ideas from these vibrant classrooms into' this game-changing book.Inside you'll find: How to Teach Student-Centered Mathematics: Zager outlines a problem-solving approach to mathematics for elementary and middle school educators looking for new ways to inspire student learning Big Ideas, Practical Application: This math book contains dozens of practical and accessible teaching techniques that focus on fundamental math concepts, including strategies that simulate connection of big ideas; rich tasks that encourage students to wonder, generalize, hypothesize, and persevere; and routines to teach students how to collaborate. Becoming the Math Teacher You Wish You'd Had offers fresh perspectives on common challenges, from formative assessment to classroom management for elementary and middle school teachers.No matter what level of math class you teach, Zager will coach you along chapter by chapter. All teachers can move towards increasingly authentic and delightful mathematics teaching and learning. This important book helps develop instructional techniques that will make the math classes we teach so much better than the math classes we took.Trade Review'Tracy skillfully blends academic research, illuminating classroom dialogues, the thoughts of mathematicians and maths educators, and her own perceptive observations. This seamless mix is a real strength of the book; we not only see what habits are important and why, but how they can be enacted through specific teaching strategies, and the powerful effects they have on our students’ development as confident and capable mathematicians. The reader can’t help but be inspired by the teachers that Tracy holds up as exemplars of good practice… I can confidently say that, alongside Thinking Mathematically (Mason, Burton and Stacey, 1982; 2010), Tracy’s book will become a cornerstone for my teaching. It is a gift to all maths teachers.'- Dr Amie Albrecht'Becoming the Math Teacher You Wish You'd Had: Ideas and Strategies from Vibrant Classrooms addresses the common gap between mathematicians who perceive math as creative and fun and students who view it is boring at best and frustrating at worst, and helps teachers move students from dull math classes to more vibrant, lively productions. The author spent years with many math teachers in a wide range of settings and grades to collect the successful strategies that would reach grades K-8 through this collection. Chapters offer examples of innovative teaching methods, measurable results in improving math comprehension and usage, and include strategies, examinations of conjectures, and tips on how to lead math students to make new, exciting connections. The result is a powerful survey highly recommended for any math instructor seeking specific keys to not just teaching the basics, but making math relevant and exciting.'- Midwest Book Review 'Math concepts can be hard for me to absorb when I’m learning them, not to mention trying to teach them to someone else. After reading this book, though, I have found a sense of confidence and security that I can teach this rigorous subject, and I can teach it using these inspiring strategies. My goal for my students is to help them gain full ownership of mathematical learning. Using strategies like discussing the theories in math and coming up with questions (rather than just providing answers), as Tracy Johnston Zager writes about in Becoming the Math Teach You Wish You’d Had, makes it more likely I will succeed.'Emmy Avery Witham, student at College of the Atlantic in Bar Harbor, ME and studying to be a certified teacher. 'This post is about Tracy Zager’s most excellent book, Becoming the Math Teacher You Wish You’d Had. Each chapter starts out comparing how mathematicians talk about what they do and what students’ experience of it is. Then it moves on to detailed examples of the aspect of maths thinking in action in real classrooms, as well as strategies to encourage it both in your students and in yourself as a teacher.I didn’t expect to see this last point about encouraging these attitudes and thinking in yourself as a teacher. Yet it is the most compelling feature of the book for me. Indeed, I don’t think the book would have had nearly the impact it had on me (or the impact I see it having on others) without this constant message that to help your students experience maths differently, then you yourself need to experience it differently too. More than this, Tracy doesn’t just make this need clear, but actively and compassionately empowers us to seek out ways to fill it.“Somewhere inside you is a child who used to play with numbers, patterns and shapes. Reconnecting with your inner mathematician will improve your teaching and benefit your students, and it will also benefit you.”— Tracy Zager, Becoming the Math Teacher You Wish You’d Had, p39.'- David Butler“Revel in the treasures each chapter offers and let it inspire your own curiosity about children’s mathematician ideas…Your copy will become dog-eared, taped, scribbled on, and referenced over and over again." - Elham KazemTable of ContentsBreaking the Cycle; 2: What Do Mathematicians Do?; 3: Mathematicians Take Risks; 4: Mathematicians make mistakes; Mathematicians are Precise; 6: Mathematicians Rise To A Challenge; 7: Mathematicians Ask Questions; 8: Mathematicians Connect Ideas; 9: Mathematicians USE Intuition; 10: Mathematicians Reason; 11: Mathematicians Prove; 12: Mathematicians Work Together and Alone; 13: “Favorable Conditions” for all math students
£41.79
Jewish Lights Publishing The JGuy's Teacher's and Parent's Guide
Book SynopsisInsights, Ideas and Activities for Discussing with Teen Guys What It Means to Become a Jewish ManA step-by-step guide to creative use of The JGuy''s Guide: A GPS for Jewish Teen Guys in the classroom or at home. For each chapter in the book, this guide includes enough material for two or three hour-long lessons, each featuring: Clearly stated goals A warm-up activity Guidance on using portions of the book, along with engaging discussion questions A text selection, in Hebrew and English, connected to the topic of the lesson This comprehensive teaching tool will help you create a safe space for personal sharing and learning.
£6.99
Taylor & Francis Ltd What Great Principals Do Differently Audio CD
Book SynopsisWorld-renowned author and speaker Todd Whitaker speaks directly to listeners about the specific things that great principals do... that others do not. Based on a live recording of a Todd Whitaker presentation.Sample Clips "What will the best people think?"Table of ContentsDisk 1 1. Leadership Styles 2. It's People, Not Programs (Click for Sample clip 1, Sample Clip 2, from this track 3. Three Kinds of Teachers Disk 2 1. Repair and Change 2. You Are the Filter 3. Raise the Praise - Minimize the Criticize
£36.86
Taylor & Francis Ltd Evaluating What Good Teachers Do: Eight Research-Based Standards for Assessing Teacher Excellence
Book SynopsisThis book is based on author James H. Stronge's 20-plus years of consulting with school districts and other educational organizations in designing, piloting, and training educators in the use of teacher-performance evaluation systems. Its primary purpose is to help both teachers and their evaluators collect more comprehensive and accurate assessment data for judging teacher effectiveness.The author provides field-tested teacher-evaluation systems based on performance standards which include data collection tools and performance appraisal rubrics.Table of ContentsPart I Performance Standards for Teachers; Chapter 1 How to Assess Teacher Quality; Chapter 2 Professional Knowledge4A standard format and common language are used throughout Chapters 2 to 9 so as to provide comparability and ease-of-use for the eight teacher performance standards presented in the Chapters. Consequently, there is purposeful overlap in Introduction language used in the Chapters. The intent is that this selective use of repetitive language will serve to reinforce the concepts and practices discussed throughout the book.; Chapter 3 Data-Driven Planning; Chapter 4 Instructional Delivery; Chapter 5 Assessment for Learning; Chapter 6 Learning Environment; Chapter 7 Communication and Advocacy; Chapter 8 Professionalism; Chapter 9 Student Progress; Chapter 10 Concluding Thoughts on Evaluating Teacher EffectivenessPart II Tools You Can Use;
£23.74
Taylor & Francis Ltd Helping Students Motivate Themselves: Practical
Book SynopsisGive your students the tools they need to motivate themselves with tips from award-winning educator Larry Ferlazzo. A comprehensive outline of common classroom challenges, this book presents immediately applicable steps and lesson plans for all teachers looking to help students motivate themselves. With coverage of brain-based learning, classroom management, and using technology, these strategies can be easily incorporated into any curriculum.Learn to implement solutions to the following challenges: How do you motivate students? How do you help students see the importance of personal responsibility? How do you deal with a student who is being disruptive in class? How do you regain control of an out-of-control class? And more! Blogger and educator Larry Ferlazzo has worked to combine literacy development with short and rigorous classroom lessons on topics such as self-control, personal responsibility, brain growth, and perseverance. He uses many "on-the-spot" interventions designed to engage students and connect with their personal interests. Use these practical, research-based ideas to ensure all of your students are intrinsically motivated to learn!Table of ContentsPart 1 Classroom Culture; question1 How Do You Motivate Students?; question2 How Can You Help Students See the Importantance of Personal Responsibility?; question3 How Do You Deal With a Student Who Is Being Disruptive in Class?; question4 How Do You Regain Control of an Outof-Control Class?; question5 How Do You Help Students See Problems as Opportunities, Not Frustrations?; question6 What Are Some Ways You Can Get the Year Off to a Good Start?; question7 What Can You Do to Help Keep Your Students—and Yourself—Focused at the End of the School Year?; Part 2 Classroom Instruction; question8 What Are the Best Things You Can Do to Maximize the Chances of a Lesson Being Successful?; question9 *Portions of this chapter originally appeared in Teacher Magazine (2009); question10 How Can You Help Students Develop Higher-Order Thinking Skills?; question11 What Are the Best Ways to Incorporate Cooperative Learning in Your Lessons?; question12 What Are the Easiest Ways to Use Educational Technology in the Classroom?; question13 *Portions of this chapter were previously published in English Language Learners: Teaching Strategies That Work. Copyright ©2010 by ABC-CLIO, LLC, reproduced with permission of ABC-CLIO, LLC, and in Language Magazine (December, 2006), reprinted with permission;
£23.74
Plural Publishing Inc Educating Students with Autism Spectrum Disorder:
Book SynopsisThis book offers a unique coaching model with a practical approach for special education teachers and service providers. Educators face the challenge of accommodating students with complex neurodevelopmental disorders. By empowering special education personnel to participate as coaches, educators can go beyond simple accommodation and actively provide a less restrictive setting, dynamically assess skills, and build an effective coaching network to engage students throughout the entire school day. Throughout the book, readers will find vignettes that illustrate the reality of special education. Each vignette is concluded with evidence-based support that describes the positive results of the strategies implemented. This book introduces coaching methods that will guide teachers and instructional staff to create and maintain a "solutions focused" coaching community.Provided in this text are vignettes that illustrate the reality of special education. Additionally, approaches for addressing the real word needs of students with ASD are provided, along with evidence-based support that describes the positive results of the strategies described.This text also introduces coaching methods that will guide teachers and instructional staff to create and maintain a "solutions-focused" coaching community. This book serves as a clinical guide and delivers a practical discussion of high-quality coaching as an emerging best practice for supporting special educators (teachers and paraprofessionals) as well as school-based service providers (speech-language pathologists and occupational therapists). It is a valuable primary text for special education teachers in training, a resource for professional development personnel, and a tool for researchers and graduate students in education and teaching programs.Table of ContentsIntroduction. Acknowledgments. Section I. High-Quality Coaching. Chapter 1. Introduction to Educational Coaching. Chapter 2. Autism Spectrum Disorder: What Effective Coaches and Teachers Need to Know. Chapter 3. Educational Coaching: A Review of Models and Methods. Chapter 4. Key Attributes of Effective Coaching. Chapter 5. High-Quality Coaching: A Framework. Section II. Using High-Quality Coaching in Planning Instruction for Students With Autism Spectrum Disorder. Chapter 6. Using High-Quality Coaching to Support Collaborative Teaming. Chapter 7. Using High-Quality Coaching to Support the Assessment of Student Need and Instructional Planning. Chapter 8. Using High-Quality Coaching to Support the Selection of Skills for Instruction and Monitoring Student Progress. Section III. Using High-Quality Coaching to Deliver Effective Programming for Students With Autism Spectrum Disorder. Chapter 9. Using High-Quality Coaching to Support the Delivery of Effective Instruction. Chapter 10. Coaching the Instruction of Social Communication Skills. Chapter 11. Using High-Quality Coaching to Support Teachers in Addressing Behavioral Issues for Students With ASD. Chapter 12. Transition Planning and Coaching: Using a Life Course Outcome Mapping Approach. Chapter 13. Embedding High-Quality Coaching at the District Level: Establishing a Network of Coaches. Index.
£73.15
Hendrickson Publishers Inc The Kids Hymnal
Book Synopsis
£14.27
Adams Media Corporation The Everything Kids Geography Book
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£9.30
University Press of Colorado More Than a Moment: Contextualizing the Past,
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£16.00
Stenhouse Publishers 59 Reasons to Write: Mini-Lessons, Prompts, and
Book SynopsisIn order to teach writing effectively, teachers must be writers themselves. They must experience the same uncertainty of starting a new draft and then struggling to revise. As they learn to move past the fear of failure, they discover the nervous rush and exhilaration of sharing work with an audience, just as their students do. Only by engaging in the real work of writing can teachers become part of the writing community they dream of creating for their students. Kate Messner's new book, 59 Reasons to Write, shows teachers and librarians who teach writing how to be stronger role models for their students. Writing for my students provided me with appropriate mentor texts to share,- she writes. Writing with my students made me a mentor and a far better teacher.- 59 Reasons to Write grew out of Messner's popular online summer writing camp, Teachers Write. Throughout the book she offers mini-lessons, writing prompts, and bursts of inspiration designed to get you writing every day, whether on your own or as part of a group. Dozens of guest authors also share their writing processes and secrets, from brainstorming ideas and organizing research to developing characters and getting unstuck from writer's block. 59 Reasons to Write is for anyone who has always wanted to write but never managed to get into the habit. Daily warm-ups will help you flex your writing muscles and energize your teaching. As Messner shares, One of the greatest gifts of writing is the way it nudges us to look more closely not only at the world but also at ourselves.Table of ContentsChapter 1: Introduction; Chapter 2: Getting Started; Chapter 3: Organizing; Chapter 4: Characters; Chapter 5: Point of View, Voice, and Mood; Chapter 6: Setting; Chapter 7: Plot and Pacing; Chapter 8: Flowing Between Nonfiction and Fiction: Finding the Story; Chapter 9: Poetry; Chapter 10: I'm Stuck!; Chapter 11: Revising and Critiquing; Chapter 12: Time to Reflect
£25.64
Stenhouse Publishers Sharing the Blue Crayon: How to Integrate Social,
Book SynopsisSocial and emotional learning is at the heart of good teaching, but as standards and testing requirements consume classroom time and divert teachers' focus, these critical skills often get sidelined. In Sharing the Blue Crayon , Mary Anne Buckley shows teachers how to incorporate social and emotional learning into a busy day and then extend these skills to literacy lessons for young children. Through simple activities such as read-alouds, sing-alongs, murals, and performances, students learn how to get along in a group, empathize with others, develop self-control, and give and receive feedback, all while becoming confident readers and writers. As Buckley shares, Every day we ask young children to respectfully converse, question, debate, and collaborate about literature, science, math problems, history, and more. That's sophisticated stuff and requires sophisticated skills. Social and emotional skills are essential to helping children communicate their knowledge and articulate their questions. We must teach students how to build respectful, caring classroom communities, where students are supported and fully engaged in the learning and everyone can reach their potential.- In this fresh and original book, Buckley captures the humor, wonder, honesty, and worries of our youngest learners and helps teachers understand how to harness their creativity and guide their conversations toward richer expressions of knowledge. Teachers of special populations will especially appreciate Buckley's successful strategies for reaching English language learners and children from high-poverty homes who may not have strong foundations for academic discourse. As Buckley reminds us, By understanding one another-;orally and socially at first, then using those community-building exchanges to strengthen the skills of reading and writing-;we experience the authentic pride and sweet joys of learning, understanding, and connecting to one another.-Table of ContentsIntroduction; Chapter 1: The Language of Learning; Chapter 2: Teaching Students Self-Regulation Skills; Chapter 3: The Friendship Workshop Format; Chapter 4: Extending Friendship Workshop to Literacy Lessons; Chapter 5: Getting Along: Being Part of a Group; Chapter 6: Empathy; Chapter 7: Kindness; Chapter 8: Peacefulness; Chapter 9: Responsibility; Chapter 10: Self-Control; Chapter 11: Perseverance; Chapter 12: Giving and Getting Feedback; Chapter 13: Transformation
£23.74
Stenhouse Publishers Reading Wellness: Lessons in Independence and
Book SynopsisWith so many state standards and demands of accountability, it can be a challenge for teachers to teach in ways that create energy and enthusiasm for reading. In their book, Reading Wellness: Lessons in Independence and Proficiency , authors Dr. Jan Burkins and Kim Yaris want to reignite the passion in teachers and drive them to instill confidence, curiosity, and joy in students.Burkins and Yates define reading wellness to include all aspects of readership so we can be our best reading selves-. The book is built around a framework of four intentions: alignment, balance, sustainability, and joy. It includes a series of field-tested lessons that help children read closely and carefully while still honoring their interests, passions, and agency as readers.Reading Wellness encourages each teacher to shape these ideas in ways that support personal ideals and goals while nurturing a love of reading and a passion for lifelong learning.Table of ContentsIntroduction How Well are You?; Chapter 1: Love—Authentic Reasons to Read Informational Texts Closely; Chapter 2: Posture—Mindset, Agency, and Hard Work; Chapter 3: Alignment—Working to Make Sense of the Words; Chapter 4: Mindfulness—Reading Closely, Comprehending Deeply; Chapter 5: Strength—Productive Effort and Building Reading Muscle; Chapter 6: Joy—Reading more for the Love of It
£25.64
Stenhouse Publishers Well Played, Grades 6-8: Building Mathematical
Book SynopsisStudents love math games and puzzles, but how much are they really learning from the experience? Too often, math games are thought of as just a fun activity or enrichment opportunity. Well Played, Grades 6-8: Building Mathematical Thinking Through Number and Algebraic Games and Puzzles shows you how to make games and puzzles an integral learning component that provides teachers with unique access to student thinking. This third book in the series helps you engage students in grades 6-8 in discussions of mathematical ideas and deepen their conceptual understanding. It also helps you develop students' fluency with number systems; ratio and proportional relationships; expressions and equations, statistics and probability; and patterns, graphs, and functions. The twenty-five games and puzzles in Well Played, Grades 6-8 which have all been field-tested in diverse classrooms, contain: Explanations of the mathematical importance of each game or puzzle and how it supports student learning. Variations for each game or puzzle to address a range of learning levels and styles Classroom vignettes that model how best to introduce the featured game or puzzle. The book also includes a separate chapter with suggestions for how to effectively manage games and puzzles in diverse classrooms; game boards, game cards, and puzzles; assessment ideas; and suggestions for online games, puzzles, and apps. Well Played, Grades 6-8 will help you tap the power of games and puzzles to engage students in sustained and productive mathematical thinking.Trade ReviewLinday Dacey, et.al.'s Well Played, 6-8: Building Mathematical Thinking Through Number and Algebraic Games and Puzzles (9781625310330, $25.00) offers an excellent gathering of details in its third book in a series, and shows teachers how to make games and puzzles a solid part of the classroom experience. Explanations of the math lessons in each game or puzzle delve into how the approach will help students, while variations for different learning levels and classroom accounts of the games and puzzles in action make for a top survey. From basic directions to materials needed and extending the lesson objective, this is a top pick for teachers who would inject play and learning into a math curriculum. The Bookwatch: July 2016 Well Played: Building Mathematical Thinking Through Number and Algebraic Games and Puzzles, Grades 6-8provides middle-grades math teachers the opportunity to think deeply about the games and puzzles that they are incorporating into classroom instruction. The games and puzzles provided throughout the text are intended to deepen conceptual understanding of concepts in (1) number systems; (2) ratios and proportional relationships; (3) expression and equations; (4) statistics and probability; and (5) patterns, graphs, and functions. For each game or puzzle, the authors provide tips for the classroom to support learning and understanding rather than just game play. The appendix of the text is extensive, containing directions for each game and puzzle, templates for each activity, and answer keys. Overall, the games and puzzles are well written, and the book does a great job of detailing the most effective way to incorporate both into instruction. The main weakness of the text is that there is no accompanying electronic file. This would be helpful when adapting games and puzzles to meet specific grade level and state standard needs. I would recommend this book to middle-grades math teachers looking for premade games and puzzles that can be used to increase student engagement while strengthening conceptual understanding in the classroom.Jennifer AlmanzaNorthside Independent School DistrictSan Antonio, Texas Mathematics Teaching in the Middle School, November 2016, Vol. 22, Issue 4 This book presents twenty-five games or puzzles designed to address important mathematical ideas for the middle grades, such as ratios, proportional relationships, equations, and expressions. Each game or puzzle was explored in a classroom, and descriptions contain first-hand accounts of how to use the game or puzzle in the classroom to promote discussion, build student responsibility for learning, and encourage collaborative learning. The authors guide teachers toward quick assessments of student learning by offering suggestions about how students may be communicating their thinking, using mathematical vocabulary, or creating conjectures or generalizations while playing a specific game or completing a puzzle. Moreover, each game or puzzle description contains variations, extensions, and formal exit card questions for use in the classroom. I would recommend this book to upper elementary and middle school teachers, as it is very teacher-friendly, is well-organized, and has ready-to-use resources. With a little work, teachers of all ages could adapt many of the games or puzzles to content specific to their grade level or focus of instruction.Amy Dwiggins, University of Missouri–Columbia.Table of ContentsChapter 1: Introduction; Chapter 2: Supporting Learning Through Games and Puzzles; Chapter 3: The Number System; Chapter 4: Ratios and Proportional Relationships; Chapter 5: Expressions and Equations; Chapter 6: Statistics and Probability; Chapter 7: Patterns, Graphs, and Functions
£27.54
Stenhouse Publishers In Defense of Read-Aloud: Sustaining Best
Book SynopsisAs accountability measures for schools and teachers continue to grow, instructional practice is under the microscope. The practice of reading aloud to children may be viewed by some educators as an extra bit of fluff used solely for the purposes of enjoyment or filling a few spare minutes,but researchers and practitioners stand in solidarity: the practice of reading aloud throughout the grades is not only viable but also best practice.In Defense of Read-Aloud: Sustaining Best Practices, author Steven Layne reinforces readers' confidence to continue the practice of reading aloud and presents the research base to defend the practice in grades K12. Layne also offers significant practical insights to strengthen instructional practice-;answering the questions of Why should we?- and How should we? and provides practical advice about how to use read-alouds most effectively.Leading researchers in the field of literacy provide position statements, authors of professional books share insights on books they have loved, leaders of the largest literacy organizations in the United States write about their favorite read-alouds, award-winning authors of children's and young adult book (Katherine Paterson, Andrew Clements, Lois Lowry, to name a few) share the powerful behind-the-scenes stories of their greatest books, and real classroom teachers and librarians speak about books that have lit up- their classrooms and libraries around the world.Last but not least,In Defense of Read-Aloud features many great recommendations of books to share with children.Read-aloud is an essential practice in teaching literacy in grades K -12. In this book, Steven Layne has provided everything needed to support, sustain, and celebrate the power of read-aloud.Trade ReviewThere is something very special that takes place in classrooms where teachers spend time daily reading aloud to students. In his new book, In Defense of Read-Aloud: Sustaining Best Practice, Steven Layne clearly articulates research-based reasons why reading aloud to students benefits their literacy development. Research overwhelmingly supports the positive impact of reading aloud to students. Reading aloud increases comprehension, enhances early reading skills and speaking skills, improves vocabulary acquisition, improves parental involvement and student motivation. From a student’s perspective, listening to teacher read-alouds benefits their syntactic development, vocabulary acquisition, comprehension, and fluency, as well as reading skills such as pronunciation and inflection. Read-alouds improve students’ writing, engagement, attitudes, and understanding of text types. They broaden students’ thinking and imagination, and improve cultural sensitivity. They build rapport between teacher and students, and they deepen emotional intelligence. Layne calls us to be prepared to intelligently respond to the question, why are you reading aloud? In the context of high-stakes testing and accountability, every single moment of classroom life comes into focus. Teachers are often unprepared to defend the practice of reading aloud when it is implied that read-aloud is not a good use of instructional time. “If someone asks you why you’re reading aloud to the third graders and your first response is “Because it’s so much fun, and we all enjoy it,” we’re in trouble. Big trouble. We’re not in trouble because you’re wrong. No, it’s fine to include that as the seventeenth bullet point of your calculated and confidence-inspiring response. We’re in trouble because that’s too fluffy an answer to be your first go-to when someone is questioning your pedagogy. You sound like a Smurf. Stop it. You’re an educator—you need to sound like one (Layne, 2015, p. 11).” Steven Layne provides practical and important tips to help you establish read-aloud time in your classroom. He gives practical advice about selecting appropriate read-aloud texts and suggests ways to structure read-aloud time that protect the integrity of the activity and build a positive, respectful classroom climate. Layne also offers suggestions for launching a new read-aloud book and integrating read-alouds into the daily routine of the classroom. He sprinkles the book with expert testimonials, expert position statements, letters between teachers and authors, and practical application of solid research. This wide variety of voices blends together seamlessly to support the love of reading aloud. Layne’s voice is strong and clear in this book—you can feel his passion for this topic. His sense of humor is refreshing and it rings true—so much that I found myself laughing and refreshed, as if I were reading a great beach book. Moreover, the book is so comfortably written it feels more like you are having a conversation in a cozy coffee shop, sitting in a big overstuffed chair next to the fireplace. All the while, Layne provides a great reminder of the value and importance of reading aloud daily to students of all ages: “The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children (Anderson et al., 1985).” Michigan Reading Journal, Aug 2016Table of ContentsChapter 1: What's All the Fuss About Reading Aloud?; Chapter 2: Establishing a Successful Read-Aloud Time; Chapter 3: Selecting the Appropriate Read-Aloud; Chapter 4: The Art of Reading Aloud; Chapter 5: The Books We Love to Read Aloud
£30.68
Stenhouse Publishers In the Best Interest of Students: Staying True to
Book SynopsisIn his new book,In the Best Interest of Students: Staying True to What Works in the ELA Classroom , teacher and author Kelly Gallagher notes that there are real strengths in the Common Core standards, and there are significant weaknesses as well. He takes the long view, reminding us that standards come and go but good teaching remains grounded in proven practices that sharpen students' literacy skills.Instead of blindly adhering to the latest standards movement, Gallagher suggests:Increasing the amount of reading and writing students are doing while giving students more choice around those activitiesBalancing rigorous, high-quality literature and non-fiction works with student-selected titlesEncouraging readers to deepen their comprehension by moving beyond the four corners of the text-Planning lessons that move beyond Common Core expectations to help young writers achieve more authenticity through the blending of genresUsing modeling to enrich students' writing skills in the prewriting, drafting, and revision stagesResisting the de-emphasis of narrative and imaginative reading and writingAmid the frenzy of trying to teach to a new set of standards, Kelly Gallagher is a strong voice of reason, reminding us that instruction should be anchored around one guiding question: What is in the best interest of our students?Table of ContentsChapter 1: Our Students' Best Interest Does Not Always Align with the Current Standards Movement; Chapter 2: Staying True to What Works in the Teaching of Reading; Chapter 3: Where the Common Core Reading Standards Fall Short; Chapter 4: Staying True to What Works in the Teaching of Writing; Chapter 5: Where the Common Core Writing Standards Fall Short; Chapter 6: Using Models to Elevate Our Students' Reading and Writing Abilities; Chapter 7: Sharpening Our Students' Listening and Speaking Skills; Chapter 8: Shift Happens
£25.64
Stenhouse Publishers When Writers Drive the Workshop: Honoring Young
Book SynopsisWith increasing school mandates and pressure to perform well on standardized tests, writing instruction has shifted to more accountability, taking the focus away from the writer. In his engaging book, When Writers Drive the Workshop: Honoring Young Voices and Bold Choices, author Brian Kissel asks teachers to go back to the roots of the writing workshop and let the students lead the conference.What happens when students, not tests, determine what they learned through reflection and self-evaluation? In When Writers Drive the Workshop, you'll find practical ideas, guiding beliefs, FAQs, and Digital Diversions to help visualize digital possibilities in the classroom.Written in an engaging, teacher-to-teacher style, this book focuses on four key components of writing workshop: Student-led conferring sessions where the teachers are the listeners. The Author's Chair-, where students set the agenda and gather feedback. Structured reflection time for students to set goals and expectations for themselves. Mini lessons that allow for detours based on students' needs, not teacher or curricula goals. All students have the powerful, shared need to be heard; when they choose their writing topics, they can see their lives unfold on the page. Teachers are educated by the bold choices of these young voices.Trade Review'When Writers Drive the Workshop: Honoring Young Voices and Bold Choices is a recommendation for teachers of grades K-5 and comes from an educator who considers the benefits and approaches of the writing workshop and its keys to classroom success. His narrowed focus on four key elements from the writing workshop and how student-driven processes result in superior learning opportunities will prove much food for thought not just because they are tested ideas, but because they hold wide-ranging promise for classroom integration. From building in structures where students set and meet goals to adding 'mini-lessons' that allow student flexibility in the learning process, this is a powerful, idea-filled guide that is highly recommended for any elementary-level educator.'- California Bookwatch'When Writers Drive the Workshop: Honoring Young Voices and Bold Choices by Brian Kissel (an educator for more than twenty years, and a Professor of Literacy and Elementary Education at the University of North Carolina at Charlotte) is practical, engaging instructional study that asks classroom teachers to go back to the roots of a writing workshop asking what happens when students, not planned teaching points, lead writing conferences? What happens when students, not tests, determine what they learned through reflection and self-evaluation?Writing instruction has shifted in recent years to more accountability, taking the focus away from the writer. When Writers Drive the Workshop explores what happens when empowered writers direct the writing workshop. Through stories from real classrooms, Professor Kissel reveals that no matter where children come from, they all have the powerful, shared need to be heard. And when children choose their writing topics, their lives unfold onto the page and teachers are educated by the young voices and bold choices of these writers.Written in an engaging, teacher-to-teacher style, When Writers Drive the Workshop focuses on four key components of writing workshop, with an eye on what happens when teachers step back and allow students to drive the instruction:Conferring sessions where students lead and teachers listen;Author's Chair where students set the agenda and ask for feedback;Reflection time and structures for students to set goals and expectations for themselves;Mini-lessons that allow for detours based on students' needs, not teacher or curricular goals.Each of the five chapters comprising When Writers Drive the Workshop includes practical ideas, a section of Guiding Beliefs, a list of Frequently Asked Questions, and some Digital Diversions to help teachers see the digital possibilities in their classrooms.Impressively comprehensive, informative, and thoroughly 'reader friendly' in organization and presentation, When Writers Drive the Workshop is an extraordinary and highly recommended addition to personal, professional, college, and university library Teacher Education instructional reference collections and supplemental studies reading lists.' - Wisconsin Bookwatch'Student-centered. It’s a phrase that rolls right off the tongue, educational jargon frequently used in philosophy of education statements and interview responses. But what does it REALLY mean to have a student-centered approach to teaching? Since reading Paul Solarz’s book Learn Like a Pirate, I’ve been pushing myself to create a classroom community where students can be teachers and leaders, too. I’ve given up my teacher desk, turning it into a student supply center. I’ve taught students how to be the facilitators for our classroom meetings. I’ve incorporated digital tools into my instruction, such as blogging and using digital reading walls in lieu of traditional logs. I’m reading up on flexible seating and am inspired by Deb Frazier’s posts on how her first grade students are able to choose the tools and space that will help them the most as a learner. More than just saying the words “student-centered”, I am slowly working to change my teaching practice to put students, not the curriculum, front and center.When Writers Drive the Workshop: Honoring Young Voices and Bold Choices, by Brian Kissel, recently published in 2017 by Stenhouse Publishers, is a book that puts students at the center of writing workshop- active learners and decision makers who set goals for themselves, ask for the feedback they need, and influence what gets taught and when. On the back of the book, Kissel asks, “What happens when students, not planned teaching points, lead writing conferences? What happens when students, not tests, determine what they have learned through reflection and self-evaluation?” These questions and others are explored in this book about letting students “drive” the writing workshop. The metaphor of driving weaves through the book- detours, conditions, destinations, and diversions thematically connect the ideas of students in the driver’s seat during the writing workshop journey. Brian Kissel is an educator with over twenty years of experience, beginning his career as an elementary school teacher. He is currently a professor of literacy and elementary education at the University of North Carolina at Charlotte. In the Acknowledgements, Kissel writes that his friend and mentor, Jane Hansen, advised him to “keep one foot firmly rooted in real classrooms” as he began his work in higher education. Kissel took that advice and spends one or two days each week teaching in a K-5 classroom. I was really struck by that idea, circling it and coming back to it. Staying connected to the classroom and actually teaching young children each week was something I really respected as a current classroom teacher and reader of this book. The Foreword of the book is written by Aimee Buckner, another educator and author whom I greatly respect. (If you haven’t read her books on notebooks, including Notebook Know-How, Nonfiction Notebooks and Notebook Connections, they are well worth the read!) Aimee writes, “In a time in which we are inundated with resources to teach writing, this book stands out. Like a gentle wave, it pulls us back to remember what teaching in writer’s workshop should be and pushes us forward to do the work well.” What does matter when it comes to teaching student writers? What should the teaching be like in writer’s workshop? These are important questions to consider. Books like When Writers Drive the Workshop remind us of the power of writing and the need for responsive teaching. It’s about creating agency and independence for our student writers, as well as a belief that writing matters and has a place in your life, your whole life through. If you don’t have a solid understanding of what matters in writing workshop, it can be easy to let the “stuff” drive the workshop. Kissel warns, “Today I’m worried. I’m worried because I know too many classrooms where mini-lessons begin with ‘seed’ stories that germinate from laminated watermelons, predetermined conferences that always start with a compliment and end with a next step, and if it’s included at all, author’s chair or sharing time entirely driven by the teacher to reinforce a point he or she made during the minilesson…When did prepackaged programs and Pinterest replace children as the driving force of instruction? When did everything start to look the same?” (6). Kissel further states, “To teach children, you must know them. To know them, they must reveal. To reveal, they must feel safe and secure. To feel safe and secure, they need agency. To have agency, they must have choices. When they choose their writing topics, children’s lives unfold onto their page. We are educated by the young voices and bold choices of our K-5 writers” (6). This is a shift for many- to think of yourself as a fellow writer in the room instead of the expert with all the knowledge. Yes, as teachers, we have knowledge to share and impart to our students, but we also have much to learn from our young writers if we stay open to that possibility. The book is structured into 5 chapters with an Epilogue (powerful story) and Appendix that offers many helpful resources discussed within the book. Each chapter includes Guiding Beliefs, Digital Diversions (ways to integrate technology), Frequently Asked Questions, and a Travelogue with closing thoughts and ideas on the topic.'Chapter 1--Conferring: Writers Take the WheelThe opening anecdote in this chapter shows the danger when teachers stick to a prepared conferring script instead of responding with real emotion to the writer in front of you. Different types of conferences are described and students can ask for the type of conference they need. Ideas are shared on recording conference notes, including digital ways. Kissel makes a strong case for the need to record our notes from each conference. He says, "Writers need responders who remember- and documentation provides much needed memory space. We lose track of our writers' voices and their decision-making choices when we fail to document our conversations. Writers go unnoticed when we don't remember whether we met with them; they go unvoiced when we fail to meet with them weekly...Documentation helps guide our instructional decision making. Students' voices resonate and are reflected in our instruction when we record snippets of what they say"(22-23). Kissel also shared a description of what he keeps in his conferring notebook, an idea we've also explored here on Two Writing Teachers.Brian Kissel asks, "What do we learn when we confer with children?" After discussing some of the important things we learn about them as writers, he adds, "But in the midst of conferring, I think we learn even more important information about our writers...We learn about the great joys and the horrible moments that define a life" (34). When our students drive the conversation, we learn more about who they are as people, their struggles, their proud moments- we see the whole child in front of us. I love how Kissel brings this point into the book- writing, especially, includes this very human component to our teaching.Chapter 2--The Author's Chair: Writers Navigate The ResponseWhen I taught kindergarten, I often closed my workshop time with an Author's Chair. Since I've moved to third grade, I haven't utilized this strategy. Kissel has me rethinking that, and rethinking the Author's Chair purpose and procedures. In this chapter, Kissel shares how an Author's Chair gives the student writer a way to ask for the type of feedback he/she needs. Writers decide what type of feedback to ask the class for and the teacher can gain instructional ideas from what the writers shares and how the class responds.Kissel writes, "Like many teachers, I did not always see the value of the author's chair in my own classroom, so if time was limited, the author's chair got the old heave-ho. But now I see the author's chair as something bigger than just an author sharing writing. Author's chair deepens other characteristics within our students that can expand across the curriculum and beyond the classroom walls. It gives permission for learners to take risks, be courageous, accept constructive feedback, offer support, think critically, reflect, and make connections- all qualities we want students to carry from their classroom lives to their out of classroom lives." (54-55).Chapter 3--Reflection: Writers Ponder the JourneyKissel discusses how reflection can and should be part of the "assessment landscape" (59). He states, "Our students spend hours completing assessments created for them but don't spend one second speaking for themselves. Shouldn't they have a say in all this? And shouldn't their voice be the loudest?"(59). Daily, monthly, and yearly reflections are the focus of this chapter, including portfolio assessments. Reflections is described as a critical component in writing workshop. Kissel writes, "Writers suffer when their learning lacks reflection. It's crucial that we teachers make reflection a routine part of the day. Reflection for young writers is about examination for revelation. When writers reflect, they examine their writing lives and note strengths of acknowledge shortcomings. When writers reflect, they change behaviors because of their insights...When writers drive the workshop, their reflections create a more fully formed portrait of who they are as learners" (76-77).Chapter 4--Minilessons: Writers Determine the DetoursI found this chapter to be really important and full of lightbulb moments. When teaching students a new genre, teachers need to consider what the writers' needs are (based on conference and author's chair notes), the state standards, the elements of a genre, and writers' discoveries about mentor authors in the genre (82). A point I appreciated was, "If we want students to approach writing from an inquiry stance, then we must inquire ourselves when we plan instruction" (85). One way to do that is to look to see what student writers are doing in order to find student "co-teachers." This called to mind Learning From Classmates, by Lisa Eickholdt, and her work helping teachers see that student writing can and should be used to teach. Kissel also makes the point, "Strong writers are well-read readers. Strong writing teachers are well-read readers of children's literature"(92) (The Nerdy Book Club is a great place to start if you want to be more up-to-date on the latest and greatest in children's literature.) Teacher-created mentor texts are also emphasized. Kissel writes, "Our teacher-created texts serve multiple purposes. At the surface level, they provide models for our young writers who need examples to help them see possibilities. At a deeper level, they immerse teachers in our own writing process. Can we really teach writing effectively if we never engage in writing ourselves?...If we want students to drive the writer's workshop, we must be in tune with the real feelings and struggles our young writers experience- and we do this by creating our own texts" (97). Different types of mini-lessons are shared and discussions of when each lesson might be needed are also included.Chapter 5--Conditions: Teachers Create Smooth Writing ExperiencesIn this final chapter, Kissel describes conditions that encourage good writing from students, based on Donald Graves' research. He asks the reader to think of the conditions and pause to ponder, "In what ways can I foster conditions so my classroom is more writer driven than teacher driven?" (114). Conditions include time, choice, response, demonstration, expectation, room structure, and evaluation. When talking about demonstration, Kissel discusses why it is important for teachers to demonstrate writing habits by being writers themselves. He says, "We teacher provide the best demonstration for writing by being writers ourselves. When we carry daybooks, write frequently, reflect on our writing, and write for authentic audiences, we become the insiders our students need us to be. I would lose credibility and authenticity if I talked about what it means to be a writer yet never picked up a pencil and wrote myself" (127). Another point he makes that rang true: "Writers need to live so they have something to write about" (128).My ThoughtsWhen Writers Drive the Workshop is a book with heart. Brian Kissel writes with passion, voice, humility, conviction, and wisdom. The stories he shares from the student writers he worked with are stories that will stay with you, reminding you why doing this work matters so much. It's practical, with ideas you can implement right away and a philosophy to guide your decisions. There are many visuals, charts, and helpful forms as well. More than just student-centered, this book shows what is possible when student writers drive the writing workshop.'- Kathleen Neagle SokolowskiTable of ContentsChapter 1: Conferring: Writers Take the Wheel; Chapter 2: The Author's Chair: Writers Navigate the Response; Chapter 3: Reflection: Writers Ponder the Journey; Chapter 4: Mini-Lessons: Writers Determine the Detours; Chapter 5: Conditions: Teachers Create Smooth Writing Experiences
£30.66
Stenhouse Publishers Who's Doing the Work?: How to Say Less So Readers
Book SynopsisBest-selling authors Dr. Jan Burkins and Kim Yaris rethink traditional teaching practices Who's Doing the Work: How to Say Less So Readers Can Do More. They review some common instructional mainstays such as read-aloud, guided reading, shared reading, and independent reading and provide small, yet powerful, adjustments to help hold students accountable for their learning.Next generation reading instruction is much more responsive to student needs and aims to remove some of the scaffolding that can hinder reader development. Instead of relying on teacher prompts, Who's Doing the Work asks teachers to have students take ownership of their reading by managing their challenges independently and working through any plateaus they encounter. Whether you are an elementary teacher, literacy coach, reading specialist, or parent, Who's Doing the Work provides numerous examples on how to readjust the reading process and teach students to gain proficiency and joy in their work.Table of ContentsIntroduction; Chapter 1: Reading Process: Beginning with the End in Mind; Chapter 2: Read-Aloud: Giving Students a Reason to Learn to Read; Chapter 3: Shared Reading: Bridging the Gap Between Read-Aloud and Guided Reading; Chapter 4: Guided Reading: Reading Practice Under the Teacher's Watchful Eye; Chapter 5: Independent Reading: Learning to Love to Read; Chapter 6: Putting It All Together
£25.64
Stenhouse Publishers Interactive Writing Across Grades: A Small
Book SynopsisWhen done on a regular basis, interactive writing has the potential to improve independent writing. Authors Kate Roth and Joan Dabrowski detail how this systemic approach can be applied in Interactive Writing Across Grades: A Small Practice with Big Results, PreK-5.' Interactive writing harnesses the natural interactions teachers have with their students as they compose a writing piece. It allows for real-time differentiation and tailored scaffolding. This method fits within any basal writing curriculum and can be adapted to your classroom's technology levels. This book acts as a how-to guide that unpacks this powerful method, going step-by-step and grade-by-grade to figure out where and how interactive writing fits within your literacy framework. Inside you'll find:A complete overview of the interactive writing method and how it fits into your balanced literacy program Concrete ways to launch interactive writing in your classroom to support both process and craft instruction Step-by-step guidance to implement the method with students of all ages Student examples of writing from grades Pre-K through 5 to show what to expect at each phase of the process 'Listen in on a Lesson vignettes that demonstrate the type of scaffolding you can offer during interactive writing lessons Discover what makes interactive writing a particularly effective teaching practice that can support both emergent and fluent writers. Interactive Writing Across Grades can help put this method to work in the classroom immediately. 'Trade ReviewKate Roth and Joan Dabrowski's Interactive Writing Across Grades: A Small Practice with Big Results (9781625311153, $27.95) covers the basics of interactive writing experiences and their educational foundations, and will appeal to PreK-5 grade level teachers looking for a step-by-step application of the concepts to writing methods and teaching approaches. Chapters provide examples of real classroom writing from different grades as they illustrate different phrases of interactive writing teaching and show how to build skills, while classroom case history examples emphasize the experiences and process even more. The result is a solid guide for any teacher of these grade levels who would integrate an interactive writing program into the classroom. The Bookwatch: July 2016Table of ContentsINTRODUCTION Interactive Writing: A Small Practice With Big Results SECTION ONE An Overview of Interactive Writing CHAPTER 1 A First Look at Interactive Writing CHAPTER 2 Understanding Interactive Writing SECTION TWO Working Through Each Part of an Interactive Writing Lesson CHAPTER 3 Experience CHAPTER 4 Prewrite CHAPTER 5 Compose CHAPTER 6 Share the Pen CHAPTER 7 Review CHAPTER 8 Extend SECTION THREE Getting Started With Interactive Writing CHAPTER 9 Eight Points for Preparation CHAPTER 10 Pulling It All Together CONCLUSION
£30.39
Stenhouse Publishers Mentor Texts: Teaching Writing Through Children's
Book SynopsisIn their first edition of Mentor Texts, authors Lynne Dorfman and Rose Cappelli helped teachers across the country make the most of high-quality children's literature in their writing instruction. Mentor Texts: Teaching Writing Through Children's Literature, K-6, 2nd Edition the authors continue to show teachers how to help students become confident, accomplished writers by using literature as their foundation. The second edition includes brand-new Your Turn Lessons, built around the gradual release of responsibility model, offering suggestions for demonstrations and shared or guided writing. Reflection is emphasized as a necessary component to understanding why mentor authors chose certain strategies, literary devices, sentence structures, and words. Dorfman and Cappelli offer new children's book titles in each chapter and in a carefully curated and annotated Treasure Chest. At the end of each chapter a Think About It'sTalk About It'sWrite About It section invites reflection and conversation with colleagues. The book is organized around the characteristics of good writing focus, content, organization, style, and conventions. The authors write in a friendly and conversational style, employing numerous anecdotes to help teachers visualize the process, and offer strategies that can be immediately implemented in the classroom. This practical resource demonstrates the power of learning to read like writers.Trade ReviewMentor Texts will raise your awareness of the choices and moves authors make, and invite purposeful planning and revision that will bring out the best in any piece of writing . . . A must have book for every writing teacher! —Paula Bourque, author of Close WritingLynne and Rose have again given us a treasure. Not only do they provide you with new titles to add to your mentor text library, they’ll show you new ways to use these texts with your young writers. —Stacey Shubitz, author of Craft MovesThe collaborative work of independent literacy consultant Rose Cappelli (who is active in the Keystone State Reading Association and her local reading council) and Lynne R. Dorfman (who teaches graduate level courses at Arcadia University and works as an independent literacy consultant), and now in a fully updated second edition, "Mentor Texts: Teaching Writing Through Children's Literature, K-6" includes brand-new "Your Turn Lessons", section built around the gradual release of responsibility model, offering suggestions for demonstrations and shared or guided writing. Reflection is emphasized as a necessary component to understanding why mentor authors chose certain strategies, literary devices, sentence structures, and words. New children's book titles are featured in each chapter and as part of a carefully curated and annotated Treasure Chest. At the end of each chapter, there is a "Think About It - Talk About It - Write About It" section which invites reflection and conversation with colleagues. "Mentor Texts" is organized around the characteristics of good writing of focus, content, organization, style, and conventions. Written, organized and presented in a friendly and conversational style, employing numerous anecdotes to help teachers visualize the process, and offer strategies that can be immediately implemented in the classroom, "Mentor Texts" is a practical resource that demonstrates the power of learning to read like writers -- making it a critically important, core addition to school district, college, and university library Teacher Education collections and supplemental studies reading lists.—Library Bookwatch: June 2017 James A. Cox, Editor-in-Chief Midwest Book Review Table of ContentsIntroduction to the Second Edition; Chapter 1: Reinventing the Writer with Mentor Texts; Chapter 2: Digging for Treasure: Discovering Personal Stories by Connecting with Literature; Chapter 3: What Are You Really Writing About? Discovering the Inside Story; Chapter 4: When Writers Use a Magnifying Lens; Chapter 5: Growing a Narrative from Beginning to End; Chapter 6: Using Scaffolds to Organize Texts; Chapter 7: Poetry: Everybody Can Be a Writer; Chapter 8: Choice, Voice, and All That Jazz; Chapter 9: Walk Around in the Author's Syntax; Chapter 10: A Treasure Chest of Books; Afterword
£30.39
Stenhouse Publishers The Gift of Story: Exploring the Affective Side
Book SynopsisWith the rise of teacher stressors, new and changing state standards, and high-stakes testing, it is more important than ever to remind literacy teachers and teacher-librarians about the reason that brought them to this profession: the love of story.The Gift of Story: Exploring the Affective Side of the Reading Life, by John Schu (affectionately known as Mr. Schu all over reading communities), invites readers to consider literacy beyond its academic benefits and explore how universal truths found in stories can change us, inspire us, connect us to others, answer our deepest questions, and even help us heal along the way. Using his experience as a teacher, librarian, book lover, and story ambassador, Mr. Schu asks readers to reflect on what it means to share their hearts through stories and how it can connect us to individuals and learning communities.The Gift of Story is presented through a study of five affective elements: Healer, Inspiration, Clarifier, Compassion, and Connector. Along the way, readers will encounter insightful contributions from educators, children's writers, and illustrators, as well as recommendations for sharing the gift of story with learning communities including: treasured book suggestions that stir reflection, engaging tips for celebrating literacy, and heart-growing applications to lift classroom and library practices.Celebrate the way we define and imagine ourselves through literacy by using stories to connect to others, build and strengthen community, and honor the children we were called to teach.Table of ContentsChapter 1: Book of Your Heart; Chapter 2: Story as Healer; Chapter 3: Story as Inspiration; Chapter 4: Story as Clarifier; Chapter 5: Story as Compassion; Chapter 6: Story as Connector; The Story Continues …
£26.59
Stenhouse Publishers Beyond February: Teaching Black History Any Day,
Book SynopsisDawnavyn James believes Black history shouldn't be relegated to the month of February. In her groundbreaking book, Beyond February: Teaching Black History Any Day, Every Day, and All Year Long, K-3, she provides a practical guide for elementary educators who seek to teach history in truthful and meaningful ways that help young students understand the past, the present, and the world around them.Drawing on her experiences as a classroom teacher and a Black history researcher, James illustrates the big and small ways that we can center Black history in our everyday teaching and learning practices across the curriculum using read-alouds, music, historical documents, art, and so much more.Inside this book you'll find: Essential ideas that guide our teaching of Black history Powerful People Sets: groups of Black historical figures organized by theme with resources for both teacher and student learning Book collections and lessons featuring nearly 100 children's books Strategies and tips for adapting and disrupting curriculum in order to center Black history Ideas for celebrating Black History Month in ways that go beyond February FAQ's to help you navigate the ins and outs of teaching Black history in the elementary classroom With Beyond February, you'll have the tools to teach Black history all year long!Trade Review“Beyond February is a gift to every educator in this country from the pedagogical Gods! Dawnavyn James, is the conduit, and in my opinion, is a genius educator. She has crafted what will be a staple in every history and social studies classroom in the country for years to come. This guide teaches the glories, the triumphs, and the bitter but honest truth about Black history in America. If you are willing and open, it will set you and your students free.” —Derrick Barnes, NY Times Bestselling author, National Book award finalist, Newbery honoree, and the only two-time Kirkus Prize winner"This is what teachers have been asking for! A book about teaching Black history to young children. I am overwhelmed by James as she advocates for Black history teaching as a journey and not a simple destination. She provides practicality, yet her approaches are researched based. She provides tips, lessons, children's books, and inspiration for elementary teachers who are yearning to provide a more holistic version of history education in their classrooms. While bad faith actors have attempted to make teaching Black history controversial, Beyond February is refreshing as it humanizes Black folks and allows people to see that you can teach Black history in engaging, joyous, and truthful ways! The book should be recommended reading for all elementary teachers, administrators, school boards, and policy makers around the country."— LaGarrett J. King, PhD, Founding Director, Center for K-12 Black History and Racial Literacy, University at Buffalo Dawnavyn James doesn't just talk the talk, she walks the walk--leading the way for educators to teach through Black histories not just during February but all year long and not just in social studies classrooms but all across the curriculum. Beyond February empowers teachers and affirms students with a wealth of resources and approaches that encourage critical thinking, foster inquiry and empathy and build cultural literacy.—Carole Boston Weatherford, author of Unspeakable: The Tulsa Race Massacre“This beautifully written book is aimed at teachers of young children but could serve all educators. Dawnavyn James lays out a framework for planning and implementing lessons about Black history and culture throughout a school year that is easy to use and exciting to consider. I will be coming back to this book again and again!”—Jennifer Orr, Elementary teacher and co-author of We're Gonna Keep on Talking: How to Lead Meaningful Race Conversations in the Elementary Classroom"An essential guide for K-3 educators wanting to incorporate Black history into classroom learning throughout the school year." —April Crowder, Starred review in School Library Journal“Beyond February warmly invites early childhood and elementary educators to a consider a rich array of picture books, activities, and vibrant classroom examples to teach meaningful Black history year-round. This book is a gift to novice and experienced educators alike!”—Noreen Naseem Rodríguez, Author of Social Studies for a Better World: An Anti-Oppressive Approach for Elementary Educators“In Beyond February, Dawnavyn James does an incredible job of weaving together both her own teaching practices and the scholarship of those who have come before her. She shares exciting, creative, engaging, and meaningful ways to teach Black history throughout the entire year, never failing to provide a thorough list of children’s literature to anchor each topic. Black history is joy, resilience, resistance, and brilliance, and Dawnavyn makes that history accessible, empowering, and engaging to students as young as five years old. This book is long overdue and will become a central resource in my own teaching with both elementary students and pre-service teachers alike.”— Erin Green, Teacher educator“Both insightful and honest, James does a masterful job of helping educators understand the importance of teaching Black histories beyond February and provides a wealth of ideas and resources to guide them along the way.”— Dee Romito, author of Pies from NowhereTable of ContentsIntroduction; 1: Beyond the People; 2: Beyond the Books; 3: Beyond the Curriculum; 4: Beyond the Month; 5: The Work Doesn't Stop Here
£25.64
Stenhouse Publishers Nourishing Caregiver Collaborations: Elevating
Book SynopsisIn Nourishing Caregiver Collaborations: Elevating Home Experiences and Classroom Practices for Collective Care, Nawal Qarooni invites us to step beyond school-centric, one-off events and practices to create more authentic, engaging collaborations with caregivers. Instead of asking what families can do to support schools, Qarooni asks how schools can identify and celebrate what families already inherently bring to their children’s literacy learning. Establishing this work in holistic teaching—a pedagogical mindset that affirms the importance of loving the whole child through compassionate, collective care—Qarooni explores five critical literacy tenets by highlighting opportunities to listen for, honor, connect to, and elevate family strengths while inviting them even further into our shared work and encouraging reflection around: Recognizing the journey of process, Celebrating the role collaboration plays within the collective Using observational literacy to read the world Advocating for the power of talk to grow ideas and connect with others Giving children choice to make self-directed decisions With moments of memoir woven in alongside diverse family examples and classroom stories connected to realistic instructional practices, Qarooni shows how all families contribute meaningfully to their children’s literacy lives. Discover how we can tap into those vast wells to support learning at home and in school while building positive, reciprocal relationships across both settings. With an afterword by En Comunidad authors, Carla España and Luz Yadira Herrera, Nourishing Caregiver Collaborations is rooted in the simple truth that we cannot separate knowing our students from knowing their home, communities, and the people that they love. This book offers a toolkit for connecting with families and elevating the intrinsic strengths that reside in every child’s home.Trade ReviewNourishing Caregiver Collaborations is the book we all need to fuel our practice and feed our souls. Nawal Qarooni has gifted us with a book that truly celebrates the beautiful connections between home and school. We are invited to center love, honor families and the journey of learning, and make connections beyond the classroom walls with our community. Qarooni’s book is inspiring and necessary and I feel like I’ve been waiting for this book for way too long.—Tiffany Jewell, Author of the #1 New York Times-bestselling book This Book Is Anti-Racist, educator and mamaNawal’s book is a gift to educators and caregivers alike. Nourishing Caregiver Collaborations is a beautiful reminder and proactive resource to cultivate and sustain family partnerships.—Liz Sohyeon Kleinrock, Author of Start Here Start Now: A Guide to Antibias and Antiracist Work in Your School Community Nourishing Caregiver Collaborations is a must-read. Nawal’s practical, insightful, reflective, and honest approach beautifully illustrates how we can embrace the power of collective care in our classrooms.—Britt Hawthorne, New York Times-bestselling author of Raising Antiracist Children: A Practical Parenting GuideNourishing Caregiver Collaborations is a compelling and thought-provoking book. Nawal Qarooni uses her personal experiences as both a parent and an educator to highlight the value of genuine family engagement in promoting the success of students.—Yolanda Sealey-Ruiz, Ph.D. Professor and author of Advancing Racial Literacies in Teacher Education: Activism for Equity in Digital Spaces, Teachers College, Columbia UniversityIf educators truly want to embrace families and include them at school, this book offers guidance for building better relationships and challenges biases and misconceptions about what families need and expect for their children.—Donalyn Miller, Author and teacherA stirring and brilliant call to action for everyone invested in the well-being of young people—educators, parents, and KidLit writers alike. Qarooni provides a framework for how we can better exalt young people in all of their complexity, braiding together their lived experiences from school to home and everything in between. This book gave me so much to think about as both a parent and as a writer and advocate for young people.—Jasmine Warga, Author of A Rover’s Story and Other Words for Home Through a series of deeply personal family stories intertwined with practical tools for reflection and action, Nawal Qarooni challenges educators to recast our conceptions of family literacy engagement and brings to life what truly centering family, community, and relationships can mean for supporting students’ pursuit of advanced literacy.—Jane Fleming, Coauthor of More Mirrors in the Classroom: Using Urban Children’s Literature to Increase LiteracyThis book is both brilliant and artful. Its content, its narrative, and even its gorgeous design bring forward a generous and care-full vision of the relationships between literacy and love, kinship and learning, school and home. What an absolutely stunning treasure.—Carla Shalaby, Author of Troublemakers: Lessons in Freedom from Young Children at SchoolNourishing Caregiver Collaborations provides a fresh and humanistic perspective into how educators can engage with caregivers in authentic and dynamic ways. This book will warm your educator soul with its beautiful stories and message, inspire you to rethink and reimagine family engagement, and provide practical next steps for application.—Dr. Cindy Bak, Assistant Director at the Cotsen Foundation for the ART of TEACHINGTable of ContentsForeword by Cornelius MinorIntroduction: Families KnowChapter 1: Celebrating Families’ Intrinsic KnowledgeChapter 2: Process: The Journey Is the LearningChapter 3: The Collective: Elevating Community Through Collaboration and InclusionChapter 4: Observational Literacy: Reading the WorldChapter 5: Talk: The Power of Oral Conversations to Grow Ideas and Connect UsChapter 6: Choice: Freeing Students to Make Self-Driven DecisionsConclusion: Pushing into Practice with Invitations for Shared Literacy ExperiencesAfterword by Carla España and Luz Yadira Herrera
£27.54
Stenhouse Publishers Patterns of Revision, Grade 3: Inviting 3rd
Book SynopsisWith every lesson grounded in the critical strategy of writers talking out their revisions, Patterns of Revision will establish routines, practices, and mindsets to set you and your students up for success from day one. Discover the joy inherent in writing - and writing instruction - when we explore revision through engaging inquiry and the study of models, building flexible, competent revisors, step-by-step, in an open-ended discussion of meaning driven revision choices and their effects.Table of ContentsPart 1: Exploring Patterns of Revision in Bite-Sized Chunks Chapter 1: Invitation to Delete Unnecessary Information Chapter 2: Invitation to Rearrange Chapter 3: Invitation to Add Connectors Part 2: Revision Through Sentence Combining Putting Draft Together Chapter 4: Invitation to Combine Conclusion: Living in a Revision Mindset
£40.84
Murphy & Moore Publishing Educational Technology: Integrative Approaches
Book Synopsis
£112.96
States Academic Press Educational Technology: Teaching and Learning
Book Synopsis
£111.54
Information Age Publishing The High School Teacher Technology Guidebook: 22
Book SynopsisThis guidebook is designed to be the high school teacher's friend in addressing a wide variety of questions regarding the use of educational and instructional technologies. It can serve as a companion and guide through the myriad challenges and opportunities related to the effective use of technology in one's classroom and school.A sample of U.S. high school teachers provided us with detailed answers about their experiences with using technology in their teaching. Specifically, they shared their challenges, barriers, ideas, and suggestions for working successfully with administrators, technology specialists, students, fellow teachers, and parents when teaching with technology. We have organized the teachers' experiences and recommendations according to each stakeholder group.Rather than recommending or reviewing specific educational technology companies, applications, or tools, we provide a large number of strategies that are "built to last" and should be applicable regardless of the specific tool under consideration. We assume that it doesn't ultimately matter what the tool or technology is that you're using—it's how and why you're using it for teaching and learning that will determine whether it is successful or not. The "how" and "why" aspects encompass the built-to-last strategies included in this guidebook.Table of Contents Preface: Introduction To The Guidebook Part I: Technology Questions And Issues When Working With School/District Administration Part II: Technology Questions And Issues When Working With Technology Specialists Part III: Technology Questions And Issues When Working With Students Part IV: Technology Questions And Issues When Working With Fellow Teachers Part V: Technology Questions And Issues When Working With Parents Part VI: Solving Technology Questions And Issues On Your Own Part VII: Supplemental Resources About The Authors
£42.46
Information Age Publishing The High School Teacher Technology Guidebook: 22
Book SynopsisThis guidebook is designed to be the high school teacher's friend in addressing a wide variety of questions regarding the use of educational and instructional technologies. It can serve as a companion and guide through the myriad challenges and opportunities related to the effective use of technology in one's classroom and school.A sample of U.S. high school teachers provided us with detailed answers about their experiences with using technology in their teaching. Specifically, they shared their challenges, barriers, ideas, and suggestions for working successfully with administrators, technology specialists, students, fellow teachers, and parents when teaching with technology. We have organized the teachers' experiences and recommendations according to each stakeholder group.Rather than recommending or reviewing specific educational technology companies, applications, or tools, we provide a large number of strategies that are "built to last" and should be applicable regardless of the specific tool under consideration. We assume that it doesn't ultimately matter what the tool or technology is that you're using—it's how and why you're using it for teaching and learning that will determine whether it is successful or not. The "how" and "why" aspects encompass the built-to-last strategies included in this guidebook.Table of Contents Preface: Introduction To The Guidebook Part I: Technology Questions And Issues When Working With School/District Administration Part II: Technology Questions And Issues When Working With Technology Specialists Part III: Technology Questions And Issues When Working With Students Part IV: Technology Questions And Issues When Working With Fellow Teachers Part V: Technology Questions And Issues When Working With Parents Part VI: Solving Technology Questions And Issues On Your Own Part VII: Supplemental Resources About The Authors
£78.20
Weldon Owen, Incorporated The Magnificent Book of Treasures: Vikings
Book SynopsisTake an incredible journey back in time to a land of warriors, longboats and legends. Marvel at fabulous treasures and sagas of heroes, monsters and epic voyages.Travel back in time more than a thousand years to visit the world of the Vikings. Board a longship to go on a voyage of exploration, and see the weapons and armor used by a mighty warrior. Discover mythical tales of magic, monsters, gods, and goddesses. Learn about mysterious picture stones, how the Vikings honored their dead, and how they traveled to the ends of the known world. Dozens of ancient Viking treasures are depicted in detailed full-color illustrations accompanied by fascinating facts about their use, lore, and history. DOZENS OF ARTIFACTS: Learn about 36 iconic objects, from a Viking warrior’s axe to a longship that sailed the high seas. BEAUTIFULLY ILLUSTRATED: Vibrant, detailed images of the art, objects, people, and icons of the Viking world. FASCINATING FACTS: Includes hundreds of amazing facts about Viking treasures in an easy-to-read format that will enthrall budding historians of all ages. CLASSROOM TO COFFEE TABLE: This beautiful volume is equally at home on a school bookshelf to support student learning as in a living room to be enjoyed by the whole family. COLLECT THE SERIES: More fascinating compendiums for all ages include The Magnificent Book of Treasures: Ancient Egypt, The Magnificent Book of Treasures: Ancient Rome, The Magnificent Book of Horses, The Magnificent Book of Extinct Animals, and more!
£17.99
Jewish Lights Publishing Putting God on the Guest List Teacher's Guide
Book SynopsisPMA Best Religion Book of the Year! The inspiring guide to spiritual celebration used in hundreds of congregationsReform, Conservative, Reconstructionistrevised and expanded! "Parents and their children acutely feel the social pressures that surround bar and bat mitzvah. But they want to feel the spiritual promise of the event, the pull of the divine, and the knowledge that they are participating in an event that has meaning both in the ancient past and in the very immediate present. They want to know that the steep incline before them is their family''s own version of Sinai, the summit where, in every generation, Jews meet God, individually and as a people. They want to know that bar and bat mitzvah can be a path to that summit. And they want to know how to get there. . . . This book can be their guide." from "Why This Book Was Born" Helps people find core spiritual values in American Jewry''s most misunderstood ceremonybar and bat mitzvah. In a joining of explanation, instruction and inspiration, Rabbi Salkin helps both parent and child truly be there when the moment of Sinai is recreated in their lives. Rabbi Salkin asks and answers questions that make parents and children more comfortable with the event and able to experience it more joyfully. How did bar and bat mitzvah originate? What is the lasting significance of the event? What are the ethics of celebration? What specific things can you do to reclaim the spiritual meaning of the event? How to further develop spirituality? What spiritual values can parents and young people build together? To help guide friends and family who are not Jewish through this important Jewish life cycle event, Rabbi Salkin provides a brief, welcoming overview: What Non-Jews Should Know About the Bar and Bat Mitzvah Service.
£13.49
Jewish Lights Publishing The JGuy's Teacher's and Parent's Guide
Book SynopsisInsights, Ideas and Activities for Discussing with Teen Guys What It Means to Become a Jewish ManA step-by-step guide to creative use of The JGuy''s Guide: A GPS for Jewish Teen Guys in the classroom or at home. For each chapter in the book, this guide includes enough material for two or three hour-long lessons, each featuring: Clearly stated goals A warm-up activity Guidance on using portions of the book, along with engaging discussion questions A text selection, in Hebrew and English, connected to the topic of the lesson This comprehensive teaching tool will help you create a safe space for personal sharing and learning.
£15.29
Pigs Fly Books An Armadillo on My Pillow: An Adventure in
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£14.95
Jewel Bug Publishing The Grandest Night Show
Book Synopsis
£15.20
Cymanthia Connell MD LLC Samia and Her Electric Toothbrush: Make brushing
Book Synopsis
£12.85
BCS Learning & Development Limited Computational Thinking: A beginner's guide to
Book SynopsisComputational thinking (CT) is a timeless, transferable skill that enables you to think more clearly and logically, as well as a way to solve specific problems. With this book you'll learn to apply computational thinking in the context of software development to give you a head start on the road to becoming an experienced and effective programmer. Beginning with the core ideas of computational thinking, with this book you'll build up an understanding of the practical problem-solving approach and explore how computational thinking aids good practice in programming, complete with a full guided example.Trade Review'A ‘must-read’ for students embarking on their first major projects, and any teacher stepping up to the challenge of teaching Computing at school. This is not just a book about programming, more a template for teaching. Karl Beecher speaks in plain English. Incisive insight and practical advice, standing independent of the Python exemplars used, predicated as it is on a holistic understanding of the subject terrain.' -- Roger Davies * and Editor, Computing At School, Tenderfoot Training Project *'I really enjoyed this book - it bridges the gap between the very practical, but perhaps narrow, field of computer programming with the real world problems that computer scientists might need to solve. The issue with encouraging young people to learn 'coding' is that they often struggle to understand how and when to use specific concepts and ideas. The underlying principles and real world applications are essential, and much harder to put across, than remembering the syntax for an IF statement. The discussions are presented in a readable format that would be suitable for bright GCSE students and should be essential reading for all A Level computer scientists. With the shift in focus at GCSE and A Level alike, from 'programming' to 'computational thinking', explanations and examples of abstraction, decomposition and generalisation, along with modelling, logic and efficiency are both engaging and useful.' -- Mark Clarkson * Subject Leader and CAS Master Teacher *'Computational Thinking is a sprint through the theoretical underpinnings of computation through to their application and the creation of software. The thirteen chapters start with an explanation of what is computational thinking, move through logical and algorithmic thinking, abstraction and modelling, to then focus on how to apply these concepts. The middle set of chapters cover how to create software with a focus on object-oriented solutions with a relatively short discussion on testing. Python is used as the programming language to demonstrate the use of the various techniques introduced in the early chapters but it would be straight forward to convert the examples to other similar languages such as Java, C#, etc. The final chapter provides a guided example based on the creation of a computer-controlled home automation system. Each chapter has a set of exercises to work through and model answers for these are supplied in an appendix. This is a very good overview of a very large field. While all of the topics are deserving of their own book the strength of this book is the explanation and demonstration of their close relationships. This book is an excellent complement to the many books on the Raspberry Pi and Python programming because it starts to explain some of the theoretical underpinnings. The seasoned software developer should not be discouraged by the beginner’s guide sub-title as this is also a good refresher on some of the basics.' -- Colin Smythe * Principal Consultant *'A scholarly book albeit written from a pragmatic perspective distilling the knowledge and expertise of an experienced software developer into a form that is accessible for beginners. It's engaging exercises and comprehensive references make it an invaluable learning resource. I would recommend it to anyone who wishes to gain an understanding of computational thinking and best practice in modern software development.' -- Professor Cornelia Boldyreff'This book will prove an excellent companion to more general texts on Computing, especially for teachers who are new to the subject. And with exercises at the end of each chapter, there is much to challenge students also. Highly recommended.' -- Terry Freedman * independent education technology writer and consultant, and publisher of the ICT and Computing in Education website at www.ictineducation.org *Table of ContentsPreface Part 1: Computational Thinking 1. What is Computational Thinking? 2. Logical and Algorithmic Thinking 3. Problem Solving and Decomposition 4. Abstraction and Modelling 5. Anticipating and Dealing with Errors 6. Evaluating a Solution Part 2: Computational Thinking in Software Development 7. Tutorial for Python Beginners 8. Effective Building Blocks 9. Organising Your Code 10 . Using Abstractions and Patterns 11. Effective Modelling 12. Testing and Evaluating Programs 13. A Guided Example Appendix
£26.99
Barefoot Books Ltd Busy Bear Count & Sort Game
Book SynopsisGet ready to play and learn with Bear! For 20 years, Bear has delighted children as Barefoot Books’ most beloved character -- and now, children can practice early math, storytelling and taking turns with Bear as their guide! Created by an early childhood expert, these 30 double-sided cards and instructions for 5 games will grow with your child, making Busy Bear Count and Sort a long-lasting gift.
£10.52
Barefoot Books Ltd Dancing Dinos Dominoes
Book SynopsisCan you find the matching dinosaurs? This one-of-a-kind domino game bursts with ways to have fun with early math and science, creative movement and taking turns! This set of 28 two-sided dominoes includes instructions for 5 games that were designed by an early childhood development expert to grow with your child. Dancing Dinos Floor Dominoes is the perfect companion to Barefoot Books’ hit singalong book DINOSAUR RAP.
£10.79
Canolfan Peniarth Tric a Chlic: Pecyn Rhieni Cam 2 a 3
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£12.22
Canolfan Peniarth Cyfres Wyt Ti'n Gwybod?: Amryliw
Book SynopsisA book to introduce 5-7 year old children to a range of interesting facts in order to stimulate their curiosity about the world around them as well as promoting their desire to search for all sorts of information. The theme is colours in all their variety in various situations and locations all over the world.
£3.53
Canolfan Peniarth Cyfres Wyt Ti'n Gwybod?: Chwaraeon ar Draws y Byd
Book SynopsisA book to introduce 5-7 year old children to a range of interesting facts in order to stimulate their curiosity about the world around them as well as promoting their desire to search for all sorts of information. The theme is sport in all its variety.
£5.80
Arcturus Publishing Ltd Ready to Write: Let's Trace Letters
Book SynopsisThis simple letter-learning book is ideal for young children. By following the clear illustrations, they can learn to hold a pen in the correct grip, and then practise tracing letters and completing simple, fun activities. These activities will hone their fine motor skills, help them to learn essential skills, and boost their confidence, too! A lively, charming scene showcases each letter, making all the activities fun, with lots to talk about. Supporting the key stage 1 (KS1) curriculum and home learning, this title is perfect for kids aged 3+.
£6.30
Ruby Tuesday Books Ltd Corpses, Cats and Mouldy Cheese
Book SynopsisThe lives and habits of insects can be truly incredible. Some, however, are so gross you probably won''t even want to read about them. Oh . . . You do? Each book in this new series is packed with truly unbelievable facts about some of the smallest members of the animal kingdom. From wasps that turn cockroaches into zombies to help them take care of their larvae, to beetles that repel predators with stinking, poisonous, boiling-hot farts.
£7.59
