Teaching of reading, writing and numeracy Books

Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers. The 7+ books are designed for children aged 7+ who need more practice to acquire phonics skills.

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Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic books that together provide a consistent and highly effective approach to teaching phonics.Dimensions: 65x210mm (Cards)The website shows the VAT inclusive price. The price before VAT is 89.99.This complete set of catch-up word cards and tricky word cards for Phases 25 matches the Rapid Catch-up planning. These word cards give children age 7+ practice reading words at their level to develop core vocabulary and fluency. Contains 650 words.Supplied as individual cards and organised in teaching order for ease of use.

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Book SynopsisWritten by an expert author team with over 50 years' combined classroom experience, Busy Ant Maths is a flexible, whole-school mathematics programme that ensures conceptual understanding and mathematical fluency from the start.The engaging and brightly illustrated Reading Anthology provides a carefully selected collection of colourful stimulus materials to help support the teaching of maths alongside the development of early literacy skills.Used in conjunction with the Teacher''s Guide and Activity Books, the Busy Ant Maths Foundation Reading Anthology is the best way to ensure that pupils achieve all the learning objectives of the EYFS Statutory framework.

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Book SynopsisEnables anyone with basic math and science skills to estimate virtually anything - quickly - using plausible assumptions and elementary arithmetic. This book presents an array of estimation problems that range from devilishly simple to quite sophisticated and from real-world concerns to silly ones.Trade Review"Dr. Adam and his colleague Lawrence Weinstein, a professor of physics, offer a wide and often amusing assortment of Fermi flexes in a book that just caught my eye, Guesstimation: Solving the World's Problems on the Back of a Cocktail Napkin."--Natalie Angier, New York Times "An important skill of great use ... is the ability to derive an approximate result from insufficient data. Guesstimation is a collection of [problems] gathered from everyday life and various fields. Working out questions ... is both entertaining and enlightening. It may also help foster your career ... because making correct guesses quickly establishes your reputation as an expert."--Stephan Mertens, Science "This book is a stimulating collection that will help the reader to reach informed judgments and will be a useful source of inspiration for mathematics and physics teachers: my only concern is that if my students have read it before they arrive at university, I may have to find a new approach to my first day's teaching."--Tony Mann, Times Higher Education "While few can hope to emulate the brilliance of a Nobel Prize winner like [Enrico] Fermi, coming up with pretty good guesstimates is a skill that can be taught. And that's the aim of Guesstimation. After a quick tutorial, the authors get down to business with a host of wide-ranging worked examples, from estimating the numbers of piano tuners in Los Angeles to figuring out the impact of deforestation on greenhouse gas levels. The results are sometimes surprising."--Robert Matthews, BBC Focus Magazine "[Guesstimation is] a left-brain book that helps you approximate answers to the types of questions actually asked in some job interviews today."--Peter Coy, BusinessWeek "[A] delightful account of mathematical approximation, which instills the beauty and power of the back-of-the-envelope calculation. The puzzles make addictive confidence builders by breaking down tricky questions into manageable parts. Never again will you take a newspaper figure at face value without feeling the need, and confidence, to guesstimate your own figure."--Matthew Killeya, New Scientist "Guesstimation is both enlightening and entertaining. I recommend it to my fellow journalists both as a tool of our trade and as a mind stretcher."--Rony V. Diaz, Manila Times "Any idea what fraction of land in the US is covered by either a roof or pavement? Known as a Fermi problem, this type of question requires the use of reasonable estimation, which is the focus of the book at hand. In the initial chapters, Weinstein and Adam briefly review good 'guesstimation' techniques involving numbers and explain why the use of the geometric mean is preferred over the arithmetic mean."--J. Johnson, Choice "How many people in the world are picking their nose right now? Weinstein and Adam 'guesstimate' the answer to this problem and 79 others, covering chemistry, physics, biology and history. The book is a step-by-step guide to problem-solving using rough-and-ready maths, the kind done on the back of a cocktail napkin. And the authors have kindly left additional questions at the end to get readers started on their own problem-solving expedition."--Cosmos "Physics educators can use this book as a guide to including the important skill of estimation in their courses. Students may find the power of estimation to be a valuable skill and will want to work their way through this book."--Arthur Eisenkrafr, American Journal of Physics "A source of imaginative problems, this book would make a nice addition to a mathematics department library."--Diane Resek, Mathematics Teacher "[I]t's quite obvious that the authors intend their book to be fun, nonthreatening, and user-friendly. There's very little not to like... [T]he book can be for everybody, 'higher-up professionals' who might know math but not physics, as well as students wrestling with 'word problems.' Teachers could very well recommend it to math majors and nonmajors alike, or even use it in the classroom, in some cases as supplementary reading for the course."--Marion Deutsche Cohen, Mathematical Intelligencer "The cumulative effect of fairly simple paths to estimating solutions to a dizzying array of difficult problems is fascinating."--Ray Bert, Civil Engineering "This book will be enjoyed by anyone with an interest in estimation, but is also targeted at those applying for jobs at companies like Google, where the kind of questions considered in the book are often used in the interview process."--Paul Taylor, Mathematics TodayTable of ContentsAcknowledgments xi Preface xiii Chapter 1: How to Solve Problems 1 Chapter 2: Dealing with Large Numbers 11 2.1 Scientific Notation 11 2.2 Accuracy 14 2.3 A Note on Units 16 2.4 Unit Conversion 17 Chapter 3: General Questions 19 3.1 One big family 21 3.2 Fore! 25 3.3 This is a fine pickle you've got us into, Patty 29 3.4 Throwing in the towel 31 3.5 Hey buddy, can you fill a dome? 35 3.6 A mole of cats 39 3.7 Massive MongaMillions 41 3.8 Tons of trash 43 3.9 Mt. Trashmore 47 3.10 Juggling people 51 3.11 Shelving the problem 53 Chapter 4: Animals and People 55 4.1 More numerous than the stars in the sky 57 4.2 Laboring in vein 61 4.3 Unzipping your skin 65 4.4 Hair today, gone tomorrow 69 4.5 Hot dawg! 73 4.6 Playing the field 75 4.7 Ewww... gross! 77 4.8 Going potty 79 4.9 Let's get one thing straight! 83 Chapter 5: Transportation 87 5.1 Driving past Saturn 89 5.2 Drowning in gasoline 91 5.3 Slowly on the highway 95 5.4 Rickshaws and automobiles 99 5.5 Horse exhaust 103 5.6 Tire tracks 107 5.7 Working for the car 109 Chapter 6: Energy and Work 113 6.1 Energy of height 114 6.1.1 Mountain climbing 115 6.1.2 Flattening the Alps 119 6.1.3 Raising a building 123 6.2 Energy of motion 126 6.2.1 At your service 127 6.2.2 Kinetic trucking 129 6.2.3 Racing continents 131 6.2.4 "To boldly go... " 135 6.3 Work 138 6.3.1 Crash! 139 6.3.2 Spider-Man and the subway car 143 Chapter 7: Hydrocarbons and Carbohydrates 145 7.1 Chemical energy 145 7.1.1 Energy in gasoline 147 7.1.2 Battery energy 151 7.1.3 Battery energy density 155 7.1.4 Batteries vs. gas tanks 159 7.2 Food is energy 162 7.2.1 Eat here, get gas 163 7.2.2 Farmland for ethanol 167 7.3 Power! 170 7.3.1 Hot humans 171 7.3.2 Fill 'er up with gasoline 173 7.3.3 Fill 'er up with electricity 175 Chapter 8: The Earth, the Moon, and Lots of Gerbils 179 8.1 "And yet it moves" (e pur si muove) 181 8.2 Duck! 185 8.3 Super-sized Sun 189 8.4 Sun power 193 8.5 Gerbils 1, Sun 0 197 8.6 Chemical Sun 201 8.7 Nearby supernova 205 8.8 Melting ice caps 209 Chapter 9: Energy and the Environment 213 9.1 Power to the people 215 9.2 Continental power 219 9.3 Solar energy 223 9.4 Land for solar energy 225 9.5 Tilting at windmills 229 9.6 The power of coal 233 9.7 The power of nuclei 237 9.8 Hard surfaces 239 Chapter 10: The Atmosphere 243 10.1 Into thin air 245 10.2 Ancient air 247 10.3 Suck it up 251 10.4 CO2 from coal 255 10.5 A healthy glow 259 10.6 CO2 from cars 261 10.7 Turning gas into trees 265 10.8 Turning trees into gas 269 Chapter 11: Risk 273 11.1 Gambling on the road 275 11.2 The plane truth 277 11.3 Life's a beach 279 11.4 Up in smoke 281 Chapter 12: Unanswered Questions 285 Appendix: Needed Numbers and Formulas 289 A.1 Useful Numbers 289 A.2 Handy Formulas 289 A.3 Metric Prefixes 290 B Pegs to Hang Things On 291 Bibliography 295 Index 299

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Book SynopsisState tests are assessing reading and writing togetherAre you ready? I wish students would interact with a text on their ownI wish it wasn't like pulling teeth to get them to elaborate their thinking. Wish no more, because bestselling author Gretchen Bernabei shows you how to guide students to be nimble at both short answer and extended responses. Her secret? Teach students text structures, and they can pour their swirling ideas about the text into cogent writing. Using the accessible format of fables, Bernabei and Hover share lessons and an appendix full of fables so you can teach students five concrete ways to respond to text in any genre: Generate basic responses, using structures that support clarity Craft fiction inspired by the text to unveil literary knowledge and imaginative response Write essays about a theme or moral that display empathic and evidence-based interpretation Trade Review"These lessons help! When students have a choice, it allows them to answer a question based on the information that they know, and not based on what they think a teacher wants to hear." -- Ida Ferrazzano"What is beautiful about using these text structures to respond to text is that students go back into the text to support their thinking. This is what we want. We sat them to support their responses with evidence from the text. This makes it easy." -- Malene Golding * Education Consultant and Adjunct Professor at University of Houston - Clear Lake *"The results of using text structures? Miraculous!" -- Sheryl Stewart * Grade 9 Teacher, A&M Consolidated High School *"One of the things I appreciate most is that these lessons will prepare students for the tests without the typical test-prep materials." -- Dawn Lyssy * Director of Elementary Instruction, Pearland ISD *Table of ContentsPART I. BUILDING STRONG READERS AND WRITERS LESSON 1. RESPONDING TO READING LESSON 2. WRITING FICTION FOR READERS LESSON 3. WRITING ESSAYS ABOUT THE MORAL FABLE THEMES 1–10 PART II. ASSESSING STRONG READERS AND WRITERS LESSON 4. WRITING ANSWERS TO COMPREHENSION QUESTIONS LESSON 5. WRITING ANSWERS ABOUT THE AUTHOR’S CRAFT FABLE THEMES 11–20 PART III. USING NONTRADITIONAL FORMATS LESSON 6. THE QA12345 DIALOGUE LESSON 7. INFOSHOT (CUBING): SHOW WHAT YOU KNOW LESSON 8. BA-DA-BING LESSON 9. THREE-THINGS RESPONSE LESSON 10. ONE-LINERS FABLE THEMES 21–30

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Book SynopsisWrite to Be Read is meant to inspire educators to be designers of engaging curriculum, specifically targeting ways to improve the teaching of writing in schools today. Students tend to write in response to literature; whereas, the focus of this resource is to help students write material, fiction and non-fiction, that they want to read. Students often engage in writing that is more about pleasing the teacher or ticking a homework or assignment box. This book challenges many assumptions with reference to traditional models for teaching writing. A rich assortment of engaging examples are presented in this book to prompt educators to adapt and construct their own meaningful writing units of study

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Book SynopsisIn this follow-up to herCommon Core Companion,Grades 3-5,Leslie Blauman provides an ample supply of connected lessons you can use as booster shots when students need a good dose of integrated reading and writing instruction. The 50+ lessons are divided into five learning sequences that span the ELA standards, bringing a Monday-through-Friday clarity to a process that often overwhelms teachers and coaches alike.Table of ContentsIntroduction LESSON SEQUENCE 1: Integrating Opinion Writing With Evaluating Argument What Teachers Guide Across the Week What Students Do Across the Week Booster Reading Lesson 1: Understanding Point of View Adapting This Lesson for Other Text Types: Informational Companion Writing Lesson 1: Launching Opinion and Persuasive Writing Snapshot of a Turn-and-Talk Peer Conference on POV Booster Reading Lesson 2: Co-Constructing and Close Reading Companion Writing Lesson 2: Determine Structure and Essential Elements Language Connections: Formal Versus Informal English Booster Reading Lesson 3: Reading and Annotating Fairy Tales Companion Writing Lesson 3: Planning and Drafting Booster Reading Lesson 4: Compare/Contrast Writing Companion Writing Lesson 4: Revision Focus on Transition Words Booster Reading Lesson 5: Complete Compare/Contrast Piece Companion Writing Lesson 5: Edit and Finalize Piece Third-Grade Adaptation Fifth-Grade Adaptation NEXT INSTRUCTIONAL STEPS What Do I See? A Student Sample of Persuasive Writing What Do I See? A Student Sample of Compare and Contrast Authentic Assessment: Student Reflection and Evaluation Peer Power: How to Use Student Work as Mentor Texts If/Then Chart Mentor Texts Unit Planning: How to Build Out Three Weeks LESSON SEQUENCE 2: Integrating Reading Craft and Structure With Opinion Writing What Teachers Guide Across the Week What Students Do Across the Week Booster Reading Lesson 1: Explaining How an Author Uses Reasons and Evidence in Informational Text Companion Writing Lesson 1: Expressing an Opinion in Response to Text Booster Reading Lesson 2: Examining How Text Features Help With Main Idea and Evidence Companion Writing Lesson 2: Modeling Opinion Writing Language Connections: Determine or Clarify the Meaning of Unknown Words Booster Reading Lesson 3: Using Essential Questions to Dig Deeper Companion Writing Lesson 3: Launching Opinion Writing Booster Reading Lesson 4: Moving to Independence Companion Writing Lesson 4: Working Through the Writing Process Booster Reading Lesson 5: Assessing Our Learning Companion Writing Lesson 5: Wrapping Up the Writing Snapshot of How to Move From a Written Opinion Piece to a Speech Third-Grade Adaptation Fourth-Grade Adaptation NEXT INSTRUCTIONAL STEPS What Do I See? A Student Sample of Response to Reading What Do I See? A Student Sample of Response to Reading Authentic Assessment: Student Reflection and Evaluation Peer Power: How to Use Student Work as Mentor Texts If/Then Chart Mentor Texts Unit Planning: How to Build Out Three Weeks LESSON SEQUENCE 3: Integrating Narrative Writing With Craft and Structure What Teachers Guide Across the Week What Students Do Across the Week Booster Reading Lesson 1: Elements of Myths Companion Writing Lesson 1: Starting to Envision an Original Myth Adapting This Lesson for Other Text Types: Informational Booster Reading Lesson 2: Co-Constructing a Summary and Independent Reading Companion Writing Lesson 2: Planning a Myth Booster Reading Lesson 3: Mini-Book Clubs Companion Writing Lesson 3: Adding Character Description and Dialogue Language Connections: Eavesdropping on a Book Club Conversation Booster Reading Lesson 4: Looking at Language Companion Writing Lesson 4: Rich Language Equals Rich Writing Booster Reading Lesson 5: Wrapping Up and Assessment Companion Writing Lesson 5: Finalizing the Myths Langage Connections: Reading With Fluency Third-Grade Adaptation Fifth-Grade Adaptation NEXT INSTRUCTIONAL STEPS What Do I See? A Student Response to Literary Elements What Do I See? A Student Sample of an Original Myth Authentic Assessment: Student Reflection and Evaluation Peer Power: How to Use Student Work as Mentor Texts If/Then Chart Mentor Texts Unit Planning: How to Build Out Three Weeks LESSON SEQUENCE 4: Integrating Explanatory Text Writing With Reading for Key Ideas What Teachers Guide Across the Week What Students Do Across the Week Booster Writing Lesson 1: Informative/Explanatory Text Makes the World Go ′Round Companion Reading Lesson 1: Noticing Text Features Adapting This Lesson for Other Text Types: Literature Booster Writing Lesson 2: Grouping by Headings Companion Reading Lesson 2: How Authors Use Headings Booster Writing Lesson 3: Sequencing Information Companion Reading Lesson 3: Close Reading a Text and Visuals Language Connections: Vocabulary Booster Writing Lesson 4: Vocabulary and Elaboration Companion Reading Lesson 4: Assessing Understanding With Annotating and Summarizing Text Booster Writing Lesson 5: Presenting the “All About” Pieces Companion Reading Lesson 5: Presenting the “All About” Pieces Snapshot of a Presentation Fourth-Grade Adaptation Fifth-Grade Adaptation NEXT INSTRUCTIONAL STEPS What Do I See? A Student Sample of Informative Text What Do I See? A Student Sample of a Topic Written in Two Different Formats Authentic Assessment: Student Reflection and Evaluation Peer Power: How to Use Student Work as Mentor Texts If/Then Chart Mentor Texts Unit Planning: How to Build Out Three Weeks LESSON SEQUENCE 5: Integrating Research With Presentation What Teachers Guide Across the Week What Students Do Across the Week Booster Writing Lesson 1: Introducing Research and Questions Companion Reading Lesson 1: Evaluating Print and Digital Content Adapting This Lesson for Other Text Types: Literature Booster Writing Lesson 2: Determining Importance and Note-Taking Companion Reading Lesson 2: Becoming a Media-Savvy, Critical Reader Snapshot of Student Collaboration Language Connections: Words in Their Best Order Booster Writing Lesson 3: A Focus on Note-Taking Companion Reading Lesson 3: Analyzing Notes Booster Writing Lesson 4: Drafting Companion Reading Lesson 4: Re-Reading and Refining Drafts Booster Writing Lesson 5: Putting It All Together Companion Reading Lesson 5: Compelling Conclusions Third-Grade Adaptation Fourth-Grade Adaptation NEXT INSTRUCTIONAL STEPS What Do I See? A Student Sample of a Nonfiction Article What Do I See? A Student Sample of a Nonfiction Research Piece Authentic Assessment: Student Reflection and Evaluation Peer Power: How to Use Student Work as Mentor Texts If/Then Chart Mentor Texts Unit Planning: How to Build Out Three Weeks References

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Book SynopsisYou can find hundreds of literacy lessons in hundreds of places—but none of them will do for students what the ones in this book do. What’s the magic bullet? Potent integration. Divided into five weeklong learning sequences, the 50 lessons span the ELA standards, bringing a Monday-through-Friday clarity to the sometimes mysterious process of skill-building through demonstrations and practice. Follow each sequence and week by week, you’ll build the instructional potency to help students achieve a year’s worth of growth as you integrate: Writing Narratives with Identifying Sensory Words in Text Research with Identifying Topic and Details Opinion Writing with Close Reading for Text Evidence Comparing and Contrasting with Publishing Using Digital Tools Informative Writing with Use of Text Features Each of the 50 lessons is eminently dippable. But if you want to do more extended instructional planning, there are lots of additional tools—including lists of mentor texts, and If/Then and Extending-the-Work charts—within the book and on the companion website: www.corwin.com/commoncorecompanion. Trade Review"Like an amazing orchestra conductor, Janiel Wagstaff makes reading and writing instruction symphonic. She shows teachers how to lead their young learners each day, with teaching strategies and routines that develop students’ oral language, comprehension, and writing skills. Teachers and coaches in the primary grades have been waiting for a big book of lessons like this, and whew, here it is. Proof that K-2 literacy instruction can be developmentally appropriate and potent at the same time." -- Sharon Taberski"I almost love this book as much as Janiel Wagstaff herself. What a treasure trove of daily lessons! Wagstaff provides a blueprint for teachers that will definitely make their lives easier. Any reading teacher interested in inspiring students to become more passionate and adamant readers needs this book." -- Dr. Danny Brassell"With personal insights and energy, Janiel Wagstaff provides effective and powerful demonstrations for how to link reading and writing instruction. She discusses ways to make writing more personal, and provides clear minilessons that work. Whether you are an experienced educator or new to the profession, you will appreciate these daily lessons that are certain to boost your students’ reading and writing abilities." -- Jan Richardson"With personal insights and energy, Janiel Wagstaff provides effective and powerful demonstrations for how to link reading and writing instruction. She discusses ways to make writing more personal, and provides clear minilessons that work. Whether you are an experienced educator or new to the profession, you will appreciate these daily lessons that are certain to boost your students’ reading and writing abilities." -- Maria Walther"Janiel thinks of everything! The reading and writing lessons are classroom-tested, engaging, and you can practically see and hear the young learners ′getting it′. The ′goods′ that make it workable in any classroom include mentor texts, student writing samples, master teacher tips, IF/THEN support for a range of learning outcomes, lesson extensions, and suggestions for differentiation. A welcome resource, providing step-by-step method for introducing the Common Core standards to primary grade students." -- Wiley Blevins"This book makes me particularly hopeful. It is grounded in sound research and theory, but is wholly practical and accessible. It lays out a clear mandate (too long lost) to have students communicate as much as possible like experts in a discipline. It encourages teachers to join students in probing the capacity of each discipline, in its own way, to help students think, inquire, solve problems, collaborate—and answer the question, "What is life, and who am I in it?" This is Disciplinary Literacy encourages us as teachers to rediscover the complexities teaching and learning and to reinvent our classrooms, ourselves, and our students." -- CAROL ANN TOMLINSONTable of ContentsIntroduction Lesson Sequence 1: Integrating Writing Personal Narratives With Identifying Sensory Words in Text What Teachers Guide Across the Week What Students Do Across the Week Booster Reading Lesson 1: Narrative Reading Companion Writing Lesson 1: Quick Sketch Retelling Booster Reading Lesson 2: Narrative Reading, Brainstorm Topics, Tell Stories Companion Writing Lesson 2: Story Planning Booster Reading Lesson 3: Narrative Reading Companion Writing Lesson 3: Review Story Plan, Add Onomatopoetic Element(s), Begin Drafting Booster Reading Lesson 4: Compare Narrative Readings Companion Writing Lesson 4: Continue Drafting, Connect Anchor Chart to Our Own Writing Booster Reading Lesson 5: Poetry Reading Companion Writing Lesson 5: Quick Write Noisy Poems, Finish Stories, Share, Celebrate A Snapshot of the Talk-It-Out Strategy Kindergarten Adaptation Second-Grade Adaptation NEXT INSTRUCTIONAL STEPS What Do I See? A Student Sample of Story Planning What Do I See? A Student Sample of Personal Narrative Authentic Assessment: Ideas for Evaluating Students’ Learning Peer Power: Using Student Work as Mentor Texts If/Then Chart Mentor Texts Extending the Work Lesson Sequence 2: Integrating Research to Build and Present Knowledge With Identifying Topic and Details What Teachers Guide Across the Week What Students Do Across the Week Booster Reading Lesson 1: Viewing Media to Begin Information Gathering and Discussion Companion Writing Lesson 1: Jot Topic and Details Using Interactive Writing Booster Reading Lesson 2: Narrative Reading, Comparing Sources Companion Writing Lesson 2: Informal Opinion Drawing and Writing Booster Reading Lesson 3: Narrative Reading to Increase Background Knowledge Companion Writing Lesson 3: Interviewing and Opinion Writing Booster Reading Lesson 4: Reading and Discussing Our Fourth-Grade Partners’ Opinions Companion Writing Lesson 4: Interactive Writing to Record Data Booster Reading Lesson 5: Reading Mentor Texts for Parts of a Letter Companion Writing Lesson 5: Interactive Writing to Inform About and Present Knowledge A Snapshot of the Varied Writing Modes First-Grade Adaptation Second-Grade Adaptation NEXT INSTRUCTIONAL STEPS What Do I See? A Kindergarten Opinion Sample What Do I See? Another Kindergarten Opinion Sample Authentic Assessment: Ideas for Evaluating Students’ Learning Peer Power: Using Student Work as Mentor Texts If/Then Chart Mentor Texts Extending the Work Lesson Sequence 3: Integrating Opinion Writing With Close Reading for Text Evidence What Teachers Guide Across the Week What Students Do Across the Week Booster Writing Lesson 1: What Is an Opinion? Companion Reading Lesson 1: Re-Identify Elements of the Text Type Using a Mentor Text Booster Reading Lesson 2: Deeply Understanding a Text to Stimulate Opinion Writing Companion Writing Lesson 2: Revisiting the Text to Quick Jot Opinion Notes, Followed by Collaborative Conversation Booster Reading Lesson 3: Charting Character Development and Character Traits Companion Writing Lesson 3: Organizing Our Opinions With Thinking Boxes Booster Reading Lesson 4: Studying Mentor Texts: Concluding Opinions Companion Writing Lesson 4: Completing Thinking Boxes and Drafting Opinions Booster Reading Lesson 5: Exploring Multiple Forms and Purposes for Opinion Writing Companion Writing Lesson 5: Completing and Reviewing Drafts, Sharing, Celebration and Delivering Opinions to the School Librarian OR Finish Writing and Celebrate! A Snapshot of Moving From Opinions About Texts to Opinions About Topics Kindergarten Adaptation First-Grade Adaptation NEXT INSTRUCTIONAL STEPS What Do I See? A Student Sample of Opinion Writing What Do I See? A Student Sample of Thinking Boxes Authentic Assessment: Ideas for Evaluating Students’ Learning Peer Power: Using Student Work as Mentor Texts If/Then Chart Mentor Texts Extending the Work Lesson Sequence 4: Integrating Comparing and Contrasting With Publishing Using Digital Tools What Teachers Guide Across the Week What Students Do Across the Week Booster Reading Lesson 1: Reading Narrative Text Companion Writing Lesson 1: Jot Sticky Note Details Booster Reading Lesson 2: Reading Informational Text Companion Writing Lesson 2: Jot Sticky Note Details Then Compare and Contrast Booster Reading Lesson 3: View Short Video Clips to Build Knowledge Companion Writing Lesson 3: Jot Sticky Note Details Then Compare and Contrast Booster Reading Lesson 4: Which Ideas Are Most Important? Sort and Categorize Companion Writing Lesson 4: Organizing Ideas With Thinking Boxes Booster Writing Lesson 5: Compose Shared Text, Celebrate With Photo Story Companion Reading Lesson 5: Mentor Text: Picture Glossaries A Snapshot of Comparing and Contrasting With Narrative Text Kindergarten Adaptation Second-Grade Adaptation NEXT INSTRUCTIONAL STEPS What Do I See? A Sample of Shared Writing What Do I See? A Student Sample of Thinking Boxes Authentic Assessment: Ideas for Evaluating Students’ Learning Peer Power: Using Student Work as Mentor Texts If/Then Chart Mentor Texts Extending the Work Lesson Sequence 5: Integrating Informative Writing With Use of Text Features What Teachers Guide Across the Week What Students Do Across the Week Booster Reading Lesson 1: Reading With Purpose and an Eye for Evidence Companion Writing Lesson 1: Two-Column Notes Booster Reading Lesson 2: Close Reading of Media: Caine’s Arcade Video 1 Companion Writing Lesson 2: Revisit Media and Add to Two-Column Notes Booster Reading Lesson 3: Close Reading of Media: Sections of Caine’s Arcade Video 2 Companion Writing Lesson 3: Two-Column Note Additions, Organizing Notes, Talking Out Caine’s Story Booster Reading Lesson 4: Study Mentor Texts: Newsela Newspaper Articles Companion Writing Lesson 4: Compose Headlines, Headings, and Begin to Draft Booster Reading Lesson 5: Exploring Deeper Meanings: Caine’s Arcade Updates and Conversation Companion Writing Lesson 5: Finish Draft, Peer Check, Teacher Conference, Publish! (will require several writing periods) A Snapshot of Using Volunteers to Help Students Prepare to Publish Kindergarten Adaptation First-Grade Adaptation NEXT INSTRUCTIONAL STEPS What Do I See? A Student Sample of Informative Writing What Do I See? A Student Sample of Two-Column Notes Authentic Assessment: Ideas for Evaluating Students’ Learning Peer Power: Using Student Work as Mentor Texts If/Then Chart Mentor Texts Extending the Work Integrating Foundational and Language Standards References

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Book SynopsisGive math students the connections between what they learn and how they do math—and suddenly math makes sense If your secondary-school students are fearful of or frustrated by math, it’s time for a new approach. When you teach concepts rather than rote processes, you show students math’s essential elegance, as well as its practicality—and help them discover their own natural mathematical abilities. This book is a road map to retooling how you teach math in a deep, clear, and meaningful way —through a conceptual lens—helping students achieve higher-order thinking skills. Jennifer Wathall shows you how to plan units, engage students, assess understanding, incorporate technology, and even guides you through an ideal concept-based classroom. Practical tools include: Examples from arithmetic to calculus Inquiry tasks, unit planners, templates, and activities Sample assessments with examples of student work Vignettes from international educators A dedicated companion website with additional resources, including a study guide, templates, exemplars, discussion questions, and other professional development activities. Everyone has the power to understand math. By extending Erickson and Lanning’s work on Concept-Based Curriculum and Instruction specifically to math, this book helps students achieve the deep understanding and skills called for by global standards and be prepared for the 21st century workplace. "Jennifer Wathall’s book is one of the most forward thinking mathematics resources on the market. While highlighting the essential tenets of Concept-Based Curriculum design, her accessible explanations and clear examples show how to move students to deeper conceptual understandings. This book ignites the mathematical mind!" — Lois A. Lanning, Author of Designing Concept-based Curriculum for English-Language Arts, K-12 "Wathall is a master at covering all the bases here; this book is bursting with engaging assessment examples, discussion questions, research, and resources that apply specifically to mathematical topics. Any math teacher or coach would be hard-pressed to read it and not come away with scores of ideas, assessments, and lessons that she could use instantly in the classroom. As an IB Workshop Leader and instructional coach, I want this book handy on a nearby shelf for regular referral – it′s a boon to any educator who wants to bring math to life for students." — Alexis Wiggins, Instructional Coach, IB Workshop Leader and Consultant Trade Review"Secondary teachers are constantly being encouraged to change their practice but few books have addressed the topics of secondary mathematics nor given examples that secondary teachers can relate to. This book does that. Another strength is the connection of the content to the math processes and practices, the heart of good instruction. The figures provided to summarize big ideas are excellent. I love the potential of this book for using it as a text for middle and secondary teachers, a guide for professional development, and a place for individual reflection. I know for sure that I would use it for my student teacher seminar class and anytime that I was instructing upper level math teachers. I’ve been waiting for this!" -- Barbara Fox, Adjunct Professor, Student Teacher Supervisor"The author provides a solid rationale, backed up by numerous practical and authentic examples to increase the quality of conceptual math classroom teaching practices so needed to develop the next generation learners. This is a must have for any secondary school’s professional library." -- Dave Nagel, Author Consultant"I attended a Concepts Based Curriculum training course led by Jennifer Wathall and was really inspired by what I learned. Far too often, as teachers, we can become narrowly focused on the topics that we are covering; with concepts there is a whole new opportunity for students to understand the big ideas and the connections between different subjects. Jennifer skillfully guided us through how we can introduce students to a concept-based curriculum. I was really impressed with the method of writing principle generalizations which provide a framework for exploration. These generalizations can in fact make the focus of a lesson or series of lessons much more exciting, allowing students to break out of the constraints of a limited topic range. Ultimately, I left the course determined to try out a concepts-based model with a new unit we are developing on Human Rights. With the conceptual lens, this promises to be a much more thought-provoking unit for our students." -- John Edwards, Head of History Department"One of the major strengths of the book is the examples and the visual diagrams that outline major topics. The book provides rubrics that allow teachers to determine where they are in their methodology and a opportunity to decide where they can improve their teaching strategies." -- Amanda McKee, High School Mathematics Instructor"The major strength of the book is that it addresses teaching mathematics in a way that invites students to learn and encourages not only content knowledge, but depth of knowledge, rigor, and critical thinking. Inquiry is a means of synergizing your classroom and drawing students in so that they want to learn. This is going to require a change of mindset for teachers and the administrators alike as well as training. This book provides an opportunity for both." -- Pamela L. Opel, Intervention Specialist"Jennie Wathall’s book offers a clear understanding of how complex learning of mathematics is, and how to use this understanding to create a thinking classroom. She explains, from a scientific point of view and in a very well-researched and comprehensive manner, sprinkled with plenty of practical examples, what is the interdependence between the processes and knowledge and how to plan, run and assess for a concept-based mathematics classroom. This book is a must-read for all mathematics educators, a book that should definitely be on the table in each mathematics office." -- Dr. Daniela Vasile, Head of Mathematics"Wathall is a master at covering all the bases here; this book is bursting with engaging assessment examples, discussion questions, research, and resources that apply specifically to mathematical topics. Any math teacher or coach would be hard-pressed to read it and not come away with scores of ideas, assessments, and lessons that she could use instantly in the classroom. As an IB Workshop Leader and instructional coach, I want this book handy on a nearby shelf for regular referral – it′s a boon to any educator who wants to bring math to life for students the world over." -- Alexis Wiggins, Instructional Coach, IB Workshop Leader and Consultant"Jennifer Wathall’s book is one of the most forward thinking mathematics resources on the market. While highlighting the essential tenets of Concept-Based Curriculum design, her accessible explanations and clear examples show how to move students to deeper conceptual understandings. This book ignites the mathematical mind!" -- Lois A. Lanning. AuthorTable of ContentsPreface I. What is Concept-Based Curriculum and Instruction in Math? Research and Theory 1. Why Is It Important for My Students to Learn Conceptually? 2. What Are the Facts, Processes, and Concepts in Mathematics? II. How to Craft Generalizations and Plan Units of Work to Ensure Deep Conceptual Understanding? A Practice Guide 3. How Do I Craft Generalizations for Mathematics? 4. How Do I Plan Units of Work for a Concept-Based Curriculum? III. How Do We Engage Students Through Instructional Practice? Strategies to Engage and Assess 5. How Do I Captivate Students? Eight Strategies for Engaging the Hearts and Minds of Students 6. How Do I Know My Students Understand the Concepts? Assessment Strategies 7. How Do I Integrate Technology to Foster Conceptual Understanding? 8. What Do Ideal Concept-Based Math Classrooms Look Like?

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Book SynopsisLearn effective techniques to improve students’ ability to problem solve, construct viable arguments, use tools strategically, attend to precision, and more. Trade Review"The Common Core Mathematics Companion, 6-8 should be readily available for every teacher of mathematics. It provides a succinct and organized way to bring the theoretical standards down to practical application for enhanced student achievement." -- Betty Brandenburg, Retired Educator"The Common Core Mathematics Companion 6-8 offers a practical guide for implementing the CCSS Math Standards. Teachers will appreciate the misconception alerts and ideas for differentiation." -- Jay McTighe, author and consultant"The sample lesson-planning section provides a framework that prompts teachers to ask higher-order-thinking questions and ways to differentiate instruction. The sample planning page is also a great resource for administrators to gain an understanding of what mathematics should look and sound like in the classroom. Both the teacher and the administrator can have meaningful conversations about related standards and student learning." -- Teaching Children MathematicsTable of ContentsAcknowledgments Letter to Grades 6–8 Teachers Letter to Middle School Principals Introduction Part 1. Ratios and Proportional Relationships Domain Overview Suggested Materials for This Domain Key Vocabulary Grade 6 Grade 7 Part 2. The Number System Domain Overview Suggested Materials for This Domain Key Vocabulary Grade 6 Grade 7 Grade 8 Part 3. Expressions and Equations Domain Overview Suggested Materials for This Domain Key Vocabulary Grade 6 Grade 7 Grade 8 Part 4. Functions Domain Overview Suggested Materials for This Domain Key Vocabulary Grade 8 Part 5. Geometry Domain Overview Suggested Materials for This Domain Key Vocabulary Grade 6 Grade 7 Grade 8 Part 6. Statistics and Probability Domain Overview Suggested Materials for This Domain Key Vocabulary Grade 6 Grade 7 Grade 8 Resources

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Book SynopsisIt could happen at 10:10 a.m. in the midst of analyzing a text, at 2:00, when listening to a students’ debate, or even after class, when planning a lesson. The question arises: How do I influence students’ learning–what’s going to generate that light bulb Aha-moment of understanding? In this sequel to their megawatt best seller Visible Learning for Literacy, Douglas Fisher, Nancy Frey, and John Hattie help you answer that question by sharing structures and tools that have high-impact on learning, and insights on which stage of learning they have that high impact. With their expert lessons, video clips, and online resources, you can design reading and writing experiences that foster in your students deeper and more sophisticated expressions of literacy: Mobilizing Visible Learning: Use lesson design strategies based on research that included 500 million plus students to develop self-regulating learners able to "see" the purpose of what they are learning—and their own progress. Teacher Clarity: Articulate daily learning intentions, success criteria, and other goals; understand what your learners understand, and design high-potency experiences for all students. Direct Instruction: Embrace modeling and scaffolding as a critical pathway for students to learn new skills and concepts. Teacher-Led Dialogic Instruction: Guide reading, writing, listening, speaking, and thinking by using strategic questioning and other teacher-led discussion techniques to help learners to clarify thinking, discuss, debate, and goal-set. Student-Led Dialogic Learning: Promote intellectual, social, and creative growth with peer-mediated learning experiences that transfer to other subject areas, including history, science, math, and the visual and performing arts. Independent Learning: Ensure that students deepen learning by designing relevant tasks that enable them to think metacognitively, set goals, and develop self-regulatory skills. Tools to Use to Determine Literacy Impact: Know what your impact truly is with these research-based formative assessments for 6-12 learners. With Teaching Literacy in the Visible Learning Classroom, take your students from surface to deep to transfer learning. It’s all about using the most effective practices—and knowing WHEN those practices are best leveraged to maximize student learning.Table of ContentsIntroduction Chapter 1. Mobilizing Visible Learning for Literacy Visible Learning for Literacy Components of Effective Literacy Learning Adolescent Literacy: Reading Adolescent Literacy: Writing Knowledge of How Students Learn Developmental View of Learning Meaningful Experiences and Social Interaction Surface, Deep, and Transfer of Learning What Students Need Scheduling Instructional Time Spotlight on Three Teachers Conclusion Chapter 2. Teacher Clarity Understanding Expectations in Standards Learning Intentions in Literacy Student Ownership of Learning Intentions Connecting Learning Intentions to Prior Knowledge Make Learning Intentions Inviting and Engaging Social Learning Intentions Success Criteria in Literacy Success Criteria Are Crucial for Motivation Conclusion Chapter 3. Deliberate and Direct Teaching Relevance Teacher Modeling Pair With Think-Alouds The “I” and “Why” of Think-Alouds Students Should Think Aloud, Too Checking for Understanding Use Questions to Probe Student Thinking Guided Instruction Formative Evaluation During Guided Instruction Independent Learning Fluency Building Application Spiral Review Extension Closure Conclusion Chapter 4. Teacher-Led Dialogic Instruction Effective Talk, Not Just Any Talk Foster Deep Learning and Transfer Listen Carefully Facilitate and Guide Discussion Teacher-Led Tools for Dialogic Instruction Anticipation Guides Pinwheel Discussions Opinion Stations Close and Critical Reading Scaffolded Reading With Small Groups Conclusion Chapter 5. Student-Led Dialogic Learning The Value of Student-to-Student Discussion The Social and Behavioral Benefits of Peer-Assisted Learning Fostering Collaborative Discussions Teach Students to Develop Their Own Questions Student-Led Tools for Dialogic Learning Fishbowl Gallery Walks Book Clubs Readers Theatre Reciprocal Teaching Peer Tutoring Conclusion Chapter 6. Independent Learning Finding Flow Independent Reading for Fluency and Knowledge Building Independent Writing Power Writing Error Analysis Extended Writing Prompts Learning Words Independently Independently Working With Words Use Games to Foster Retention Big Ideas About Independent Learning Does It Promote Metacognition? Does It Promote Goal Setting? Does It Promote Self-Regulation? Conclusion Chapter 7. Tools to Use in Determining Literacy Impact Do You Know Your Impact? Do You Know Your Collective Impact? ASSESSING READING Assessing Background Knowledge Cloze Procedure Vocabulary Matching Assessment Assessing Reading Comprehension Informal Reading Inventories Reading Fluency Metacomprehension Strategies Index (MSI) Assessing Attitudes Toward Reading ASSESSING WRITING Assessing Writing Fluency Assessing Spelling Assessing Writing Holistically Literacy Design Collaborative Student Work Rubrics Why Assess? Know Your Impact Conclusion Compendium of Assessments Appendix: Effect Sizes References Index

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Book Synopsis"This book reminds us why Laura Robb continues to be such an important voice in our field: She looks through kids’ eyes and sees into their futures. Literary conversations don’t just enrich kids days; they offer young people gifts that keep on giving: the ability to take risks, exercise creativity, build empathy, and develop the ability to negotiate." —from the foreword by Harvey "Smokey" Daniels When you get right down to it, literacy comes down to this: read, talk, write. But as every teacher knows, it can be hard for students to see and use these three moves in concert—until now. In Read, Talk, Write, Laura Robb lays out the classroom structures that create the time and space for students to have productive talk and written discourse about texts. With Laura’s guidance you’ll Use short texts by Seymour Simon, Kathleen Krull, Priscilla Cummings, and other popular fiction and nonfiction authors to teach students how to analyze and converse about texts Incorporate six kinds of talk into your instruction, including turn-and-talk, partner talks, and small-group discussions Use the wealth of in-book and online reproducibles to help students facilitate their own comprehension-building discussions Select from 35 lessons that address literary elements and devices, text structures, and comprehension strategies, and then use them to launch student-led talk about any text you teach Help your readers get in a read-talk-write flow, and know how to move from reading to talking to writing, to bring about deeper thinking Achieve high levels of performance around inferring, comparing and contrasting, summarizing and synthesizing, and other key skills by way of classroom conversations that make these advanced levels the norm Trade Review"Reading is language, on the same plane as talking and writing. Yet in our pursuit of improving students′ comprehension, we sometimes neglect to include enough "talk" and "write" in our instructional plans, Laura Robb understands just what teachers need to get the read-write-talk synergy going in their classrooms, and has done a masterful job of providing us with insight and guidance into making these important connections work for all texts. The result of Read, Talk, Write will be more highly engaged students and deeper levels of comprehension." -- Timothy Rasinksi"In Read, Talk, Write, Laura Robb helps both novice and experienced teachers create a curriculum of rich conversations that can enhance any reading instructional model. She includes practical resources such as model lessons, checklists, planning guides, and supports for ESL students. Reading this book felt like I was at a common planning meeting with Laura and we were mapping out student conversation lessons together. What is especially helpful is her clear explanations of not just what to teach students, but how the different types of student conversations benefit readers, allowing teachers to choose talk structures that match the students right now." -- Gravity Goldberg"How talk develops strategic reading and comprehension, and how it supports composing of all kinds, has been a somewhat neglected topic in both the research realm and in the realm of practical pedagogies. To fill the gap, here comes Laura Robb with Read, Talk, Write. Laura Robb is a great-hearted teacher and person, and in this book she carefully guides all of us who teach how to use specific kinds of procedures and language to develop student engagement, literacies, agency and independent capacity more robustly." -- Jeffrey D. Wilhelm, Author of Diving Deep Into Nonfiction, Distinguished Professor of English Education"Read, Talk, Write offers teachers and students a magical tapestry of collaborative thinking and learning around texts. Laura Robb gently, and with great expertise, weaves reading, writing, listening, and speaking into thought-provoking routines. Teachers are going to love the easy-to-follow suggestions for prompts, lessons, and beautiful mentor texts. This highly practical resource brings the famous "easy button" to the world of text response!" -- Linda Hoyt"Laura Robb is a genius. She knows our students. She understands the teachers. She has ideas that are research based, adaptable and make sense. She is all about how to make our students succeed as learners and lovers of literacy.. . . Laura Robb explains that talk supports recall and comprehension, engages and motivates, becomes a model for ‘in the head’ conversations while engaging with a story, activates ideas for writing about reading, and changes how students think and feel about fiction and nonfiction.. . .This book is about teaching students to have accountable and enriched conversations which lead to productive and engaging writing. Read, Talk, Write is not just about students talking with each other about their reading or writing, but it also teaches students how to engage in conversations that will stimulate their brains to ask purposeful questions. Laura Robb reminds us of the importance of purposeful talk.. . . The author is careful about structuring her book so that teachers don’t ‘dive in the deep end’ without any support. She first introduces each of the six types of literary conversations and how each type builds upon the other: turn and talk, whole class discussion, partner talk, small group discussions, "in-the-head" discussions, and teacher-student discussions (conferring).. . . In addition, throughout the book she generously provides examples of each type, including a detailed description, how to introduce it, prompts and scaffolds to use, assessments, supports for ELL students, and reproducibles. The "lessons in action" (sample lesson) have a brief explanation of the purpose of the lesson, summary of the text, samples of student talk, and reproducibles." -- Linda BiondiTable of ContentsForeword Acknowledgments Aim 1. Introduce Students to Six Types of Comprehension-Building Conversations Chapter 1. Talking About Texts: Getting Started Lessons and Texts to Take Students From Talk to Literary Conversation Five Benefits of Student-Centered Talk Benefit 1: Talk Supports Recall and Comprehension Benefit 2: Talk Engages and Motivates Benefit 3: Interactive Talk Becomes a Model for In-the-Head Conversations Benefit 4: Talk Activates Ideas for Writing About Reading Benefit 5: Talk Changes How Students Think and Feel About Fiction and Nonfiction The Research Support Coming Full Circle With Literature Circles Types of Talk and How They Fit Into the Lessons Initiating Talk With Questions and Prompts How to Craft Guiding Questions How to Teach Students to Compose Interpretive Questions Making Student Talk Productive How to Build Trust How to Help Students Initiate Discussion How to Teach Students to Listen Actively How to Use the Fishbowl Technique How to Use Smart Notebooks What’s Ahead Reflect on Your Teaching Chapter 2. Lessons for Teaching Six Types of Talk How Literary Conversations Help Students Texts for Talk-Based Reading Lessons When to Use the Six Types Tips for Managing Literary Conversations Offer Prompts That Keep a Discussion Moving Forward Provide a Timeframe Reflect and Intervene Set a Signal for Closing a Discussion Lesson 2.1: Turn-and-Talk Lesson in Action: Turn-and-Talk Lesson 2.2: Whole-Class Discussions Lesson in Action: Whole-Class Discussions Lesson 2.3: Partner Talk Lesson in Action: Partner Talk Lesson 2.4: Small-Group Discussions Lesson in Action: Small-Group Discussions Lesson 2.5: In-the-Head Conversations Lesson in Action: In-the-Head Conversations Lesson 2.6: Teacher–Student Discussions Lesson in Action: Teacher–Student Discussions Chapter 3. Lessons That Build Comprehension Skills in Any Genre Step 1: Mine Texts for Teaching Topics Step 2: Plan Lessons Step 3: Develop Effective Assessments Ten Top-Notch Short Texts and Lessons Getting-Ready Tips Lesson 3.1: Inferring With Informational Text Lesson 3.2: Exploring Interpretative Questions: Biography Lesson 3.3: Determining the Author’s Purpose: Informational Text Lesson 3.4: Why Characters Change: Small-Group Discussion Using a Short Story Lesson 3.5: Prompting In-the-Head Conversations: Biography Lesson 3.6: Teacher–Student Talk: Conferring Reproducible Fiction and Nonfiction Texts “Coming Clean” by Anina Robb “Defying Gravity: Mae Jemison” by Anina Robb “Hoops Tryouts” by Anina Robb “How Ada Lovelace Leaped Into History” by Kathleen Krull “How Athens Got Its Name” Retelling by Joanna Davis-Swing “Isaac Newton and the Day He Discovered the Rainbow” by Kathleen Krull “Making Scientists Into Climbers” (Excerpt From Secrets of the Sky Caves: Danger and Discovery on Nepal’s Mustang Cliffs) by Sandra Athans “New Horizons in Space” by Seymour Simon “Snow Day” by Priscilla Cummings “Who Climbs Everest?” (Excerpt From Tales From the Top of the World: Climbing Mount Everest With Pete Athans) by Sandra Athans Aim 2. Teach Students to Read, Talk, and Write About Fiction Chapter 4. Taking the Plunge: How to Talk and Write About Fiction Exploring and Analyzing Fiction With Literary Elements Building Knowledge of Key Literary Techniques Some Key Literary Devices Encouraging Students to Discuss Literary Elements and Techniques Characteristics of Fictional Genres From Talk to Writing Brief Writing Tasks to Follow Talk Writing About Reading Model Lesson: The Importance of Inferring: “Snow Day” by Priscilla Cummings Reflect on Your Teaching Chapter 5. Going Deeper: How to Analyze Literary Elements Offer Students Guided Practice Moving From Talking to Writing Literary Elements and Five Kinds of Conflict Bundling Literary Elements Teaching Tips for Literature-Based Lessons Lesson 5.1: Protagonist and Antagonists Model Lesson 5.1: Teaching Protagonist and Antagonists: “Hoops Tryouts” by Anina Robb Lesson 5.2: Conflict, Plot, and Setting Model Lesson 5.2: Teaching Conflict, Plot, and Setting: “Coming Clean” by Anina Robb Lesson 5.3: Identifying Themes Model Lesson 5.3: Teaching Theme: “Snow Day” by Priscilla Cummings Lesson 5.4: Planning and Writing a Summary: Fiction Model Lesson 5.4: Teaching Summary: Fiction: “Hoops Tryouts” by Anina Robb Lesson 5.5: Compare and Contrast Notes Model Lesson 5.5: Teaching Compare and Contrast Notes: “How Athens Got Its Name” Retelling by Joanna Davis-Swing Aim 3. Teach Students to Read, Talk, and Write About Nonfiction Chapter 6. Taking the Plunge: How to Talk and Write About Nonfiction Seven Tips for Inspiring Students to Have Literary Conversations About Nonfiction Teach Six Kinds of Context Clues Lesson 6.1: Mining Text Features for Information Identifying Text Structures to Build Understanding Lesson 6.2: Teaching Text Structures From Talk to Writing Understanding the Structure of Nonfiction Genres Reflect on Your Teaching Chapter 7. Going Deeper: How to Analyze Nonfiction Teaching Tips for Text-Based Lessons Lesson 7.1: Taking Heading Notes and Finding a Main Idea Model Lesson 7.1: Taking Heading Notes and Finding a Main Idea: “Who Climbs Everest?” (Excerpt From Tales From the Top of the World) by Sandra Athans Lesson 7.2: Thinking About Issues: Obstacles Model Lesson 7.2: Teaching About Obstacles: “How Ada Lovelace Leaped Into History” by Kathleen Krull Lesson 7.3: Teaching the Problem-Solution Text Structure Model Lesson 7.3: Teaching Problem-Solution: “New Horizons in Space” by Seymour Simon Lesson 7.4: Personality Traits and a Person’s Achievements: Biography Model Lesson 7.4: Teaching Personality Traits: “Defying Gravity: Mae Jemison” by Anina Robb and “Isaac Newton and the Day He Discovered the Rainbow” by Kathleen Krull Lesson 7.5: Identifying Main Ideas Model Lesson 7.5a: Teaching Explicitly Stated Main Ideas: “Who Climbs Everest?” (Excerpt From Tales From the Top of the World) by Sandra Athans Model Lesson 7.5b: Teaching How to Infer Main Ideas: “Defying Gravity: Mae Jemison” by Anina Robb Chapter 8. Reflecting on the Process of Read, Talk, Write Four Key Skills Skill 1: Taking Risks Skill 2: Creativity Skill 3: Empathy Skill 4: The Ability to Negotiate Writing Is Knowing Making the Changeover Take the First Steps Climb That First Hill Start Slowly Down the Hill Continue Moving Along the Path Picture Your Destination Make a Teaching Investment With Student Paybacks List of Top-Notch Books for Instruction and Class Libraries Bibliography of Professional Materials Index

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Book SynopsisAs an elementary teacher, you know that students are different and learn differently. And yet, when students enter your classroom, you somehow must teach these unique individuals deep mathematics content using rigorous standards. Is differentiation really the answer? How can it be done well and in less time? Nationally recognized math differentiation expert Nanci Smith debunks the myths, revealing what differentiation is and isn’t. In this engaging book Smith reveals a practical approach to teaching for real learning differences. You’ll gain insights into an achievable, daily differentiation process for ALL students in the K-5 classroom. Theory-lite and practice-heavy, this book shows how to maintain order and sanity while helping your students know, understand, and even enjoy doing mathematics. Classroom videos, teacher vignettes, ready-to-go lesson ideas, and rich K-5 mathematics examples help you build a manageable framework of engaging, sense-making math. Busy K-5 mathematics teachers, coaches, and teacher teams will learn to Provide practical structures for assessing how each of your students learns and processes mathematical concepts Design, implement, manage, and formatively assess and respond to learning in a differentiated classroom Plan specific, standards-aligned differentiated lessons, activities, and assessments Adjust current instructional materials and program resources to better meet students′ needs This book includes classroom videos, in-depth student work samples, student surveys, templates, before-and-after lesson demonstrations, examples of 5-day sequenced lessons, and a robust companion website with downloadables of all the tools in the books plus other resources for further planning. Every Math Learner, Grades K-5 will help you know and understand your students as learners in order to provide daily differentiation that accelerates their mathematics comprehension. "Every Math Learner is a powerful tool for educators serious about meeting the needs of all learners in their mathematics classrooms. Nanci Smith balances philosophy with practicality while providing a glimpse into real classrooms with real students. Teachers will ultimately learn how to lift students up to their greatest potential in learning." —Eileen Hogan, District Mathematics Facilitator, Winnetka District #36Trade Review"I will admit, when I first began reading, I was thinking ′here we go again, another book on differentiation.′ As I read, my feelings quickly changed. I believe this book provides different information than previous books I’ve read on the subject. It is very easy to read, and most teachers could make substantive changes in their instruction immediately. This may be the quickest way to improve math learning and understanding I’ve seen. I am anxious to incorporate the strategies in this book in my planning for all students to enhance their ability to know, understand, and do math while loving it!" -- Marcia Carlson, Classroom Teacher"This is an extremely important topic right now. Young students are expected to learn concepts that used to be saved for much more mature students. The big questions are how to help those young minds understand, especially when the teachers may not have a strong mathematics background? The coverage [in this book] is very complete without being overwhelming. I am impressed that just as I began to think what an insurmountable task teaching has become, [this book] breaks it down to manageable chunks." -- Lyneille Meza, Director of Data and Assessment"Finally! A book that is written for the elementary teacher that GETS the elementary classroom. Dr. Smith clears up the differentiation dysfunction by giving clear examples with real content. Just this would be enough to purchase and love the resource, however, this book goes the extra mile by also giving "use it now" strategies that are easily understood and implemented. For anyone wishing to have a rich toolkit of strategies to provide deep understanding in key mathematical concepts, this publication is a musthave/must-read." -- Julie W. Stevenson, Consultant, University of Missouri"I believe Dr. Nanci Smith’s Every Math Learner: A Doable Approach to Teaching With Learning Differences in Mind is arguably the best book now available for math teachers. In my conversations with math teachers and observations of classrooms, there is generally good-to-great expertise in math content knowledge. Problems occur, however, when there is lock-step reliance (perhaps with minor variations) on the math textbook or when there are beliefs and practices that all students predominately learn in the same way. Dr. Smith—a master teacher and trainer—flips the paradigm from teaching to learning. I’ve personally seen Dr. Smith’s work with teachers, and know that she creates tremendous excitement within the teaching profession for practically and substantively moving from teacher-centered classrooms to learning-centered classrooms that support the needs and interests of ALL students." -- Mark Boyer, Retired Assistant Superintendent for Learning"While we know that the importance of differentiation is the key to student engagement and success, implementing key differentiation practices remains elusive to us as we balance competing curriculum, student, and administrative demands. Smith’s book seamlessly unpacks what differentiation is and is not and provides explicit and, dare I say, beautiful examples of what this can look like in the classroom. You will be hooked from the first page and be inspired and empowered to transform your classroom, your teaching, and your students’ mathematical learning experiences through and with this practical, realistic, and meaningful differentiation system." -- Beth Kobett, Ed.D., Assistant Professor"Every Math Learner continuously invites the reader to interact with the content through the Watch it, Try It, and Consider it processes. The immediate application of the book’s content, the mathematics examples, and the videos of real classrooms are helpful for all educators who want to learn more about their students, differentiate instruction, and plan and implement units or lessons that deepen students’ mathematical interest, understanding, and learning." -- Nora G. Ramirez, President"This is an extremely important topic right now. Young students are expected to learn concepts that used to be saved for much more mature students. The big questions are how to help those young minds understand, especially when the teachers may not have a strong mathematics background? The coverage [in this book] is very complete without being overwhelming. I am impressed that just as I began to think what an insurmountable task teaching has become, [this book] breaks it down to manageable chunks." -- Lyneille Meza, Director of Data and Assessment"Dr. Smith provides a clear and well-structured solution to truly making math `doable,’ for all students. As our society continues to move towards a more technology based economy the importance of math concepts becomes more essential for all our students. Dr. Smith, provides clear understandable solutions for educators to reach all students to assure they meet the demands of 21st Century." -- James Scott, Director"Every Math Learner is a powerful tool for educators serious about meeting the needs of all learners in their mathematics classrooms. Nanci Smith balances philosophy with practicality while providing a glimpse into real classrooms with real students. Teachers will ultimately learn how to lift students up to their greatest potential in learning." -- Eileen Hogan, District Mathematics Facilitator"When looking at resources for teachers of mathematics I frequently find either superficial treatment of important mathematics topics or very narrow, one size fits all, approaches to teaching. Nanci Smith has given us a focus on targeted, differentiated teaching of the logical progression of important mathematics. In this valuable resource she gives us many great assessment and instructional strategies without ever losing sight of the mathematics." -- Billie Earl Sparks, Ph.D., Professor of Mathematics, Emeritus"I trained elementary teachers how to teach mathematics for 17 years. Had this book been available, it would have been part of the curriculum. I really like the Try It! sections that gives teachers strategies they can immediately put to use in their classrooms. The Watch It! videos bring the material to life and the discussion questions tease out the important ideas presented. I highly recommend this book for anyone wanting to learn more about how to deal with differences in the classroom." -- Betz Frederick, Ph. D., Retired Mathematics Education ProfessorTable of ContentsVideo Contents Foreword by Carol Ann Tomlinson Preface Acknowledgments About the Author CHAPTER 1. START UP: Why Knowing and Addressing Students’ Learning Differences Is Critical Introduction What Differentiation Is and Is Not A Glance at a Differentiated Classroom Frequently Asked Questions Keepsakes and Plans CHAPTER 2. FIND OUT: Strategies for Determining Who Each of Your Students Is as Mathematics Learner Who Our Learners Are Strategies to Determine Readiness Strategies to Determine Interest Strategies to Determine Learning Profile Frequently Asked Questions . . . Keepsakes and Plans CHAPTER 3. TEACH UP: Making Sense of Rigorous Mathematical Content Mathematics Makes Sense Themes and Big Ideas in Mathematics Teaching Up What Learning Mathematics with Understanding Like Frequently Asked Questions Keepsakes and Plans CHAPTER 4. STEP UP: How to Make Proactive Planning Decisions That Deepen Thinking The Decisions Behind Differentiation Differentiation and KUD Strategies for Differentiation Classroom Structures Frequently Asked Questions Keepsakes and Plans CHAPTER 5. SET IT UP: Establishing the Right Tone to Make Differentiation Doable A Healthy Learning Environment Embracing Fair Everybody Learns Mindsets Frequently Asked Questions Keepsakes and Plans CHAPTER 6. POWER ON: Mastering and Modeling Daily Routines for Achievement All Year Classroom Routines Frequently Asked Questions Keepsakes and Plans CHAPTER 7. STEP BACK: Tools for Assessing and Evaluating in a Differentiated Classroom Assessment For, Of and As Learning Principles to Develop Assessments Designing Assessments Frequently Asked Questions Keepsakes and Plans CHAPTER 8. CLOSE UP: A Week in the Life of a Differentiated Mathematics Class A Look Into a Week in a Primary Classroom A Look Into a Week in an Intermediate Classroom Advice From the Field Conclusion Appendix A. Further Reading on the Topic of English Language Learners Appendix B. Further Reading on the Topic of Special Education Appendix C. Further Reading on the Topic of Rich Problems and Mathematical Discourse References Index

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Book SynopsisAddressing literacy and disadvantage requires high-quality teaching, first and foremost: there are no quick fixes, simplistic solutions or silver bullets. Both research and professional evidence from schools have revealed a strong association between social disadvantage and achievement in literacy: in fact, it has been a concern for over 70 years. Yet, many trainee teachers, and teachers in general, feel ill-equipped to deal with the issue. This book supports trainee teachers to explore the complex relationships between literacy achievement and social background. It offers practical strategies for teaching and supports trainee teachers to understand that: *children’s individual backgrounds need to be valued and drawn upon; *deficit descriptions of disadvantaged children and low expectations must be avoided and challenged; *schools, teachers and classrooms must provider rich literacy environments for learning.Table of ContentsUnderstanding the relationship between literacy and social disadvantage Building foundations for literacy in the Early Years Talk for learning and democratic participation Reading the world Words and worlds: the challenge of vocabulary Creating a community of writers Enriching literacy with digital resources Literacy environments, culture and experience

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