Primary and middle schools Books

Book SynopsisBring the principles and practice of the acclaimed Mathematics Recovery Programme to whole-class teaching! WHY INVEST IN THE NEW EDITION? In full-colour with a revised layout for clearer navigation More up-to-date tasks, activities and real classroom examples Learning trajectories for guiding instruction and tracking progress on key topics Extra resources online on the companion website Part of the best-selling Maths Recovery series, thispractical, step-by-step guide to classroom instruction takes an inquiry-based approach to assess children's knowledge and build on this to develop a firm foundation of understanding and confidence in mathematics. Topics covered range from beginning number and early counting strategies to multi-digit addition and subtraction right through to multiplication and division. An invaluable resource for use on preTrade Review′The Classroom Instructional Framework in Early Number is research-based and provides a roadmap of not only the what, but the when and the how to teach all aspects of early number. Understanding the learning trajectories in the Framework has transformed the way teachers are differentiating for the range of students′ early number knowledge in the classroom. Teachers are able to plan activities that are appropriate to where each student is, with the knowledge of where they need to go next. Learning is personalised, targeted, sequential, connected and develops strategies and understandings for success in solving number problems.′ -- Vicki Nally′Research informs practice in this easy to access resource. Each chapter gives educators practical, bite-sized assessments, linked to a host of activities that helps them target teaching and develop the firm foundations which are so vital for confident and competent mathematicians.′ -- Jill Piotrowski′The new edition of Teaching Number in the Classroom with 4-8 year olds will provide much-needed support to teachers in laying vital foundations in number knowledge and understanding. The structured approach offers a wealth of rich and easily implemented classroom-based activities that work - thousands of teachers in Ireland attest to this! -- Noreen O′LoughlinTeaching Number in the Classroom connects research with practice, containing assessment tasks and learning trajectories to guide the educator. The dimensions of Progressive Mathematization and Guiding Principles deliberately engender greater mathematical sophistication for the child and increase the practitioner’s effectiveness. -- Carolyn OlijnekTable of ContentsPart I Approaching, Organizing and Designing Instruction General Introduction to Part II Part II Number Words and Numerals Early Counting and Addition Structuring Numbers 1 to 10 Advanced Counting, Addition and Subtraction Structuring Numbers 1 to 20 Two-Digit Addition and Subtraction: Jump Strategies Two-Digit Addition and Subtraction: Split Strategies Early Multiplication and Division

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Book SynopsisAlice Bradbury discusses how the meritocracy myth reinforces educational inequalities and analyses how the recent educational developments of datafication and neuroscience might challenge how we classify and label children as we rebuild a post-pandemic schooling system.Trade Review"Though the author speaks about the English school system, this book is a valuable addition to feminist pedagogy anywhere. It expands upon a framework for critiquing the educational “normal” and encourages us to question how education works, including its oppressiveness." Feminist PedagogyTable of ContentsIntroduction Ability and its use in schools How does the idea of ability relate to inequalities? The infl uence of neuroscience Data and the solidifi cation of ability Challenging ability, inequality and the myth of meritocracy in the post- pandemic era

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Book SynopsisAlice Bradbury discusses how the meritocracy myth reinforces educational inequalities and analyses how the recent educational developments of datafication and neuroscience might challenge how we classify and label children as we rebuild a post-pandemic schooling system.Table of ContentsIntroduction Ability and its use in schools How does the idea of ability relate to inequalities? The infl uence of neuroscience Data and the solidifi cation of ability Challenging ability, inequality and the myth of meritocracy in the post- pandemic era

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Book SynopsisHelps children understand what a healthy diet is and how to stay physically active every day. This book teaches them how to make healthier nutrition and activity choices and discover how healthy eating and regular physical activity keep them feeling their best.Table of ContentsUnit 1. Introduction to Nutrition and Physical Activity Show students what the HEAT Club is all about—healthy eating and active time! In this unit students learn what makes up a healthy diet—using MyPlate as a guide—and how to stay physically active every day. What’s more, they learn how healthy eating and active time support health and keep us feeling our best. Unit 2. Making Healthy Nutrition and Physical Activity Choices Every Day The class has learned what it means to eat smart and play hard—now help them apply it! This unit prepares students to make healthier choices every day, whether by choosing nutritious snacks to fuel an active day or planning a MyPlate meal for their family. Extensions 1. Supplemental Art Activities Use healthy eating and active time to inspire each student’s inner artist. This art supplement provides hands-on, creative activities that reinforce HEAT Club messages in art class. Extensions 2. Events and Resources for Library Connections Bring the HEAT Club to your school library! This supplement identifies healthy living events in each month and provides reading lists and other resources to help school librarians reinforce HEAT Club concepts. Extensions 3. Creative Ideas and Resources for PE Teachers Hit the gym with the HEAT Club! This supplement provides PE teachers with ideas for reinforcing HEAT Club concepts through games, goal setting, and celebration of national events related to health. Extensions 4. After-School Connections Learn more about the After-School HEAT Club Curriculum, available in the accompanying web resource by using the password available in the book. This resource gives after-school leaders and participants opportunities to engage in healthy cooking activities, active games, and HEAT Club–inspired creative arts. The full curriculum is available in the web resource.

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Book SynopsisDance Integration offers 36 K-5 lesson plans that use dance learning to bring mathematics and science curriculums to life. These plans have proven to improve literacy in dance, mathematics, and science.Table of ContentsPart I. The Role of Dance in EducationChapter 1. Introduction to Dance Integration Rethinking Education What Is Dance Integration? Dance and Academic Achievement Other Benefits of Dance Integration Summary References Chapter 2. Teaching Dance Integration: Finding Relationships Foundations: Dance, Mathematics, and Science Organization of Dance Integration Activities Making New Connections: Designing Your Own Integrated Lessons Evidence of Learning Summary References Chapter 3. Pedagogy: Enlivening the Classroom Transforming the Classroom Into the Dance Studio Transitioning to the Dance Class Teaching Tools Dance Making and Choreography Sharing With Parents Adapting for Special Populations Summary References Part II. Dance and Mathematics Learning ActivitiesChapter 4. Counting and Cardinality Counting Whole Numbers, More, and Less Ordinal Numbers Chapter 5. Operations and Algebraic Thinking Addition Subtraction Multiplication and Division Chapter 6. Numbers and Operations Place Value Fractions Chapter 7. Measurement and Data Pennies, Nickels, and Dimes Time Measurement Perimeter and Area Bar Graphs Chapter 8. Geometry Two-Dimensional Shapes Three-Dimensional Shapes Symmetry and Asymmetry Angles and Lines Part III. Dance and Science Learning ActivitiesChapter 9. Physical Science Magnets Balance and Force Atoms and Molecules States of Water Chapter 10. Life Science Vertebrate Classification Butterfly Life Cycle Frog Life Cycle Plant Life Cycle Five Senses Bones Chapter 11. Earth and Space Sciences Weather Constellations Moon Phases Water Cycle Erosion and Weathering Igneous, Sedimentary, and Metamorphic Rocks Chapter 12. Investigation, Experimentation, and Technology Investigation, Experimentation, and Problem Solving Dance Viewing Through Technology Dance and Photography

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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 speechâlanguage 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 SynopsisThis book guides teachers in grades 6-12 to strategically combine a variety of texts--including literature, informational texts, and digital sources--to meet their content-area goals and the demands of the Common Core State Standards (CCSS). It presents clear-cut ways to analyze text complexity, design challenging text sets, and help students get the most out of what they read. Provided are practical instructional ideas for building background knowledge, promoting engagement, incorporating discussion and text-based writing, and teaching research skills. Appendices offer sample unit plans for English language arts, history/social studies, and science classrooms. More than 20 reproducible coaching templates and other tools can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade ReviewThis is the only professional development guide that 6-12 teachers need for interpreting how to meet the rigorous demands of the CCSS. The framework in this book enables me not only to design effective text sets (with both informational and literary texts), but also to implement reading strategies and writing activities that really work!--John Strong, MEd, English language arts teacher, Dover (Delaware) High SchoolLewis, Walpole, and McKenna draw on their vast knowledge of literacy research and practice, extensive work in middle and high school classrooms, and deep understanding of the CCSS. The authors recognize that perhaps the most fundamental shift brought about by the CCSS is in regard to texts. They help teachers construct text sets and describe content-area strategies for implementation before, during, and after reading and writing assignments. The book not only explains the strategies and how they might support the kind of in-depth understanding of texts that is expected with the Common Core, but also offers extended examples of their use. This engaging read will provide a sense of relief to teachers who feel unsure about or overwhelmed by the CCSS.--Cynthia Shanahan, EdD, College of Education, University of Illinois at ChicagoAs we assemble our libraries of CCSS resources, this book deserves a prominent spot. The authors skillfully explain the rigorous expectations of the CCSS in light of the rich scholarship on adolescent literacy. The book explores a range of highly effective instructional practices to support students as readers, writers, speakers, and thinkers as they engage with complex texts as disciplinary learners. The authors' approach is thoughtful, and their conversational tone is very reader friendly.--Doug Buehl, MS, adolescent literacy specialist, Madison, Wisconsin This book has the authors' expertise and experience written all over it. My assistant superintendent has been leading the charge to integrate CCSS into our curriculum and guide our teachers through the curriculum writing process. Many of the ideas in this book are very closely aligned with the work our curriculum-writing teams have been doing, and I know our teachers will find both value and validation in it.--Martin J. Hudacs, EdD, Superintendent, Solanco School District, Quarryville, Pennsylvania -Table of ContentsForeword, Jeffrey Menzer and Jacob Nagy1. Embracing the Common Core2. Understanding Adolescent Readers3. Understanding Challenging Texts4. Designing Challenging Text Sets5. Building Background Knowledge6. Supporting Students during Reading7. Implementing High-Quality Discussions after Reading8. Text-Based Writing to Support Understanding9. Research in the Content Areas10. Leading for ChangeAppendix 1. Text Set Examples from English Language ArtsAppendix 2. Text Set Examples from History/Social StudiesAppendix 3. Text Set Examples from Science

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Book SynopsisThis book guides teachers in grades 6-12 to strategically combine a variety of texts--including literature, informational texts, and digital sources--to meet their content-area goals and the demands of the Common Core State Standards (CCSS). It presents clear-cut ways to analyze text complexity, design challenging text sets, and help students get the most out of what they read. Provided are practical instructional ideas for building background knowledge, promoting engagement, incorporating discussion and text-based writing, and teaching research skills. Appendices offer sample unit plans for English language arts, history/social studies, and science classrooms. More than 20 reproducible coaching templates and other tools can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade ReviewThis is the only professional development guide that 6-12 teachers need for interpreting how to meet the rigorous demands of the CCSS. The framework in this book enables me not only to design effective text sets (with both informational and literary texts), but also to implement reading strategies and writing activities that really work!--John Strong, MEd, English language arts teacher, Dover (Delaware) High SchoolLewis, Walpole, and McKenna draw on their vast knowledge of literacy research and practice, extensive work in middle and high school classrooms, and deep understanding of the CCSS. The authors recognize that perhaps the most fundamental shift brought about by the CCSS is in regard to texts. They help teachers construct text sets and describe content-area strategies for implementation before, during, and after reading and writing assignments. The book not only explains the strategies and how they might support the kind of in-depth understanding of texts that is expected with the Common Core, but also offers extended examples of their use. This engaging read will provide a sense of relief to teachers who feel unsure about or overwhelmed by the CCSS.--Cynthia Shanahan, EdD, College of Education, University of Illinois at ChicagoAs we assemble our libraries of CCSS resources, this book deserves a prominent spot. The authors skillfully explain the rigorous expectations of the CCSS in light of the rich scholarship on adolescent literacy. The book explores a range of highly effective instructional practices to support students as readers, writers, speakers, and thinkers as they engage with complex texts as disciplinary learners. The authors' approach is thoughtful, and their conversational tone is very reader friendly.--Doug Buehl, MS, adolescent literacy specialist, Madison, Wisconsin This book has the authors' expertise and experience written all over it. My assistant superintendent has been leading the charge to integrate CCSS into our curriculum and guide our teachers through the curriculum writing process. Many of the ideas in this book are very closely aligned with the work our curriculum-writing teams have been doing, and I know our teachers will find both value and validation in it.--Martin J. Hudacs, EdD, Superintendent, Solanco School District, Quarryville, Pennsylvania -Table of ContentsForeword, Jeffrey Menzer and Jacob Nagy1. Embracing the Common Core2. Understanding Adolescent Readers3. Understanding Challenging Texts4. Designing Challenging Text Sets5. Building Background Knowledge6. Supporting Students during Reading7. Implementing High-Quality Discussions after Reading8. Text-Based Writing to Support Understanding9. Research in the Content Areas10. Leading for ChangeAppendix 1. Text Set Examples from English Language ArtsAppendix 2. Text Set Examples from History/Social StudiesAppendix 3. Text Set Examples from Science

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Book SynopsisThis comprehensive handbook synthesizes the best current knowledge on teacher professional development (PD) and addresses practical issues in implementation. Leading authorities describe innovative practices that are being used in schools, emphasizing the value of PD that is instructive, reflective, active, collaborative, and substantive. Strategies for creating, measuring, and sustaining successful programs are presented. The book explores the relationship of PD to adult learning theory, school leadership, district and state policy, the growth of professional learning communities, and the Common Core State Standards. Each chapter concludes with thought-provoking discussion questions. The appendix provides eight illuminating case studies of PD initiatives in diverse schools.Trade Review"Finally, an evidence-based source for PD is available! Martin and her colleagues have done a stellar job of presenting the best of scholarship in a usable reference. Anyone who does PD needs a copy of this handbook to study and use in design and implementation. This volume provides the foundation for ensuring that teachers have the support and knowledge to bring their students to world-class standards."--Elfrieda H. Hiebert, PhD, President and CEO, TextProject, Inc. "This rich volume takes theories of school-based teacher learning and demonstrates what they look like in action. At the heart of the Handbook is a focus on aligning PD to outcomes for students. Chapter authors are highly engaged scholars and leaders in the field whose voices ring with wisdom and experience. I especially appreciate the way the book moves from the big-picture 'whys' of PD to the fine-grained 'whats' and 'hows' of sustaining ongoing school improvement. The complexities of PD are explored, such as the tensions that may surface when policy decisions and evidence-based practices are at odds. Authors clearly articulate the challenges, successes, and next steps for moving the teaching profession forward. Educational leaders, instructional coaches, and teacher educators will profit from using this handbook, and it is an important resource for graduate courses."--Lori Helman, PhD, Department of Curriculum and Instruction, and Director, Minnesota Center for Reading Research, University of Minnesota "A prodigious achievement. Professional development is a critical topic in the field of education improvement, and until now there has been no place that one could go to obtain a comprehensive, in-depth treatment. The Handbook fills this gap. With 25 key chapters and eight case studies, there is no other resource in the literature like it. This is a great accomplishment that will serve the field for the next decade."--Michael Fullan, PhD, Ontario Institute for Studies in Education (Emeritus), University of Toronto, Canada -Have you set a goal to do some professional reading this summer? Before heading to your favorite chair, pick up the…Handbook of Professional Development in Education....This handbook offers a synthesis of current knowledge of effective practices in professional learning for teachers....The editors and most of the fifty contributing authors are researchers and faculty members of preservice higher education programs. Over the years, I have studied the work of several of the participating authors and admire their commitment to improving professional development through research, publications, and their outreach to educational leaders and practitioners....The scope of the handbook is comprehensive, and highly relevant topics receive in-depth treatment. It is well organized; each chapter begins with a list of key points and ends with questions for discussions....Characteristics of successful professional development are identified in the preface and elaborated upon throughout the handbook....Should prove to be a tremendous resource to state leaders who are wrestling with the complexities of many of the issues discussed in the handbook.--CCSSO State Consortium on Educator Effectiveness website, 05/27/2014Table of ContentsForeword, Andy HargreavesI. Professional Development, Past and Present1. Teachers as Professionals: Evolving Definitions of Staff Development, Ann Lieberman and Lynne Miller2. Federal Investments in Professional Development: What Do 50 Years of Experience Tell Us about What It Takes to Make a Difference?, Richard Long3. High-Quality Research-Based Professional Development: An Essential for Enhancing High-Quality Teaching, Allison Swan Dagen and Rita M. BeanII. The Complexity of Professional Development in Today's Schools4. Shaping the Contours of Professional Development, PreK-12: Successful Models and Practices, D. Ray Reutzel and Sarah K. Clark5. Changing the Relationship between Professional Development Policy and the Practitioner's Role, Ann Jaquith6. Communities, Schools, and Teachers, Mavis G. Sanders and Claudia Galindo7. District Issues: Administrators at All Levels Involved In Teachers’ Professional Development, Marilyn Tallerico8. Sociocultural Approaches to Professional Development: Engineering Sustainable School Change, Taffy E. Raphael, Jaime Madison Vasquez, Angela Joy Fortune, James R. Gavelek, and Kathryn H. Au9. Professional Development in Early Childhood Education: Models and Recommendations, Maryann Mraz and Brian Kissel10. The Design and Implementation of Effective Professional Development in Elementary and Early Childhood Settings, Priscilla L. Griffith, Jiening Ruan, Jennifer Stepp, and Susan J. Kimmel11. Effective Professional Development in Secondary Schools, Douglas Fisher and Nancy FreyIII. Developing Solutions for Effective Professional Development12. Characteristics of Adult Learning: Implications for the Design and Implementation of Professional Development Programs, Ruth L. Rohlwing and Maureen Spelman13. Focusing Attention on Beliefs about Capability and Knowledge in Teachers’ Professional Development, Megan Tschannen-Moran and Jason A. Chen14. Investing in Youth by Investing in Teachers: Transforming Adolescent Literacy through Responsive Professional Development, William G. Brozo15. Involving Teachers in Their Own Professional Development, Peter Youngs and John Lane16. Using Action Research to Target and Generate Professional Learning, Jennifer Jacobs and Diane Yendol-Hoppey17. Leading Professional Learning in Districts with a Student Learning Culture, William A. Firestone and Melinda M. Mangin18. Developing Partnerships through Collaboration to Promote Professional Development, Shelley B. Wepner19. Content Knowledge for Teaching: Framing Effective Professional Development, Jennifer Merriman20. Standards-Based Professional Learning and Certification: By the Profession, for the Profession, Lawrence Ingvarson21. The School as a Center of Inquiry, Bruce Joyce and Emily F. Calhoun22. Supporting Professional Growth through External Resources, Diana J. Quatroche, Kathryn L. Bauserman, and Leah NellisIV. Pulling It Together23. Measuring the Effectiveness of Educators’ Professional Development, Thomas R. Guskey24. Sustaining Teacher Professional Development, Laura M. Desimone and Daniel Stuckey25. Lessons Learned: What Our History and Research Tell Us about Teachers’ Professional Learning, Sherry Kragler, Linda E. Martin, and Ruth SylvesterAppendix. Case Studies: Successful Schools That Have Supported Teachers' Professional Development

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Book SynopsisTeaching students to make connections across related texts promotes engagement and improves reading comprehension and content learning. This practical guide explains how to select and teach a wide range of picture books as paired text--two books related by topic, theme, or genre--in grades K-8. The author provides mini-lessons across the content areas, along with hundreds of recommendations for paired text, each linked to specific Common Core standards for reading literature and informational texts. In a large-size format for easy photocopying, the book includes 22 reproducible graphic organizers and other useful tools. Purchasers also get access to a Web page where they can download and print the reproducible materials.Trade Review“This book is a treasure trove for teachers implementing the Common Core State Standards. Bintz effectively demonstrates the use of children’s literature as a centerpiece for Common Core-focused instruction. The sample lessons and examples of paired text are wonderful resources for busy teachers who value and honor the important place of children’s literature in their classrooms."--Barbara Moss, PhD, School of Teacher Education, San Diego State University “Using paired text is a sound pedagogical practice that has the potential to help students increase reading engagement, expand their knowledge base, enrich conceptual understanding, and develop critical insights about language and text--all of which are consistent with the goals of the CCSS for English language arts and disciplinary literacy. This book is chock-full of trade book resources, instructional strategies, and convenient reproducibles that all K-8 teachers will find relevant and useful.”--Zhihui Fang, PhD, School of Teaching and Learning, University of Florida “As someone who is devoted to providing readers with strategies to attack, survive, and enjoy texts, I found Bintz’s book rewarding. His experiences and connections mirror what K-8 students do as they learn how to gain confidence while reading. Bintz’s rationale for using paired text in English language arts, social studies, science, and mathematics is practical, and he proves how this addresses the CCSS by outlining the anchor standards. This book should be on the reading list of K/n-/8 classroom teachers, reading specialists, and instructional coaches.”--Marie Donnantuono, MEd, College of Education, William Paterson University “When carefully paired, books can be used together to initiate much-needed conversations in ELA, history, science, and mathematics, while supporting students in exploring what makes each discipline unique. This extremely practical book shows how to do just that. It features easy-to-follow strategy lessons and reproducible materials that can be photocopied or printed out for immediate use. It is a ‘must have’ resource for teachers across grades and disciplines. Schools would be well served by buying a copy for every teacher in their building."--Jerome C. Harste, PhD, Distinguished Professor Emeritus, Department of Literacy, Culture, and Language Education, Indiana University -Table of ContentsIntroduction I. Intertextuality What Is Intertextuality? Understanding Intertextuality Intertextuality and Picture Books for Young Children Intertextuality and Picture Books for Older Children Intertextuality and Picture Books for Adolescent Readers Intertextuality and Picture Books across the Curriculum Intertextuality and the CCSS Intertextuality, the Common Core, and Paired Text II. Paired Text What Is Paired Text? Mini-Lesson: Seeing and Thinking Differently Purpose of Paired Text Paired Text and the CCSS Types of Paired Text Benefits of Paired Text Paired Text and Picture Books Picture Books and Paired Text across the Curriculum Finding Picture Books for Paired Text across the Curriculum Using Paired Text III. Paired Text in English Language Arts Mini-Lesson: Perspective and Point of View Intertextual Connections Paired Text, Intertextual Connections, and the CCR Anchor Standards Additional Paired Text on Perspective and Point of View Theoretical Model Paired Text for ELA Standards by Grade Levels and Grade Bands Additional Instructional Strategies IV. Paired Text in History/Social Studies Mini-Lesson: Drummer Boys in the Civil War Intertextual Connections Theoretical Model The CCSS, the NCSS, and Paired Text Additional Instructional Strategies V. Paired Text in Science Mini-Lesson: How Do Scientists Do Science? The CCSS Reading Standards for Literacy in Science The Next Generation Science Standards Theoretical Model Paired Text and the CCSS and NGSS Standards Additional Instructional Strategies VI. Paired Text in Mathematics Mini-Lesson: Multiple Ways to Solve Single Problems Intertextual Connections More Potentials The CCSS for Mathematics Theoretical Model Paired Text and Mathematical Content Additional Instructional Strategies Appendices References Picture Books Cited Index

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Book SynopsisAn essential how-to primer, this book examines the process of learning to write and shares evidence-based instructional strategies for the primary grades. With an emphasis on explicit instruction and scaffolding students&Trade Review"An invaluable guide for preservice, novice, and experienced teachers who need a thorough background in the complexities of teaching writing to young children. The authors maintain an eminently readable style throughout their reviews of relevant research and in their practical suggestions for instruction and assessment. Careful attention is given to the often-neglected and thorny issue of handwriting instruction. The book addresses the most common questions and dilemmas educators face as they teach writing in the era of accountability and the Common Core. It will serve as an excellent companion to textbooks on Writer's Workshop."--Laura Klenk, PhD, Department of Elementary Education and Reading, Buffalo State, The State University of New York "This easy-to-read, easy-to-apply, and logical book is supported by research and theory. Guiding questions, sample teacher language, reproducible materials, and student work samples all come together to produce a handbook for instructing and assessing young writers. New teachers and those already in the trenches who recognize the challenge of connecting core curriculum to writing instruction will find this book helpful. The strategies in this book could stand alone or support a curriculum already in place."--Jo Anne Pryor Deshon, EdD, retired teacher, Christina School District, Newark, Delaware "Primary-grade teachers who wish to deliver their best and most effective writing instruction will appreciate this thoughtful and practical book. The chapters on handwriting, spelling, and sentence writing instruction alone are treasured gold (with excellent conceptual guides and teaching examples), but there’s so much more, from the three basic genres in the CCSS to specific adaptations in multi-tiered systems of support for at-risk students and students with disabilities. The practical aspects of the book--teaching examples, concrete descriptions, and real-world writing examples--make it stand out as a go-to resource for teachers and teacher educators. It would be a great addition to the reading list of an undergraduate or graduate introductory writing methods course."--Gary A. Troia, PhD, Department of Counseling, Educational Psychology, and Special Education, Michigan State University -Table of Contents1. Introduction 2. How Writing Develops 3. Teaching Handwriting 4. Teaching Spelling 5. Teaching Sentence Construction 6. Genre-Specific Writing Instruction 7. Teaching Students to Write Book Reviews 8. Teaching Students to Write Narratives 9. Teaching Students to Write Descriptions 10. Supporting Students with Writing Needs 11. Conclusion: Meeting the Challenges of Early Writing Instruction Appendix A Letter-Writing Assessment Appendix B Sound-Spelling Assessment Appendix C Rubrics forOpinion Texts Appendix D Rubrics forNarrative Texts Appendix E Rubrics for Informative/Explanatory Texts

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Book SynopsisAn essential how-to primer, this book examines the process of learning to write and shares evidence-based instructional strategies for the primary grades. With an emphasis on explicit instruction and scaffolding students&Trade Review"An invaluable guide for preservice, novice, and experienced teachers who need a thorough background in the complexities of teaching writing to young children. The authors maintain an eminently readable style throughout their reviews of relevant research and in their practical suggestions for instruction and assessment. Careful attention is given to the often-neglected and thorny issue of handwriting instruction. The book addresses the most common questions and dilemmas educators face as they teach writing in the era of accountability and the Common Core. It will serve as an excellent companion to textbooks on Writer's Workshop."--Laura Klenk, PhD, Department of Elementary Education and Reading, Buffalo State, The State University of New York "This easy-to-read, easy-to-apply, and logical book is supported by research and theory. Guiding questions, sample teacher language, reproducible materials, and student work samples all come together to produce a handbook for instructing and assessing young writers. New teachers and those already in the trenches who recognize the challenge of connecting core curriculum to writing instruction will find this book helpful. The strategies in this book could stand alone or support a curriculum already in place."--Jo Anne Pryor Deshon, EdD, retired teacher, Christina School District, Newark, Delaware "Primary-grade teachers who wish to deliver their best and most effective writing instruction will appreciate this thoughtful and practical book. The chapters on handwriting, spelling, and sentence writing instruction alone are treasured gold (with excellent conceptual guides and teaching examples), but there’s so much more, from the three basic genres in the CCSS to specific adaptations in multi-tiered systems of support for at-risk students and students with disabilities. The practical aspects of the book--teaching examples, concrete descriptions, and real-world writing examples--make it stand out as a go-to resource for teachers and teacher educators. It would be a great addition to the reading list of an undergraduate or graduate introductory writing methods course."--Gary A. Troia, PhD, Department of Counseling, Educational Psychology, and Special Education, Michigan State University -Table of Contents1. Introduction 2. How Writing Develops 3. Teaching Handwriting 4. Teaching Spelling 5. Teaching Sentence Construction 6. Genre-Specific Writing Instruction 7. Teaching Students to Write Book Reviews 8. Teaching Students to Write Narratives 9. Teaching Students to Write Descriptions 10. Supporting Students with Writing Needs 11. Conclusion: Meeting the Challenges of Early Writing Instruction Appendix A Letter-Writing Assessment Appendix B Sound-Spelling Assessment Appendix C Rubrics forOpinion Texts Appendix D Rubrics forNarrative Texts Appendix E Rubrics for Informative/Explanatory Texts

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Book SynopsisAll key issues of research and practice in comprehension instruction are addressed in this highly regarded professional resource and course text. Leading scholars examine the processes that enable students to make meaning from what they read--and how this knowledge can be applied to improve teaching at all grade levels. Best practices for meeting the needs of diverse elementary and secondary students are identified. Essential topics include strategies for comprehending different types of texts, the impact of the Common Core State Standards (CCSS), cutting-edge assessment approaches, and the growing importance of digital genres and multimodal literacies. User-friendly features include end-of-chapter discussion questions. New to This Edition *Incorporates the latest research and instructional practices. *Chapters on the CCSS, critical theory, culturally responsive instruction, and response to intervention. *Chapters on teaching fiction and informational texts in thTrade Review"Want to know about the latest developments in comprehension instruction? This volume will tell you. The book reviews theory, research, and instructional practices. It includes current thinking about narrative and informational texts, linked to the CCSS, and examines the evolving research on new literacies and multimodal literacies. A solid read for those seeking advanced knowledge about comprehension and comprehension instruction in the 21st century."--Janice A. Dole, PhD, Department of Educational Psychology, University of Utah "One of my favorite comprehension books of all time. The third edition continues the tradition of excellence, attesting to comprehension as a vast and multifaceted topic. There’s something for everyone in this book, with chapters exploring various grade levels, genres, and topics. The discussion questions at the end of each chapter are especially useful to spark productive conversations regarding how to best teach comprehension in all its complexity."--Donna Lamkin, MS, CAS, Literacy Coordinator, Capital Region Board of Cooperative Educational Services, Special Education Division, Albany, New York "I know of no other text that explores so many realms of reading comprehension--assessment, remediation, policy implications, differentiation for diverse populations, and best practices in multiple contexts and multiple genres. I will eagerly share this book with my doctoral students as they consume and produce research in the area of reading comprehension. Not only do the contributors to the third edition present the most up-to-date research, but they also contribute thoughtfully to a multidisciplinary understanding of what comprehension entails in today’s classrooms."--Molly Ness, PhD, Division of Curriculum and Teaching, Fordham University Graduate School of Education "I love this book! It is an excellent resource for teachers and teacher educators. The third edition addresses significant changes in the field. I especially appreciate the connections to the CCSS. Another strength is the book's emphasis on blending reading, writing, listening, and speaking in instruction. Anyone who is serious about teaching reading in today’s classrooms will find this volume a 'must have.'"--John Scovill, MEd, staff developer, Washington County (Utah) School District -Table of ContentsIntroduction, Sheri R. Parris and Kathy Headley I. Comprehension Instruction within Theoretical Frameworks 1. Beyond Borders: A Global Perspective on Reading Comprehension, Sheri R. Parris, Linda B. Gambrell, and Andreas Schleicher 2. Comprehension Instruction from a Critical Theory Viewpoint, Bogum Yoon 3. Using Inquiry Dialogue to Promote the Development of Argument Skills: Possibilities, Challenges, and New Directions, Alina Reznitskaya, Judy Yu-Li Hsu, and Richard C. Anderson 4. Reading Comprehension, Embodied Cognition, and Dual Coding Theory, Mark Sadoski 5. Executive Function and Reading Comprehension: The Critical Role of Cognitive Flexibility, Kelly B. Cartwright 6. Metacognition in Comprehension Instruction: New Directions, Linda Baker, Laura U. DeWyngaert, and Alisa Zeliger-Kandasamy 7. Constructivist Theory as a Framework for Instruction and Assessment of Reading Comprehension, Donna Caccamise, Angela Friend, Megan K. Littrell-Baez, and Eileen Kintsch II. Comprehension Instruction Contexts 8. Comprehension Instruction within the Context of the Common Core, Evelyn Ford-Connors, Dana A. Robertson, Christine Leighton, Jeanne R. Paratore, C. Patrick Proctor, and Michelle Carney 9. Using Neuroscience to Inform Comprehension Instruction, Sheri R. Parris and Cathy Collins Block 10. Comprehension Instruction in Culturally Responsive Classrooms: A Review of Research and Practice, Ellen McIntyre 11. New Insights on Motivation in the Literacy Classroom, Jacquelynn A. Malloy 12. Research on Response-to-Intervention Supplemental Interventions: Where’s the Comprehension Instruction?, Deborah MacPhee, Elizabeth Bemiss, and Diane Stephens 13. Comprehension Instruction for At-Risk Students, Irma F. Brasseur-Hock, Michael F. Hock, and Donald D. Deshler 14. Comprehension Instruction for English Language Learners: New Perspectives, New Challenges, Robert Rueda, Norman J. Unrau, and Elena Son III. Comprehension Instruction in Action 15. Best Practices for Comprehension Instruction in the Elementary Classroom, Nell K. Duke and Nicole M. Martin 16. Fiction Comprehension Instruction: Attending to Characters’ and Readers’ Emotional States, Laura B. Smolkin and Erin M. McTigue 17. Improving Comprehension of Informational Texts in the Elementary Classroom, Lisa S. Pao and Joanna P. Williams 18. Best Practices for Comprehension Instruction in the Secondary Classroom, Douglas Fisher and Nancy Frey 19. Improving Comprehension of Fictional Texts in the Secondary Classroom, Tiffany Ohlson, Heather Monroe-Ossi, and Sheri R. Parris 20. Improving Comprehension of Informational Texts in the Secondary Classroom, Vicki A. Jacobs and Jacy Ippolito IV. Multimodal Literacies and Comprehension 21. Multimodal Literacy: Best Practices for Comprehension Instruction, Sally Lamping 22. Beyond Differentiation: Multimodal Literacy Learning, B. P. Laster 23. Research on Instruction and Assessment in the New Literacies of Online Reading Comprehension, Jill Castek, Julie Coiro, Laurie A. Henry, Donald J. Leu, and Douglas K. Hartman 24. Reading Digital: Designing and Teaching with eBooks and Digital Text, Bridget Dalton and David Rose 25. Games and Comprehension: The Importance of Specialist Language, James Paul Gee 26. New Literacies and Comprehension: Resources for Educators, Jan Lacina 27. Summing Up: Putting Comprehension Instruction in Context, Kathy Headley & Sheri R. Parris

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Book SynopsisIn order to succeed in school and beyond, students in grades 6-12 need to understand and use both academic language and discipline-specific vocabulary. This book describes effective practices for integrating vocabulary study with instruction in English language arts, history/social studies, and math and science, and for helping students become independent, motivated word learners. The expert authors present a wealth of specific teaching strategies, illustrated with classroom vignettes and student work samples. Connections to the Common Core State Standards (CCSS) are highlighted throughout; an extensive annotated list of print and electronic resources enhances the book's utility.Trade Review"The definitive primer on how to teach academic vocabulary. Drawing on the latest and best research, the book delves into the subtleties of language without leaving the reader behind. The authors offer numerous lesson plans, strategies, and classroom vignettes that ground their work in the daily teaching and learning of the classroom. Invaluable for teachers and preservice teachers in every content area, the book unlocks the secrets behind successful vocabulary instruction. This book could be the centerpiece of a professional development program on vocabulary development at a middle or high school. It would be a wonderful text in a college teacher preparation course on content-area reading."--Timothy Dohrer, PhD, Director, Master of Science in Education Program, Northwestern University "Trusted voices in adolescent literacy provide teachers and school literacy leaders with a much-needed guide. The authors weave current knowledge about vocabulary development into their consideration of how teachers can meet the rigorous vocabulary expectations of the Common Core standards. Especially welcome are chapters that infuse vocabulary practices and strategies into specific disciplines: social studies, math and science, and English language arts instruction. The wealth of online resources highlighted by the authors is extremely useful."--Doug Buehl, MS, author of Developing Readers in the Academic Disciplines "Understanding and using academic vocabulary is the most essential component in mastering disciplinary knowledge. This book addresses such practical issues as how to select words for instruction, how to help students acquire word-learning strategies, the elements of a successful vocabulary program, and what strategies work for different content areas. Middle and high school teachers will find essential guidance for helping students become more proficient in learning academic language. This would be an excellent 'book study' for teachers and administrators, and a terrific text for undergraduate teacher education courses. I am delighted to see a book on this important topic."--Judith L. Irvin, PhD, Executive Director, National Literacy Project; Department of Educational Leadership and Policy Studies (Emerita), Florida State University "This important work focuses on the essential role of words as tools that help students gain access to content and concepts in the classroom. The book not only explores instructional approaches that support older students’ vocabulary development, but also addresses the various ways that words are used across disciplines. A 'must read' for preservice teachers, those already in the classroom, and instructional leaders."--Evelyn Ford-Connors, EdD, Associate Director, Donald D. Durrell Reading and Writing Clinic, Boston University School of Education -Table of Contents1. Vocabulary as a Key to College and Career Readiness 2. The Role of Academic Language in Disciplinary Learning 3. Understanding Effective Vocabulary Instruction in Grades 6–12 4. Teaching Academic Vocabulary in the English Language Arts 5. Teaching Academic Vocabulary in History/Social Studies 6. Teaching Academic Vocabulary in Mathematics and Science 7. Resources for Developing Academic Vocabulary in Grades 6–12 References Index

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Book SynopsisToday's standards challenge middle and high school teachers to teach their content deeply and meaningfully. This book provides an innovative coaching model for helping science, social studies, and English language arts teachers promote the reading, writing, listening, speaking, and thinking skills needed for high-level work in each discipline. Seventeen specific strategies are presented for large-group, small-group, and individual coaching, including step-by-step instructions and implementation tips. Profiles of highly effective disciplinary literacy coaches illustrate the nuts and bolts of the job and highlight ways to deal with common challenges. In a large-size format for easy photocopying, the book includes 21 reproducible forms. Purchasers get access to a Web page where they can download and print the reproducible materials.Trade Review"Essential reading for literacy coaches who are wondering how they can remain effective under the new, more rigorous standards and the emphasis on disciplinary literacy. Focusing on the language features and functions unique to each discipline can be daunting to coaches who have been operating solely under a content-area reading model. The clear explanations, practical guidelines, and useful examples will help coaches adapt their previous practices to new demands and make the daunting feel ultimately doable."--Cynthia Shanahan, EdD, College of Education (Emerita), University of Illinois at Chicago "This is the book that was missing when I began my career as a coach! It honors the work of coaches and teachers, and places students and their learning at the center of all we do. From explaining the theoretical foundations of disciplinary literacy to offering practical guidance on how to begin, maintain, and grow a coaching model in schools and districts, this book clearly articulates the core tenets and practices of effective coaching in grades 6–12. It is truly a gift to coaches everywhere."--Sarah Marie Durst, EdM, Professional Learning Facilitator and former instructional coach, Champaign, Illinois "This well-organized, 'must-read' book is based on the many experiences of the authors in their work with secondary school coaches and teachers. It reflects a deep understanding of collaborative coaching and its potential to make a difference for student literacy and content learning. This is a great resource for middle and secondary school coaches as well as university instructors and graduate students."--Rita M. Bean, PhD, School of Education (Emerita), University of Pittsburgh "An invaluable how-to manual for instructional coaches who are looking to define and refine their craft. The book explains many different coaching stances and how to negotiate and describe those stances with stakeholders, as well as how to run different levels of professional development, from working one-on-one to leading large groups."--Cara Gutzmer, EdM, MS, Professional Learning Facilitator, Center for Education in Small Urban Communities, University of Illinois at Urbana–Champaign -This well-organized text includes a clear theoretical framework in addition to 17 research-based strategies that can be easily implemented by disciplinary literacy coaches to support teachers in adjusting their instruction to meet today's literacy demands. The extremely user-friendly text offers step-by-step instructions and examples of real coaches implementing the strategies….Reproducible forms are also included that make it easy for disciplinary coaches to begin using some of the strategies immediately….Highly recommended. Graduate students and practitioners.--Choice Reviews, 2/1/2017Table of ContentsI. Disciplinary Literacy in a Standards-Based Era What Is Disciplinary Literacy? Teaching for Disciplinary Literacy Disciplinary Literacy in Action Disciplinary Literacy: An Integral Aspect of Today's Standards The Complexity of Disciplinary Literacy Instruction Why Disciplinary Literacy Matters for Secondary Literacy Coaches II. Disciplinary Literacy Coaching What Is Literacy Coaching? Disciplinary Literacy Coaching and Change Guidelines for Effective Disciplinary Literacy Coaching Three Layers of Coaching Coaching Stances and Coaching Language Making the Most of Coaching Time Summary III. Models of Disciplinary Literacy Coaching Teacher-Initiated Model Co-Teaching Model Department/Team Model Liaison Model Selecting a Disciplinary Literacy Coaching Model Summary IV. Large-Group Coaching Strategies to Build a Foundation for Disciplinary Literacy Instruction Strategy 1: Establishing a Climate for Disciplinary Literacy Coaching Strategy 2: Facilitating an Article Study Group Strategy 3: Providing Professional Development Golden Nuggets at Faculty, Department, and Team Meetings Strategy 4: Presenting Powerful Professional Development Strategy 5: Using Technology to Connect Coaches and Teachers V. Small-Group Coaching Strategies to Support Disciplinary Literacy Instruction Strategy 6: Determining Disciplinary Literacy Outcomes and Creating Assessment Structures Strategy 7: Selecting, Assessing, and Scaffolding Complex Texts Strategy 8: Prioritizing Vocabulary for Instruction Strategy 9: Reviewing Common Assessments Strategy 10: Developing Discussion Protocols Strategy 11: Facilitating Teacher Inquiry into the Disciplines VI. Individual Coaching Strategies to Support Teachers with Disciplinary Literacy Instruction Strategy 12: Creating Essential Questions Strategy 13: Developing Questions with Objectives Strategy 14: Applying the Extended Gradual Release of Responsibility Model Strategy 15: Implementing Three Levels of Think-Aloud Strategy 16: Adopting, Adapting, and Creating Strategies Strategy 17: Using the Coaching Cycle VII. Profiles of Highly Effective Disciplinary Literacy Coaches Profile 1: Establishing and Maintaining Administrator Support Profile 2: Applying the Layered Approach to Coaching Profile 3: Getting into Classrooms Profile 4: Differentiating Coaching to Support All Teachers Profile 5: Working with Hesitant Teachers Profile 6: Using Tools and Tips for Productive Coaching Profile 7: Developing a Support System Final Thoughts References

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

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Book SynopsisThis comprehensive handbook synthesizes the best current knowledge on teacher professional development (PD) and addresses practical issues in implementation. Leading authorities describe innovative practices that are being used in schools, emphasizing the value of PD that is instructive, reflective, active, collaborative, and substantive. Strategies for creating, measuring, and sustaining successful programs are presented. The book explores the relationship of PD to adult learning theory, school leadership, district and state policy, the growth of professional learning communities, and the Common Core State Standards. Each chapter concludes with thought-provoking discussion questions. The appendix provides eight illuminating case studies of PD initiatives in diverse schools.Trade Review"Finally, an evidence-based source for PD is available! Martin and her colleagues have done a stellar job of presenting the best of scholarship in a usable reference. Anyone who does PD needs a copy of this handbook to study and use in design and implementation. This volume provides the foundation for ensuring that teachers have the support and knowledge to bring their students to world-class standards."--Elfrieda H. Hiebert, PhD, President and CEO, TextProject, Inc. "This rich volume takes theories of school-based teacher learning and demonstrates what they look like in action. At the heart of the Handbook is a focus on aligning PD to outcomes for students. Chapter authors are highly engaged scholars and leaders in the field whose voices ring with wisdom and experience. I especially appreciate the way the book moves from the big-picture 'whys' of PD to the fine-grained 'whats' and 'hows' of sustaining ongoing school improvement. The complexities of PD are explored, such as the tensions that may surface when policy decisions and evidence-based practices are at odds. Authors clearly articulate the challenges, successes, and next steps for moving the teaching profession forward. Educational leaders, instructional coaches, and teacher educators will profit from using this handbook, and it is an important resource for graduate courses."--Lori Helman, PhD, Department of Curriculum and Instruction, and Director, Minnesota Center for Reading Research, University of Minnesota "A prodigious achievement. Professional development is a critical topic in the field of education improvement, and until now there has been no place that one could go to obtain a comprehensive, in-depth treatment. The Handbook fills this gap. With 25 key chapters and eight case studies, there is no other resource in the literature like it. This is a great accomplishment that will serve the field for the next decade."--Michael Fullan, PhD, Ontario Institute for Studies in Education (Emeritus), University of Toronto, Canada -Have you set a goal to do some professional reading this summer? Before heading to your favorite chair, pick up the…Handbook of Professional Development in Education....This handbook offers a synthesis of current knowledge of effective practices in professional learning for teachers....The editors and most of the fifty contributing authors are researchers and faculty members of preservice higher education programs. Over the years, I have studied the work of several of the participating authors and admire their commitment to improving professional development through research, publications, and their outreach to educational leaders and practitioners....The scope of the handbook is comprehensive, and highly relevant topics receive in-depth treatment. It is well organized; each chapter begins with a list of key points and ends with questions for discussions....Characteristics of successful professional development are identified in the preface and elaborated upon throughout the handbook....Should prove to be a tremendous resource to state leaders who are wrestling with the complexities of many of the issues discussed in the handbook.--CCSSO State Consortium on Educator Effectiveness website, 05/27/2014Table of ContentsForeword, Andy Hargreaves I. Professional Development, Past and Present 1. Teachers as Professionals: Evolving Definitions of Staff Development, Ann Lieberman & Lynne Miller 2. Federal Investments in Professional Development: What Do 50 Years of Experience Tell Us about What It Takes to Make a Difference?, Richard Long 3. High-Quality Research-Based Professional Development: An Essential for Enhancing High-Quality Teaching, Allison Swan Dagen & Rita M. Bean II. The Complexity of Professional Development in Today's Schools 4. Shaping the Contours of Professional Development, PreK-12: Successful Models and Practices, D. Ray Reutzel & Sarah K. Clark 5. Changing the Relationship between Professional Development Policy and the Practitioner's Role, Ann Jaquith 6. Communities, Schools, and Teachers, Mavis G. Sanders & Claudia Galindo 7. District Issues: Administrators at All Levels Involved In Teachers’ Professional Development, Marilyn Tallerico 8. Sociocultural Approaches to Professional Development: Supporting Sustainable School Change, Taffy E. Raphael, Jaime Madison Vasquez, Angela Joy Fortune, James R. Gavelek, & Kathryn H. Au 9. Professional Development in Early Childhood Education: Models and Recommendations, Maryann Mraz & Brian Kissel 10. The Design and Implementation of Effective Professional Development in Elementary and Early Childhood Settings, Priscilla L. Griffith, Jiening Ruan, Jennifer Stepp, & Susan J. Kimmel 11. Effective Professional Development in Secondary Schools, Douglas Fisher & Nancy Frey III. Developing Solutions for Effective Professional Development 12. Characteristics of Adult Learning: Implications for the Design and Implementation of Professional Development Programs, Ruth L. Rohlwing & Maureen Spelman 13. Focusing Attention on Beliefs about Capability and Knowledge in Teachers’ Professional Development, Megan Tschannen-Moran & Jason A. Chen 14. Investing in Youth by Investing in Teachers: Transforming Adolescent Literacy through Responsive Professional Development, William G. Brozo 15. Involving Teachers in Their Own Professional Development, Peter Youngs & John Lane 16. Using Action Research to Target and Generate Professional Learning, Jennifer Jacobs & Diane Yendol-Hoppey 17. Leading Professional Learning in Districts with a Student Learning Culture, William A. Firestone & Melinda M. Mangin 18. Developing Partnerships through Collaboration to Promote Professional Development, Shelley B. Wepner 19. Content Knowledge for Teaching: Framing Effective Professional Development, Jennifer Merriman 20. Standards-Based Professional Learning and Certification: By the Profession, for the Profession, Lawrence Ingvarson 21. The School as a Center of Inquiry, Bruce Joyce & Emily F. Calhoun 22. Supporting Professional Growth through External Resources, Diana J. Quatroche, Kathryn L. Bauserman, & Leah Nellis III. Pulling It Together 23. Measuring the Effectiveness of Educators’ Professional Development, Thomas R. Guskey 24. Sustaining Teacher Professional Development, Laura M. Desimone & Daniel Stuckey 25. Lessons Learned: What Our History and Research Tell Us about Teachers’ Professional Learning, Sherry Kragler, Linda E. Martin, & Ruth Sylvester Appendix. Case Studies: Successful Schools That Have Supported Teachers' Professional Development

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

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Book SynopsisShowcasing cutting-edge findings on adolescent literacy teaching and learning, this unique handbook is grounded in the realities of students' daily lives. It highlights research methods and instructional approaches that capitalize on adolescents' interests, knowledge, and new literacies. Attention is given to how race, gender, language, and other dimensions of identity--along with curriculum and teaching methods--shape youths' literacy development and engagement. The volume explores innovative ways that educators are using a variety of multimodal texts, from textbooks to graphic novels and digital productions. It reviews a range of pedagogical approaches; key topics include collaborative inquiry, argumentation, close reading, and composition.Trade Review"This visionary text is the answer to an educator’s search for a comprehensive handbook on adolescent literacies. As a graduate text, the volume provides a solid foundation on adolescent identities, presents the variety of adolescent literacies, and discusses the use of multiple texts. Strengths include real-life examples, a strong research base supporting each topic, and insights that will provoke reflection and deep discussion."--Nancy Guth, PhD, Adjunct Instructor, College of Education, University of Mary Washington "Hinchman and Appleman have given us a visionary, field-defining volume that is unprecedented in its comprehensiveness and in its inclusion of new media literacies, multilingualism, pedagogy, and diverse critical perspectives. The book assembles preeminent scholars to provide expert commentary on the state of research and its applications to informed, engaged literacy classroom practice. This handbook is a jewel and a 'must have' for scholar-practitioners."--Ernest Morrell, PhD, Macy Professor of Education, Teachers College, Columbia University "Adolescent Literacies is incredibly timely. The range and depth of topics covered in the book will be invaluable to teachers looking to improve how they approach literacy instruction in the age of the Common Core standards. Graduate students will benefit from the comprehensive coverage of research. Of particular value is the inclusion of an entire section on the multiple texts of adolescent literacy and several chapters on digital media, given how little play these issues get in teacher training and graduate preparation."--Gina Biancarosa, EdD, Department of Educational Methodology, Policy, and Leadership, University of Oregon "I devoured this terrific book like a box of fine chocolates. I couldn't stop reading it, thanks to the motivating writing style of the editors and contributors and the remarkable, research-based instructional ideas they share. This volume should be required reading for all teachers in grades 5–12."--Diane Lapp, EdD, Distinguished Professor of Education, San Diego State University; Director of Learning, Health Sciences High and Middle College "I am grateful to Hinchman and Appleman for conceiving and bringing together this timely and significant work from leading researchers. Thought-provoking chapters--many of which challenge traditional approaches to adolescent literacy--present powerful arguments and provide new directions for instruction. I found I needed to read each chapter closely because the findings and ideas demanded reflection; many expanded my thinking about the contexts and possibilities for developing students’ literacies and gave me hope for the future. What a gift for educators!"--Donna Ogle, EdD, Co-Director, Reading Leadership Institute, National Louis University -Table of ContentsIntroduction: The State of Practice-Based Research in Adolescent Literacies, Kathleen A. Hinchman and Deborah A. Appleman I. Adolescent Literacies and Identities 1. Navigating Cultures and Identities to Learn Literacies for Life: Rethinking Adolescent Literacy Teaching in a Post-Core World, Elizabeth Birr Moje, Carolyn Giroux, and Nicholas Muehling 2. Youth, Popular Culture, and the Media: Examining Race, Class, Gender, Sexuality, and Social Histories, Marcelle M. Haddix, Antero Garcia, and Detra Price-Dennis 3. Adolescent Literacies beyond Heterosexual Hegemony, Mollie V. Blackburn and Ryan Schey 4. Beyond School: Examining the Out-of-School Literacies and Counternarratives of Adolescent Learners, Valerie Kinloch, Tanja Burkhard, and Carlotta Penn 5. Emergent Bilingual Youth in U.S. Secondary Schools, Danny C. Martinez and Ursula S. Aldana 6. What Research Says (and Doesn’t Say) about Literacy for Youth with Disabilities, Kelly Chandler-Olcott, Michelle Duffy, and Joanna Robertson 7. The Development of Literate Identities and Practices across a Decade: Families, Friends, and Schools, Catherine Compton-Lilly II. Locating Adolescent Literacies 8. Constructing Literacies in a Secondary English Language Arts Curriculum: Discourses, Histories, Ethics, Mary M. Juzwik, Jennifer VanDerHeide, Kati Macaluso, Amanda Smith, Natasha Perez, Samantha Caughlan, Michael Macaluso, and Cori McKenzie 9. Diverse Youth, New Teachers, and “Picturing” Literacy: Using Photovoice to “Partner” Our Way to Adolescents’ Perspectives on Literacy, Kristien Zenkov, Laurel Taylor, and Jim Harmon 10. The Power of Fostering Pleasure in Reading, Michael W. Smith, Jeffrey D. Wilhelm, and Sharon Fransen 11. Disciplinary Literacy: A Multidisciplinary Synthesis, David O’Brien and Lisa Ortmann 12. Misfits in School Literacy: Whom Are U.S. Schools Designed to Serve?, Peter Smagorinsky 13. Avoiding the Cheapest Room in the House: Dialoguing through Fear of Dialogical Practice, Bob Fecho, Steven J. Landry, and Jennifer J. Whitley III. Adolescent Literacies and Multiple Texts 14. Missing in Action: Learning from Texts in Subject-Matter Classrooms, Cynthia Greenleaf and Sheila Valencia 15. “No More Paperwork!”: Student Perspectives on Multimodal Composing in Response to Literature, Kelly K. Wissman 16. Let’s Translate!: Teaching Literacy Concepts with English Language Learners, Kelly Puzio, Christopher Keyes, and Robert Jiménez 17. Acquiring Processes for Responding to and Creating Multimodal Digital Productions, Richard Beach, Jill Castek, and John Scott 18. Adolescents Reading Graphic Novels and Comics: What We Know from Research, Stergios Botzakis, Rachelle Savitz, and David E. Low 19. Academic Language and Subject-Area Learning, Zhihui Fang 20. Young Adult Literature and Classroom-Based Research, Gay Ivey IV. Pedagogies of Adolescent Literacies 21. How Practice-Based Research Informs Adolescent English Language Learners’ Composing and Compositions, Jill Fitzgerald 22. Teaching and Learning Literary Argumentation in High School English Language Arts Classrooms, George E. Newell, David Bloome, and the Argumentative Writing Project 23. Adolescent Literacy and Collaborative Inquiry, Rob Simon and Amir Kalan 24. Scaffolding Adolescents' Reading of Challenging Text: In Search of Balance, Michael Graves 25. Teaching Writing to Adolescents: The Use of Evidence-Based Practices, Amy Gillespie Rouse and Steve Graham 26. A Close Reading of Close Reading: What Does the Research Tell Us about How to Promote the Thoughtful Interrogation of Text?, Amy Koehler Catterson and P. David Pearson Author Index Subject Index

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Book SynopsisThis esteemed reference work and professional resource, now substantially revised, integrates classic and cutting-edge research on how children and adolescents make meaning from text. The comprehension tasks and challenges facing students at different grade levels are explored, with attention to multiple text types and reading purposes. Preeminent researchers offer a range of perspectives--cognitive, neuroscientific, sociocultural, pedagogical, and technological--on key aspects of comprehension. Effective approaches to assessment, instruction, and intervention are reviewed. The volume also addresses issues in teaching specific populations, including struggling readers and English language learners. New to This Edition *A decade's worth of significant research advances are reflected in 10 entirely new chapters. *Revised throughout to incorporate new studies and timely topics: the expanding role of technology, changing school populations, the Common Core standards, intTrade Review"This volume represents the definitive word on reading comprehension--and as we all know, reading with understanding is what reading is all about. The second edition takes the reader through the history of reading comprehension research right up to the present, with chapters that are highly readable and accessible. The book is exceptionally well organized and is an ideal text for graduate classes in literacy development. The authors of these chapters are the top scholars in the field."--Susan B. Neuman, EdD, Teaching and Learning Department, Steinhardt School of Culture, Education, and Human Development, New York University "A masterpiece. This volume represents the new gold standard for research on reading comprehension. It surveys the historical, theoretical, methodological, empirical, cultural, and pedagogical dimensions of comprehension research. Researchers, educators, policymakers, and curriculum designers will find the second edition of this handbook indispensable."--Douglas K. Hartman, PhD, College of Education, Michigan State University "Over recent years, there has been a revolution in our understanding of reading comprehension. The second edition of this handbook is the best and most up-to-date introduction to this revolution for researchers, teachers, and students alike. It is essential reading for anyone interested in literacy."--James Paul Gee, PhD, Mary Lou Fulton Presidential Professor of Literacy Studies and Regents’ Professor, Arizona State University "We live in a time when an individual’s ability to process information and reason at a deep level is critical to quality of life and advancement as a society. Fortunately, the second edition of this handbook extends our knowledge about why we should study various aspects of reading comprehension and what approaches to instruction have merit. An extremely valuable and comprehensive resource."--Michael F. Hock, PhD, Senior Research Scientist and Director, Center for Research on Learning, University of Kansas -Table of ContentsI. Historical Analysis 1. Introduction: The Consequential Pulse of Reading Comprehension Research, Susan E. Israel and D. Ray Reutzel 2. The Roots of Reading Comprehension Instruction, P. David Pearson & Gina N. Cervetti 3. Comprehension Is Not Simple: Considering the Persisting Dangers in the Simple View of Reading Comprehension, James V. Hoffman 4. Professional Learning for Educators Focused on Reading Comprehension: A Historical Perspective, Barbara Laster & Carla Finkelstein 5. Research on Helping Readers Make Sense of Print: Evolution of Comprehension-Based Pedagogy, Kenneth S. Goodman, Yetta M. Goodman, & Kelly L. Allen II. Theoretical Perspectives 6. An Evolving Perspective of Constructively Responsive Reading Comprehension Strategies in Multilayered Digital Text Environments, Byeong-Young Cho & Peter Afflerbach 7. Toward a Theory of Literacy Meaning Making within Virtual Worlds, Richard Beach and Robert J. Tierney 8. Meaning Making in the 21st Century: The Sociogenesis of Reading Comprehension, James Gavelek & Colleen E. Whittingham 9. Literacy, Comprehension, and the Neurosciences, George G. Hruby III. Diagnosis, Assessment, and Intervention 10. Assessments of Reading Comprehension: Challenges and Directions, Lauren Leslie and JoAnne Schudt Caldwell 11. Using Assessments to Map and Evaluate the Comprehension Development of Young Children, Katherine A. Dougherty Stahl & Georgia Earnest García 12. Comprehension Difficulties and Struggling Readers, Richard L. Allington & Anne McGill-Franzen 13. Self-Regulation and Reading Comprehension: Moving Beyond the Individual's Cognition in Regulated Learning, Dixie D. Massey & Samuel D. Miller 14. Reconsidering Fluency's Role in Reading Comprehension, Melanie Kuhn & Paula J. Schwanenflugel IV. Impact of Text and Higher-Order Processing 15. Text and Comprehension: A Retrospective, Perspective, and Prospective, Emily Fox & Patricia A. Alexander 16. Reading Comprehension in the Middle Grades: Characteristics, Challenges, and Effective Supports, Ruth Wharton-McDonald & Joy Erickson 17. Vocabulary and Reading Comprehension: The Nexus of Meaning, Gwynne Ellen Ash & James F. Baumann 18. Improving Adolescent Comprehension: Developing Strategies in the Content Areas, Mark W. Conley 19. Structure, Epistemology, and Metalanguage Foundations of Reading Comprehension in Scientific Texts, Linda M. Phillips & Anat Yarden 20. Graphic Text and Visual Literacies in Reading Comprehension, Stergios Botzakis, Jason D. DeHart, & Sean P. Connors V. Diverse Components and Engagement 21. Reading Comprehension Research and the Shift Toward Culturally Sustaining Pedagogy, Colleen M. Fairbanks, Jewell E. Cooper, Sandra M. Webb, & Lynn A. Masterson 22. Comprehension in the Disciplines, Cynthia Shanahan 23. Constructing Meaning through Discussion, Keli Garas-York & Janice F. Almasi 24. The Role of Interest in Reading Comprehension, Sheree E. Springer, Janice A. Dole, & Douglas J. Hacker 25. Comprehension Strategies Instruction for Learners of English: Where We Have Been, Where We Are Now, Where We Still Might Go, Rachel Brown 26. Family Literacy Initiatives and Reading Comprehension, Patricia A. Edwards, Maria Selena Protacio, Marliese Peltier, & Laura Hopkins VI. Future Directions 27. The Role of Literacy Coaching in Improving Comprehension Instruction, Misty Sailors, Sylvia Minton, & Lorena Villarreal 28. Public Policy in an Era of Changing Literacies: A Focus on Reading Comprehension, Lori Helman & Cory Stai 29. Sophistication of Reading Comprehension: Where to from Here?, Susan E. Israel

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Book SynopsisThe definitive reference in the field, this volume synthesizes current knowledge on writing development and instruction at all grade levels. Prominent scholars examine numerous facets of writing from sociocultural, cognitive, linguistic, neuroscience, and new literacy/technological perspectives. The volume reviews the evidence base for widely used instructional approaches, including those targeting particular components of writing. Issues in teaching specific populations--including students with disabilities and English learners--are addressed. Innovative research methods and analytic tools are clearly explained, and key directions for future investigation identified. New to This Edition *Chapters on genre instruction, evaluation and revision, argumentative writing, computer-based instruction, and professional development. *Chapters on new literacies, out-of-school writing, translation, and self-regulation. *Many new topics and authors, including more internationTrade Review"This handbook offers welcome breadth in its consideration of writing instruction and assessment from cognitive, neuropsychological, pedagogical, and sociocultural perspectives. Updates in the second edition include useful chapters on the use of computerized tutoring and other cutting-edge issues. There is also new information on research methods, teaching writing to English language learners, and more. The inclusion of such topics as writing to learn, argumentative writing, and the relationship between writing and reading is consistent with the Common Core English Language Arts standards. Many of the contributors are prominent writing researchers. The volume is comprehensive and has good potential as a text in graduate programs in literacy and educational psychology."--Dolores Perin, PhD, Teachers College, Columbia University "Anyone who wants to keep up with the rapidly evolving field of writing research will welcome this extensively revised second edition. An attractive text for graduate courses, the book provides students with a valuable survey of the field. Most chapters are entirely new; the few that are not have been updated to account for recent findings. The authors represent diverse points of view on writing research and offer lucid accounts of their perspectives. Of special note are chapters that provide thoughtful challenges to widely accepted beliefs about writing, such as Mark Torrance’s persuasive critique of accepted wisdom about planning and Richard Hudson’s case for the importance of teaching grammar."--John R. Hayes, PhD, Department of Psychology (Emeritus), Carnegie Mellon University "The theoretical and methodological lenses represented in the second edition range widely, and analytical tools that technology has enabled are discussed. More embracing of international and newer scholars than its predecessor, the volume offers readers the opportunity not only to pursue their main interests, but also to sample--and perhaps delve into--additional areas. Among the notable additions is a chapter on professional development, a key topic given efforts internationally to raise student writing performance. This is a book that invites revisiting."--Judy M. Parr, PhD, Head of School of Curriculum and Pedagogy, University of Auckland, New Zealand "This updated and expanded second edition is as comprehensive as its predecessor. What sets this volume apart from other handbooks is its vast array of perspectives from around the globe, including both veteran researchers and rising scholars. A 'must read' for advanced graduate students and writing researchers alike."--Susan De La Paz, PhD, College of Education, University of Maryland, College Park "This singular volume attests to the maturity and breadth of writing research. MacArthur, Graham, and Fitzgerald have gone to great lengths to achieve this impressive roadmap. The volume presents deep theoretical understandings, multifaceted views on typical and atypical writing development, cutting-edge analytic tools, and evidence-based, insightful instructional approaches. It provides literacy scholars, students, and practitioners with a blueprint and the necessary wisdom to confront the challenges of writing instruction in the 21st century."--Rui A. Alves, PhD, Faculty of Psychology and Educational Sciences, University of Porto, Portugal -This book as a whole is an amazing tour de force. Every chapter is informative, detailed, and instructive....Essential reading for those in the field, for those who want to know about it, and for those who want to join in. (on the first edition)--PsycCRITIQUES, 3/17/2015Table of ContentsIntroduction, Charles A. MacArthur, Steve Graham, and Jill Fitzgerald I. Theories and Models of Writing 1. What Do Sociocultural Studies of Writing Tell Us about Learning to Write?, Charles Bazerman 2. Writing Research from a Cognitive Perspective, Charles A. MacArthur and Steve Graham 3. Writing Research from a New Literacies Lens, Donald J. Leu, David Slomp, Lisa Zawilinski, and Julie Corrigan II. Writing Development 4. Writing Process Theory: A Functional Dynamic Approach, Huub van den Bergh, Gert Rijlaarsdam, and Elke van Steendam 5. Understanding Planning in Text Production, Mark Torrance 6. A Sociocultural Perspective on Writing Development: Toward an Agenda for Classroom Research on Students' Use of Social Practices, Richard Beach, George E. Newell, and Jennifer VanDerHeide 7. After Writing, After School, Katherine Schultz, Glynda A. Hull, and Jennifer Higgs 8. The Development of Multileveled Writing Systems of the Brain: Brain Lessons for Writing Instruction, Karin H. James, R. Joanne Jao, and Virginia Berninger 9. From Language to Text: The Development and Learning of Translation, Michel Fayol 10. From Text to Language and Back: The Emergence of Written Language, Liliana Tolchinsky 11. Self-Efficacy Beliefs and Motivation in Writing Development, Roger H. Bruning and Douglas F. Kauffman 12. Self-Regulation and Writing: Meta-Analysis of the Self-Regulation Processes in Zimmerman and Risemberg's Model, Tanya Santangelo, Karen R. Harris, and Steve Graham 13. Relationships between Reading and Writing Development, Timothy Shanahan III. Instruction in Writing 14. Evidence-Based Practice and Writing Instruction: A Review of Reviews, Steve Graham, Karen R. Harris, and Amber B. Chambers 15. New Developments in Genre-Based Literacy Pedagogy, David Rose 16. Writing to Learn, Perry D. Klein, Nina Arcon, and Samanta Baker 17. Sociocultural Approaches to High School Writing Instruction: Examining the Roles of Context, Positionality, and Power, Michelle Nguyen Kwok, Exequiel Ganding III, Glynda A. Hull, and Elizabeth Birr Moje 18. Instruction in Evaluation and Revision, Charles A. MacArthur 19. Grammar Instruction, Richard Hudson 20. Argumentative Writing, Ralph P. Ferretti and Yueyue Fan 21. Computer-Based Writing Instruction, Laura K. Allen, Matthew E. Jacovina, and Danielle S. McNamara 22. The Role of Professional Development for Enhancing Writing Instruction, Sarah J. McCarthey and Cristin M. Geoghegan IV. Writing and Special Populations 23. Writing Development and Instruction for Students with Learning Disabilities: Using Diagnostic Categories to Study Writing Difficulties, Vince Connelly and Julie Dockrell 24. Writing Development and Instruction for English Language Learners, Alister Cumming 25. Teaching Writing in Culturally and Linguistically Diverse Classrooms, Valerie Kinloch and Tanja Burkhard V. Analytic Tools for Writing Research 26. Automated Writing Evaluation: An Expanding Body of Knowledge, Mark D. Shermis, Jill Burstein, Norbert Elliot, Shayne Miel, and Peter W. Foltz 27. Keystroke Logging in Writing Research: Analyzing Online Writing Processes, Luuk Van Waes, Mariëlle Leijten, Eva Lindgren, and Ása Wengelin 28. Linguistic Analysis Tools, Pablo Pirnay-Dummer Author Index Subject Index

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

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

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Book 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 SynopsisWell established as a definitive text--and now revised and updated with eight new chapters--this book translates cutting-edge research into effective guidelines for teaching writing in grades K-12. Illustrated with vivid classroom examples, the book identifies the components of a complete, high-quality writing program. Leading experts provide strategies for teaching narrative and argumentative writing; using digital tools; helping students improve specific skills, from handwriting and spelling to sentence construction; teaching evaluation and revision; connecting reading and writing instruction; teaching vulnerable populations; using assessment to inform instruction; and more. New to This Edition *Chapters on new topics: setting up the writing classroom and writing from informational source material. *New chapters on core topics: narrative writing, handwriting and spelling, planning, assessment, special-needs learners, and English learners. *Increased atteTrade Review"This book thoughtfully answers the 'whys,' 'whats,' and 'how-tos' of effective writing instruction. Graduate students, general and special education teachers, and educational specialists will find the third edition packed with information to design and deliver a comprehensive writing curriculum. The book highlights evidence-based practices in the most important areas of writing instruction and assessment. New chapters on setting up the writing classroom and writing from sources fill in gaps from the second edition. Use this book in graduate literacy classes, school study groups, or individually to boost K-12 writing performance."--Natalie G. Olinghouse, PhD, Department of Educational Psychology, University of Connecticut "This is the best book available on how to teach writing effectively. It draws on current research to provide a comprehensive framework and set of tools for teaching writing. Every chapter in the third edition is filled with up-to-date, useful instructional practices. This text will be invaluable to both the research and practice communities."--Joanna P. Williams, PhD, Professor Emerita of Psychology and Education, Teachers College of Columbia University "Like its predecessors, the third edition is edited and written by scholar-practitioners who bring their vast research knowledge and rich experience working with students and schools to elevate the teaching of writing. Classroom teachers and teacher educators will appreciate the informative, readily applicable descriptions and recommendations offered in each chapter. The chapters on writing from source texts, writing to learn, digital writing tools, and assessment offer practical insights into some of the most complex aspects of K-12 writing instruction.”--Gary A. Troia, PhD, CCC-SLP, Department of Counseling, Educational Psychology, and Special Education, Michigan State University "Proficient writing is a competence that nowadays cannot be underestimated! Unfortunately, the teaching of writing still remains challenging for a majority of teachers throughout the world. This third edition provides necessary guidance and inspiration, and could not be more timely. Expert contributors report on the newest and most strongly supported instructional approaches for teaching writing from kindergarten through the secondary grades. The chapters are substantive, thorough, and research based, but at the same time accessible and practical. This volume is very well worth reading and translating into classroom practice."--Hilde Van Keer, PhD, Department of Educational Studies, Ghent University, Belgium "The third edition of Best Practices in Writing Instruction takes the guesswork out of writing instruction by providing a blueprint of proven strategies that can be used immediately. For instance, the authors include suggestions for teaching students to master each writing genre, which is essential in today’s classrooms. This book gives educators the knowledge to meet the needs of all students, including those who receive special education services. I recommend this book for undergraduate- and graduate-level teacher preparation courses, or as a resource for teachers who are interested in taking their instruction to the next level."--Stephen Ciullo, PhD, Special Education Program, Texas State University -This volume rises above many of its peers as it is not simply a repository, but it acts as a guide for making necessary improvements to the writing instruction U.S. students are receiving. This text represents exhaustive research and practice of writing instruction that improves student performance. Both teachers and researchers alike will find use in this volume. (on the second edition)--Journal of Writing Research, 10/3/2014ƒƒThis edited volume makes a sound argument, based in empirical research, for adopting process approaches to writing instruction and involving learners in such an approach from early on. Furthermore, the contributing authors provide sound rationales and practical advice for focusing student attention and instruction on global concerns of audience, purpose, and communication. (on the first edition)--Reading and Writing, 3/2/2009Table of ContentsI. Introduction 1. Evidence-Based Practices in Writing, Steve Graham & Karen R. Harris II. Creating a Supportive Writing Environment 2. Setting Up the Writing Classroom, Linda Friedrich 3. Motivating Writers, Pietro Boscolo & Carmen Gelati III. Writing for Different Purposes 4. Narrative Writing, Carol Booth Olson & Lauren Godfrey 5. Writing from Source Material, Michael Hebert 6. Argumentative Writing, Ralph P. Ferretti & William E. Lewis 7. Writing to Learn, Perry D. Klein, Katrina N. Haug, & Ashley Bildfell 8. Writing with Digital Tools, Rachel Karchmer-Klein IV. Teaching Writing 9. Handwriting and Spelling, Rui Alexandre Alves, Teresa Limpo, Naymé Salas, & R. Malatesha Joshi 10. Sentence Construction, Bruce Saddler 11. Planning, Debra McKeown & Erin FitzPatrick 12. Evaluation and Revision, Charles A. MacArthur 13. Reading–Writing Connections, Timothy Shanahan 14. Assessing Writing, Joshua Wilson 15. Instruction for Students with Special Needs, Amy Gillespie Rouse 16. Instruction for English Learners, Adrian Pasquarella Index

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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 SynopsisThis established text--now revised and updated--reveals how spoken language skills are acquired and how they affect childrenâs later reading and writing achievement. With a unique focus on the needs of educators, the book examines the foundations of language in the developing brain. It explores the relationship of language processes to core literacy skills and probes the impact of motivational and sociocultural factors on childrenâs learning. Implications of developmental knowledge for classroom instruction are highlighted, and effective practices reviewed. Revealing vignettes, clear explanations of research, and lists of âœmain ideasâ enhance the textâs accessibility for preservice teachers. New to This Edition *Chapter on emergent literacy and the predictors of reading success. *Incorporates the latest research, including findings from key longitudinal studies. *Increased attention to English learners, low-income children, and children with disabilities. *UTrade Review"This updated second edition provides an accessible yet thorough overview of how children develop critical language and literacy skills and why these skills are so important. Particularly important is the strong review of how early development fosters skilled reading comprehension later on. Byrnes and Wasik are recognized experts who translate current research in a meaningful way to help transform readers’ understanding of the remarkable task of language and literacy acquisition in children."--Laura M. Justice, PhD, EHE Distinguished Professor of Educational Psychology, The Ohio State University “Once again, Byrnes and Wasik provide an incredibly readable summary of the latest research on language and literacy development--and, at the same time, they make strong links to the implications for classroom instruction. This is a unique volume that appropriately merges the literatures on oral language and literacy skills, while successfully bridging the divide between psychology and education. It is an essential book for graduate students who plan to be teachers, for current educators and administrators, and for psychology students with applied interests. I highly recommend this volume as a course text! It is ideal for graduate-level classes on language and literacy development. My graduate students appreciate the 'relevance' portions of the chapters, which help motivate their learning; and the main ideas that frame each chapter help me to organize class discussions. The increased focus throughout on English language learners is relevant and timely. What was already an indispensable classroom text is even better in this updated second edition."--Meredith L. Rowe, EdD, Saul Zaentz Professor of Early Learning and Development, Harvard Graduate School of Education "The developmental perspective presented by Byrnes and Wasik is unique and important. The notion of 'education as a developmental mechanism' frames literacy learning as a pathway along which we need to recognize milestones and guide students accordingly. This book's message is that all students can achieve if we determine where they are and where they need to go--and offer experiences that are effective to help them get there."--Margaret G. McKeown, PhD, Senior Scientist, Learning Research and Development Center, University of Pittsburgh -Table of ContentsI. Introductory Issues 1. Introduction 2. Brain Development, Language, and Literacy II. The Development of Spoken Language Competence 3. An Overview of Spoken Language Competence 4. The Development of Phonological Skills 5. The Development of Word Meaning and Vocabulary 6. The Development of Grammatical Knowledge III. The Development of Reading and Writing Skills 7. Emergent Literacy and Predictors of Early Reading Success 8. Beginning Reading 9. The Development of Reading Comprehension 10. The Development of Writing Skills IV. Individual and Group Differences in Language and Literacy 11. Motivational Issues in Speaking, Reading, and Writing 12. Sociocultural Issues in Speaking, Reading, and Writing V. Instructional Techniques and Programs 13. General Principles of Effective Instruction 14. Language and Literacy Programs That Work References 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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