Primary and middle schools Books

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

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Book SynopsisWell established as a clear, comprehensive course text in five prior editions, this book has now been extensively revised, with a focus on disciplinary literacy. It offers a research-based framework for helping students in grades 6â12 learn to read, write, and communicate academic content and to develop the unique literacy, language, and problem-solving skills required by the different disciplines. In an engaging, conversational style, William G. Brozo presents effective instruction and assessment practices. Special attention is given to adaptations to support diverse populations, including English language learners. Pedagogical features include chapter-opening questions plus new case studies, classroom dialogues, practical examples, sample forms, and more. (Prior edition title: Content Literacy for Today's Adolescents, Fifth Edition.) New to this Edition: *Incorporates a decade of research, current standards, and the latest concepts and practices related to disciTrade Review"This book offers an expansive, inclusive discussion of teaching disciplinary and content-area literacy to adolescents in the 21st century. Brozo provides teachers with a range of tools for working with culturally and linguistically diverse youth. His attention to adolescents' identities will help teachers engage students who have a range of abilities, needs, and interests. By grounding instructional examples within the disciplines, Brozo demonstrates what responsive literacy practices look like and what makes them unique in different academic contexts. This is a great text for a master's-level content-area/disciplinary literacy course. Students will benefit from the examples of practice in action, and will see what it means to do this kind of work well."--Leigh A. Hall, PhD, School of Education, University of North Carolina at Chapel Hill "The book is important because it challenges our assumptions and biases toward today’s culturally and linguistically diverse students. The students sitting in our classes are different than they were a few years ago, and understanding these critical differences will help position us to become better educators. You have to know kids to teach kids, and Brozo’s provocative book helped me to get to know my students in ways that will certainly elevate their literacy skills."--Kelly Gallagher, MA, English teacher, Magnolia High School, Anaheim Union High School District, California "At a time when teaching disciplinary and content literacy is being promoted as one way to close the so-called achievement gap for youth--especially underserved youth--this book is timely. Brozo weaves together personal stories, case studies, and various literacy-related scenarios in an intellectually stimulating and engaging manner. He brings these elements and his extensive research full circle by inviting the reader to reflect, raise questions, and discuss multiple teaching strategies. I plan to adopt this text for my Middle Childhood/Adolescent Literacy Methods course, which is required for our preservice teachers seeking New York State professional certification. This is the perfect resource to help preservice teachers develop practices and strategies to enhance secondary students' academic achievement.”--Fenice B. Boyd, PhD, Department of Learning and Instruction, University at Buffalo, The State University of New York -Table of Contents1. Adolescent Literacies and Identities Inside and Outside of School 2. Building Literacy Competence across the Disciplines for Diverse Learners 3. Practices for Expanding Text Comprehension 4. Assessment for Literacy Growth and Disciplinary Learning 5. Creating Motivating Contexts for Literacy and Learning 6. Developing Academic Vocabulary Knowledge 7. Writing to Learn in the Disciplines 8. Reading and Learning from Multiple Sources 9. Strategic Literacy and Learning Processes References

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Book SynopsisWell established as a clear, comprehensive course text in five prior editions, this book has now been extensively revised, with a focus on disciplinary literacy. It offers a research-based framework for helping students in grades 6â12 learn to read, write, and communicate academic content and to develop the unique literacy, language, and problem-solving skills required by the different disciplines. In an engaging, conversational style, William G. Brozo presents effective instruction and assessment practices. Special attention is given to adaptations to support diverse populations, including English language learners. Pedagogical features include chapter-opening questions plus new case studies, classroom dialogues, practical examples, sample forms, and more. (Prior edition title: Content Literacy for Today's Adolescents, Fifth Edition.) New to this Edition: *Incorporates a decade of research, current standards, and the latest concepts and practices related to disciTrade Review"This book offers an expansive, inclusive discussion of teaching disciplinary and content-area literacy to adolescents in the 21st century. Brozo provides teachers with a range of tools for working with culturally and linguistically diverse youth. His attention to adolescents' identities will help teachers engage students who have a range of abilities, needs, and interests. By grounding instructional examples within the disciplines, Brozo demonstrates what responsive literacy practices look like and what makes them unique in different academic contexts. This is a great text for a master's-level content-area/disciplinary literacy course. Students will benefit from the examples of practice in action, and will see what it means to do this kind of work well."--Leigh A. Hall, PhD, School of Education, University of North Carolina at Chapel Hill "The book is important because it challenges our assumptions and biases toward today’s culturally and linguistically diverse students. The students sitting in our classes are different than they were a few years ago, and understanding these critical differences will help position us to become better educators. You have to know kids to teach kids, and Brozo’s provocative book helped me to get to know my students in ways that will certainly elevate their literacy skills."--Kelly Gallagher, MA, English teacher, Magnolia High School, Anaheim Union High School District, California "At a time when teaching disciplinary and content literacy is being promoted as one way to close the so-called achievement gap for youth--especially underserved youth--this book is timely. Brozo weaves together personal stories, case studies, and various literacy-related scenarios in an intellectually stimulating and engaging manner. He brings these elements and his extensive research full circle by inviting the reader to reflect, raise questions, and discuss multiple teaching strategies. I plan to adopt this text for my Middle Childhood/Adolescent Literacy Methods course, which is required for our preservice teachers seeking New York State professional certification. This is the perfect resource to help preservice teachers develop practices and strategies to enhance secondary students' academic achievement.”--Fenice B. Boyd, PhD, Department of Learning and Instruction, University at Buffalo, The State University of New York -Table of Contents1. Adolescent Literacies and Identities Inside and Outside of School 2. Building Literacy Competence across the Disciplines for Diverse Learners 3. Practices for Expanding Text Comprehension 4. Assessment for Literacy Growth and Disciplinary Learning 5. Creating Motivating Contexts for Literacy and Learning 6. Developing Academic Vocabulary Knowledge 7. Writing to Learn in the Disciplines 8. Reading and Learning from Multiple Sources 9. Strategic Literacy and Learning Processes References

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Book SynopsisThis book provides innovative tools and strategies to support reading intervention for students in grades 3â8 who do not yet read with grade-level accuracy. Uniquely comprehensive, the Interactive Strategies Approach--Extended (ISA-X) has been shown to enhance intermediate and middle grade students' reading accuracy and comprehension as well as content vocabulary knowledge. Preservice and inservice teachers learn how to conduct assessments that help to identify instructional goals; monitor progress toward these goals; promote students' strategic thinking and motivation; and implement small-group instruction using thematic text sets on science and social studies topics. Numerous lesson examples and a thematic text set are included. Purchasers get access to a companion website where they can download and print reproducible materials from the book, as well as additional Web-only lesson templates and assessments, in a convenient 8 1/2 x 11 size. See also Early Intervention foTrade Review"For too long, instruction for intermediate and middle grade struggling readers has been isolated from meaningful learning and engagement with text. No longer! These authors have given us just what we need--an approach that addresses word work, comprehension, motivation, and knowledge building from text, all within a problem-solving framework. A brilliant book by brilliant researchers and teachers! This is an essential resource for teachers, coaches, and teacher educators that adds conceptual depth and practical strategies to their instructional repertoires."--Sheila W. Valencia, PhD, Department of Curriculum and Instruction, University of Washington, Seattle "This book is just fantastic. In fact, it should be required reading for any teacher providing literacy instruction for students in grades 3–8. So often, reading intervention teachers are given prepackaged programs designed to help struggling students. This book goes beyond a script to provide a framework for understanding the different aspects of literacy acquisition and the methodology to address each aspect in an integrated fashion. Just as we expect our students to become independent readers, this book prepares the interventionist to be an independent teacher--one who understands the complex process of reading and who can respond to each student's needs using a comprehensive yet individually tailored approach."--Christine Guarnieri, MS, academic intervention services teacher, Cohoes City School District, New York "This needed volume fills a gap in the professional development of elementary and middle school reading and language arts teachers. Problems with breaking apart and reading individual words are often the culprit in comprehension difficulties. Unfortunately, by fourth grade and beyond, teachers rarely focus on decoding strategies and growth in sight words. Easy to use and evidence based, the ISA-X addresses deficits in word reading while also stressing comprehension of new vocabulary and strategies for understanding text. The tools in this book and its companion website will empower teachers to teach responsively as their students’ skills grow."--Rollanda E. O’Connor, PhD, Professor and Eady/Hendrick Chair in Learning Disabilities, University of California, Riverside "As a professional who has worked for many years with teachers and administrators to improve reading instruction and performance, I have been asked repeatedly about how best to meet the needs of intermediate and middle school students who continue to struggle with word recognition. This book provides the most comprehensive response to this question to date. The ISA-X is a research-tested approach focused on responsive and targeted instruction as a means of developing independent, strategic, and motivated readers. Detailed descriptions of all aspects of the approach facilitate successful implementation. The ISA-X is truly a significant contribution to the field."--Karen K. Wixson, PhD, Dean and Professor Emerita, School of Education, University of North Carolina at Greensboro, and School of Education, University of Michigan "An important contribution for all practitioners and researchers concerned with supporting older children with reading difficulties. The authors have varied and extensive experiences in providing professional development for teachers as well as interventions for children. They do not skirt the knotty problem of what to do about inadequate decoding skills when children need to read challenging texts to build knowledge and engagement with the world. Step by step, the book describes procedures for building both word-level and text-level proficiencies."--Anne McGill-Franzen, PhD, Professor and Director, Reading Center, University of Tennessee Knoxville -Table of Contents I. The Foundations of a Comprehensive Approach 1. Introduction 2. Responsive Instruction for Student Independence 3. Motivation II. Word Learning 4. Conceptualizing Word Learning 5. Word Identification Strategies 6. Observing and Teaching Strategies and Interactive Strategy Use 7. High-Frequency Words 8. Foundations for Decoding Elements Instruction 9. Observing and Teaching Use of Decoding Elements III. Meaning Construction 10. Comprehension 11. Knowledge Development 12. Vocabulary and Language 13. Fluency and Comprehension 14. Reading, Discussion, and Written Response 15. Promoting Comprehension-Fostering Processes 16. Sample Thematic Text Set Glossary of Terms Used in This Book References Index

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Book SynopsisThis book provides innovative tools and strategies to support reading intervention for students in grades 3â8 who do not yet read with grade-level accuracy. Uniquely comprehensive, the Interactive Strategies Approach--Extended (ISA-X) has been shown to enhance intermediate and middle grade students' reading accuracy and comprehension as well as content vocabulary knowledge. Preservice and inservice teachers learn how to conduct assessments that help to identify instructional goals; monitor progress toward these goals; promote students' strategic thinking and motivation; and implement small-group instruction using thematic text sets on science and social studies topics. Numerous lesson examples and a thematic text set are included. Purchasers get access to a companion website where they can download and print reproducible materials from the book, as well as additional Web-only lesson templates and assessments, in a convenient 8 1/2 x 11 size. See also Early Intervention foTrade Review"For too long, instruction for intermediate and middle grade struggling readers has been isolated from meaningful learning and engagement with text. No longer! These authors have given us just what we need--an approach that addresses word work, comprehension, motivation, and knowledge building from text, all within a problem-solving framework. A brilliant book by brilliant researchers and teachers! This is an essential resource for teachers, coaches, and teacher educators that adds conceptual depth and practical strategies to their instructional repertoires."--Sheila W. Valencia, PhD, Department of Curriculum and Instruction, University of Washington, Seattle "This book is just fantastic. In fact, it should be required reading for any teacher providing literacy instruction for students in grades 3–8. So often, reading intervention teachers are given prepackaged programs designed to help struggling students. This book goes beyond a script to provide a framework for understanding the different aspects of literacy acquisition and the methodology to address each aspect in an integrated fashion. Just as we expect our students to become independent readers, this book prepares the interventionist to be an independent teacher--one who understands the complex process of reading and who can respond to each student's needs using a comprehensive yet individually tailored approach."--Christine Guarnieri, MS, academic intervention services teacher, Cohoes City School District, New York "This needed volume fills a gap in the professional development of elementary and middle school reading and language arts teachers. Problems with breaking apart and reading individual words are often the culprit in comprehension difficulties. Unfortunately, by fourth grade and beyond, teachers rarely focus on decoding strategies and growth in sight words. Easy to use and evidence based, the ISA-X addresses deficits in word reading while also stressing comprehension of new vocabulary and strategies for understanding text. The tools in this book and its companion website will empower teachers to teach responsively as their students’ skills grow."--Rollanda E. O’Connor, PhD, Professor and Eady/Hendrick Chair in Learning Disabilities, University of California, Riverside "As a professional who has worked for many years with teachers and administrators to improve reading instruction and performance, I have been asked repeatedly about how best to meet the needs of intermediate and middle school students who continue to struggle with word recognition. This book provides the most comprehensive response to this question to date. The ISA-X is a research-tested approach focused on responsive and targeted instruction as a means of developing independent, strategic, and motivated readers. Detailed descriptions of all aspects of the approach facilitate successful implementation. The ISA-X is truly a significant contribution to the field."--Karen K. Wixson, PhD, Dean and Professor Emerita, School of Education, University of North Carolina at Greensboro, and School of Education, University of Michigan "An important contribution for all practitioners and researchers concerned with supporting older children with reading difficulties. The authors have varied and extensive experiences in providing professional development for teachers as well as interventions for children. They do not skirt the knotty problem of what to do about inadequate decoding skills when children need to read challenging texts to build knowledge and engagement with the world. Step by step, the book describes procedures for building both word-level and text-level proficiencies."--Anne McGill-Franzen, PhD, Professor and Director, Reading Center, University of Tennessee Knoxville -Table of Contents I. The Foundations of a Comprehensive Approach 1. Introduction 2. Responsive Instruction for Student Independence 3. Motivation II. Word Learning 4. Conceptualizing Word Learning 5. Word Identification Strategies 6. Observing and Teaching Strategies and Interactive Strategy Use 7. High-Frequency Words 8. Foundations for Decoding Elements Instruction 9. Observing and Teaching Use of Decoding Elements III. Meaning Construction 10. Comprehension 11. Knowledge Development 12. Vocabulary and Language 13. Fluency and Comprehension 14. Reading, Discussion, and Written Response 15. Promoting Comprehension-Fostering Processes 16. Sample Thematic Text Set Glossary of Terms Used in This Book References Index

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

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

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

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

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Book SynopsisDemonstrating the benefits of mindfulness for both educators and students in PreK-12, this book presents flexible models for implementing and sustaining schoolwide initiatives. Compelling case studies show how mindfulness practices can enhance students' academic and socialâemotional functioning as well as teacher effectiveness. Chapters review the evidence base for available programs, reflect on lessons learned in real schools, and provide guidance for planning and decision making. The roles of school leaders, teachers, counselors, and parents in creating a more supportive and compassionate school climate are discussed. Also described are innovative approaches to professional development and preservice teacher training.Trade Review"A powerful compendium of wisdom, strategies, and practical approaches to bringing resilience and well-being into the culture and curriculum of contemporary schools. Chapter by chapter, the contributors to this fabulous book draw from their own direct pedagogical experience to share insights into how to transform the emotional and social intelligence of both teachers and students. Accessible and research supported, this book is a wonderful contribution for us all!”--Daniel J. Siegel, MD, Clinical Professor, UCLA School of Medicine; Executive Director, Mindsight Institute; author of Aware "In my more than 20 years in school leadership, I have never run across a book with so much information on school transformation through the lens of mindfulness. This book is chock-full of research, case studies, and strategies. It is a guidepost that I will return to again and again."--Lana Penley, MEd, Principal, Marysville School, Portland, Oregon "This book provides a compelling rationale for igniting and sustaining educational transformation through the integration of mindfulness- and compassion-based practices in schools. The exceptional contributors include well-established pioneers in the field alongside emerging scholars. Groundbreaking research is coupled with engaging case studies and practical strategies. A 'must read' for preservice and inservice teachers, school administrators, and teacher educators."--Kimberly A. Schonert-Reichl, PhD, Department of Educational and Counselling Psychology, and Special Education, University of British Columbia, Canada "This is a jewel of a collection of practical, research-based tools for designing mindfulness-based programs for students as well as school staff. Evidence-based programs for a diversity of learners are presented by experts in the field. While acknowledging that mindfulness and compassion practices are not a panacea, the book shows how these programs can indeed make a significant contribution to meaningful school reform, shifting us toward a much-needed holistic educational approach."--Rebecca Alber, EdD, Graduate School of Education and Information Studies, University of California, Los Angeles “A unique and welcome addition to the school-based mindfulness literature. This book will help close the gap between the intention to bring mindfulness into schools and the practice of creating this change. It is required reading for anyone who hopes to incorporate mindfulness into 21st-century educational systems.”--Joshua C. Felver, PhD, ABPP, School Psychology Program, Department of Psychology, Syracuse University -The Mindful School presents us with an abundance of information on school transformation that is both refreshing and hopeful….Transforming school culture through mindfulness and compassion will not happen overnight. This book provides a wonderful basis for you to review the evidence and reflect upon case studies that demonstrate the benefits of mindfulness for educators, parents, and students preK–12.--NASP Communiqué, 10/01/2020ƒƒAn excellent resource for teachers, parents, administrators, policymakers, and any stakeholder invested in education….This book marries current, evidence-based content and models with highly practical information and case studies that render this compendium useful for a variety of professionals and laypeople. The description of the various roles that different professions (e.g., school counselors) may hold while integrating mindfulness into school systems provides a compelling vision for a school environment characterized by compassion, support, and mindfulness. The book is filled with strategies, wisdom, and knowledge to allow individuals to apply the models and programs that are desperately needed in today's schools. Here, school-based professionals will benefit from the decades of research and clinical experience from leading scholars and professionals in the field. Further, readers will emerge with a comprehensive understanding of the proposed transformation while receiving concrete information about the next steps he or she can take regardless of their role within the school system. This authentic collection of chapters from leading educational mindfulness scholars should be considered required reading for any school-based personnel seeking to implement mindfulness-based practices effectively into the contemporary school system.--Mindfulness, 10/05/2020Table of ContentsI. Introduction 1. Where Are We Now? Where Are We Going?: Preparing Our Students for an Uncertain Future, Patricia A. Jennings, Anthony A. DeMauro, & Polina P. Mischenko 2. A Selective Review of Mindfulness Training Programs for Children and Adolescents in School Settings, Rebecca N. Baelen, Michael V. Esposito, & Brian M. Galla II. Examining Roles and Responsibilities for School Transformation 3. Turn and Listen: Strengthening Compassion and Leadership in the Adult Community in Schools, Pamela Seigle, Chip Wood, & Lisa Sankowski 4. Modeling Mindfulness: Principal Leadership and Development for Personal and Organizational Growth, Eleanor Drago-Severson & Jessica Blum-DeStefano 5. Embodied Teacher Mindfulness in the Classroom: The Calm, Clear, Kind Framework, Cynthia Taylor, Patricia A. Jennings, Alexis Harris, Deborah L. Schussler, & Robert W. Roeser 6. Cultivating Passion for Practicing and Teaching Mindfulness: A Multiple-Case Study of Compassionate School Project Teachers, Polina P. Mischenko & Patricia A. Jennings 7. The School Counselor: Change Agent and Collaborator for Holistic Student Well-Being, Rebecca L. Tadlock-Marlo & Meghan Damler 8. Creating Mindful and Compassionate Schools: Including Parents as Partners, J. Douglas Coatsworth, Melissa Ward George, & Aimee Kleisner Walker III. Looking to the Future 9. Finding Peace in Chaos: Mindfully Prepared Public School Teachers, Richard C. Brown & Elizabeth Grassi 10. Being in School Transformation: Toward Equity and Social Justice, Velma L. Cobb Index

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Book SynopsisDemonstrating the benefits of mindfulness for both educators and students in PreK-12, this book presents flexible models for implementing and sustaining schoolwide initiatives. Compelling case studies show how mindfulness practices can enhance students' academic and socialâemotional functioning as well as teacher effectiveness. Chapters review the evidence base for available programs, reflect on lessons learned in real schools, and provide guidance for planning and decision making. The roles of school leaders, teachers, counselors, and parents in creating a more supportive and compassionate school climate are discussed. Also described are innovative approaches to professional development and preservice teacher training.Trade Review"A powerful compendium of wisdom, strategies, and practical approaches to bringing resilience and well-being into the culture and curriculum of contemporary schools. Chapter by chapter, the contributors to this fabulous book draw from their own direct pedagogical experience to share insights into how to transform the emotional and social intelligence of both teachers and students. Accessible and research supported, this book is a wonderful contribution for us all!”--Daniel J. Siegel, MD, Clinical Professor, UCLA School of Medicine; Executive Director, Mindsight Institute; author of Aware "In my more than 20 years in school leadership, I have never run across a book with so much information on school transformation through the lens of mindfulness. This book is chock-full of research, case studies, and strategies. It is a guidepost that I will return to again and again."--Lana Penley, MEd, Principal, Marysville School, Portland, Oregon "This book provides a compelling rationale for igniting and sustaining educational transformation through the integration of mindfulness- and compassion-based practices in schools. The exceptional contributors include well-established pioneers in the field alongside emerging scholars. Groundbreaking research is coupled with engaging case studies and practical strategies. A 'must read' for preservice and inservice teachers, school administrators, and teacher educators."--Kimberly A. Schonert-Reichl, PhD, Department of Educational and Counselling Psychology, and Special Education, University of British Columbia, Canada "This is a jewel of a collection of practical, research-based tools for designing mindfulness-based programs for students as well as school staff. Evidence-based programs for a diversity of learners are presented by experts in the field. While acknowledging that mindfulness and compassion practices are not a panacea, the book shows how these programs can indeed make a significant contribution to meaningful school reform, shifting us toward a much-needed holistic educational approach."--Rebecca Alber, EdD, Graduate School of Education and Information Studies, University of California, Los Angeles “A unique and welcome addition to the school-based mindfulness literature. This book will help close the gap between the intention to bring mindfulness into schools and the practice of creating this change. It is required reading for anyone who hopes to incorporate mindfulness into 21st-century educational systems.”--Joshua C. Felver, PhD, ABPP, School Psychology Program, Department of Psychology, Syracuse University -The Mindful School presents us with an abundance of information on school transformation that is both refreshing and hopeful….Transforming school culture through mindfulness and compassion will not happen overnight. This book provides a wonderful basis for you to review the evidence and reflect upon case studies that demonstrate the benefits of mindfulness for educators, parents, and students preK–12.--NASP Communiqué, 10/01/2020ƒƒAn excellent resource for teachers, parents, administrators, policymakers, and any stakeholder invested in education….This book marries current, evidence-based content and models with highly practical information and case studies that render this compendium useful for a variety of professionals and laypeople. The description of the various roles that different professions (e.g., school counselors) may hold while integrating mindfulness into school systems provides a compelling vision for a school environment characterized by compassion, support, and mindfulness. The book is filled with strategies, wisdom, and knowledge to allow individuals to apply the models and programs that are desperately needed in today's schools. Here, school-based professionals will benefit from the decades of research and clinical experience from leading scholars and professionals in the field. Further, readers will emerge with a comprehensive understanding of the proposed transformation while receiving concrete information about the next steps he or she can take regardless of their role within the school system. This authentic collection of chapters from leading educational mindfulness scholars should be considered required reading for any school-based personnel seeking to implement mindfulness-based practices effectively into the contemporary school system.--Mindfulness, 10/05/2020Table of ContentsI. Introduction 1. Where Are We Now? Where Are We Going?: Preparing Our Students for an Uncertain Future, Patricia A. Jennings, Anthony A. DeMauro, & Polina P. Mischenko 2. A Selective Review of Mindfulness Training Programs for Children and Adolescents in School Settings, Rebecca N. Baelen, Michael V. Esposito, & Brian M. Galla II. Examining Roles and Responsibilities for School Transformation 3. Turn and Listen: Strengthening Compassion and Leadership in the Adult Community in Schools, Pamela Seigle, Chip Wood, & Lisa Sankowski 4. Modeling Mindfulness: Principal Leadership and Development for Personal and Organizational Growth, Eleanor Drago-Severson & Jessica Blum-DeStefano 5. Embodied Teacher Mindfulness in the Classroom: The Calm, Clear, Kind Framework, Cynthia Taylor, Patricia A. Jennings, Alexis Harris, Deborah L. Schussler, & Robert W. Roeser 6. Cultivating Passion for Practicing and Teaching Mindfulness: A Multiple-Case Study of Compassionate School Project Teachers, Polina P. Mischenko & Patricia A. Jennings 7. The School Counselor: Change Agent and Collaborator for Holistic Student Well-Being, Rebecca L. Tadlock-Marlo & Meghan Damler 8. Creating Mindful and Compassionate Schools: Including Parents as Partners, J. Douglas Coatsworth, Melissa Ward George, & Aimee Kleisner Walker III. Looking to the Future 9. Finding Peace in Chaos: Mindfully Prepared Public School Teachers, Richard C. Brown & Elizabeth Grassi 10. Being in School Transformation: Toward Equity and Social Justice, Velma L. Cobb Index

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Book SynopsisPacked with useful tools, this practitioner guide and course text helps educators assess and teach essential literacy skills and strategies at all grade levels (PreK-12). All six literacy modalities are addressed--listening, speaking, reading, writing, viewing, and visually representing. Chapters on specific literacy processes integrate foundational knowledge, assessments, and strategies for students who need support in literacy, including English language learners. Presented are dozens of authentic assessments along with differentiation ideas. In a large-size format for easy photocopying, the book features more than 70 reproducible assessment forms and resources. Purchasers get access to a webpage where they can download and print the reproducible materials.Trade Review"A true teacher’s guide for literacy assessment and metacognitive strategies. McAndrews provides the teacher educator, literacy specialist, coach, interventionist, or classroom teacher with practical strategies that enhance student learning and can be readily implemented into classroom practice and clinical settings. The book is full of great, research-based ideas that I intend to use in my graduate courses and summer reading practicum/clinic."--Debra Gurvitz, EdD, Adjunct Faculty, Reading and Language Department, National Louis University, Chicago "This book is a wonderful resource for classroom teachers at all grade levels, and will be particularly useful for literacy specialists working with students with varying abilities. I found it much more user friendly than other assessment books. The purpose of every assessment and instructional strategy is clearly explained, and the book's format makes them easy to find and implement. Educators can use this book to identify students' strengths and weaknesses through diagnostic assessments and to choose the instructional strategies that would be most beneficial."--Sarah Parcels, MSEd, reading specialist, Collinsville Middle School, Collinsville, Illinois "A gift to educators, this valuable, comprehensive guide highlights user-friendly, evidence-based strategies that take literacy teaching and learning to higher levels. Grounded in sociocultural and social-constructivist theories, the text will be highly beneficial to my undergraduate students as they conduct assessments and instruction during mentoring sessions with elementary students. It is also highly appropriate for graduate students in our Reading Endorsement and Master's in Reading programs."--Debra J. Coffey, EdD, Department of Elementary and Early Childhood Education, Kennesaw State University, Georgia-Table of Contents1. Introduction to Literacy, Assessment, and Instruction 2. Building Relationships: Learning from Students, Families, and Community 3. Language Development 4. Word Analysis 5. Reading Fluency 6. Reading, Listening, and Viewing Comprehension 7. Writing Composition and Visual Representation Appendix: Assessments and Resources

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

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

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

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

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Book SynopsisTo develop strong disciplinary literacy skills, middle and high school students need to engage with diverse types of challenging texts in every content area. This book provides a blueprint for constructing literacy-rich instructional units in English language arts, science, and social studies. The authors describe how to design interconnected text sets and plan lessons that support learning and engagement before, during, and after reading. Presented are ways to build academic vocabulary and background knowledge, teach research-based comprehension strategies, and guide effective discussions and text-based writing activities. Chapters also cover how to teach students to write argumentative, informative, and narrative essays, and to conduct discipline-specific inquiry. Special features include sample text sets and 24 reproducible planning templates and other teaching tools; purchasers get access to a Web page where they can download and print the reproducible materials in a convTrade Review"Lewis and Strong have integrated all of the important components of planning literacy-based instruction in any discipline. Finally, a reference for teachers that includes evidence-based strategies, connections to research, and realistic ways to utilize a range of high-quality texts."--Cary B. Riches, EdD, Executive Director of Secondary Education, Brandywine School District, Wilmington, Delaware "I plan to use this book as the main text in a content literacy course for both practicing and preservice teachers. The descriptions of research, explanations of strategies, and examples are accessible enough for beginners, but also clear and specific enough for those looking to extend and deepen their knowledge of the strategies and see them across multiple contexts. The book emphasizes ways to increase literacy development and content learning using science-based strategies, while recognizing that all children bring valuable knowledge and experiences to the classroom. I appreciate the authors' attention to both discussion and writing as essential contributors to comprehension, and I love the chapter on inquiry! We don't teach kids to read just for the sake of it; we want to teach them to be curious and read for real reasons."--Sarah M. Lupo, PhD, Department of Early, Elementary, and Reading Education, James Madison University “This book provides current and future secondary school teachers with clear guidance for designing effective disciplinary text sets and supporting students’ learning before, during, and after reading the texts. I appreciate the attention to writing instruction, including text-based writing, extended writing, and inquiry-based writing. This book is a great resource for disciplinary literacy courses at the undergraduate and graduate levels.”--Bong Gee Jang, PhD, Department of Reading and Language Arts, Syracuse University "This comprehensive work is a 'must read' for preservice and inservice teachers, building administrators, and curriculum leaders. The pedagogical recommendations emanate from high-quality research and address complex concepts in understandable ways. This is an excellent resource for an interdisciplinary team of teachers and administrators to read together with the goal of reframing their use of reading, writing, and discussion to support students' learning in the content areas. In addition, this text could be used in undergraduate or graduate courses because the research is written in accessible language with realistic examples, but could also be used to extend thinking. Lewis and Strong attend to the development of strategic writers and readers and show practical ways to engage adolescents in developing these strategic behaviors."--Lynn E. Shanahan, PhD, Assistant Superintendent of Curriculum, Instruction, and Technology, Amherst Central School District, New York-Table of ContentsForeword, Lyn Long & Bilinda Sikes 1. Introduction to Adolescent Literacy 2. Understanding Text Complexity 3. Designing Content-Area Text Sets 4. Building Background Knowledge before Reading 5. Supporting Comprehension during Reading 6. Conducting Discussions after Reading 7. Text-Based Writing to Promote Comprehension 8. Teaching Extended Writing 9. Inquiry in the Disciplines 10. Putting It All Together References Index

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Book SynopsisTo develop strong disciplinary literacy skills, middle and high school students need to engage with diverse types of challenging texts in every content area. This book provides a blueprint for constructing literacy-rich instructional units in English language arts, science, and social studies. The authors describe how to design interconnected text sets and plan lessons that support learning and engagement before, during, and after reading. Presented are ways to build academic vocabulary and background knowledge, teach research-based comprehension strategies, and guide effective discussions and text-based writing activities. Chapters also cover how to teach students to write argumentative, informative, and narrative essays, and to conduct discipline-specific inquiry. Special features include sample text sets and 24 reproducible planning templates and other teaching tools; purchasers get access to a Web page where they can download and print the reproducible materials in a convTrade Review"Lewis and Strong have integrated all of the important components of planning literacy-based instruction in any discipline. Finally, a reference for teachers that includes evidence-based strategies, connections to research, and realistic ways to utilize a range of high-quality texts."--Cary B. Riches, EdD, Executive Director of Secondary Education, Brandywine School District, Wilmington, Delaware "I plan to use this book as the main text in a content literacy course for both practicing and preservice teachers. The descriptions of research, explanations of strategies, and examples are accessible enough for beginners, but also clear and specific enough for those looking to extend and deepen their knowledge of the strategies and see them across multiple contexts. The book emphasizes ways to increase literacy development and content learning using science-based strategies, while recognizing that all children bring valuable knowledge and experiences to the classroom. I appreciate the authors' attention to both discussion and writing as essential contributors to comprehension, and I love the chapter on inquiry! We don't teach kids to read just for the sake of it; we want to teach them to be curious and read for real reasons."--Sarah M. Lupo, PhD, Department of Early, Elementary, and Reading Education, James Madison University “This book provides current and future secondary school teachers with clear guidance for designing effective disciplinary text sets and supporting students’ learning before, during, and after reading the texts. I appreciate the attention to writing instruction, including text-based writing, extended writing, and inquiry-based writing. This book is a great resource for disciplinary literacy courses at the undergraduate and graduate levels.”--Bong Gee Jang, PhD, Department of Reading and Language Arts, Syracuse University "This comprehensive work is a 'must read' for preservice and inservice teachers, building administrators, and curriculum leaders. The pedagogical recommendations emanate from high-quality research and address complex concepts in understandable ways. This is an excellent resource for an interdisciplinary team of teachers and administrators to read together with the goal of reframing their use of reading, writing, and discussion to support students' learning in the content areas. In addition, this text could be used in undergraduate or graduate courses because the research is written in accessible language with realistic examples, but could also be used to extend thinking. Lewis and Strong attend to the development of strategic writers and readers and show practical ways to engage adolescents in developing these strategic behaviors."--Lynn E. Shanahan, PhD, Assistant Superintendent of Curriculum, Instruction, and Technology, Amherst Central School District, New York-Table of ContentsForeword, Lyn Long & Bilinda Sikes 1. Introduction to Adolescent Literacy 2. Understanding Text Complexity 3. Designing Content-Area Text Sets 4. Building Background Knowledge before Reading 5. Supporting Comprehension during Reading 6. Conducting Discussions after Reading 7. Text-Based Writing to Promote Comprehension 8. Teaching Extended Writing 9. Inquiry in the Disciplines 10. Putting It All Together References Index

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Book SynopsisThis much-needed guide shows how to support teachers of adolescents in providing effective literacy instruction in the content areas, which can be intensified as needed within a multi-tiered framework.Trade Review"Wexler, Swanson, and Shelton provide outstanding information and tools for addressing the content literacy needs of secondary students with reading difficulties. The user-friendly explanations and examples of how to implement AIM Coaching will prove invaluable. The book provides concrete, research-based strategies for supporting individual teacher learning schoolwide. This is a useful, highly relevant resource for university courses and professional development efforts that deal with improving content literacy instruction."--Mary T. Brownell, PhD, Distinguished Professor, School of Special Education, School Psychology, and Early Childhood Studies, College of Education, University of Florida "In secondary education, all teachers are reading teachers, and many can benefit from the help of a skilled coach. That’s where this book comes in! There are few professional development resources to provide coaches with a systematic approach to support teachers and improve academic outcomes. Featuring clearly articulated research and well-crafted graphs, diagrams, graphic organizers, and worksheets, the book is both informative and practical. Educators will feel empowered as they acquire a deeper understanding of research-based literacy practices while also developing an arsenal of tools they can use right away across all content areas."--Whitney Stuart Anderson, MEd, Literacy and Content Instructional Coach, Hardy Middle School, Washington, DC "This is a high-quality, practical guide that secondary literacy coaches can use to enhance their own practices and those of their teachers, ultimately enhancing the literacy achievement of students who need additional supports. The authors have done an excellent job of translating recent research findings into clear recommendations that can be applied in schools immediately. The focus on ongoing professional development and coaching is innovative and has high promise of increasing literacy outcomes. This book will be great for both preservice teacher training programs and inservice professional learning communities; I look forward to integrating it into the teacher preparation program at my university."--Christopher J. Lemons, PhD, Graduate School of Education, Stanford University-Table of ContentsI. Introduction 1. The State of Adolescent Literacy 2. What Do We Do about These Poor Outcomes? 3. Common Schoolwide Support Models II. Instructional Practices Every Secondary Literacy Coach Should Know 4. Using Data 5. Challenges in Choosing Text for Intensive Instruction 6. Features of Effective Instruction 7. Evidence-Based Content-Area Literacy Practices to Support Students with Intensive Needs 8. Fidelity of Implementation III. An Adaptive Coaching Model to Improve Literacy Instruction for All Students 9. An Adaptive Approach to Literacy Instructional Coaching: Enhancing Intensive Instruction in a Schoolwide Literacy Model 10. An Introduction to AIM Coaching 11. Determining Teachers' Skill and Will Levels 12. Tailoring Support to Meet Teachers' Needs 13. AIM Coaching Case Study References Index

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Book SynopsisTechnology is integral to teaching in the English language arts. This indispensable guide shows how to teach and model digital diligence--an alert, intentional stance that helps both teachers and students use technology productively, ethically, and responsibly.Trade Review"Hicks takes readers on a powerful journey toward teaching students to be digitally diligent. The book provides a deep-dive exploration of purposeful activities that can be incorporated into asynchronous and synchronous instruction. Chapters on topical learning outcomes include teaching points and guiding questions that help teachers creatively customize lessons, assignments, and assessments. Hicks offers numerous examples of how technology can be used for connected reading and writing characterized by empathy, intention, and persistence. Whether you teach young learners or train future educators, you will learn much from this book."--Julie Coiro, PhD, School of Education, University of Rhode Island "Mindful Teaching with Technology belongs on the desk of every school librarian or technology integration specialist. The lessons that Hicks outlines are relevant and purposeful, and, for some learners, could be life altering. With the lessons, Hicks provides irresistible, ready-to-go tools and resources that can be adapted for different purposes. Readers will want to have a device nearby for digital play and exploration. Hicks is writing for right now--the timeliness and forward-thinking approach are part of what makes this book so special."--Kristin Patrick, MLIS, technology integration coach, Noblesville Schools, Indiana "Hicks introduces the concept of digital diligence and invites readers to engage in a deeper conversation about how we use technology. Framing tech use through a lens of digital literacy, Hicks continues his excellent contributions to the field by doing what he does best--providing practical lesson and activity ideas along with specific tools to achieve desired outcomes. English teachers of all levels and in all stages of their careers will find something new or reaffirming in this book. From teaching reading and writing to helping students navigate digital modalities, the book presents strategies for helping learners to engage purposefully with technology as a tool of literate life."--Kristen Hawley Turner, PhD, Caspersen School of Graduate Studies, Drew University-Table of ContentsForeword, Lesley Mandel Morrow 1. The Case for Digital Diligence in English Language Arts Classrooms - Interlude: From Synchronous to Real Time; from Asynchronous to Anytime 2. Planning for Purposeful Arcs of Instruction - Interlude: The Rationale for Focusing on Google Chrome 3. Protecting Privacy 4. Maximizing Our Own Attention 5. Popping Filter Bubbles and Breaking Algorithms 6. Understanding How Knowledge Gets Created and Circulated - Interlude: Repurposing Existing Materials and a Brief Overview of Copyright, Fair Use, Creative Commons, and the Public Domain 7. Extending Opportunities for Digital Writing 8. Embracing Opportunities for Connected Reading 9. Conclusion References Index

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Book SynopsisTechnology is integral to teaching in the English language arts. This indispensable guide shows how to teach and model digital diligence--an alert, intentional stance that helps both teachers and students use technology productively, ethically, and responsibly.Trade Review"Hicks takes readers on a powerful journey toward teaching students to be digitally diligent. The book provides a deep-dive exploration of purposeful activities that can be incorporated into asynchronous and synchronous instruction. Chapters on topical learning outcomes include teaching points and guiding questions that help teachers creatively customize lessons, assignments, and assessments. Hicks offers numerous examples of how technology can be used for connected reading and writing characterized by empathy, intention, and persistence. Whether you teach young learners or train future educators, you will learn much from this book."--Julie Coiro, PhD, School of Education, University of Rhode Island "Mindful Teaching with Technology belongs on the desk of every school librarian or technology integration specialist. The lessons that Hicks outlines are relevant and purposeful, and, for some learners, could be life altering. With the lessons, Hicks provides irresistible, ready-to-go tools and resources that can be adapted for different purposes. Readers will want to have a device nearby for digital play and exploration. Hicks is writing for right now--the timeliness and forward-thinking approach are part of what makes this book so special."--Kristin Patrick, MLIS, technology integration coach, Noblesville Schools, Indiana "Hicks introduces the concept of digital diligence and invites readers to engage in a deeper conversation about how we use technology. Framing tech use through a lens of digital literacy, Hicks continues his excellent contributions to the field by doing what he does best--providing practical lesson and activity ideas along with specific tools to achieve desired outcomes. English teachers of all levels and in all stages of their careers will find something new or reaffirming in this book. From teaching reading and writing to helping students navigate digital modalities, the book presents strategies for helping learners to engage purposefully with technology as a tool of literate life."--Kristen Hawley Turner, PhD, Caspersen School of Graduate Studies, Drew University-Table of ContentsForeword, Lesley Mandel Morrow 1. The Case for Digital Diligence in English Language Arts Classrooms - Interlude: From Synchronous to Real Time; from Asynchronous to Anytime 2. Planning for Purposeful Arcs of Instruction - Interlude: The Rationale for Focusing on Google Chrome 3. Protecting Privacy 4. Maximizing Our Own Attention 5. Popping Filter Bubbles and Breaking Algorithms 6. Understanding How Knowledge Gets Created and Circulated - Interlude: Repurposing Existing Materials and a Brief Overview of Copyright, Fair Use, Creative Commons, and the Public Domain 7. Extending Opportunities for Digital Writing 8. Embracing Opportunities for Connected Reading 9. Conclusion References Index

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Book SynopsisReading instruction is too often grounded in a narrowly defined science of reading that focuses exclusively on cognitive skills and strategies. Yet cognition is just one aspect of reading development. This book guides K-8 educators to understand and address other scientifically supported factors that influence each student's literacy learning, including metacognition, motivation and engagement, socialâemotional learning, self-efficacy, and more. Peter Afflerbach uses classroom vignettes to illustrate the broad-based nature of student readersâ growth, and provides concrete suggestions for instruction and assessment. The book's utility is enhanced by end-of-chapter review questions and activities and a reproducible tool, the Healthy Readers Profile, which can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review"The title of this groundbreaking book says it all, affirming that educators must abandon a slavish loyalty to a prepackaged curriculum in pursuit of what is unique about each child—and that skills are not enough. Beyond attending to the cognitive skills that allow students to decode accurately, read fluently, comprehend, and even critique text, we as educators must also embrace the things that ignite and sustain readers in their quest for meaning. To truly understand readers, we must attend to the will and the thrill of reading along with the skill. Afflerbach shows us how."--P. David Pearson, PhD, Evelyn Lois Corey Emeritus Professor of Instructional Science, Graduate School of Education, University of California, Berkeley “This book offers a much-needed turn from focusing on the singular 'science of reading' to considering the multiple factors that are critical to developing healthy readers. The book helps teachers across grade levels to reflect on their practice and address the dynamic, interactive influences on students' developmental trajectories. It describes practical classroom-based assessments, including the valuable, easy-to-use Healthy Readers Profile."--Kathryn Champeau, MS, reading specialist/literacy consultant; past president, Wisconsin State Reading Association "Afflerbach shares his deep understanding of how readers learn in this brilliantly organized book. He helps classroom teachers, interventionists, and all educators to broaden their knowledge of reading and learning so that they can do the very best for every child. In order to individualize and personalize learning, we must consider the myriad factors that influence reading development and achievement, and recognize the assets each learner possesses. Afflerbach's discussions of metacognition, self-efficacy, motivation, and engagement will guide teachers to make a significant shift in their understanding. Written by a masterful teacher, this book is essential reading."--Adria Klein, PhD, Director, Comprehensive Literacy Center, Kalmanovitz School of Education, Saint Mary’s College of California-Table of ContentsIntroduction I. Teaching Reading or Teaching Readers?: Moving Beyond a Focus on Strategies and Skills 1. Why Teaching Readers Is Different from Teaching Reading 2. Experiencing Cognition, Affect, and Conation in Our Reading 3. Critical Concepts: Definitions and Descriptions 4. Teaching Readers: A History of Knowing Better Than We Are Doing 5. Testing, the Media, and the “Science of Reading” II. Teaching Readers: Examining the Factors That Influence Reading Development and Reading Achievement 6. Introduction to the “Other” Factors That Matter in Students’ Reading Development and Achievement 7. Metacognition, Executive Functioning, and Mindfulness 8. Self-Efficacy 9. Motivation and Engagement 10. Attributions and Growth Mindsets 11. Epistemology and Epistemic Beliefs 12. Conclusions Appendix. Healthy Readers Profile References Index

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Book SynopsisWriting skills are essential for success in the 21st-century school and workplace, but most classrooms devote far more time to reading instruction, with writing often addressed in isolation or excluded. In this insightful professional development resource and text, leading researchers discuss why and how to integrate writing and reading instruction in grades K-12 and beyond. Contributors explore how to harness writingâreading connections to support learning in such areas as phonics and spelling, vocabulary, understanding genre and text structure, and self-regulated strategy development, as well as across content areas and disciplines. Special considerations in teaching emergent bilingual students and struggling literacy learners are described. User-friendly features include guiding questions, classroom examples, and action questions that help teachers translate the research and concepts into practice. An NCTQ Exemplary Text for Reading InstructionTrade Review"One of the most important but underappreciated domains of literacy research is the link between reading and writing. Philippakos and Graham fill a chasm in literacy theory and research by assembling scholars who have devoted their careers to exploring writing–reading connections. I will use this book in my graduate-level literacy classes for both emerging researchers and future teachers. With its coverage of components and domains of literacy, applications to content-area instruction, and addressing the strengths and needs of distinct populations, this book does the literacy field a great service!"--C. Patrick Proctor, EdD, Lynch School of Education and Human Development, Boston College "Putting research to work, this text is designed to help educators see the complex connections between writing and reading needed to build effective learning opportunities for K-12 students. Establishing itself as the most current resource on this topic, the book is written and edited by leading scholars and researchers. It addresses the history of writing and reading instruction, elements essential to comprehensive literacy instruction, and the use of writing to support learning in multiple academic and learning contexts. The editors ensure their book is inclusive and relevant for educators working with a wide range of learner populations."--Susan De La Paz, PhD,College of Education, University of Maryland "This book does an excellent job of establishing the interrelation of reading and writing. Chapters demonstrate what a network of reading and writing practices looks like in a classroom, how this network can inform instruction, and how this can make the school experience more meaningful to and valued by students. I especially like how the chapters capture such a wide range of compelling issues and topics. I would assign this entire book or selected chapters in a range of secondary education courses on writing."--George E. Newell, PhD, Department of Teaching and Learning (Emeritus), The Ohio State University "Elementary and secondary teachers often struggle to balance reading and writing instruction. This book provides educators a clear rationale for why writing and reading should be integrated in the classroom, specific guidance for using writing–reading connections to achieve important literacy goals, and practical, research-validated approaches for leveraging these processes to build disciplinary knowledge and skills. This book is an invaluable tool for teachers, teacher educators, and professional developers who recognize writing, reading, and oral discourse as essential elements of students’ learning, and who want to take advantage of the powerful synergy of these processes."--William E. Lewis, PhD, School of Education, University of Delaware-Table of ContentsI. Introduction to Writing and Reading Connections 1. The History of Writing and Reading Connections, Timothy Shanahan II. Specific Applications of Writing and Reading Connections 2. A Tale of Two Closely Related Skills: Word Reading and Spelling Development and Instruction, Young-Suk Kim 3. The Role of Vocabulary in and for Writing, Margaret G. McKeown 4. From Talk to Text: Implementing Student Discussions That Matter, Deanna Kuhn, Mariel Halpern, & Sybille Bruun 5. Writing to Promote Better Reading Comprehension, Steve Graham & Adiba Nusrat 6. Genre and Text Structure in Writing and Reading Instruction, Zoi A. Philippakos 7. Assessment in Writing and Reading, Paul Deane 8. Self-Regulated Strategy Development: Reading Source Materials to Learn and Write, Karen R. Harris & Linda H. Mason 9. Writing and Reading Connections in the Digital World, Allison N. Sonia, Laura K. Allen, & Scott A. Crossley III. Writing and Reading Connections in the Content Areas 10. Integrating Writing and Reading Instruction in the English Language Arts Classroom, Carol Booth Olson, Jenell Krishnan, & Huy Q. Chung 11. Writing, Reading, and Social Studies, Nell K. Duke, Anne-Lise Halvorsen, & Abby Reisman 12. Liberation through Literacy in Science, Catherine Lammert & Brian Hand 13. Thinking Beyond Symbols: Writing and Reading in Mathematics, Sarah R. Powell & Michael A. Hebert IV. Writing and Reading Connections with Specific Groups of Learners 14. Writing and Reading with Emergent Bilingual Learners, Alison G. Boardman & Sandra A. Butvilofsky 15. Addressing the Needs of Students Who Struggle with Literacy, Michael A. Hebert, Pamela Bazis, & Tanya Santangelo 16. Integrated Writing and Reading Instruction in College, Charles A. MacArthur Index

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Book SynopsisNo two students in grades 4â8 are identical, and many struggle with literacy for different reasons. Using a teacher-friendly, hands-on approach, this eminently practical book walks educators through the nuts and bolts of literacy intervention in the middle grades. Highlights include âœNorth Starâ principles to orient instruction, an assessment flowchart, and extended case studies of three middle-grades learners. The book offers evidence-based intervention practices for targeting specific literacy components, including word recognition, fluency, vocabulary, and comprehension. Teachers are guided to plan structured but flexible interventions that promote literacy growth and engagement. Sample lesson plans and clear, engaging figures illustrate how to make literacy intervention work for all students.Trade Review"The book leads with 10 powerful ‘North Star’ principles that guide teachers and school leaders to envision high-quality, purposeful, responsive, and practical literacy intervention in grades 4-8. This book will help preservice and inservice teachers to develop a comprehensive understanding of their students as active readers and to target areas of unfinished literacy learning. The book will be useful to anyone designing multi-tiered systems of support in literacy."--Stephanie Tatel, MAT, MEd, Coordinator of Literacy, Charlottesville City Schools, Virginia "As a reading specialist, teacher educator, and researcher working in middle-grades classrooms since 1982, I can attest that Flanigan and Hayes have produced an intervention resource that is both deep and wide. The authors weave theory and case studies in memorable ways that bring important constructs to life. Educators can rely on this book for research-based, explicit, systematic instructional suggestions--for guidance on where to start and where to go next. The practices in this book push hard for measurable progress that kids can see, because for middle-grades learners, there is no time to waste."--Kathleen J. Brown, PhD, Director, University of Utah Reading Clinic "In this exceptional, one-of-a-kind work, master teachers and mentors Flanigan and Hayes guide intermediate and middle-grades teachers to catch students 'before they fall.' The book provides the foundational literacy knowledge required to teach older students with significant literacy challenges. The authors reassuringly demonstrate how to assess, organize, and provide instruction that is developmentally based--so very rare in grades 4–8, yet so critical--thereby ensuring that instruction will be effective, motivating, and lasting. This book will be welcomed as a robust and powerful resource for undergraduate and graduate courses and professional development workshops."--Shane Templeton, PhD, Foundation Professor Emeritus of Literacy Studies, University of Nevada, Reno-Table of ContentsForeword, Katherine A. Dougherty Stahl 1. Middle-Grades Readers: Introducing Three Case Studies and Debunking Common Myths 2. Middle-Grades Literacy Intervention: “North Star” Principles 3. Start with Assessments 4. Building Automatic Word Recognition with Aliyah 5. Building Fluency with Aliyah 6. Building Vocabulary with Zach 7. Building Comprehension with Zach 8. Building Writing with Zach to Support His Comprehension 9. Building Engagement with Andres 10. Supporting Middle-Grades Students Across the Day Appendix. Differentiating During Interventions: Three Options for Organizing and Scheduling References Index

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Book SynopsisProfessional learning (PL) opportunities are essential for PreK-12 literacy educators, but too often these efforts fail to help teachers develop and deeply engage with their work. This forward-looking book describes keys to providing effective, sustainable literacy PL that values teachers over test scores and capitalizes on social networks and communities. The volume presents case studies of transformational initiatives tailored to culturally and linguistically diverse populations of teachers and students, varying school resources, urban or rural settings, and other factors. Issues of access and equity are emphasized throughout the book's discussions of innovative in-person, hybrid, and remote PL models. The companion website features 11 brief videos in which chapter authors provide engaging commentary on their respective topics.Trade Review"True to its title, this book conveys leading-edge ideas. It offers practical ideas for PL that ensures teachers and students alike are supported to learn and to sustain their learning. The book emphasizes that teachers must continually evaluate and grow their instructional practice through just-right, just-at-the-right-time learning experiences. It shares insights that will make such professional growth a reality. This powerful work is a major contribution to the development of teacher learning."--Diane Lapp, EdD, Distinguished Professor of Education, San Diego State University "This book shows the power of educators working together. When teachers and school leaders collaborate to find solutions for student literacy, students win!"--Wayne Tuttle, MEd, Assistant Principal, Kelly Walsh High School, Casper, Wyoming “From editors and contributors who have successfully implemented PL in a variety of contexts, the book offers detailed insights into issues of equity and sustainability. Readers learn about a range of practices drawing on the role of cognitive access, contextual fit, and agency to address challenges and opportunities associated with PL. This book could be used for graduate-level courses in literacy coaching and supervision. Courses on professional development/learning would benefit from the book, as it takes a wide lens on the overall concepts associated with PL."--Virginia J. Goatley, PhD, Interim Dean, School of Education, University at Albany, State University of New York "In my 30 years of research and involvement in PL, there have been many well-intentioned changes to PL practices--most of them linked to accountability, accreditation, and mandates. Teachers have lacked opportunities to improve their knowledge and pedagogy based on their own understanding of what they and their students need. This book is a breath of fresh air! School, district, and community leaders grappling with the complexities of literacy learning today will find numerous innovative ideas that resonate with their contexts and challenges."--Jan B. Turbill, PhD, School of Education, University of Wollongong, Australia "This volume takes seriously the importance of planning and delivering highly contextual PL for literacy teachers. Resisting the tendency to standardize, commercialize, and scale up PL, the editors and contributors demonstrate the imperative to understand and value the uniqueness of each context and the range of people in it. The adaptive expertise of teachers shines through. The book shows that when literacy PL is personalized, the outcomes are heightened levels of innovation, teacher agency, and sustainability. School leaders, department heads, early-career teachers, and student teachers will see themselves and others in one or more of the case studies, and through that process will better recognize the multiple opportunities and pathways to improve students' learning."--Beryl Exley, PhD, School of Education and Professional Studies, Griffith University, Queensland, Australia-Table of ContentsIntroduction: Innovation, Equity, and Sustainability in Literacy Professional Learning, Dana A. Robertson & Cynthia H. Brock I. Professional Learning as Reflexive Growth-in-Practice 1. Developing Adaptive Expertise to Support Effective Professional Learning, Deidre M. Le Fevre 2. Innovative Hybrid Professional Learning at Redmond Mountain High School, Cynthia H. Brock, Leigh A. Hall, Erin E. Silcox, & Jeff Makelky 3. Professional Learning Designed to Cultivate Continuous Learning and Innovation, Cynthia L. Greenleaf, Mira-Lisa Katz, Mary Stump, & Gayle Cribb 4. Enhancing Secondary Teachers’ Opportunities to Learn about Comprehension in Culturally Sustaining Ways, Sarah M. Lupo, Dianna R. Townsend, & Rachel Knecht 5. Situated Professional Learning through Targeted Reading Instruction: Building Teacher Capacity and Diagnostic Practice, Steven J. Amendum, Heather H. Aiken, Mary Bratsch-Hines, & Leslie M. Babinski 6. Teacher Agency and Sustainable Learning through Literacy Coaching with Teachers of Adolescents Who Are Emergent Bi- and Multilingual Students, Jennifer Sharples Reichenberg II. Professional Learning in/through/with Social Networks and Communities 7. Equitable, Accessible, and Sustainable Professional Learning That Makes a Difference: The Case of the Aboriginal Reading Project, Pauline Harris 8. Whole-Community Early Literacy Improvement: K−3 Academic Vocabulary Instruction, Susan V. Piazza, Sarah Summy, & Robert Herrera 9. Using Digital Tools to Promote Teacher Agency and Enhance Teacher Professional Learning, Lauren Breckenridge Padesky, Dana A. Robertson, Alexis Barney, & Noelle Clark 10. Innovations in Elementary Literacy Coaching: Sustaining Coaching Practices in Virtual Spaces, Jacy Ippolito, Rita M. Bean, & Kristine Sacha 11. How Micro-Courses Shape Teachers’ Perceptions, Engagement, and Learning in Professional Development, Leigh A. Hall Epilogue. Creating Professional Learning That Works: Lessons for Going Forward. Leigh A. Hall Index

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Book SynopsisWritten and edited by experts in the field, this book provides a blueprint for weaving effective word study into the fabric of classrooms and schools. Provided are principles, ideas, materials, and activities for use with teachers in a range of professional learning contexts. Key topics include word study foundations and orthographic knowledge; implementing collaborative coaching models, learning huddles, and workshops; and word study strategies for young children, emergent bilingual students, and adolescents. Helpful reproducible tools include the empirically validated Word Study Classroom Observation Guide. Purchasers get access to a companion website where they can download and print the reproducible materials in a convenient 8 1/2 x 11 size.Trade Review"Finally, a research-based, developmentally sound guide for literacy instruction and learning! This comprehensive work from leaders in word study provides multiple resources for literacy specialists and instructional leaders. It includes sample lesson plans, grouping configurations, reflection prompts, and a valuable protocol for observing and planning word study lessons. The book impressively brings to life the experiences of teachers across all levels--their struggles and triumphs with implementing word study. Presented are professional development models that promote continuity and lasting learning for all students."--Nurit W. Stites, MEd, learning facilitator and implementation specialist, Washoe County School District, Reno, Nevada "I can’t wait to share Word Study for Literacy Leaderswith my graduate students and advanced preservice teachers; I am already looking forward to the discussions it will generate. Further, I am excited to implement the techniques in this book in my consultation practice. I think inservice teachers will gravitate toward the practical approach. This book is full of ideas that are classroom ready and sure to improve teacher morale."--Sandra Martin-Chang, PhD, Department of Education, Concordia University, Montréal, Québec, Canada "An outstanding resource for understanding the scientific basis of word study and for implementing this approach in classrooms. The book also describes how to create the conditions that support effective implementation at a large scale. The chapters, written by top scholars in the area of literacy development, are packed with real-world examples and supplementary materials. This book would be an excellent addition to an advanced undergraduate- or graduate-level course for students going on to become the next generation of K-12 educators."--Andrew J. Mashburn, PhD, Department of Psychology, Portland State University-Table of ContentsForeword, Shane Templeton, Marcia Invernizzi, and Francine R. Johnston I. Foundations of Word Study and Professional Learning 1. Foundations of Word Study Instruction, Donald R. Bear, Amy Frederick, Darl Kiernan, & Anne C. Ittner 2. Professional Learning and Word Study, Anne C. Ittner, Amy Frederick, Darl Kiernan, & Donald R. Bear II. Coaching Word Study Instruction 3. Using the Word Study Classroom Observation Guide to Stimulate Professional Reflection and Growth, Kristin M. Gehsmann 4. Learning Huddles: Collaborating to Improve Word Study Instruction, Darl Kiernan & Kim Austin 5. Literacy Coaching Approaches in Word Study, Sarah Negrete, Treena Parker, & Shari Dunn 6. The Promise of Virtual Coaching for Professional Learning in Word Study and Beyond, Kristin Burger & Anna Jennerjohn III. Professional Learning in Different Word Study Settings 7. How Do You Help Teachers Strategically Support Emergent Bilinguals?, Lori Helman & Anne C. Ittner 8. Support and Insight for Teachers of Young Children, Laura Tortorelli & Annmarie Petrozzelli Spear 9. Expanding Possibilities for Multimodal Word Study Instruction Using a Design Thinking Approach, Maggie Struck & Elizabeth Weise 10. Preparing Preservice Teachers to Teach Developmental Word Study in Diverse Classrooms, Hiawatha Smith & Amy Frederick 11 Developing Professional Knowledge to Implement Word Study Interventions, Latisha Hayes 12. Engaging Teachers of Adolescent Readers in Vocabulary-Focused Professional Learning, Madison Weary & Kevin Flanigan 13. Metalinguistic Journeys: Supporting Secondary Teachers with Academic Vocabulary Instruction, Dianna Townsend & Rachel Knecht 14. Getting Administrators on Board, Alisa Simeral Appendix: Word Study Classroom Observation Guide Index

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Book SynopsisWritten and edited by experts in the field, this book provides a blueprint for weaving effective word study into the fabric of classrooms and schools. Provided are principles, ideas, materials, and activities for use with teachers in a range of professional learning contexts. Key topics include word study foundations and orthographic knowledge; implementing collaborative coaching models, learning huddles, and workshops; and word study strategies for young children, emergent bilingual students, and adolescents. Helpful reproducible tools include the empirically validated Word Study Classroom Observation Guide. Purchasers get access to a companion website where they can download and print the reproducible materials in a convenient 8 1/2 x 11 size.Trade Review"Finally, a research-based, developmentally sound guide for literacy instruction and learning! This comprehensive work from leaders in word study provides multiple resources for literacy specialists and instructional leaders. It includes sample lesson plans, grouping configurations, reflection prompts, and a valuable protocol for observing and planning word study lessons. The book impressively brings to life the experiences of teachers across all levels--their struggles and triumphs with implementing word study. Presented are professional development models that promote continuity and lasting learning for all students."--Nurit W. Stites, MEd, learning facilitator and implementation specialist, Washoe County School District, Reno, Nevada "I can’t wait to share Word Study for Literacy Leaderswith my graduate students and advanced preservice teachers; I am already looking forward to the discussions it will generate. Further, I am excited to implement the techniques in this book in my consultation practice. I think inservice teachers will gravitate toward the practical approach. This book is full of ideas that are classroom ready and sure to improve teacher morale."--Sandra Martin-Chang, PhD, Department of Education, Concordia University, Montréal, Québec, Canada "An outstanding resource for understanding the scientific basis of word study and for implementing this approach in classrooms. The book also describes how to create the conditions that support effective implementation at a large scale. The chapters, written by top scholars in the area of literacy development, are packed with real-world examples and supplementary materials. This book would be an excellent addition to an advanced undergraduate- or graduate-level course for students going on to become the next generation of K-12 educators."--Andrew J. Mashburn, PhD, Department of Psychology, Portland State University-Table of ContentsForeword, Shane Templeton, Marcia Invernizzi, and Francine R. Johnston I. Foundations of Word Study and Professional Learning 1. Foundations of Word Study Instruction, Donald R. Bear, Amy Frederick, Darl Kiernan, & Anne C. Ittner 2. Professional Learning and Word Study, Anne C. Ittner, Amy Frederick, Darl Kiernan, & Donald R. Bear II. Coaching Word Study Instruction 3. Using the Word Study Classroom Observation Guide to Stimulate Professional Reflection and Growth, Kristin M. Gehsmann 4. Learning Huddles: Collaborating to Improve Word Study Instruction, Darl Kiernan & Kim Austin 5. Literacy Coaching Approaches in Word Study, Sarah Negrete, Treena Parker, & Shari Dunn 6. The Promise of Virtual Coaching for Professional Learning in Word Study and Beyond, Kristin Burger & Anna Jennerjohn III. Professional Learning in Different Word Study Settings 7. How Do You Help Teachers Strategically Support Emergent Bilinguals?, Lori Helman & Anne C. Ittner 8. Support and Insight for Teachers of Young Children, Laura Tortorelli & Annmarie Petrozzelli Spear 9. Expanding Possibilities for Multimodal Word Study Instruction Using a Design Thinking Approach, Maggie Struck & Elizabeth Weise 10. Preparing Preservice Teachers to Teach Developmental Word Study in Diverse Classrooms, Hiawatha Smith & Amy Frederick 11 Developing Professional Knowledge to Implement Word Study Interventions, Latisha Hayes 12. Engaging Teachers of Adolescent Readers in Vocabulary-Focused Professional Learning, Madison Weary & Kevin Flanigan 13. Metalinguistic Journeys: Supporting Secondary Teachers with Academic Vocabulary Instruction, Dianna Townsend & Rachel Knecht 14. Getting Administrators on Board, Alisa Simeral Appendix: Word Study Classroom Observation Guide Index

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Book SynopsisThe impacts of the COVID-19 pandemic on K-12 education have been pervasive and profound. This engaging book concisely outlines the current crisis in schools in the core areas of student learning, student and teacher mental health, and teacher burnout. Synthesizing original research, David T. Marshall and Tim Pressley offer in-depth descriptions of the disruptions caused by prolonged school closures and remote instruction. They also identify some positive changes, such as increased use of online resources and technology, flexible work models, and greater attention to social and emotional learning. Sharing key findings, concrete examples, and teachersâ own voices about what they need to succeed, the book provides clear recommendations for moving schools forward effectively and sustainably.Trade Review"An invaluable treatment of COVID-19 and schools. Employing a comprehensive literature review, analyses of school responses in all 50 states, international comparisons, and unique teacher surveys and focus groups, Marshall and Pressley detail the errors of feckless policymakers while giving voice to the teachers who struggled through the pandemic with much fear and little leadership. Ultimately, U.S. schools dramatically reduced academic content, harming the most vulnerable students both intellectually and emotionally. We must read this history so that we may never repeat it."--Robert Maranto, PhD, 21st Century Chair in Leadership, Department of Education Reform, University of Arkansas "Marshall and Pressley present a thorough, data-based evaluation of how schools' responses to the pandemic affected all stakeholders in our educational system. This book provides eye-opening information. It takes a deep dive into policies and practices that worked versus those that had a negative impact on students and teachers alike. The authors analyze an impressive range of sources to produce a fair, unbiased analysis. Not only does this book validate teachers' experiences with pandemic teaching, but it also identifies crucial lessons for governmental and educational decision makers."--Laura Cvitanovich, MS, Secondary English Instructor, Virtual Virginia, Virginia Department of Education "Marshall and Pressley concisely show how the COVID-19 pandemic and the lockdown affected students' learning and the well-being of students and teachers, while exacerbating inequities in our educational system. This book goes beyond analyzing facts--it synthesizes recommendations for positive change and responsive leadership. A 'must read' for educators!"--Heather L. Walter, EdD, College of Education and Human Development, George Mason University "This book is well-structured and thoroughly referenced. The authors make credible, evidence-based arguments about the effects of the pandemic on students and teachers. The book fulfills the authors' intent of amplifying teachers’ voices by including both qualitative and quantitative data. Importantly, the authors recognize that we have very few pandemic-based intervention studies on which to base the way forward, and so they have based their plan on best practices established pre-pandemic in combination with the new insights gained from teachers. I highly recommend this compelling, comprehensive look at the pandemic and the next steps forward in educational recovery."--Laura Sokal, PhD, Faculty of Education, University of Winnipeg, Canada "A thoughtful and fair reflection on an important intersection of public health and education. This book is informed by a well-rounded body of research, including robust data on teacher experiences during the pandemic. It provides important insight into the impacts of COVID-19 on K-12 education as well as a path forward to helping teachers better meet the needs of students and families."--Jeffrey Keese, PhD, Tift College of Education, Mercer University-Table of ContentsForeword, Harry Anthony Patrinos Preface 1. The Great Disruption 2. The Case against Prolonged School Closures 3. The Impact on Student Learning 4. The Impact on Student Mental and Social Well-Being 5. The Impact on Teacher Well-Being 6. The Impact on Teacher Labor Markets 7. What Changes Remain? 8. What Do Teachers Need to Be Successful? 9. Where Do We Go from Here? Lessons Learned from the Pandemic Appendix: Overview of Methodology References Index

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Book SynopsisThis book provides guidance for leveraging the power of instructional coaching and helping coaching programs succeed. It addresses the crucial importance of aligning instructional goals (content) with school, district, and community factors that influence the work of teachers and coaches (context).

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Book SynopsisFrom nationally known experts, this book provides guidance for leveraging the power of instructional coaching and helping coaching programs succeed. It addresses the crucial importance of developing practices that align instructional goals (content) with school, district, and community factors that influence the work of K-12 teachers and coaches (context). The authors present a framework and practical tools for embedding coaching into the fabric of school life, in service of creating equitable opportunities and outcomes for all students. Instructive features throughout the chapters include Framing Questions, Voices from the Field vignettes, Stop and Reflect opportunities, and Reflection Activities and Questions. Reproducible planning forms can be copied from the book or downloaded and printed in a convenient 8 1/2 x 11 size.

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Book SynopsisThis successful guide--now in a revised and expanded second edition--gives teachers effective strategies to support adolescents' development of relevant literacy skills in specific disciplines. Demonstrating why disciplinary literacies matter, the authors discuss ways to teach close reading of complex texts; discipline-specific argumentation, communication, and writing skills; academic vocabulary; and more. The book draws on revealing interviews with content-area experts and professionals in history, science, mathematics, literature, the arts, and physical education. Teacher-friendly tools include 21 reproducible forms that also can be downloaded and printed, Try It On practice activities, lesson plans, chapter anticipation guides, and links to recommended online teaching videos. New to This Edition *Chapter on assessment. *Chapter on disciplinary literacies beyond school--in civic, professional, and personal life. *Expanded coverage of math, more attention to evidence and sou

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Book SynopsisWell established as a teaching resource and course text, this guide to the "whats," "how-tos," and "whys" of reading assessment is now in a thoroughly revised fourth edition. Peter Afflerbach succinctly introduces major types of assessments, including formative and summative performance assessments, teacher questioning, and high-stakes testing. He provides an innovative framework (the CURRV model) for evaluating the suitability of assessments and combining them effectively to meet all students'' needs. Emphasis is given to assessing core reading skills and strategies as well as noncognitive and social?emotional aspects of reading development. Helpful features include detailed examples of assessment done well, within-chapter "Enhance Your Understanding" questions and activities, and 25 reproducible and downloadable checklists and forms. New to This Edition *Explains assessment in a science-of-reading context. *Increased focus on equity issues, plus updated theory and research throughout. *Chapter on assessing early reading. *Chapter on assessing digital and critical reading.

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Book SynopsisNow in a revised and updated second edition for today''s changing K?12 landscape, this book gives instructional coaches an innovative framework for building strong relationships and enacting positive change in schools. Emphasizing a systems approach, Rita M. Bean and Jacy Ippolito explain the multiple roles of the coach as change agent, facilitator, designer, and advocate. Vivid examples show how effective coaches draw on these mindsets in working with individual teachers and groups and in developing, implementing, and sustaining schoolwide instructional programs. The book is rich with ?Voices from the Field? vignettes; chapter-opening questions; and end-of-chapter discussion prompts, learning activities, and resources. Reproducible coaching tools can be copied from the book or downloaded from the companion website. New to This Edition *Broader scope--addresses coaching across all instructional areas, not just literacy. *Discussions of virtual instruction and coaching, the coach''s role in supporting equity, and other timely topics. *Significantly revised case study chapter, with three new cases. *Incorporates current research, lessons learned in the field, and the ongoing development of the mindsets model.

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Book SynopsisThis trusted text and teacher resource is now in a revised and updated fifth edition, reflecting key advances in the science of reading. It covers the whys, whats, and how-tos of systematic reading assessment in grades K-8. The authors provide a roadmap and practical tools for evaluating students' strengths and needs in each component of reading, resulting in a seamless integration of assessment, evidence-based instruction, and intervention. Essential topics include evaluating the comprehension of beginning readers, assessing older struggling readers, supporting English learners, and preparing diagnostic reading reports. In a convenient large-size format, the book includes 30 reproducible and downloadable tools, plus an online-only appendix with an additional multipage assessment. New to This Edition Explicitly connects assessment guidelines to the science of reading. New chapter on morphology and significantly revised chapters on orthography and assessment of holistic reading. Aligns with the NAEP 2026 reading framework and definitions. Fully updated research, additional instructional resources, and two new assessments--Text Analysis Tool and Reading Engagement Scale.

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Book SynopsisThis book translates the best current research on adolescent writing instruction into teacher-friendly practices that are easy to implement in todayâs diverse classrooms. Leading experts present instructional methods that are applicable across the curriculum as well as specific, proven techniques to build writing skills and promote critical thinking in English language arts, social studies, science, and math. Key chapters address multimodal writing and pedagogical uses of generative artificial intelligence (AI). Other essential topics include self-regulated strategy development, culturally sustaining writing practices, writing for college readiness, and teaching argument writing. Guiding Questions, classroom examples, and Action Steps in each chapter enhance the bookâs utility as a teacher resource and course text.

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Book SynopsisFilling a vital need for grades 6â8 educators, this practical guide presents a field-tested framework for promoting studentsâ reading, writing, and collaborative learning in the middle school years. The expert authors describe ways to scaffold the development of content knowledge and core literacy skills using challenging, full-length anchor texts and connected text sets. They provide specific differentiation strategies and instructional routines, all emphasizing culturally responsive practice. Teachers see how students with varying support needs can engage productively in lessons focused on reading, discussion, grammar and language, writing, and research. In a convenient large-size format, the book includes links to two complete lesson modules, numerous âœTry It Yourself!â activities for teachers, and 19 reproducible/downloadable forms.

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Book SynopsisThe Bloomsbury Curriculum Basics series provides non-specialist primary school teachers with subject knowledge and full teaching programmes in a variety of key primary curriculum subjects._______________Teaching Primary History offers an exciting new approach to planning and delivering effective primary lessons in a fun and refreshing way, with three carefully structured lesson plans in each chapter. Closely following the National Curriculum guidelines for KS1 and KS2, each topic includes a helpful summary, relevant History vocabulary lists, important people and dates, and a wealth of interesting facts to engage, excite and extend pupil knowledge at all levels. With links to online resources, further ideas for trips, books and apps; exciting activities for whole-class involvement; as well as opportunities for individual and group learning, this book will bring the past to life with a bang! A must-have resource for primary practitioners, subject co-ordinatorsTrade ReviewI'm very pleased with the Bloomsbury Curriculum Basics range and would highly recommend them to home school parents and new teachers too. There's a wealth of knowledge to be gained from them as well as lesson plans to guide you through each lesson ensuring you meet the criteria. In my mind, they are a great investment as they'll see you through all 6 years of Primary education. * Nazira, lovehijabgirl.blogspot.co.uk *

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Book SynopsisThe Bloomsbury Curriculum Basics series provides non-specialist primary school teachers with subject knowledge and full teaching programmes in a variety of key primary curriculum subjects._______________Teaching Primary Geography is a hands-on guide to planning and delivering primary lessons that will inspire your class and extend their knowledge in lively and effective ways. By providing a succinct and accessible overview to over 30 geographical topics, it meets the needs of practitioners across the country and provides a single reference point for informed and creative geography teaching. Linked to the National Curriculum guidelines for Key Stage 1 and Key Stage 2, each chapter provides easy-to-follow lesson plans that are packed full of activities and ideas, alongside a helpful summary, a myriad of interesting facts, key vocabulary, cross-curricular links, and fully formed lesson plans. Downloadable online resources are also available for immediate use inTrade ReviewThis is one of the best primary geography books I have come across in a long time. For all the non-specialist geography teachers out there, which is the majority of primary teachers, this book is absolutely fabulous! It is practical, sensible, concisely written. A must for every primary school teacher. -- Chrissy Holbrey, Senior Lecturer, Leeds Beckett University, Carnegie School of Education...provides a succinct and accessible overview to more than 30 topics. -- Teach PrimaryWith two Geography experts – and leading figures of the Geographical Association – authoring this book, there is something for any primary school teacher, structured around the requirements set out by England’s National Curriculum… This is a great book for those wishing to overhaul and update their Geography curriculum within a primary school and could be implemented by a subject specialist, leader or teacher who loves the potential opportunities such a rich subject as Geography has got on offer. -- UKEdChat

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Book SynopsisFrom trusted primary education expert Andrew Brodie, the Let's Do series is the ideal home learning resource for children. Expertly designed to meet all the demands of the National Curriculum, the workbooks provide all the practice children need to build their confidence and boost their ability.Let's Do Addition and Subtraction is a brand new series of six titles in the popular Let's Do' range. Each book addresses the new National Curriculum maths specifications and contains a rich variety of activity pages and progress tests, with over 400 questions in total. Topics include column addition and subtraction by decomposition and practice of basic number bonds.Designed to be used at home with parental support, each book includes fun tips and clues, as well as extra challenges in Brodie's Brain Boosters. Building up speed and confidence is key, and so these books feature progressively more difficult activities with a progress test at the end of each section. There is a clear answer section for reference by parents and children, together with over 100 bright, colourful reward stickers.

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Book SynopsisNo matter what you teach, there is a 100 Ideas title for you!The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners.The educational underachievement of boys is a concern for educational professionals throughout the UK, and so is consistently at the top of most schools'' agendas. There is no quick fix to tackle this issue and absolve it completely. There are, however, countless ways of addressing the issue which will help teachers support the boys in their class to reach their full potential. In his new book, established writer on boys'' underachievement Gary Wilson gives teachers a way to tap into what is going on inside boys'' heads, their experiences and their wayTrade Review"Gary Wilson is one of the country’s foremost experts in issues related to boys’ achievement. This book is a grab-bag of ideas laid out in such a way that you can read just a short excerpt at a time and still gain many easily implemented ideas which seek to develop a caring version of masculinity in the boys we teach." * Phil Beadle, author of Rules for Mavericks: A Manifesto for the Disobedient *

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Book SynopsisPractical Behaviour Management for Primary School Teachers will provide you with practical strategies at every part of your teaching journey, enabling you to create an inclusive environment in your own classroom. By giving you step-by-step guidance on different strategies that you can implement, Tracey Lawrence supports you on the journey to unlock the potential of every child because every child deserves a high quality education. The book will top up your teaching toolkit by covering a range of topics around managing behaviour, from low-level issues to more extreme cases, as well as well-being and mental health concerns. It provides case studies, discusses the responsibilities of the teacher, how to set meaningful targets, plus lots of tips on how to get the best out of available support and intervention strategies. Not only that, you also get real classroom anecdotes and exercises to use in lessons right away so you feel fully prepared to support all children with confidence.Trade ReviewAll teachers have to deal with children who have challenging behaviours and this book provides practical and effective strategies to help with this. It is a valuable aid to teaching for all educators, from TAs and NQTs right through to senior leaders. * Cherryl Drabble, Assistant Headteacher, @cherrylkd *The book is written in a friendly, conversational style that addresses the reader teacher-to-teacher. It explains a variety of strategies in a jargon-free way that is both clear and readable without being patronising. * Primary School Teacher, TES *

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Book SynopsisNo matter what you teach, there is a 100 Ideas title for you!The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners.It''s not unusual to find children in your class who are falling behind their peers, either academically or socially, but it can be difficult to understand exactly why this is happening and what to do about it. This book provides tried-and-tested interventions so that you can determine the specific needs of each child and help them overcome whatever issues they might be facing.This book is the perfect dip-in-and-out solution to help teachers plan interventions to support the vast range of difficulties children in their class may be grappling with. StepheTrade ReviewStephen Lockyer has done it again! This book provides a wealth of ideas to support teachers and teaching assistants to make the most of any intervention opportunities. With ideas from how to plan for effective intervention to suggested activities to plug those gaps, this book is an essential classroom resource. * Jenna Lucas, Primary Teacher and English Specialist Leader of Education, @JennaLucas81 *This grab-it-and-go guide to interventions is jam-packed full of ideas for school staff to use with minimal preparation for maximum impact. It is a welcome addition to the arsenal of anyone working with specific groups or individuals in schools. * Jo Payne, Primary Teacher and Blogger, @MrsPTeach *A treasure trove of ideas, which has sparked a Mexican wave of more ideas for specific children or groups of children within my year group. I envisage TAs and teachers using this as a go-to guide when planning for their children's needs. * Leah Wright, Primary Teacher and Year 6 Leader, @leah_moo *This is a brilliant book containing easy to implement interventions to be used in the classroom – with a big impact! There are some very fun ideas here that my kids will love! * Steph Elliott, Teacher, @eenalol *This book is an essential resource for busy teachers. It is small and concise and provides many tried and tested activities that engage children and motivate support staff. * SEN Magazine *

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Book SynopsisTeaching for Mastery in Writing provides a practical approach to developing mastery in writing which helps all primary children to develop their skills and inspires a love of writing. This innovative book follows an approach that integrates mastery into existing teaching sequences an approach which aims to improve the writing ability of all children, not just the more able.Writing is a tough discipline for children in today's primary schools. The number of skills they are expected to learn is a source of amazement to many adults outside education. It is no easier to teach, not least because of the many and varied demands on schools, including the National Curriculum, SPaG tests, assessment frameworks and inspections. Now, more than ever, it is crucial that teachers focus on helping children become the most effective communicators they can be through the medium of writing.Throughout the book, Mike Cain promotes the importance of a classroom culture characterised by focuseTrade ReviewIt's more important than ever that our children get good at words. The ideas in this book offer a strategy for learning to be good at words. Because just as with football and maths you can only get good at words if you practise, play, share, experiment and above all enjoy that richest of educational opportunities – failure. -- Frank Cottrell-Boyce, screenwriter, author and writer of the 2012 Olympic opening ceremonyEven though this book covers the ways to teach mastery in writing at a primary level I believe it can be easily adapted to teach secondary students who enter the next stage of schooling and are not at the required level of writing at the time -- UKEdChat

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Book SynopsisThis is the ultimate all-in-one guide for teaching writing, spelling, punctuation and grammar in the primary classroom. Providing practical advice on teaching grammar and writing techniques through the use of non-fiction texts, Grammarsaurus is closely aligned to the National Curriculum and ensures teachers are addressing the right topics at the right time. Each chapter focuses on a non-fiction text type: instructions, explanations, non-chronological reports, diary entries, newspaper reports and persuasive texts. There are photocopiable model texts for each year group, along with annotated versions guiding teachers through language features, grammar, spelling and punctuation opportunities, saving hours of lesson planning. Mitch Hudson and Anna Richards, expert teachers and creators of the popular Grammarsaurus website, answer common questions from teachers: When should I teach this punctuation mark?'', or ''Which spellings should I be teaching my Year 3 class?'. With modTrade ReviewI've always found non-fiction writing harder to plan for, but this will definitely make the job easier! Most of the hard work is done for you, with annotated model texts matched to National Curriculum topics for each genre. What more could you want? -- Sophie Bartlett * Year 5/6 teacher and English lead, @_MissieBee *An amazing book for new and experienced teachers, bringing together high-quality text examples to suit curriculum expectations as well as the right grammar to match. It's going to save hours of endless scrolling for texts. -- Maaria Khan * Year 6 teacher and English Lead, @MissKhan__ *

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Book SynopsisThe must-have book for teaching primary PE, with over 100 inclusive and engaging games for all abilities.Including a wealth of age-appropriate, easy-to-follow activities for teaching physical education at Key Stages 1 and 2, this book is perfect for teachers looking for inspiration and advice on delivering the very best PE lessons. Structured around a full school year, there is a mixture of indoor and outdoor ideas to suit a range of spaces and equipment, all tried and tested by teachers with mixed-ability classes. From Working together' in September to Competing as an individual' in July, each chapter addresses a different month and theme to structure your practice and make each lesson meaningful. A Year of Primary PE features 110 lesson plans, with clear instructions for setting up and carrying out the activities, full-colour photographs of the games in action, and advice to develop teachers' skills and pedagogy. Not only does this book support a child's physical develoTrade ReviewThis is an interactive book of wonders. Teachers can play with the wide range of activities, pedagogical tools and research links to create inclusive, active and meaningful learning moments in PE. -- Dr Julie Pearson * Course Lead for Primary PGCE with a Specialism in PE, St Mary's University, @Jools_CP *This book is a must-have for every primary school. Mark’s passion for PE, grounded in experience, shines through and he offers an alternative approach that focuses on the holistic development of each learner, as well as developing physical skills. Every activity is carefully planned, tried and tested, engaging and purposeful. -- Sarah Watkins * Author, presenter and teacher, @mini_lebowski *A single book that covers everything from teaching and learning principles to activities to engage all children in sport and PE! This is an absolute winner for teachers and coaches. -- Nick Levett * Head of Coaching, @nlevett *A fantastic resource for primary colleagues, to enhance and develop physical learning in primary-aged pupils. -- Colin Hill * Founder, researcher and editor of UKEdChat *

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Book SynopsisThis title has been endorsed by Cambridge Assessment International Education Support knowledge and understanding from the Learner's Book with practical workbooks designed to challenge learners to develop their thinking further.- Save time when planning with ready-made homework or extension exercises.- Challenge learners to develop their learning further with practice activities. - Ensure mastery with clear coverage of key language skills: grammar, spelling, vocabulary, reading and writing.- Develop and expand knowledge, ensuring learners master the skills, language systems and vocabulary from every unit.

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Book Synopsis

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Book SynopsisThis simple book explores the elements and mechanics of good writing, including punctuation, capitalization, and spelling. It shows how young writers can use the best books as models, and it highlights the role of special tools—such as bullets—to add material without burdening the reader.How Bullets Saved My Life looks at writing as a craft. It calls for a deeper understanding of the writing process and the use of good tools to help students build their own stories. Organized around the 6 + 1 writing traits, the book breaks writing into manageable parts to help both students and teachers deal with the complex process. It also offers original insights into the following areas: Finding and organizing ideas Exploring voice Considering word choice Building fluency Understanding conventions Reflecting on visual presentation The book is based on the power of the reading–writing connection. It argues for incorporating the best books possible to demonstrate specific skills and using favorite authors to make students more engaged in their writing. A wealth of powerful models for promoting literacy using children's literature is at the book's core. It explores how teachers can guide students to read their favorite books and learn interesting new words, clever ways to start stories, catchy titles, and even how to end stories well. These writing strategies and activities are as effective with struggling students as they are with strong students.

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