Primary and middle schools Books

Book SynopsisGet a fresh look at your tired writing process! This practical book offers specific planning, revision, and assessment strategies for lively and effective writing in a variety of forms description, exposition, formal e-mail messages, exploratory writing, and more.

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Book SynopsisToday’s students bring with them to the classroom a wide variety of understandings and ways of knowing. Sharing this richness of understanding, as well as students’ unique ways of looking at challenges, solving problems, and interpreting the world adds an incredible depth and meaning to all types of classroom learning. This thoughtful guide offers authentic, meaningful and purposeful activities that will lead students to share their thinking, and to support and mentor each other emotionally, socially, and academically. It explores numerous ways to create opportunities for shared learning, mentoring partnerships, and expanding student horizons.Table of ContentsAcknowledgements Introduction 1. It Always Begins with a Question… 2. Sharing Our Voices 3. Realities of the Classroom 4. Leaders in Learning 5. Reimagining Learning for the 21st Century Conclusion References Index

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Book SynopsisAccessible and user-friendly, this volume presents evidence-based practices for integrating language and literacy knowledge to enhance children's learning in today's standards-based classrooms. While grounded in theory and research, the book focuses on day-to-day concerns in instruction and intervention, identifying models for effective collaboration among speech-language pathologists, general and special educators, and reading specialists. Chapters cover a range of approaches for targeting core areas of literacy--word recognition, reading comprehension, writing, and spelling--with particular attention to working with students with language learning difficulties.Trade Review'The linkages between language and literacy development are critical and have often been overlooked in educational practice. After reading this articulate and insightful book, I was struck by how limited our joint efforts have been and what potential exists for real collaboration among professionals working with struggling students.' - Donna Ogle, EdD, Department of Reading and Language, National-Louis University, USA'Chapters offer a good mix of pedagogical perspectives, covering everything from the metalinguistic content knowledge necessary for teaching the English language arts to the role of dialogue in fostering student learning. Teacher preparation programs in literacy education and special education are certain to benefit from the accumulated wealth of knowledge contained between the covers of this remarkable book.' - Donna E. Alvermann, PhD, Editor, Reading Research Quarterly'This 'must-read' volume is both practical and scholarly, giving readers a higher-level understanding of the pressing language and literacy issues of our time.' - Nickola Wolf Nelson, PhD, CCC-SLP, Department of Speech Pathology and Audiology, Western Michigan University, USA'How can I do credit to a book that has rarely left my side since it arrived on my desk a couple of months ago? My thinking has been extended by some of the chapters, I have quoted from it to parents, teachers and speech pathology students, I have written handouts for parents and teachers based on some of the sections and I have implemented ideas in my own clinical practice. It has provided a rich source of practical, yet evidence-based approaches for me to 'mine'!' - ACQuiring Knowledge in Speech, Language and Hearing (ACQ) (Suze Leitao, 2006) Table of ContentsI. Challenges and Choices in the New Educational Landscape1. Collaboration for Language and Literacy Learning: Three Challenges, Silliman and Wilkinson2. Collaborative Models of Instruction and Intervention: Choices, Decisions, and Implementation, Wallach and EhrenII. Word Recognition and Reading Comprehension: Perspectives on Instructional and Intervention Practices3. Language and Discourse Contributions to Word Recognition and Text Interpretation: Implications of a Dynamic Systems Perspective, Gillam and Gorman4. Building Word Recognition Skills through Empirically Validated Instructional Practices: Collaborative Efforts of Speech–Language Pathologists and Teachers, Troia5. Reading Comprehension Instruction for All Students, Whitaker, Gambrell, and Morrow6. Toward More Ambitious Comprehension Instruction, Pressley and Hilden7. Integration of Language and Discourse Components with Reading Comprehension: It’s All About Relationships, Donahue and FosterIII. Writing and Spelling: Perspectives on Instructional and Intervention Practices8. The Role of Dialogue in Constructing Effective Literacy Settings for Students with Language and Learning Disabilities, Englert and Dunsmore9. EmPOWER: A Strategy for Teaching Students with Language Learning Disabilities How to Write Expository Text, Singer and Bashir10. Instructional Approaches to Spelling: The Window on Students' Word Knowledge in Reading and Writing, Templeton11. Integration of Language Components in Spelling Instruction: Instruction That Maximizes Students' Learning, Apel, Masterson, and HartIV. Integrating Education and Clinical Practices12. Putting Humpty Dumpty Together Again: What’s Right with Betsy, Silliman, Wilkinson, and Danzak

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Book SynopsisThis unique book focuses on how to provide effective instruction to K-12 students who find writing challenging, including English language learners and those with learning disabilities or language impairments. Prominent experts illuminate the nature of writing difficulties and offer practical suggestions for building students' skills at the word, sentence, and text levels. Topics include writing workshop instruction; strategies to support the writing process, motivation, and self-regulation; composing in the content areas; classroom technologies; spelling instruction for diverse learners; and assessment approaches. Every chapter is grounded in research and geared to the real-world needs of inservice and preservice teachers in general and special education settings.Trade ReviewThis is the first book to focus on writing instruction and assessment for students with learning challenges. It is a timely and valuable resource for teachers and researchers. I look forward to using this book as a text in my undergraduate courses and graduate seminars in literacy instruction for students with special needs.--Linda H. Mason, PhD, Department of Educational and School Psychology and Special Education, Pennsylvania State UniversityAn especially practical resource, the book combines accessible summaries of research evidence on a variety of topics in writing with how-to ideas that can be implemented right away by a motivated clinician or teacher. Without giving short shrift to research, the contributors devote ample attention to the instructional needs of struggling writers and those who work with them.--Kenn Apel, PhD, CCC-SLP, Department of Communication Disorders, Florida State University This unique book combines advice on writing instruction and assessment for students with varying learning profiles--those with learning disabilities and language impairments as well as multilingual learners. Chapters present new theories and conceptual frameworks, and recent research. This is an appropriate text for advanced education courses. College and university instructors will have a wide array of chapters to choose from for their teaching.--Susan De La Paz, PhD, Department of Special Education, University of Maryland - A valuable text....The greatest strength of this book is its research base. Extensive reviews of the research in the areas that are addressed are presented along with lengthy lists of references at the end of each chapter. --NASP Communiqué, 4/29/2010ƒƒ Provides a very welcome addition to what is a rather sparse landscape of quality publications on what has often been described as the 'most neglected of the three R's'....Brings together the collected wisdom of an admirable array of writers and researchers from the USA to address various aspects of writing instruction and assessment. Troia's own credentials make him uniquely qualified to edit this valuable reference. --REACH Journal of Special Needs Education in Ireland, 10/24/2010Table of ContentsIntroduction, Gary A. TroiaI. Theoretical Grounding: The Nature of Writing Problems in Struggling Writers 1. Multiple Processes That Matter in Writing Instruction and Assessment, Virginia W. Berninger, Noelia P. Garcia, and Robert D. Abbott 2. Self-Efficacy and Procrastination in the Writing of Students with Learning Disabilities, Robert M. Klassen and Christine WeltonII. Contemporary Classroom Writing Instruction and Struggling Writers 3. The Effects of Writing Workshop Instruction on the Performance and Motivation of Good and Poor Writers, Gary A. Troia, Shin-ju C. Lin, Brandon W. Monroe, and Steven Cohen 4. Connecting Reading and Writing Instruction for Struggling Learners, Timothy Shanahan 5. Informational Writing across the Curriculum, Carol Sue Englert, Cynthia M. Okolo, and Troy V. MariageIII. Teaching Composing to Struggling Writers 6. Teaching Composing to Students with Learning Disabilities: Scientifically Supported Recommendations, Steve Graham, Natalie G. Olinghouse, and Karen R. Harris 7. Written Composition Instruction and Intervention for Students with Language Impairment, Nickola W. Nelson, Froma P. Roth, and Adelia M. Van Meter 8. Teaching Written Expression to Culturally and Linguistically Diverse Learners, Anne W. Graves and Robert Rueda 9. Using Technology to Teach Composing to Struggling Writers, Charles A. MacArthurIV. Teaching Spelling to Struggling Writers 10. Teaching Spelling to Students with Language and Learning Disabilities, Louisa C. Moats 11. Spelling and English Language Learning, Pauline B. Low and Linda S. SiegelV. Assessment of Writing by Struggling Writers 12. Classroom Portfolio Assessment for Writing, Maryl Gearhart 13. Assessment of Student Writing with Curriculum-Based Measurement, Betty J. Benson and Heather M. Campbell 14. Language-Based Assessment of Written Expression, Cheryl M. Scott

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Book SynopsisThis comprehensive volume describes evidence-based strategies for supporting English language learners (ELLs) by promoting meaningful communication and language use across the curriculum. Leading experts explain how and why learning is different for ELLs and pinpoint specific best practices for the classroom, illustrated with vivid examples. Particular attention is given to ways in which learning English is intertwined with learning the student's home language. The book addresses both assessment and instruction for typically developing ELLs and those with language disabilities and disorders. It demonstrates how educators and speech–language professionals can draw on students' linguistic, cognitive, sociocultural, and family resources to help close the achievement gap.Trade Review"Perhaps no topic is of greater interest today to educational researchers, policymakers, and practitioners than how best to meet the needs of ELLs. This state-of-the-art work, presented in a lively and accessible fashion, provides a thorough and practical treatment of this topic from leading experts in the field. A 'must have' for all of us."--Laura M. Justice, PhD, EHE Distinguished Professor of Educational Psychology, The Ohio State University "This definitive book represents research-to-practice at its best. The contributors are cutting-edge researchers with significant practical experience. What makes the book unique is that it takes multiple perspectives--neurological, theoretical, behavioral, social, cognitive, environmental, and individual--and weaves them into a coherent and accessible tapestry, laying to rest the notion that ELLs are destined to lag behind their monolingual peers. Educators will be able to read this book and immediately begin to implement changes in their instruction. It could serve as a text in any teacher training program and could also be used in training other professionals, such as ESL instructors, reading specialists, school psychologists, and speech/n-/language pathologists."--Brian A. Goldstein, PhD, Department of Communication Sciences and Disorders, Temple University "A 'must read' for every inservice and preservice teacher. The book is extremely well organized, with excellent continuity from one chapter to the next. The contributors are outstanding scholars who present reader-friendly chapters that cover theory, research, and best practices for the classroom. This book should be adopted as a text in an ELL course or courses that deal with teaching any content area. Kudos to the editors on this important volume."--Lesley Mandel Morrow, PhD, Distinguished Professor of Literacy and Chair, Department of Learning and Teaching, Rutgers, The State University of New Jersey - The editors have assembled contributions from 12 experts on the subject of ELL education. They include the most current research available, which enhances and at times debunks traditionally held views....Despite the complex issues pertaining to ELL, the book presents them in a manner that novices can easily grasp. Highly recommended. Upper-division undergraduate, graduate, research, and professional collections. --Choice, 2/3/2011ƒƒFor an individual reader, the greatest yield from this text might be more than the practical ideas they can apply. The text also has the promise of challenging assumptions, sometimes hidden and sometimes overt, that we as teachers or the systems within which we work make about language acquisition or the potential of ELLs. Detailed quantitative evidence and powerful qualitative descriptions offer a starting point for reflecting on one's own practice or advocating for change….A rigorous, challenging work Invaluable for educators from a variety of backgrounds, an opportunity to learn and to use theory and research-validated concepts and practices to change classrooms, policies, and personal beliefs. As has been noted, the substantial attention given to the topic of assessment and to the role of administrators is unique and adds to the value of this timely and important work.--Journal of Education, 9/9/2014Table of ContentsIntroduction, Marilyn Shatz and Louise C. WilkinsonI. Early Language Experience and School Readiness 1. The Brain and Language Acquisition: Variation in Language Knowledge and Readiness for Education, Barbara T. Conboy 2. The Process of Acquiring a First and Second Language, Kathryn Kohnert and Giang Pham 3. Language Choice and Competence: Code Switching and Issues of Social Identity in Young Bilingual Children, Iliana Reyes and Susan M. Ervin-TrippII. Language and Literacy Principles and Practices in School 4. Ways to Words: Learning a Second-Language Vocabulary, Lisa M. Bedore, Elizabeth D. Peña, and Karin Boerger 5. The Role of Phonology in Orthographically Different Languages, Ellen H. Newman 6. Bilingualism and Cognitive Linkages: Learning to Read in Different Languages, Ellen Bialystok and Kathleen F. Peets 7. Learning English as a Second Language, María Estela BriskIII. Assessment and Interaction: Working with Children and Families 8. Communicative Repertoires and English Language Learners, Betsy Rymes 9. Difficulty, Delay, or Disorder: What Makes English Hard for English Language Learners?, Carol Westby and Deborah A. Hwa-Froelich 10. Implications for Assessment and Instruction, Alison L. Bailey 11. Extended Implications for Practice: Families as Allies, Leslie Reese and Claude Goldenberg 12. Recent Research on English Language and Literacy Instruction: What We Have Learned to Guide Practice for English Language Learners in the 21st Century, Diane August, Claude Goldenberg, William M. Saunders, and Cheryl Dressler

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Book SynopsisIn this indispensable work, prominent authorities review the latest research on all aspects of ELL instruction (K–12) and identify what works for today's students and schools. Provided are best-practice guidelines for targeting reading, writing, oral language, vocabulary, content-domain literacies, and other core skill areas; assessing culturally and linguistically diverse students; and building strong school–home–community partnerships. Chapters include clear-cut recommendations for teaching adolescent ELLs and those with learning disabilities. The comprehensive scope, explicit linkages from research to practice, and guidance for becoming a culturally informed, reflective practitioner make the book an ideal course text.Trade ReviewInformative chapters by well-known authors address a variety of topics related to classroom practice, and provide a useful mix of theory and application. Many of the chapters include useful tools that can be adapted for the reader’s own purposes. An additional strength of the book is the attention it gives to often-ignored areas such as ELLs in special education, teacher professional development, and parent and family considerations. Highly valuable for teacher education courses and practicing teachers.--Robert Rueda, PhD, Stephen H. Crocker Professor of Education, University of Southern California This is exactly the text I've been looking for to use in my undergraduate teacher education and master's-level certification courses. It has a great blend of theory and teacher-tested strategies for working with a variety of ELLs. I especially appreciate the chapters on ELLs with disabilities and Native Americans, two populations overlooked in most textbooks, as well as the broad span of grade levels and ages represented across the chapters. I am thrilled to see sound research and practical strategies presented in a manner that will be so accessible to our preservice teachers.--Margarita Jimenez-Silva, EdD, College of Teacher Education and Leadership, Arizona State University Best Practices in ELL Instruction is a rich, invaluable resource for teacher educators, literacy specialists, and, most important, classroom teachers. Leading ESL and bilingual education experts address relevant research, theory, strategic teaching, special populations, and teacher preparation. Both scholarly and accessible, this book is certain to become a classic in the field of language teaching and learning.--Yvonne S. Freeman, PhD, Department of Language, Literacy, and Intercultural Studies, University of Texas at Brownsville -Table of ContentsForeword, Lee GundersonIntroduction, Guofang Li and Patricia A. EdwardsI. Perspectives on ELL Instruction1. Improving Achievement for English Learners: Conclusions from Recent Reviews and Emerging Research, Claude Goldenberg2. Language Development and the Education of Dual-Language-Learning Children in the United States, Eugene E. García and Erminda H. GarcíaII. Strategies for Teaching Young ELLs3. Principles for Teaching Young ELLs in the Mainstream Classroom: Adapting Best Practices for All Learners, Ellen McIntyre4. Engaging Young ELLs with Reading and Writing, Diane Barone5. Principles for Writing Practices with Young ELLs, Sarah McCarthey and Xun ZhengIII. Strategies for Teaching Adolescent ELLs6. Teaching Academic Literacies in Secondary School, Harriett Allison and Linda Harklau7. Constructing Access and Understanding in Inclusive Middle-Grade Content Classrooms: A Sociocognitive Apprenticeship in Literacy with Bilingual Students and Those with Language/Learning Disabilities, Troy V. Mariage and Carol Sue EnglertIV. Best Practices in ELL/Bilingual Programs and Approaches 8. From Models to Principles: Implementing Quality Schooling for ELLs, Ester J. de Jong9. Using Workshop Approaches to Support the Literacy Development of ELLs, Kathryn H. Au and Taffy E. Raphael10. A Bilingual Perspective on Writing Assessment: Implications for Teachers of Emerging Bilingual Writers, Lucinda Soltero-González, Kathy Escamilla, and Susan HopewellV. Critical Issues Concerning ELL Instruction11. Meeting the Needs of ELLs with Disabilities: A Linguistically and Culturally Responsive ModelAlba A. Ortiz and Alfredo J. Artiles12. Best Practices for Native American Language LearnersMary Eunice Romero-Little13. Supporting Literacy Learning in Families for Whom English Is an Additional LanguageJeanne R. Paratore, Barbara Krol-Sinclair, Mariela Páez, and Kristen Paratore Bock14. “It’s Just Like Telling Them They Will Never Be Scientists”: A White Teacher’s Journey Transforming Linguistic and Racial Categories, Cynthia H. Brock, Julie L. Pennington, Eleni Oikonomidoy, and Dianna R. Townsend 15. Best Practices in Professional Development for Teachers of ELLs, Guofang Li and Maria Selena Protacio

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Book SynopsisIn this indispensable work, prominent authorities review the latest research on all aspects of ELL instruction (K–12) and identify what works for today's students and schools. Provided are best-practice guidelines for targeting reading, writing, oral language, vocabulary, content-domain literacies, and other core skill areas; assessing culturally and linguistically diverse students; and building strong school–home–community partnerships. Chapters include clear-cut recommendations for teaching adolescent ELLs and those with learning disabilities. The comprehensive scope, explicit linkages from research to practice, and guidance for becoming a culturally informed, reflective practitioner make the book an ideal course text.Trade ReviewInformative chapters by well-known authors address a variety of topics related to classroom practice, and provide a useful mix of theory and application. Many of the chapters include useful tools that can be adapted for the reader’s own purposes. An additional strength of the book is the attention it gives to often-ignored areas such as ELLs in special education, teacher professional development, and parent and family considerations. Highly valuable for teacher education courses and practicing teachers.--Robert Rueda, PhD, Stephen H. Crocker Professor of Education, University of Southern California This is exactly the text I've been looking for to use in my undergraduate teacher education and master's-level certification courses. It has a great blend of theory and teacher-tested strategies for working with a variety of ELLs. I especially appreciate the chapters on ELLs with disabilities and Native Americans, two populations overlooked in most textbooks, as well as the broad span of grade levels and ages represented across the chapters. I am thrilled to see sound research and practical strategies presented in a manner that will be so accessible to our preservice teachers.--Margarita Jimenez-Silva, EdD, College of Teacher Education and Leadership, Arizona State University Best Practices in ELL Instruction is a rich, invaluable resource for teacher educators, literacy specialists, and, most important, classroom teachers. Leading ESL and bilingual education experts address relevant research, theory, strategic teaching, special populations, and teacher preparation. Both scholarly and accessible, this book is certain to become a classic in the field of language teaching and learning.--Yvonne S. Freeman, PhD, Department of Language, Literacy, and Intercultural Studies, University of Texas at Brownsville -Table of ContentsForeword, Lee GundersonIntroduction, Guofang Li and Patricia A. EdwardsI. Perspectives on ELL Instruction1. Improving Achievement for English Learners: Conclusions from Recent Reviews and Emerging Research, Claude Goldenberg2. Language Development and the Education of Dual-Language-Learning Children in the United States, Eugene E. García and Erminda H. GarcíaII. Strategies for Teaching Young ELLs3. Principles for Teaching Young ELLs in the Mainstream Classroom: Adapting Best Practices for All Learners, Ellen McIntyre4. Engaging Young ELLs with Reading and Writing, Diane Barone5. Principles for Writing Practices with Young ELLs, Sarah McCarthey and Xun ZhengIII. Strategies for Teaching Adolescent ELLs6. Teaching Academic Literacies in Secondary School, Harriett Allison and Linda Harklau7. Constructing Access and Understanding in Inclusive Middle-Grade Content Classrooms: A Sociocognitive Apprenticeship in Literacy with Bilingual Students and Those with Language/Learning Disabilities, Troy V. Mariage and Carol Sue EnglertIV. Best Practices in ELL/Bilingual Programs and Approaches 8. From Models to Principles: Implementing Quality Schooling for ELLs, Ester J. de Jong9. Using Workshop Approaches to Support the Literacy Development of ELLs, Kathryn H. Au and Taffy E. Raphael10. A Bilingual Perspective on Writing Assessment: Implications for Teachers of Emerging Bilingual Writers, Lucinda Soltero-González, Kathy Escamilla, and Susan HopewellV. Critical Issues Concerning ELL Instruction11. Meeting the Needs of ELLs with Disabilities: A Linguistically and Culturally Responsive ModelAlba A. Ortiz and Alfredo J. Artiles12. Best Practices for Native American Language LearnersMary Eunice Romero-Little13. Supporting Literacy Learning in Families for Whom English Is an Additional LanguageJeanne R. Paratore, Barbara Krol-Sinclair, Mariela Páez, and Kristen Paratore Bock14. “It’s Just Like Telling Them They Will Never Be Scientists”: A White Teacher’s Journey Transforming Linguistic and Racial Categories, Cynthia H. Brock, Julie L. Pennington, Eleni Oikonomidoy, and Dianna R. Townsend 15. Best Practices in Professional Development for Teachers of ELLs, Guofang Li and Maria Selena Protacio

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Book SynopsisThis book provides classroom-tested methods for engaging struggling middle grade readers--even those who appear to have given up--and fostering their success. The emphasis is on constructing respectful, encouraging learning environments that incorporate students' diverse literacies, cultural interests, and prior knowledge and skills into instruction. Chapters outline effective, innovative strategies for instruction and assessment in comprehension, vocabulary, text-based discussion, critical reading, and other core areas. Realistic classroom examples are included throughout, including applications of nontraditional texts. Other useful features include reflection questions at the end of each chapter.Winner--Literacy Research Association's Edward B. Fry Book AwardTrade Review"Finally, a book on struggling readers that eschews deficit models and incorporates students' funds of knowledge into the classroom. The authors provide a framework for envisioning instruction that welcomes students into the classroom community, instead of viewing them as people who need to be fixed. They encourage teachers to become more conscious in their assumptions, language choices, and practices--and to share these with the students. This is an ideal text for English language arts methods courses; experienced teachers will also find it useful and encouraging."--W. Douglas Baker, PhD, Department of English Language and Literature, Eastern Michigan University "The emphasis on culture sets this book head and shoulders above others that focus on teaching young adolescent readers. While addressing vocabulary, assessment, text selection, and other core topics, the book clearly and engagingly illustrates the significance of students' cultural lives in the classroom. I would definitely use this text in a course on teaching middle grades or secondary reading. Students will benefit from the sociocultural stance and the classroom-ready approaches discussed."--Bob Fecho, PhD, Department of Language and Literacy Education, University of Georgia"This book reminds teachers that students who struggle with academic reading are likely to be reading on their own, but with different texts. Respecting what diverse learners bring to the classroom, and capitalizing on their interests and skills, will build their confidence, motivate them to improve their reading, and enhance content learning. This is a great resource for prospective and practicing middle school reading teachers."--Kay Parks Haas, MA, instructional projects specialist, Olathe District Schools, Kansas "This book takes the research on adolescent readers and puts it to use where the rubber meets the road! The authors treat struggling students as people who want to read and learn, rather than just 'nonreaders.' At each step along the way, teachers are encouraged to reflect on how they might integrate or modify their instruction using the research and strategies discussed. The information in this book can make you a more confident, empathic, and successful teacher."--Brandon Abdon, MEd, English teacher, Ft. Thomas (Kentucky) Public Schools, and President, Kentucky Council of Teachers of English- Each chapter is richly informative and well documented and describes how traditional approaches have inhibited struggling students from learning while providing vignettes of innovative ways to draw students into being more active participants. References to research and scholarly work are embedded throughout the chapters, providing substantial evidence to support the challenge of instructional change....This book would also serve well as a course text in an undergraduate education program on teaching adolescent readers....This book sets the groundwork in initiating a classroom climate where everyone is seen as capable of becoming a better reader. --Journal of Adolescent and Adult Literacy, 12/01/2010ƒƒ Recommended. Undergraduates and above. --Choice, 12/01/2010Table of Contents1. Who Are Struggling Readers? 2. Promoting Disciplinary Reading Practices in English Language Arts 3. Designing Classroom Environments That Support Literacy Development 4. Engaging and Motivating Marginalized Readers 5. Assessing Reading Performance and Students’ Funds of Knowledge 6. Implementing Reading Comprehension Strategies 7. Using Young Adult Literature to Promote Comprehension with Struggling Readers, Lisa Scherff 8. Culturally Grounded Vocabulary Instruction 9. Fostering Discussions about Texts 10. Reading Texts on the Internet 11. Using Nonprint Media and Texts to Support Marginalized Readers, Stergios G. Botzakis 12. Relevant Curriculum and Policy for Middle School Struggling Readers 13. Conclusion: Promising Readers, David W. Moore

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Book SynopsisSince the first publication of Strategies That Work, numerous new books on reading comprehension have been published and more educators than ever are teaching comprehension. In this third edition of their groundbreaking book, authors Stephanie Harvey and Anne Goudvis bring you Strategies That Work: Teaching Comprehension for Understanding, Engagement, and Building Knowledge. This new edition is organized around three section: Part I: Starting with the Foundation of Meaning, these chapters provide readers with a solid introduction to reading comprehension instruction, including principles that guide practice, suggestions for text selection, and a review of recent research Part II: Part II contains lessons to put these principles into practices for all areas of reading comprehension Part III: This section shows you how to integrate comprehension instruction across the curriculum and the school day, with a focus on science and social studies. In addition, this new version includes updated bibliographies, including the popular Great Books for Teaching Content, online resources, and fully revised chapters focusing on digital reading, strategies for integrating comprehension and technology, and comprehension across the curriculum. Harvey and Goudvis tackle close reading, close listening, text complexity, and critical thinking and demonstrate how your students can build knowledge through thinking-intensive reading and learning. This third edition is a must-have resource for a generation of new teachers – and a welcome refresher for those with dog-eared copies of this timeless guide to reading comprehension.Table of ContentsPart I The Foundation of Meaning Chapter 1 Reading Is Thinking Chapter 2 Reading Is Strategic Chapter 3 Comprehension at the Core: Building Knowledge Through Thinking-Intensive Reading Chapter 4 Twenty-First Century Reading: Books and Beyond Chapter 5 Effective Comprehension Instruction: Teaching, Tone, and Assessment Part II Strategy Lessons (For a list of specific lessons, see page vii.) Chapter 6 Instructional Practices for Teaching Comprehension Chapter 7 Monitoring Comprehension: The Inner Conversation Chapter 8 Activating, Connecting, and Building: Why Background Knowledge Matters Chapter 9 Questioning: The Strategy That Propels Readers Forward Chapter 10 Visualizing and Inferring: Making What’s Implicit Explicit Chapter 11 Determining Importance in Text: The Nonfiction Connection Chapter 12 Summarizing and Synthesizing Information: The Evolution of Thought Part III Comprehension Across the Curriculum Chapter 13 Content Literacy: Reading, Writing, and Researching in Science and Social Studies Chapter 14 Researcher’s Workshop: Inquiry Across the Curriculum; Afterword

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Book SynopsisHow do we get fourth-grade writers to revise? And once we do get them thinking about revision, what, exactly, do they do? What do we do? In Patterns of Revision, best-selling authors Whitney La Rocca and Jeff Anderson answer these questions and more. This practical resource uses the research-proven and classroom-tested methods of sentence combining in a meaningful, engaging way that supports authentic writing as well as writing for performance-based or multiple-choice tests. Flip the book open to immediately find: The DRAFT mnemonic to help students know where to begin the revision process and how to keep going Concrete, doable lessons that spark academic conversations (oral rehearsal and play) about meaning, effect, and purpose that are grounded in a student-centered revision approach Easily accessed display and printable pages to seamlessly support student revision learning, embedded in each lesson right where you need it Authentic and engaging model text excerpts curated to support each lesson An engaging process for revision instruction that can be immediately implemented to support any writing approach or as a supplemental resource for Patterns of Power, 1-5 as well as Patterns of Power Plus, Grade 4 With every lesson grounded in the critical strategy of writers talking out their revisions, Patterns of Revision will establish routines, practices, and mindsets to set up you and your students for success from Day 1. Discover the joy inherent in writing—and writing instruction—by exploring revision through engaging inquiry and the study of models, building flexible, competent revisors, step-by-step, in an open-ended discussion of meaning-driven revision choices and their effects.Table of ContentsPart 1: Exploring Patterns of Revision in Bite-Sized Chunks Chapter 1: Invitation to Delete Unnecessary Information Chapter 2: Invitation to Rearrange Chapter 3: Invitation to Add Connectors Part 2: Revision Through Sentence Combining Putting Draft Together Chapter 4: Invitation to Combine Conclusion: Living in a Revision Mindset

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Book SynopsisIn this practical resource, Tania Swift provides early years professionals and teachers with advice and tips on incorporating physical activities into all key areas of children's learning. Advancing a movement skills based approach to help teachers deliver learning flexibly, the book identifies how getting children active contributes to their wellbeing and development and improves personal and social skills as well as their cognitive learning. The book is divided into chapters that explore personal, social and emotional development; mathematics and numeracy; literacy, language and communication; knowledge and understanding of the world; expressive arts, design and creative development; and spiritual, moral, social and cultural development. Drawing on the author's wealth of training experience, each chapter sets out a range of knowledge development, tips, tools and activities that teachers and practitioners can use to support and enhance children's learning and development and examples of good practice from other practitioners and teachers. Full of creative ideas that early years workers and teachers can easily implement, this book will equip readers with the knowledge and confidence to plan for effective learning through movement and active play.Trade ReviewA useful collection of ideas and resources for promoting essential movement play and physical activity in the early years. -- Anne O'Connor, Co-Founder and Principal Consultant, Primed for Life Training AssociatesThis book is a call for embodied learning. Young children must use their bodies to learn well, and weaving physical activity and active play into everyday experience across all elements of the curriculum to harness their great love of movement and action will reap great rewards for learners and teachers alike. -- Jan White, Consultant for Outdoor Provision and author of 'Every Child a Mover'Table of ContentsAcknowledgements. Introduction. 1. The Importance of Movement and Active Play. 2. Physical Development. 3. Mathematics and Numeracy. 4. Language, Literacy and Communication. 5. Personal, Social and Emotional Development (PSED). 6. Knowledge of and Understanding the World (Including Technology, Science and Geography). 7. Expressive Arts, Design and Creative Development. 8. Spiritual, Moral, Social, Cultural (SMSC). 9. Risk Taking and Risky Play. 10. Enabling and Active Learning Environment. 11. Physical Activity Ideas.

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Book SynopsisMeet Kit - a 12 year old undergoing medical transition - as he talks about gender and the different ways it can be explored. He explains what it is like to transition and how his friends, family and teachers can help through talking, listening and being proactive. With illustrations throughout, this is an ideal way to start conversations about gender diversity in the classroom or at home and suitable for those working in professional services and settings. The book also includes a useful list of recommended reading, organisations and websites for further information and support.Trade ReviewA much needed piece of work! The pedagogies outlined in this book have made a positive, significant difference to the lives of young trans people in our schools. By following the practical strategies we can together begin the journey to inclusion. This guide will help you take the first steps to educate and then support you to create an environment that actively celebrates gender diversity! A definite go-to-guide for all schools. -- Dr Elly Barnes MBE, CEO of Educate & CelebrateTable of Contents1. Introducing Kit. 2. Gender Identity. 3. Sexual Orientation. 4. Transitioning. 5. Gender Expression. 6. Gender Dysphoria & Euphoria. 7. Gender Identity Clinics. 8. Language. 9. The Equality Act (2010). 10. School. 11. Misgendering. 12. Being Kit. How Other People Can Help. Further Guidance & Support Groups.

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Book SynopsisThis updated edition of the seminal 2003 text on outdoor play in early years provision taps into the major issues around nutrition, exercise and mental wellbeing in this field. Focusing on the importance of outdoor play from birth to age five, Exercising Muscles and Minds, Second Edition aids practitioners in planning for learning outside throughout the year.Updated to include engagement with new research and practice that has emerged since 2003, the book explores the neurological benefits of exercise and outdoor play; the debates on risk; technology and indoor play; development of Forest Schools, Beach Schools and Nature Kindergartens; and rebranding and development of early years teaching methods.Full of case studies and ideas for activities, equipment and resources, this practical guide is full of useful guidance for working outdoors with young children - whether in largest of green areas or the smallest of back yards.Trade ReviewThe first edition of this book, written by Marjorie Ouvry, has been well used because it was full of practical help. It has stood the test of being tried and tested, and from the beginning was supported with evidence, theory and research. This second edition, is a tour de force in which Marjorie has invited Amanda Furtado to update and further enhance the evidence in a very uplifting and inspiring way. It continues in the Froebelian tradition of early childhood education with its integration of being very practice backed up with theory and research. I welcome this book. -- Professor Tina Bruce CBEThis comprehensive book amounts to more than an exercise in nostalgia, and rather than looking backwards at the phenomenon of children's play outdoors it is forward thinking in terms of children's participation and practitioner reflection. The book has been designed to invite practitioners, who may advocate different conceptions and approaches to outdoor play, to reflect and discuss diverse viewpoints and understandings. That is, it offers a plethora of ways to think spatially about the possibilities of how children play in the nursery garden. Throughout, the practice of key thinkers, who have moved between theoretical and philosophical traditions, have been offered to help shape the way that outdoor provision should be offered to children. The policy documentation, too, should help challenge some assumptions made with regards to children being outdoors in cold, wet weather -- it is perhaps not surprising that the sometimes unquestioned or unquestionable 'dangers' of playing outdoors are covered from every angle. Furthermore, common sense 'tips' are presented, e.g., encourage children to cough into their elbow...' a very useful piece of information...and there are many more suggestions throughout. The key concepts falling out of this book are that the nursery garden should be viewed as a progressive sense of place for all to enjoy in all weathers". This book is a very welcome addition to the field of children's outdoor play. -- Dr Lynn. J. McNair O.B.EHead of Cowgate Under 5s Centre / Senior Teaching Fellow University of EdinburghThis is an invaluable resource, delineating the importance of outdoor play in a young child's life, illustrated through practical ideas grounded in research. The underlying passion and commitment to open-air learning is disseminated through critical analysis, ideal for new and experienced practitioners and which will now be compulsory reading for my PGCE early years specialist students. -- Dr Betty Liebovich, Lecturer in Early Years, Educational Studies Department, Goldsmiths University of LondonThis second edition of Exercising Muscles and Minds is timely. Marjorie Ouvry's original text stimulated an appreciation of the value of outdoor learning. The deeply practical advice and suggestions included in this updated version are securely grounded in evidence, and offer inspiring ideas for parents and professionals. -- Wendy Scott OBE, President TACTYCIf ever you hear the phrase "just playing" in relation to children's body movement and outdoor play, suggesting that no real learning is taking place, then this is the book to dispel any doubts about that.It is bursting with practical ideas, vivid examples of deep level learning, and underpinned with a sound knowledge of child development. -- Jasmine Pasch. Movement Consultant, Early EducationThis is a fabulous book and should be read by everyone who cares about young children. It is informative, accessible and grounded in child development evidence. Marjorie is one of the founding mothers of outdoor play and what she has to say must be listened to. -- Dr Helen Bilton, Professor of Outdoor Learning, University of ReadingTable of ContentsAcknowledgements; Preface; Foreword; Introduction; 1. Babies, toddlers and children come OUT to play; 2. So why do children stay IN?; 3. Solutions to lack of direct access; 4. Providing an outdoor learning environment; 5. Learning in the wider environment; 6. Developing outdoor teaching skills; 7. Planning the outdoor curriculum; 8 Routines, rotas and roles; 9. Writing a policy for outdoor play; 10. Parents, carers and the wider family

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Book SynopsisOffering ideas for different ways to teach PSHE, this is a go-to resource for the busy teacher looking for creative and engaging techniques. It provides tips, case studies and strategies on planning and pitching sessions as well as weaving PSHE into other aspects of the curriculum.The practical advice includes tips for what works with pupils, ideas for group games, ways to make discussions more engaging and proven techniques for creating inspiring sessions. The book explores a range of complex PSHE topics such as social media, sex and sexuality, mental health and British values. This tried-and-tested guidance will help to give teachers the confidence to create accessible and dynamic skills-based sessions which can make a real difference to pupils.Trade ReviewIf you want to renew your approach to PSHE then look no further. This thought provoking text offers really rich support for professionals who want to creatively involve young people in the PSHE curriculum. Case studies , planning guidance and practical ideas abound, framed by a close consideration of underpinning principles which will enable practitioners to tailor their PSHE teaching to their learners. An accessible and engaging read. -- Professor Teresa Cremin, The Open UniversitySian Rowland has written a comprehensive, practical guide to teaching PSHE with passion & heart. Whether you are a teacher of PSHE or responsible for whole school provision, read this book - and learn from one of the best. -- Mal Krishnasamy, Director of MalCPD Education Consultancy & CoachingFrom how to approaches for policy and planning, to meaningful engagement with children, their families and governors, this book is one of our go to books that we'll recommend to primary schools to deliver PSHE that's fit for purpose. It's bursting with examples, ideas and real world case studies, to help you forge authentic partnerships between school, children and home. -- Lizzie Jordan, CEO & Founder Think2SpeakTable of ContentsIntroduction; 1. Looking at the bigger picture; 2. Planning your PSHE programme; 3. Teaching and learning in PSHE; 4. Making PSHE outstanding; 5. Moving beyond the PSHE curriculum; 6. Taking the next steps; Appendix I - Ten principles for teaching PSHE Education

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Book SynopsisHow stillness, mindfulness and other contemplative practices can be used with children in worship. Looking at the benefits this can offer for a child's wellbeing, and ability to reflect on their own beliefs, this guide is full of ideas and practical examples on how to introduce a more reflective approach to children's work in Christian settings.Trade ReviewIn Using Christian Contemplative Practice with Children, Sonia Mainstone-Cotton opens up the possibility of enabling children to discover what is actually most natural to them - a contemplative way of being, rooted in the love of God.In this vital quest to open up the gifts of stillness and meditation she places children's insights, experience and wellbeing at the heart of her work, and emphasises the natural world as their preferred place of learning.Drawing on a rich mixture of historical context, practitioner interviews and personal experience this book is both practical and inspiring. It might just transform your work with children and young people, and on the way, you may find yourself coming home. -- Ian Adams, chaplain, poet, writer on spirituality and author of 'Cave Refectory Road', 'Running Over Rocks' and 'Unfurling'I'm so excited about this book! Sonia has done a fantastic job of weaving together a historical and theological view of contemplative practice with the real-world experiences of many respected practitioners and thinkers from the world of church youth and children's work, including her own.This book will be essential reading for anyone wanting to integrate contemplative practices into their work with children, particularly those who need some practical examples and suggestions of what this could look like. There isn't anything like this out there - it's a timely and important publication and I recommend it wholeheartedly. -- Jo Dolby, Hub Leader at Oasis Hub Bath and a former lecturer for the Institute for Children, Youth and MissionWhat a fantastic book! Sonia breathes fresh air into a world of noise and action as she makes a compelling and deeply practical case for cultivating quiet and stillness in work with and among children. Christian contemplative practice as a spiritual discipline with and among children will help leaders create new spaces in which children can come close to God. -- Mary Hawes, National Children & Youth Adviser, Going For GrowthI found myself saying 'of course' because Sonia makes such a compelling case for developing a spiritual approach to working with children rather than one based on entertainment or craft. But actually what she has written is innovative and insightful and far from obvious. It is a lovely mix of theory and practical examples. -- Jonny Baker, Director for Mission Education, Church Mission Society

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Book SynopsisFor professionals who work with students on the autism spectrum in inclusive classroom settings, supporting emotional regulation is key. This practical guide outlines cognitive and language strategies that support emotional regulation, which the authors have found successful with their students with autism, supported by research that shows why they work.The focus in this book is on the emotional state of the child as opposed to controlling behaviours. The guidelines and strategies provided help students with prediction and make the expectations of them clear, empowering children by giving them choices. Examples of how to use each strategy are given, alongside tips for application. The book also includes sample goals for regulation, information on therapy techniques that work and a 'cheat sheet' overview of the strategies, creating a clear and concise guide to engaging and enhancing learning in the classroom.Trade ReviewWhether you are new to the field, a few years in, or an experienced educator, Leslie Blome and Maureen Zelle will inspire you to elevate your ability to engage students on the Autism Spectrum. They have truly captured the "what," "why," and "how" in a practical recipe for success for exceptional learners in the early childhood classroom. -- Christine Trumpour, MEd, Early Childhood Special EducatorProvides organized, straightforward strategies on how to support significantly impacted kids on the spectrum within a typical preschool classroom. It's a book that my team goes back to again and again!" -- Catherine Schuh, MS OTR, Occupational TherapistAn informative and practical guide for educators, clinicians, and parents of children who struggle with self-regulation and attention to tasks. The authors clearly have thought critically about what works best for their students, and strive to implement strategies that optimize opportunities for learning, social engagement, and independence. -- Hilary Bissell, MS CCC-SLP, Speech-Language PathologistTable of Contents1. Three Guidelines; 2 Sensory Strategy Overview; SECTION I Show and Tell; 3. Modeling; 4. Show How Many / Show How Long; 5. Verbalize a Rule; SECTION II Moving On; 6. First/Thenl 7. Offer a Choice; 8. I Start/You Finish; SECTION III Helping Hands; 9. Simple Tasks; 10. Incentive Charts; 11. Visual Schedules; SECTION IV One More Thing; 12 Techniques; References; Appendix A - Strategies At-a-Glance; Appendix B - Techniques At-a-Glance; Appendix C - Proposed IEP Goals for Regulation; Appendix D - Sample Situations Using Our Strategies

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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.This book is a revised and up-to-date hands-on guide to planning and delivering primary geography lessons that will inspire your class and extend their knowledge in lively and effective ways. Updates include:- Biodiversity- Climate change - Diverse and up-to-date case studies and resources, from Jamaican landscapes in KS1 to the Turkey-Syria earthquake for KS2Fully updated and in line with National Curriculum guidelines for Key Stage 1 and Key Stage 2, the book provides easy-to-follow lesson plan ideas that are packed full of guidance and activities, alongside helpful summaries, interesting facts, key vocabulary, useful websites and cross-curricular links. If you are a primary practitioner or a subject co-ordinator who wants to plan and deliver

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Book SynopsisYour essential guide to being an effective primary history lead with clear summaries of relevant research, practical and inclusive classroom examples, case studies and ideas for PD sessions all applied carefully and specifically to primary history.

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Book SynopsisEverything you need to help teach the children in your classroom about relationships education can be found in this activity book. Understanding how relationships work is integral to development of all children. From exploring the concept of ''family'' to looking at the complexities of friendship, this inclusive teaching and learning resource is based on the DfE Relationships Education curriculum. Covering universal topics such as families, caring friendships, respectful relationships, online relationships and being safe it is useful for classrooms around the world. With a wealth of age-appropriate scenarios, quizzes, discussion-based activities and games aimed at engaging children aged 7-11 in creative ways, lesson plans within the book enable educators to explore emotive topics like bullying and peer pressure, as well as the fun, security and comfort that healthy friendships provide.

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Book SynopsisEngage pupils' interest and imagination with these thirty-six stand-alone lesson plans. These thought-provoking activities are suitable for pupils of all abilities and will also help improve their literacy skills. Includes: differentiation and extension activities time-saving photocopiable resources easy-to-use flexible lesson plans. Trade Review"Think About It provides an excellent starting point for primary teachers who are new to this field. Its brief, two page introduction is followed by a matrix demonstrating how thinking skills are relevant across the curriculum, making the book a useful tool for staff development." TES, February 2006Table of ContentsIntroduction; Part 1 Individual thinking frameworks -Thinking Books; Part 2 Activities - Term 1; Part 3 Activities - Term 2; Part 4 Activities - Term 3;

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Book SynopsisWith the focus on enhancing the ICT competence of the pupils whom you support, this book: shows how you can support students within the ICT programme of study - even if you’re not a confident ICT user yourself tackles tricky issues such as assessment and progression suggests activities for developing skills, familiarity and understanding provides ideas and advice for effective use of ICT in other subjects shows how ICT can be a really effective tool for inclusion. This can be used as a companion to ‘ICT for Teaching Assistants’Table of ContentsWhat Do We Mean by ICT? Supporting Children who are "Finding Things Out". Helping Pupils "Developing Ideas". How We Can "Make Things Happen" in the Classroom. What is "Exchanging and Sharing Information?". Supporting Pupils "Reviewing, Modifying and Evaluating Work". What is the "Breadth of Study"? Assessing ICT – How Do We Know What They have Learnt? ICT and Literacy. ICT and Numeracy. Using ICT Across the Curriculum. ICT as a Tool for Inclusion. References. Glossary

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Book SynopsisThis isn't about physical strength but about becoming a stronger person.Helping Children to be Strong covers: me, myself and I being acknowledged and affirmed developing self-assurance a sense of belonging. This handy little series of books links directly to the Government’s Birth to Three Matters Framework (DfES 2002). It provides information and ideas for you to read and digest at your own pace, then implement or share with your team.Trade Review'The books [in this series] are easy to read and follow a clear format. They include a wealth of practical ideas, using easily accessible resources, which illustrate and support the connnections made with Birth to Three Matters. Practitioners working with babies and toddlers will find the series a useful source of ideas for activities to do with children as well as pointers for the development of relective practice.' - Early Years UpdateTable of ContentsIntroduction. Overview of the Framework. Part 1: Me, Myself and I Part 2: Being Acknowledged and Affirmed Part 3: Developing Self-Assurance Part 4: A Sense of Belonging. Further reading

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Book SynopsisUnderstanding child development through the prism of the Five Elements adds an exciting new dimension to western thinking on the nurture of children. It can not only explain patterns of behaviour in a new and helpful way, but suggest approaches and methods to help children, and groups of children, become more balanced and therefore happier, more resilient, and more open to learning and new experience.The authors explain in detail the characteristics of each of the Five Elements of Chinese thought (Wood, Fire, Earth, Metal and Water) with their distinctive modes of expression and potential associated difficulties, and describe the problems that can occur if a child's elements are not in balance. In doing so, they provide a completely new and accessible way of understanding the emotional and behavioural state, and developmental stage of a child, in and out of the classroom. They introduce a wide range of easy-to-do and entertaining exercises and group activities to balance the elements, both individually and in groups.This exciting and practical book will help anyone working with or caring for children to deepen their understanding of childhood behaviour in general, and of individual children in particular, and to take active steps to nurture their potential, including teachers, therapists, occupational therapists, Chinese medicine and other alternative medicine practitioners, and Qigong and martial arts teachers, as well as parents.Trade ReviewChildren at Their Best will be enriching for every therapist who works with children…I know from several years of practical experience that it is very ambitious and difficult to supplement eastern wisdom – here the Five Element teaching – and western analytical knowledge usefully, but this volume masters the challenge impressively. -- Dr Dorothea Zeise-Süss, member of the International Society of Traditional Japanese Medicine, author of Yamamoto New Scalp Acupuncture (YNSA) for PracticeReading this wonderful book, I imagine children laughing and jumping with joy and I deeply appreciate the opportunity of reading it. Both Western and Eastern approaches are well-understood and fused into a very new style merging “five elements” with “play”. This book will be a mariner's compass for developing each child's potential and personality. A child's smile is the treasure of the world. -- Sachiko Sugiyama, Acupuncturist, Daishi-Ryu, the Kanto region, JapanI love this practical guide for all involved with supporting children to develop their potential through understanding, in practical ways, how to integrate the ancient knowledge of the 5 elements. This knowledge is timeless and here are many practical ideas of how to include it in the modern world. It is even more important now than in ancient times, when children lived in much more direct contact with the elemental forces of nature. -- Suzanne Yates, shiatsu practitioner, birth educator and founder of Well MotherTable of ContentsIntroduction. 1. How do our Children Develop?: Overlapping the Western and Eastern View. 2. The Foundation of the Traditional 5-Elements and Their Relationship to Child Development. 3. The 5-Elements in Child Development: Wood, Fire, Earth, Metal, Water. 3.1. The Wood Element in Child Development. 3.2. The Fire Element in Child Development. 3.3. The Earth Element in Child Development. 3.4. The Metal Element in Child Development. 3.5. The Water Element in Child Development. 4. 5-Element Examples of Children in Everyday Life. 5. How We Work with Children and the 5-Elements. 6. The Role of Adults in 5-Element Work with Children. 7. Guidelines and Examples for Creating 5-Element Environments for Children in the Home, Schools, and Therapy Settings. 8. Ideas and Exercise Examples from Practice. Chapter 9. Example of a Five-Week Project and Community Event for Every Age. References. Index.

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Book SynopsisWhat are friends and why do we need them? How do we talk to our friends and how do we listen to what they have to say? What is peer pressure and how do we deal with it? Many children identify friendships as being a vital part of achieving emotional well-being, but some children experience difficulties both initiating and maintaining friendships. This fun and accessible programme contains detailed instructions and photocopiable handouts for teaching children about friendship. The book combines group activities, individual work, homework exercises and games, and will be especially useful for groups containing children with developmental and social difficulties, such as ADHD or autism. Developed in an inclusive classroom, this programme will arm children with useful strategies to deal with difficult situations such as negative peer pressure and conflict.What is Friendship? is ideally suited for use with children aged 7-11, but can be adapted for younger children or older children with developmental difficulties. It includes all the resources required to facilitate the programme and can be delivered by any professional involved in the education or care of children.Trade ReviewThe flexibility offered by this book is therefore one of its key strengths. I certainly feel that the exercises could be used "as is" or tailored to a specific situation or context as required. On a practical level, the book could be a very helpful time-saving device for busy professionals who want a tried and tested "off the shelf" resource. However, I also think that a book like this can stimulate the generation of new ideas - serving as an "inspirational tool". -- British Psychological Society, DebateTable of ContentsIntroduction. 1: What is a Friend? Introduction. Ground Rules. What is a Friend? Who are our friends? Conclusion and homework: How do we make friends? 2: How do we Choose our Friends? Introduction and review of homework. What do we look for in a friend? Conclusion and homework: How do our friends help us? How do we help our friends? 3: How do we Communicate with our Friends? Introduction and review of homework. How do we talk to our friends? How do we listen to our friends? How do we use our bodies to show that we are listening? Conclusion and homework: What can stop us listening? 4: How do we Resolve Conflicts? Introduction and review of homework. Why do we have conflict? What can we do about conflict? How do we deal with conflict? Conclusion and homework: Conflict questionnaire. 5: How do we Deal with Peer Pressure? Introduction and review of homework. What is peer pressure? Who makes our decisions? Positive and negative peer pressure. How do we deal with negative peer pressure? Conclusion:Preparing to say goodbye. 6: What have we learnt? Introduction. Who are our friends? As decided by the group. Friendship pie. Conclusion and Goodbyes. Appendix: Extension and ideas. Handouts.

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Book SynopsisThis innovative series is designed to help primary teachers plan focused sessions on the work of popular, well-loved and valued authors, both classic and contemporary. Each book contains a range of activities for use directly in the classroom, covering biographical information about the author; a review of the author's work and a summary of major themes in his/her key texts; key language features of the author; frameworks to help children analyze, evaluate and compare texts, and to develop personal opinions of authors' works; ideas for writing modeled on or developed from key texts; speaking and listening opportunities; drama and role play ideas; and references to video, CD-ROM, websites and ICT activities. Inside each book is a full-color pullout poster illustrating the work of the author, which also has a set of challenges for children on the back. Michael Morpurgo is the author of over 60 books for children, including Sam's Duck, The Butterfly Lion, The Wreck of the Zanzibar, and Kensuke's Kingdom. Beginning with a detailed plan for structuring a half-term's work on Michael Morpurgo, this book presents activities that focus on narrative structure, character development, settings and themes. Activities and games include: focus on biography - writing blurbs, role-playing 'ask the author', creating a magazine article/web page about the author; exploring key themes, including bullies, not liking school, caring for animals, relationships with older people, and farm and country life; creating a character sketch; writing in role; focusing on time with a story web; analyzing setting; and an in-depth study of The Butterfly Lio.Table of ContentsAcknowledgements. Introduction. Map of contents. 1. Biographical information. 2. Narrative structure and storyline. 3. Characters. 4. Settings. 5. Themes. 6. Comparing stories - teaching sequence over five lessons. 7. In close: teaching sequence.

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Book SynopsisA comprehensive curriculum for primary schools. Back in 2005 was the first time that the Department for Education and Skills in England advised primary schools that they should introduce the teaching of social and emotional skills into the curriculum - teaching skills such as recognising and handling emotions, getting along together and self-awareness. Social and Emotional Learning in Circle Time has been written to support schools in helping to teach children such skills, including how to get along with one another, feel appropriately confident in themselves, and know how to think about (and respond to) challenges in their lives.Table of ContentsSummary of contents Social and Emotional Learning in Circle Time provides ten sessions per term of circle time for each class group in Key Stage 1 and 2. The sessions are planned to take between 45 and 60 minutes, but as teachers and teaching assistants become increasingly familiar with the circle time format and the materials provided, they will become able to judge how to extend and reduce activities in order to ensure that the coverage fits within the allotted time. Most of the circle time sessions follow the same format, with a few exceptions where content requires a different delivery. The format is as follows: * Learning intentions: written in 'child-friendly' language, to enable the children to quickly engage with the focus of the session to come. * Circle time agreements: a set of agreements decided by children for children to be adhered to every session. * Introductions: this denotes the starting point of the session. Introducing ones-self, or one another, is affirming for each individual, and is an important part of the session. * Mixer: 'mixers' address the fact that many children will choose to sit with their friends when circle time begins. Using a mixing game early in the session means that the children will be more likely to be sitting next to someone less familiar than their friends, in readiness for pair work. * Silent statements: 'silent statements' do not require children to speak and can act as an introduction to the focus of the topic for the session. * Sentence completion: this enables children to focus a response for themselves, while hearing others' views and practising speaking and listening skills. * Pair discussion: this is used regularly because it is an excellent way to give children the confidence to discuss issues in a pair, when they might not feel able to do so in a large group. * Physical games: for some children, sitting and talking for a long time means that they start to lose focus, and may become fidgety. Physical movement can serve to refocus children to the next activity by providing a break. * Self-esteem builder: the sessions for each year group carry some form of self-esteem builder (usually individually) and these are very important aspects of the circle time sessions. * Closure activity: included as a plenary and as a way to denote the end of circle time, whilst reflecting on the coverage of the session. Including detailed guidance on how to run effective circle time sessions.

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Book SynopsisAt last, the long-awaited guide to primary programming is here!An accessible and highly anticipated handbook to primary coding.Similar to Phil Bagge''s How to Teach Primary Programming using Scratch, Code It Crumble Creations aims to help primary teachers deliver high-quality computing lessons using the Crumble microcontroller. It is indispensable for schools, advising how they can resource, integrate and use the very affordable Crumble control board to provide elements of computing science through programming and design and technology. Aimed at those with little or no coding experience, this book offers an invaluable and accessible resource to schools and educators, including home schooling parents! Perfect for primary school computing lessons, home schooling and coding clubs, this book will be sure to enrich other curriculum areas while providing imaginative and flexible lesson ideas and techniques.The scheme is designed for pupils between the ages of 5 and 11 and may also be useful for older pupils with special educational needs. The new computing curriculum is truly transformational and requires the right support for teachers. Code it Crumbles Creation is here to provide that support - get your copy today!

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Book SynopsisPrimary curriculum design has been in sharp focus in recent years. After leading on curriculum design and effective subject leadership for 24 years across multiple schools, Emma has written the handbook for both the complex thinking which underpins primary curriculum design and provided the practical models to make it work.There is much advice out there for primary schools but much is often dominated by voices not trained or experienced in primary practice.Emma outlines the unique considerations needed for designing and implementing a rich, high-quality curriculum which serves our youngest learners – a blend of academic thinking, educational research, the wisdom of decades of primary experience and a true love of the unique nature of primary.Primary curriculum design is a unique knowledge domain of its own and Emma explains and explores how this knowledge and the thinking around it needs to be championed and implemented through both academic and child development lenses.Rooted in experience, underpinned by successful approaches implemented in hundreds of schools – curriculum design in primary is complex and nuanced but it can also be 'Simplicitus'.

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Book SynopsisHans-Ulrich Schmutz has developed a comprehensive curriculum for teaching earth science in Steiner-Waldorf High Schools (Years 9 to 12, age 15 to 18) which is consistent with the developmental stages of high school students.His consistent and carefully developed curriculum guides the student from geology through the dynamics of ocean currents and global climatology, crystallography, technology, and economic geography to astronomy and paleontology.All these subjects are provided with new and interesting point of views, which gradually contribute to a discovery of the living and the connection between earth and the human being.Table of ContentsChapter 1: Introduction to the Life and Earth Sciences in the Waldorf High School CurriculumChapter 2: Geology - Ninth GradeChapter 3: The Earth in Motion - Tenth Grade:Chapter 4: Crystallography - Tenth GradeChapter 5: Earth Science and Surveying - Tenth GradeChapter 6: Aspects of Life Skills, Technology and Economic Geography for Grades 9 and 10Chapter 7: Astronomy - Eleventh GradeChapter 8: The Economy of Energy in the Eleventh GradeChapter 9: Paleontology/Anthropology - Twelfth GradeChapter 10: Aspects of Global Economy -Grade 12

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Book SynopsisSexuality is an important but challenging issue for schools to address. Adolescents need to know about reproduction and the power of procreation, but mainstream teaching can offer a very raw view of sexuality and gender.This book, a wonderful antidote to the mainstream, brings together insights from several experienced Waldorf teachers, who share their approaches to the subject. Full of wisdom and perception, these contributions add up to an invaluable resources for teachers facing similar challenges.The book also includes a full survey of child development in this area, giving useful background information which will underpin the curriculum.Suitable for Classes 7 to 12.

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Book SynopsisMusic is a vital part of the healthy development of young children and yet many teachers can struggle with this key area.This book collects together different perspectives on the theme of music in the mood of the fifth (that is, using a pentatonic scale of five notes), to help teachers, parents and carers understand and work with music at kindergarten level.The book includes classic articles by Jennifer Aulie, Wilma Ellersiek and Rita Jacobs, along with new contributions by Michael Deason-Barrow, Jana Hawley, Renate Long-Breipohl, Sally Schweizer, Estelle Bryer, Eleanor Winship, Jill Taplin and many others.A key resource book for Steiner-Waldorf teachers.

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Book SynopsisThe teaching of science in Waldorf schools is qualitatively different to mainstream education, reflecting an aim to help children learn about science through hands-on experience rather than memorising theory. Science begins in Kindergarten where joy in the natural world is celebrated, then through the grades increasing focus is given to improving pupils' observation skills.In this valuable resource, experienced Waldorf teachers from around the world, including Florian Oswald and Sven Bohn, share their expertise on a wide range of subjects and topics. Covering a vast array of scientific areas including zoology and mythology, astronomy, chemistry, and biology, this book helps teachers enhance and improve their teaching methods.Table of ContentsZoology and Mythology by Jens BjorneboeAstronomy: The Oft-Forgotten School Subject by Sven BohnAdolescents - Their Relationship to the Night and The Senses in Connection with Their Own Development by Peter Glasby Aesthetic Knowlege as a Source for the Main Lesson by Peter GuttenhöferChemistry in Grades Seven to Nine by Jan HaakonsonGoethe's Theory of Color by Tørger HoltsmarkTeaching Biology in a Human Context by Graham KennishThoughts on Information and Communication Technology by Florian OswaldA Study of the Element “Water” by Christian SmitWater as the Medium for Life and The Starry Heavens and Our Self by Jørgen Smit

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Book SynopsisIn recent decades a growing number of middle-class parents have considered sending their children to - and often end up becoming active in - urban public schools. Their presence can bring long-needed material resources to such schools. The author shows that, it can also introduce new class and race tensions, and even exacerbate inequalities.Trade Review"Posey-Maddox's book makes an original contribution that is important to current conversations about urban schools. The question of what role middle-class families can/should play in urban school reform is a pressing one, and her research raises a series of questions that I have not seen raised elsewhere as clearly or directly. It captures key dimensions of how cities are changing and the impact those changes are having on our most important institutions." (Amanda E. Lewis, Emory University)"

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Book SynopsisBalancing the development of autonomy with that of social interdependence is a crucial aim of education in any society, but nowhere has it been more hotly debated than in Japan, where controversial education reforms over the past twenty years have attempted to reconcile the two goals. In this book, Peter Cave explores these reforms as they have played out at the junior high level, the most intense pressure point in the Japanese system, a time when students prepare for the high school entrance exams that will largely determine their educational trajectories and future livelihoods. Cave examines the implementation of relaxed education reforms that attempted to promote individual autonomy and free thinking in Japanese classrooms. As he shows, however, these policies were eventually transformed by educators and school administrators into curricula and approaches that actually promoted social integration over individuality, an effect opposite to the reforms' intended purpose. With vivid

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Book SynopsisThe challenge of overcoming educational inequality in the United States can sometimes appear overwhelming, and great controversy exists as to whether or not elementary schools are up to the task, whether they can ameliorate existing social inequalities and initiate opportunities for economic and civic flourishing for all children. This book shows what can happen when you rethink schools from the ground up with precisely these goals in mind, approaching educational inequality and its entrenched causes head on, student by student. Drawing on an in-depth study of real schools on the South Side of Chicago, Elizabeth McGhee Hassrick, Stephen W. Raudenbush, and Lisa Rosen argue that effectively meeting the challenge of educational inequality requires a complete reorganization of institutional structures as well as wholly new norms, values, and practices that are animated by a relentless commitment to student learning. They examine a model that pulls teachers out of their isolated classroom

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Book SynopsisThe challenge of overcoming educational inequality in the United States can sometimes appear overwhelming, and great controversy exists as to whether or not elementary schools are up to the task, whether they can ameliorate existing social inequalities and initiate opportunities for economic and civic flourishing for all children. This book shows what can happen when you rethink schools from the ground up with precisely these goals in mind, approaching educational inequality and its entrenched causes head on, student by student. Drawing on an in-depth study of real schools on the South Side of Chicago, Elizabeth McGhee Hassrick, Stephen W. Raudenbush, and Lisa Rosen argue that effectively meeting the challenge of educational inequality requires a complete reorganization of institutional structures as well as wholly new norms, values, and practices that are animated by a relentless commitment to student learning. They examine a model that pulls teachers out of their isolated classroom

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Book SynopsisThe Everyday Mathematics (EM) program was developed by the University of Chicago School Mathematics Project (UCSMP) and is now used in more than 185,000 classrooms by almost three million students. Its research-based learning delivers the kinds of results that all school districts aspire to. Yet despite that tremendous success, EMoften leaves parents perplexed. Learning is accomplished not through rote memorization, but by actually engaging in real-life math tasks. The curriculum isn't linear, but rather spirals back and forth, weaving concepts in and out of lessons that build overall understanding and long-term retention. It's no wonder that many parents have difficulty navigating this innovative mathematical and pedagogic terrain. Now help is here. Inspired by UCSMP's firsthand experiences with parents and teachers, Everyday Mathematics for Parents will equip parents with an understanding of EM and enable them to help their children with homeworkthe heart of the great parental adve

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Book SynopsisNo adult can escape the adult perspective; but simply recognizing its inevitable limitations in a children's world enables a few gifted educators to accept the existence and validity of whole kindergartens full of different perspectives. One such person is Vivian Gussin Paley. . . . Her books. . .should be required reading wherever children are growing.New York Times Book Review With a delightful, almost magical touch, Paley shares her observations and insights about three-year-olds. The use of a tape recorder in the classroom gives her a second chance to hear students' thoughts from the doll corner to the playground, and to reflect on the ways in which young children make sense of the experience of school. . . . Paley lets the children speak for themselves, and through their words we reenter the world of the child in all its fantasy and inventiveness.Harvard Educational Review Paley's vivid and accurate descriptions depict both spontaneous and recurring incidents and outline increasingly complex interactions among the children. Included in the narrative are questions or ideas to challenge the reader to gain more insight and understanding into the motives and conceptualizations of Mollie and other children.Karen L. Peterson, Young Children

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Book SynopsisA collection of ready-to-use assemblies from popular Assemblies.org.uk contributor Alan Barker

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Book SynopsisUse the neuroscience of emotional learning to transform your teaching.Trade Review"In Positive Psychology in the Elementary School Classroom, Patty O’Grady offers enriching information that will help teachers instruct the whole child. . . . It is not just about feeling good, and far more than just ‘being happy.’ It is about finding your individual strengths and personal motivations. Teachers who implement it can use academic subjects to teach about life lessons – about feelings, strengths, friendships, meaning, and pride in accomplishments. . . . [A] great read for therapists, parents, school counselors, and school personnel. . . . And, if you do lead a class, it just may make your teaching more memorable." -- PsychCentral"[A] formative resource for those in teacher education as a means of influencing their view of classroom practice. . . . [S]hould feature on the reading lists for teacher trainees as a means of enhancing their understanding of the complex interrelationship between learning and teaching – and learners and teachers." -- Primary Science (UK)"Through the use of positive psychology, teachers model and reinforce nonviolent behaviors and pro-social skills, thus providing students with a safe, caring, and inclusive environment in which every child can learn to become a respectful and responsible citizen. This book is an excellent resource for classroom teachers who want to integrate positive psychology values into their curriculum. Research has demonstrated that children who feel safe and cared for are predisposed to learning, and Patty O’Grady’s book provides readers with the tools to provide this care." -- Bev Dekker, The Society for Safe and Caring Schools & Communities"There is a growing consensus in thoughtful schools about the advantages of incorporating ‘positive psychology’ into teaching and learning. Now we have a guide to implementing this approach at the earliest stages. This book is a must-read for parents and teachers who seek guidance in finding a student's strengths rather than focusing on learning deficiencies." -- Patrick F. Bassett, President, National Association of Independent Schools"Positive Psychology in the Elementary School Classroom provides a thorough examination of neuroscience research, educational theory, and teaching strategies that can be combined to produce a school climate that helps children grow both cognitively and emotionally. In addition to explaining the science behind the connection between emotional and academic competence, this book also teaches the reader about specific classroom activities that will enable children to develop confidence and enjoy an ‘accomplished life.’" -- Cheryl Scott Williams, Executive Director, Learning First Alliance

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