Teaching skills and techniques Books

Book SynopsisThis is a story about English language learners - one in particular - and a reflection on what we, as educators, can do to promote their success.As educators, we''re faced every day with the question of how to teach the thousands - many thousands - of children who arrive in our schools as immigrants and refugees, coming with no English, from cultural backgrounds so different from America''s, often from impoverished households and often from households where education of the kind we know was completely absent.Our work as educators is to help these children start to climb the wall that stands between their past, wherever and however that was lived, and a future in America, where their education will prepare them to take advantage of the same opportunities everyone else here enjoys.This is not an easy job. But it''s one we can''t afford to get wrong. And this is not a small corner in our education system today. The number of English language learners in U.S. sch

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Book SynopsisMathematics is not a universally popular subject, neither within nor outside of school. There are those who love it but many do not, and it is not uncommon for people to take a perverse pride in being bad at it.This book argues that, while much-needed improvements to mathematics teaching are necessary to address such issues, they are insufficient without also imbuing children with the character required to learn it effectively. Teachers of mathematics are responsible not only for applying skilful pedagogy but also for developing a productive learning culture within the mathematics classroom. We need to consider the emotional and social impact on children of teachers'' own attitudes and beliefs about mathematics and how children should be taught it.Sometimes provocative and irreverent but always stimulating and lucid, Presenting Children to Maths is an original and profound discussion about how students'' ability and success in mathematics depends largely on ho

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Book SynopsisNo matter what you teach, there is a 100 Ideas title for you!The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.''An excellent toolkit for managing and building an environment for positivity to shine in the primary classroom. In this book are effective, proven examples of skills and techniques which leap off the page as being both original and powerful. Trying any one of these ideas is going to have a longlasting impact in your classroom, leading to change in the learning too.'' Stephen Lockyer, a primary school deputy headteacherManaging behaviour in the primary classroom can be a challenge, but in this brand new book, Molly Potter offers 100 practical ideas and strategies for managing the range of difficult behaviours that you might face as a primary teacher.Whether you are new to tTrade ReviewThis book is a treasure chest of inspirational ideas to aide, enthuse and refresh your behaviour management strategies. Molly shares her ream of different ideas that will inspire you to facilitate children to fulfil their potential and enjoy learning! -- Tracey Lawrence, primary teacher and behaviour specialist * @BehaviourTeach *Molly has written an excellent toolkit for managing and building an environment for positivity to shine in the primary classroom. In this book are effective, proven examples of skills and techniques which leap off the page as being both original and powerful. Trying any one of these ideas is going to have a longlasting impact in your classroom, leading to change in the learning too. -- Stephen Lockyer, primary deputy headteacher * @mrlockyer *Very practical tips for teachers book which has short, concise bullet-pointed ideas which trainee teachers will love. I tend to agree with virtually every one of Molly Potter’s suggestions – she’s clearly no stranger to the classroom! -- David Waugh * Primary PGCE programme director, Durham University *Clear, easily accessible, interesting, and very useful to trainees as well as newly qualified teachers. -- Jo Barter-Boulton * PGCE Programme Leader *Table of ContentsPart 1: A positive classroom/ Part 2: A winning mindset/ Part 3: Procedures and systems/ Part 4: Over to your pupils/ Part 5: Classroom control/ Part 6: Communication tools/ Part 7: Proactive actions/ Part 8: Reactive responses/ Part 9: Understanding behaviour

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Book SynopsisLiteracy is a skill for all time, for all people. It is an integral part of our lives, whether we are students or adult professionals. Giving all educators the breadth of knowledge and practical tools that help students strengthen their literacy skills is the focus of Read, Write, Lead.

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Book SynopsisThis accessible book presents research-based strategies for supporting K-8 students with high-incidence disabilities to become accomplished learners. The authors clearly describe the core components of effective inclusive instruction, showing how to recognize and respond to individual students' needs quickly and appropriately. Teachers are provided with essential tools for managing inclusive classrooms; planning a curriculum that fosters concept development across content areas, promotes strategic learning, and builds fluent skill use; and integrating technology into instruction. Case examples illustrate ways that special and general education teachers can work together successfully to solve complex learning problems and improve outcomes for students who are struggling.Trade ReviewResponding to the increased focus on inclusive education in today's schools, this book gives teachers expert guidance about evidence-based practices and how to implement them. The emphasis on collaborative inquiry offers a unique approach to planning instruction and supporting students in learning challenging content.--Diane Haager, PhD, Division of Special Education and Counseling, California State University, Los Angeles This book provides a depth and breadth of knowledge for elementary and special education teachers and other professionals working in inclusive settings or taking a university course on effective practices for students with disabilities. It presents practical tools that are grounded in research. The strategies and techniques needed to support students with disabilities are embedded in illustrative case examples. A 'must read.'--Lisa A. Dieker, PhD, College of Education, University of Central FloridaIf you want to make a difference for students, this is a great resource. Brownell and her associates are outstanding teachers and authors. I plan to use this book to provide my teachers with excellent instructional practices that will work for all students.--Elizabeth A. LeClear, EdD, Principal, Rawlings Elementary School, Gainesville, Florida-Table of ContentsI. Recognizing Our Professional Responsibilities to Students and Understanding Their Needs 1. Recognizing Professional Responsibilities to Students with Disabilities in Inclusive Classrooms 2. Recognizing the Individual Needs of Students with High-Incidence Disabilities 3. Recognizing the Qualities of Successful Inclusive Teachers 4. Recognizing the Need for Collecting Meaningful Data II. Responding with Effective Instruction and Technology Supports 5. Planning Effective Classroom Instruction 6. Fostering Concept Development 7. Creating Strategic Learners 8. Building Fluent Skills Use 9. Managing Inclusive Classrooms, with Kristin Murphy 10. Using Evidence and Collaborative Inquiry Successfully in Inclusive Classrooms, with Elizabeth Filippi

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Book SynopsisThis highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition *Reflects the latest research and instructional practices. *New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts. *Contributor panel expanded with additional leading researchers.Trade Review"This is the definitive volume on vocabulary instruction by the finest researchers in the field. Eminently readable and replete with practices for teaching, the revised second edition is a 'must have' for any literacy educator."--Donald Bear, PhD, Director, E. L. Cord Foundation Center for Learning and Literacy, University of Nevada, Reno"In the beginning are the words--that’s the message this book starts with, and it can’t be repeated enough. The editors and stellar contributors do a great job of explaining the issues in vocabulary acquisition in ways that are scientifically sound but also connect with a broader audience of educators. The second edition builds on the solid foundation provided by the original book while adding a new section that is almost worth the price by itself. I recommend this book highly to those who teach words, who are interested in words, and who see the fundamental importance of learning to play and work with words."--Robert Calfee, PhD, Graduate School of Education, Stanford University "What makes this volume an essential addition to your professional library is that you will turn to it repeatedly--not just for the latest information on effective vocabulary practices, but also for specific ways to implement these practices in your classroom. The book includes chapters by the most knowledgeable scholars of vocabulary instruction. It is a powerful resource for practitioners or for course use."--Sharon Vaughn, PhD, Executive Director, Meadows Center for Preventing Educational Risk, and Manuel J. Justiz Endowed Chair in Education, The University of Texas at Austin "Vocabulary is too often given short shrift in literacy education, despite students' need for high-quality instruction in word learning strategies and word awareness. This book is a remedy. The volume offers an effective mix of research literature and practical applications that will satisfy teacher educators, practicing teachers, and literacy researchers alike. The combination of perspectives from well-established experts and rising scholars creates a necessary and renewed energy around vocabulary instruction."--Christine A. Mallozzi, PhD, Department of Curriculum and Instruction, University of Kentucky -Throughout the book, the authors present clear and detailed descriptions of vocabulary components and approaches, along with explicit examples of their use in the classroom. The chapter layout facilitates reading and retention; the content is served up in digestible morsels separated by meaningful headings and subheadings. This allows busy educators to read as many or as few sections at a time as their schedules permit. (on previous edition)--English Quarterly, 3/31/2012ƒƒPresents current, research-based approaches to building vocabulary and promoting reading for meaning....Outlines ideas for offering experiences that help students of all ages and skill levels gain access to the meanings of words that they read. (on previous edition)--Curriculum Connections, 3/31/2012ƒƒA marvelous reference....The various lesson plans, samples and examples bring additional life to any lesson. The activities described in the book should motivate all learners to become actively involved in class. (on previous edition)--Childhood Education, 3/31/2012ƒƒA comprehensive guide to teaching vocabulary. Chapters contain thorough reviews of the literature and research-based studies in clear, easy-to-read language and practical classroom applications for a wide range of vocabulary instruction issues, all spanning the grade levels and a wide diversity of learners....It stands out as an essential volume for anyone working to help students expand their vocabularies. Essential. Upper-division undergraduates and above.--Choice Reviews, 11/1/2012Table of ContentsIntroduction 1. Context for Vocabulary Instruction, Edward J. Kame’enui and James F. BaumannI. Teaching Specific Vocabulary 2. Direct and Rich Vocabulary Instruction Needs to Start Early, Margaret G. McKeown, Isabel L. Beck, and Cheryl Sandora 3. Teaching Vocabulary in the Primary Grades: Vocabulary Instruction Needed, Andrew Biemiller 4. Vocabulary Instruction for Young Children at Risk of Reading Difficulties: Teaching Word Meanings during Shared Storybook Readings, Michael D. Coyne, Ashley Capozzoli-Oldham, and Deborah C. Simmons 5. Young Word Wizards!: Fostering Vocabulary Development in Preschool and Primary Education, Katherine A. Dougherty Stahl and Steven A. StahlII. Teaching Vocabulary-Learning Strategies 6. Teaching Prefixes: Making Strong Instruction Even Stronger, Michael F. Graves, Melanie Ruda, Gregory C. Sales, and James F. Baumann 7. The Vocabulary–Spelling Connection and Generative Instruction: Morphological Knowledge at the Intermediate Grades and Beyond, Shane Templeton 8. Teaching Word-Learning Strategies, James F. Baumann, Elizabeth Carr Edwards, Eileen Boland, and George FontIII. Teaching Vocabulary through Word Consciousness and Language Play 9. Developing Word Consciousness: Lessons from Highly Diverse Fourth-Grade Classrooms, Judith A. Scott, Tatiana F. Miller, and Susan Leigh Flinspach 10. Keep the “Fun” in Fundamental: Encouraging Word Consciousness and Incidental Word Learning in the Classroom through Word Play, Camille L. Z. Blachowicz and Peter Fisher 11. Language Play: Essential for Literacy, Dale D. Johnson, Bonnie Johnson, and Kathleen SchlichtingIV. Special Topics in Vocabulary Instruction 12. Vocabulary Assessment: Making Do with What We Have While We Create the Tools We Need, P. David Pearson, Elfrieda H. Hiebert, and Michael L. Kamil 13. Reading and Vocabulary Growth, Anne E. Cunningham and Colleen Ryan O’Donnell 14. Powerful Vocabulary Instruction for English Learners, Patrick C. Manyak 15. Using Multimedia to Support Generative Vocabulary Learning, Jill Castek, Bridget Dalton, and Dana L. Grisham 16. What Differences in Narrative and Informational Texts Mean for the Learning and Instruction of Vocabulary, Elfrieda H. Hiebert and Gina N. Cervetti

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Book SynopsisThis accessible book presents research-based strategies for supporting K-8 students with high-incidence disabilities to become accomplished learners. The authors clearly describe the core components of effective inclusive instruction, showing how to recognize and respond to individual students' needs quickly and appropriately. Teachers are provided with essential tools for managing inclusive classrooms; planning a curriculum that fosters concept development across content areas, promotes strategic learning, and builds fluent skill use; and integrating technology into instruction. Case examples illustrate ways that special and general education teachers can work together successfully to solve complex learning problems and improve outcomes for students who are struggling.Trade ReviewResponding to the increased focus on inclusive education in today's schools, this book gives teachers expert guidance about evidence-based practices and how to implement them. The emphasis on collaborative inquiry offers a unique approach to planning instruction and supporting students in learning challenging content.--Diane Haager, PhD, Division of Special Education and Counseling, California State University, Los Angeles This book provides a depth and breadth of knowledge for elementary and special education teachers and other professionals working in inclusive settings or taking a university course on effective practices for students with disabilities. It presents practical tools that are grounded in research. The strategies and techniques needed to support students with disabilities are embedded in illustrative case examples. A 'must read.'--Lisa A. Dieker, PhD, College of Education, University of Central FloridaIf you want to make a difference for students, this is a great resource. Brownell and her associates are outstanding teachers and authors. I plan to use this book to provide my teachers with excellent instructional practices that will work for all students.--Elizabeth A. LeClear, EdD, Principal, Rawlings Elementary School, Gainesville, Florida-Table of ContentsI. Recognizing Our Professional Responsibilities to Students and Understanding Their Needs 1. Recognizing Professional Responsibilities to Students with Disabilities in Inclusive Classrooms 2. Recognizing the Individual Needs of Students with High-Incidence Disabilities 3. Recognizing the Qualities of Successful Inclusive Teachers 4. Recognizing the Need for Collecting Meaningful Data II. Responding with Effective Instruction and Technology Supports 5. Planning Effective Classroom Instruction 6. Fostering Concept Development 7. Creating Strategic Learners 8. Building Fluent Skills Use 9. Managing Inclusive Classrooms, with Kristin Murphy 10. Using Evidence and Collaborative Inquiry Successfully in Inclusive Classrooms, with Elizabeth Filippi

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Book SynopsisAn innovative, practical guide for middle and high school teachers, this book is packed with specific ways that technology can help serve the goals of effective writing instruction. It provides ready-to-implement strategies for teaching students to compose and edit written work electronically; conduct Internet inquiry; create blogs, websites, and podcasts; and use text messaging and Twitter productively. The book is grounded in state-of-the-art research on the writing process and the role of writing in content-area learning. Teacher-friendly features include vivid classroom examples, differentiation tips, links to online resources, and reproducible worksheets and forms. The large-size format facilitates photocopying.Trade Review"Rich with authentic and inspiring examples, this book clearly addresses the 'whats,' 'whys,' and 'how-tos' of integrating technology into writing instruction. It is like an innovative colleague sitting by my side during those stages of curriculum planning when I'm seeking creative support and in need of my own transformative learning experience."--Melissa Provost, MSEd, language arts teacher, Portsmouth (New Hampshire) Middle School "The authors offer an impressive range of practical solutions for promoting skilled academic writing and transformative thinking. Each chapter pairs sound pedagogical practices with concrete examples of how to differentiate and digitize writing instruction across multiple modes and purposes. The authors' keen insights will inspire even the most wary educators to hop on board and join their digital writing adventure."--Julie Coiro, PhD, School of Education, University of Rhode Island "Students will benefit and progress will be made when educators begin to focus on the technology tools that nearly all adolescents already know how to use. Those of us in the classroom who adopt technology readily (and those who are more hesitant) will benefit from a book such as this to get ideas to fine-tune our daily lessons. All secondary teachers, not just English teachers, will find accessible ideas for improving writing instruction in the digital classroom."--Paula Dreyfuss, MSEd, teacher, Vista Unified School District, California "Filled with ideas and instructional activities that cut across all content areas, this stimulating book showcases ways to use technology to help students create, communicate, collaborate, and learn. Through scenarios set in real classrooms, the authors bring to life both the big picture and the day-to-day realities of how to prepare students for new forms of writing and communication in the 21st century. Teachers, literacy coaches, curriculum specialists, and teacher educators will discover a wealth of new learning opportunities that will transform the way they teach."--Jill Castek, PhD, Graduate School of Education, University of California, Berkeley "This powerful book fills a huge gap. Teachers recognize the need to respond to students in 21st-century ways, but many just do not know how. Wolsey and Grisham provide classroom-ready ideas for using digital tools to teach writing, complete with solid rationales. The book is organized in such a way that teachers can read it from beginning to end, as I did, or identify specific areas of interest and find ways to improve teaching. I look forward to sharing this book with my students and colleagues."--Susan Lenski, EdD, Department of Curriculum and Instruction, Portland State University-Table of ContentsIntroduction Hashtags by Technique I. Getting Started with Tools and Teaching Technique 1. Resources: Anytime, Anywhere Technique 2. Management: Computers in the Classroom Technique 3. Management: The Hardware Technique 4. Direct Instruction Technique 5. A Word about Differentiation II. Writing and Thinking Technique 6. Embracing Writing: Knowledge-Transforming Writing Technique 7. Why Writing Is a Process, and How Technology Can Help Technique 8. Working with Sources: Keeping Track of Learning, and Leaving a Path for Others to Follow Technique 9. Working with Sources: Using Style Guides III. Writing to Understand: It’s All about the Discipline Technique 10. Discussion and Writing Technique 11. Writing Short Pieces Technique 12. Short Writing: Electronic Journals Technique 13. Blogs and Classroom Websites for Writing Technique 14. Online Literature Discussion (Threaded Discussion) Technique 15. Vocabulary and Writing Technique 16. Collaborative Writing Technique 17. Are Those Kids Texting Again? IV. Inquiry and Long Thinking Meet the Disciplines Technique 18. FAQs about Writing in the Disciplines Technique 19. It’s All the Same, or Maybe Not? Technique 20. What Was That Essential Question Again? Technique 21. Learning Because I’m Writing: Logs and Journals Technique 22. Writing Is (Hard) Cognitive Work: Bloom’s Taxonomy Matters Technique 23. Internet Inquiry Technique 24. Prompts Technique 25. Prewriting: Composing before Writing with Pen or Keyboard Technique 26. Prewriting with Graphic Organizers Technique 27. Feedback, Assessment, and Technology V. What about Literature and English Language Arts? Technique 28. Short Writing: Summaries in Response to Reading Technique 29. The Zen of Writing about Literature Technique 30. Persuasion: In This Essay, I’m Going to Convince You… Technique 31. Prompts for Writing: Language Arts VI. Composing with Multimedia Technique 32. Visualize It! Technique 33. Podcasting: It’s Ear-resistible VII. Wrapping It Up Technique 34. Advocacy for Technology and New Literacies Technique 35. High-Stakes Writing Assessments Technique 36. Automated Tools Technique 37. Publication Appendix: Common Core Content Standards for Writing, Grades 6–12 Glossary

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Book SynopsisThis accessible teacher resource and course text shows how to incorporate strategy instruction into the Kâ8 classroom every day. Cutting-edge theory and research are integrated with practical guidance and reflections from experienced teachers of novice and struggling readers. The book describes the nuts and bolts of creating classroom contexts that foster strategy use, combining explicit comprehension instruction with scaffolded support, and providing opportunities for students to verbalize their thinking. It features reproducible learning activities and planning and assessment tools. New to This Edition *The latest knowledge and classroom-tested methods. *Chapter on response to intervention (RTI). *Chapter on organizing instruction across the school day and week. *Expanded practical content, including sample lessons and more early literacy and upper-elementary examples.Trade Review"Want to become a more effective teacher of comprehension and strategic reading processes? Get this book! It is filled with rich descriptions of effective instruction that can be tailored to fit specific classroom circumstances and student populations. Without a doubt, this is the best book on the market for teachers who strive to provide reading instruction that makes a difference. I have used the first edition in classes, and I'm excited about using the updated and improved second edition with my students. It is appropriate for a range of undergraduate and graduate courses in reading."--Linda B. Gambrell, PhD, Distinguished Professor Emeritus of Education, Clemson University "This is a compelling and powerful book that masterfully grounds strategic processing instruction in both theory and research. It is an excellent resource to help classroom teachers and literacy specialists develop the extensive knowledge base needed to self-regulate their practice. New chapters in the second edition assist teachers in planning and organizing instruction and implementing it within an RTI framework. The discussions in these chapters are essential because they help bridge the gap between research and practice."--Lynn E. Shanahan, PhD, Department of Learning and Instruction, University at Buffalo, State University of New York "This second edition takes an already excellent book and makes it even better! With a rich research base and real-life classroom examples, the book shows teachers how to take on the challenge of teaching strategic processes in reading, including how to do so within RTI frameworks. Perfect for teacher study groups and master’s courses, this comprehensive book guides teachers step by step to create motivated, strategic readers."--Mariam Jean Dreher, PhD, Department of Teaching, Learning, Policy, and Leadership, University of Maryland, College Park "The professional literature often downplays the challenge of effectively teaching comprehension strategies. Thank goodness we have Almasi and Fullerton's splendid book to support our efforts. This text is an indispensable part of my graduate teaching; it provides a coherent model for developing and delivering strategy instruction. I particularly appreciate the excellent sections on the explicit teaching of strategies and the scaffolding of students' learning, as well as the annotated lesson plans. The second edition supplements these features with expanded information on RTI. Most notably, this book is solidly research based and not just a compendium of recommended practices. It is a powerful, comprehensive resource that can be adapted for diverse audiences and purposes."--Rachel Brown, PhD, Director, Literacy Master's Programs, Syracuse University -Table of Contents1. What Does It Mean to Be Strategic? 2. Critical Elements of Strategies Instruction: Designing Effective Environments 3. Responsive Teaching Frameworks within Response to Intervention 4. Assessing Strategic Processing 5. Why Students Struggle with Comprehension 6. Strategy Instruction That Enhances Comprehension 7. Strategy Instruction That Enhances Word Recognition 8. The Path to Becoming a Successful Strategies Teacher 9. Conclusions: Putting It All Together Children's Literature

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Book SynopsisThis accessible teacher resource and course text shows how to incorporate strategy instruction into the Kâ8 classroom every day. Cutting-edge theory and research are integrated with practical guidance and reflections from experienced teachers of novice and struggling readers. The book describes the nuts and bolts of creating classroom contexts that foster strategy use, combining explicit comprehension instruction with scaffolded support, and providing opportunities for students to verbalize their thinking. It features reproducible learning activities and planning and assessment tools. New to This Edition *The latest knowledge and classroom-tested methods. *Chapter on response to intervention (RTI). *Chapter on organizing instruction across the school day and week. *Expanded practical content, including sample lessons and more early literacy and upper-elementary examples.Trade Review"Want to become a more effective teacher of comprehension and strategic reading processes? Get this book! It is filled with rich descriptions of effective instruction that can be tailored to fit specific classroom circumstances and student populations. Without a doubt, this is the best book on the market for teachers who strive to provide reading instruction that makes a difference. I have used the first edition in classes, and I'm excited about using the updated and improved second edition with my students. It is appropriate for a range of undergraduate and graduate courses in reading."--Linda B. Gambrell, PhD, Distinguished Professor Emeritus of Education, Clemson University "This is a compelling and powerful book that masterfully grounds strategic processing instruction in both theory and research. It is an excellent resource to help classroom teachers and literacy specialists develop the extensive knowledge base needed to self-regulate their practice. New chapters in the second edition assist teachers in planning and organizing instruction and implementing it within an RTI framework. The discussions in these chapters are essential because they help bridge the gap between research and practice."--Lynn E. Shanahan, PhD, Department of Learning and Instruction, University at Buffalo, State University of New York "This second edition takes an already excellent book and makes it even better! With a rich research base and real-life classroom examples, the book shows teachers how to take on the challenge of teaching strategic processes in reading, including how to do so within RTI frameworks. Perfect for teacher study groups and master’s courses, this comprehensive book guides teachers step by step to create motivated, strategic readers."--Mariam Jean Dreher, PhD, Department of Teaching, Learning, Policy, and Leadership, University of Maryland, College Park "The professional literature often downplays the challenge of effectively teaching comprehension strategies. Thank goodness we have Almasi and Fullerton's splendid book to support our efforts. This text is an indispensable part of my graduate teaching; it provides a coherent model for developing and delivering strategy instruction. I particularly appreciate the excellent sections on the explicit teaching of strategies and the scaffolding of students' learning, as well as the annotated lesson plans. The second edition supplements these features with expanded information on RTI. Most notably, this book is solidly research based and not just a compendium of recommended practices. It is a powerful, comprehensive resource that can be adapted for diverse audiences and purposes."--Rachel Brown, PhD, Director, Literacy Master's Programs, Syracuse University -Table of Contents1. What Does It Mean to Be Strategic? 2. Critical Elements of Strategies Instruction: Designing Effective Environments 3. Responsive Teaching Frameworks within Response to Intervention 4. Assessing Strategic Processing 5. Why Students Struggle with Comprehension 6. Strategy Instruction That Enhances Comprehension 7. Strategy Instruction That Enhances Word Recognition 8. The Path to Becoming a Successful Strategies Teacher 9. Conclusions: Putting It All Together Children's Literature

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Book SynopsisNearly every state has independently adopted the Common Core State Standards (CCSS), making this practical guide an indispensable resource for PreK-2 teachers and teachers-in-training. Leading authorities explain each of the English language arts (ELA) standards and vividly show how to implement them. The book is filled with grade-specific classroom vignettes, instructional strategies and activities, sample lesson plans, and discussion questions. Chapters cover the major ELA strands: reading (literature, informational texts, and foundational skills); writing; speaking and listening; and language. Issues of assessment and technology integration are also explored. An appendix includes thematic units for each grade level demonstrating ways to embed CCSS/ELA standards into content-area instruction.See also Teaching with the Common Core Standards for English Language Arts, Grades 3-5.Trade ReviewThis multifaceted volume provides not only a sound understanding of the CCSS/ELA, but also practical ideas for implementation. Experts in the field of literacy offer meaningful insights into essential topics, from phonemic awareness to text complexity.--Maureen McLaughlin, EdD, Reading Department, East Stroudsburg University; President (2013-2014), International Reading Association Morrow, Shanahan, and Wixson have collaborated with a talented group of contributors to provide this extremely important work. Taken together, the chapters illustrate how teachers and instructional leaders can apply the CCSS to transform instruction. The book offers multiple visions of effective instruction that gives all students access to high-quality literature, including informational and multimedia texts; integrated curricula; reading and writing connections; and content learning.--Victoria J. Risko, EdD, Department of Teaching and Learning (Emerita), Vanderbilt UniversityThis book is coming on the scene at exactly the right time--it's just what informed educators need. Chapters explain and analyze the challenges and demands of each ELA standard. Suggestions for implementation, vignettes of classroom practice, lists of children’s literature, and sample units are just a few of the volume's user-friendly features. The broad overview of the standards, as well as the supporting materials, should inspire classroom teachers and administrators to order their copies immediately. This is also an ideal text for the college classroom.--Lace S. Cassidy, PhD, Department of Literacy Education, New Jersey City UniversityTeachers gain extensive background knowledge and information on how to incorporate the CCSS into classroom practice. I am excited about the ideas I learned from this book that I will be able to include in my classroom instruction. The lesson vignettes provide very helpful concrete examples.--Courtney Bartlett, MEd, second-grade teacher, Sunnyview Primary School, Knoxville, TennesseeThis is a great resource for anyone in PreK-2 education who is trying to navigate the CCSS. It breaks the ELA standards down into easy-to-understand terms, explains the purpose behind each one, and provides interesting, meaningful teaching strategies.--Stephany Dillon, MEd, first-grade teacher, Tecumseh-Harrison Elementary School, Vincennes, Indiana-Table of ContentsForeword, Susan B. Neuman Introduction, Jennifer Renner Del Nero1. Understanding the Common Core State Standards, P. David Pearson and Elfrieda H. Hiebert 2. Reading Standards for Literature: Developing Comprehension, Lesley Mandel Morrow, Diane H. Tracey, and Kellyanne M. Healey3. Reading Standards for Informational Text, Nell K. Duke, Juliet L. Halladay, and Kathryn L. Roberts 4. Reading Standards: Foundational Skills, Kristin M. Gehsmann and Shane Templeton 5. Writing Standards, Jane Hansen6. Speaking and Listening Standards, Sandra L. Gillam and D. Ray Reutzel7. Language Standards, Susan Watts-Taffe and Allison Breit-Smith8. Technology and the Common Core Standards, Michael C. McKenna, Kristin Conradi, Craig A. Young, and Bong Gee Jang9. Assessment and the Common Core Standards, Peter Afflerbach10. In Conclusion: On Implementing the Common Core Standards Successfully in Grades K-2, Timothy Shanahan Appendix A. Common Core State Standards for English Language Arts, Grades K-2 Appendix B. Thematic Units for Grades K-2, with Common Core State Standards Embedded

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Book SynopsisNearly every state has independently adopted the Common Core State Standards (CCSS), making this practical guide an indispensable resource for PreK-2 teachers and teachers-in-training. Leading authorities explain each of the English language arts (ELA) standards and vividly show how to implement them. The book is filled with grade-specific classroom vignettes, instructional strategies and activities, sample lesson plans, and discussion questions. Chapters cover the major ELA strands: reading (literature, informational texts, and foundational skills); writing; speaking and listening; and language. Issues of assessment and technology integration are also explored. An appendix includes thematic units for each grade level demonstrating ways to embed CCSS/ELA standards into content-area instruction.See also Teaching with the Common Core Standards for English Language Arts, Grades 3-5.Trade ReviewThis multifaceted volume provides not only a sound understanding of the CCSS/ELA, but also practical ideas for implementation. Experts in the field of literacy offer meaningful insights into essential topics, from phonemic awareness to text complexity.--Maureen McLaughlin, EdD, Reading Department, East Stroudsburg University; President (2013-2014), International Reading Association Morrow, Shanahan, and Wixson have collaborated with a talented group of contributors to provide this extremely important work. Taken together, the chapters illustrate how teachers and instructional leaders can apply the CCSS to transform instruction. The book offers multiple visions of effective instruction that gives all students access to high-quality literature, including informational and multimedia texts; integrated curricula; reading and writing connections; and content learning.--Victoria J. Risko, EdD, Department of Teaching and Learning (Emerita), Vanderbilt UniversityThis book is coming on the scene at exactly the right time--it's just what informed educators need. Chapters explain and analyze the challenges and demands of each ELA standard. Suggestions for implementation, vignettes of classroom practice, lists of children’s literature, and sample units are just a few of the volume's user-friendly features. The broad overview of the standards, as well as the supporting materials, should inspire classroom teachers and administrators to order their copies immediately. This is also an ideal text for the college classroom.--Lace S. Cassidy, PhD, Department of Literacy Education, New Jersey City UniversityTeachers gain extensive background knowledge and information on how to incorporate the CCSS into classroom practice. I am excited about the ideas I learned from this book that I will be able to include in my classroom instruction. The lesson vignettes provide very helpful concrete examples.--Courtney Bartlett, MEd, second-grade teacher, Sunnyview Primary School, Knoxville, TennesseeThis is a great resource for anyone in PreK-2 education who is trying to navigate the CCSS. It breaks the ELA standards down into easy-to-understand terms, explains the purpose behind each one, and provides interesting, meaningful teaching strategies.--Stephany Dillon, MEd, first-grade teacher, Tecumseh-Harrison Elementary School, Vincennes, Indiana-Table of ContentsForeword, Susan B. Neuman Introduction, Jennifer Renner Del Nero1. Understanding the Common Core State Standards, P. David Pearson and Elfrieda H. Hiebert 2. Reading Standards for Literature: Developing Comprehension, Lesley Mandel Morrow, Diane H. Tracey, and Kellyanne M. Healey3. Reading Standards for Informational Text, Nell K. Duke, Juliet L. Halladay, and Kathryn L. Roberts 4. Reading Standards: Foundational Skills, Kristin M. Gehsmann and Shane Templeton 5. Writing Standards, Jane Hansen6. Speaking and Listening Standards, Sandra L. Gillam and D. Ray Reutzel7. Language Standards, Susan Watts-Taffe and Allison Breit-Smith8. Technology and the Common Core Standards, Michael C. McKenna, Kristin Conradi, Craig A. Young, and Bong Gee Jang9. Assessment and the Common Core Standards, Peter Afflerbach10. In Conclusion: On Implementing the Common Core Standards Successfully in Grades K-2, Timothy Shanahan Appendix A. Common Core State Standards for English Language Arts, Grades K-2 Appendix B. Thematic Units for Grades K-2, with Common Core State Standards Embedded

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Book SynopsisHelping teachers move beyond fluency as measured by speed alone, this book focuses on building the skills that students need to read accurately, meaningfully, and expressively--the essential components of reading comprehension. Each concise chapter presents a tried-and-true instructional or assessment strategy and shows how K-12 teachers can apply it in their own classrooms, using a wide variety of engaging texts. Special features include classroom examples, Your Turn activities, and 24 reproducible forms, in a large-size format for easy photocopying. Purchasers also get access to a Web page where they can download and print the reproducible materials.Trade ReviewThis book is chock-full of practical ideas for making fluency a fun and enjoyable part of your daily routine--for example, podcasting, activities that incorporate songs and poems, and 5-minute movement activities that let students 'get the wiggles out' while practicing fluent reading. All the chapters include classroom examples and ways to fit fluency into the day with little additional planning. Read this book and you will never go back to the kinds of fluency lessons that dampen everyone's enthusiasm for reading.--Patricia M. Cunningham, PhD, Department of Education, Wake Forest University Classroom teachers will welcome this volume. Chapters explore research-based practices that improve reading fluency and comprehension, complete with definitions, clear directions, implementation guidance, and classroom examples. The approaches provided can be used in varied contexts--with small groups or the whole class, with English language learners, in intervention settings, and with parents as educational partners. This text would be of benefit in undergraduate as well as graduate reading education classes.--Diane DeFord, PhD, Swearingen Literacy Chair, University of South Carolina This book is a 'must have' for teachers and future teachers who are concerned about helping all students become fluent readers and excellent comprehenders. The editors make a compelling case that fluency instruction must include more than just attention to accuracy and rate; it also needs to focus on prosody, or expressive reading. The book is packed with effective strategies that build fluency and reading comprehension. Written by researchers and practitioners, this book is perfect for reading methods courses and clinical courses as well as the professional book collection of every school.--Laurie Elish-Piper, PhD, Presidential Teaching Professor and Literacy Clinic Director, Northern Illinois University A wonderful book on reading fluency: insightful, sensitive, comprehensive, well researched, clearly written, and practical. I have no doubt this book will help teachers, learning consultants, reading specialists, and school psychologists avoid the many misunderstandings about reading fluency, better understand its components, and improve students' skills. Especially helpful are the well-developed examples of how to use an abundance of highly motivating methods of instruction. In my work with struggling readers, I will use this book repeatedly.--Howard Margolis, EdD, Professor Emeritus of Reading Disabilities and Special Education, City University of New York -Table of Contents1. Introduction: Fluency at the Core of Effective Literacy Instruction, Timothy Rasinski and Nancy PadakI. Modeling Fluency for Students2. Modeling Fluent Reading through Read-Alouds, Denise N. Morgan 3. Increasing Students’ Metafluency Awareness: An Integral Part of Teaching Fluency, D. Ray ReutzelII. Assisted Reading Strategies4. Whole-Class Choral Reading, David Paige 5. Paired Reading, Timothy Rasinski and Nancy Padak6. Audio-Assisted Reading, Kristine E. Pytash and Kaybeth CalabriaIII. Phrasing Strategies7. Fluency through Phrasing: High-Frequency Words, Maryann Mraz and Melissa Sykes8. Teaching Phrasing through the Phrased Text Lesson, James Nageldinger IV. Deep and Wide Reading Practice 9. Repeated Readings through Readers Theatre, Chase J. Young 10. Podcasting Approaches to Fluency Instruction, Sheri Vasinda and Julie McLeod 11. Writing Readers Theatre Scripts, Kristie Miner 12. Authentic Repeated Reading through Poetry and Song, Lori Wilfong 13. Invoking Walter Cronkite: Radio Reading and the Fluent Reader, Allison L. Baer 14. Increasing Reading Volume: The Million-Minute Reading Challenge, Timothy Rasinski and Nancy PadakV. Integrated Fluency Models for Beginning and Struggling Students15. Implementing the Fluency Development Lesson: An Intervention Model for Struggling Readers, Belinda S. Zimmerman 16. Boosting Fluency of English Language Learners with Music and Poetry Performance Activities, Kristin Lems17. Getting Children Off to a Fast Start in Reading, Terry Kindervater 18. Fluency-Oriented Reading Instruction, Melanie R. Kuhn, Paula J. Schwanenflugel, Katherine A. Dougherty Stahl, Elizabeth B. Meisinger, and Carolyn GroffVI. Other Fluency Issues19. Five-Minute Fluency Active-ities, Brenda Rosler 20. Word Study: The Foundation for Fluency, Timothy Rasinski and Nancy Padak21. Assessing the Fluency of Automaticity, Theresa Duncko22. Assessing Prosody, Nancy Padak and Timothy Rasinski23. Conclusion: Creating a Time for Fluency in Your Reading Program, Nancy Padak and Timothy Rasinski

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Book SynopsisThis trusted teacher resource and course text provides a comprehensive approach to assessing and building children's word knowledge (grades K-8). Kathy Ganske shows how carefully planned word study can improve students' reading and writing skills while fostering their appreciation of language. Complete instructions are provided for implementing the Developmental Spelling Analysis (DSA), an easy-to-use assessment tool, and for tailoring instruction to learners' strengths and weaknesses. Numerous word lists, student work samples, and Literature Links are included, along with 27 reproducible forms. The large-size format facilitates photocopying. Purchasers also get access to a webpage where they can download and print the reproducible materials. New to This Edition: *Addresses the Common Core State Standards. *Incorporates additional activities and technology tips, plus updated research findings. *Chapter explaining the meaning of word study and its role in literacyTrade Review"Word Journeys is a revelation. It shows that word study and spelling are complex cognitive acts that require intentional instruction, student interaction, and talk. Once and for all, Ganske has ensured that no teacher will ever need to teach spelling the way so many of us were instructed as children, with a reliance on rote memorization at the expense of meaning. The rich materials in this book properly situate spelling and word study at the heart of meaningful language arts instruction."--Nancy Frey, PhD, Department of Educational Leadership, College of Education, San Diego State University "Ganske delves into the importance of meaningful experiences with words for expanding children's vocabulary and enhancing their understanding of the relationships between words. She shares practical ways to employ word study in the classroom and connect it to authentic reading and writing."--Angela Stewart, MEd, K-5 literacy staff developer, Richmond, Virginia "When it comes to good pedagogy about how to engage kids productively in the often unpredictable system of American spelling, there is nothing to match the combination of theoretical and practical 'centeredness' that I find in Word Journeys. I have been a fan of this work from the outset, and it has just gotten better with the second edition."--P. David Pearson, PhD, Evelyn Lois Corey Professor Emeritus of Instructional Science, Graduate School of Education, University of California, Berkeley "Word Journeys, Second Edition, helps teachers implement a high-quality, rigorous curriculum that embodies the kind of integrated teaching of spelling, vocabulary, word recognition, phonics, and phonemic awareness described in the Common Core State Standards. Ganske includes extensive insights into how to group students flexibly and differentiate instruction for diverse student needs. I have used and recommended this book extensively, with good reason--it is research based, comprehensive, and, most important, it works!"--Jeffery L. Williams, MEd, K-12 literacy coach and Reading Recovery teacher leader, Solon (Ohio) City Schools "This book incorporates the latest research on word knowledge into a conceptual framework for preservice and inservice teachers. Educators will find this book a useful, well-crafted tool--its organization is clear and easy to follow, and it is filled with information to guide the implementation of a word study program. Leading teachers through targeted planning and small-group instruction, Ganske takes the mystery out of how to teach words well."--Catherine A. Rosemary, PhD, Department of Education and Allied Studies, John Carroll University -Table of ContentsI. Understanding Word Study Contexts1. Word Study: Reading, Writing, and Language ConnectionsII. Understanding Children's Word Knowledge2. A Developmental Perspective3. Assessing Word Knowledge: The Developmental Spelling AnalysisIII. Fostering Children's Word Knowledge4. Planning Appropriate and Engaging Instruction5. Letter Name Word Study6. Within Word Pattern Word Study7. Syllable Juncture Word Study8. Derivational Constancy Word Study9. Questions and AnswersAppendix 1. Supplemental Word ListsAppendix 2. Reproducible Forms ResourcesGlossary

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Book SynopsisThis book provides essential coaching tools to support teachers in planning and implementing instruction aligned with the Common Core State Standards (CCSS). The authors explain the key instructional shifts brought about by the CCSS in K-5 English language arts classrooms. Eighteen specific strategies for coaching large groups, small groups, and individual teachers are presented, including clear-cut procedures, vivid illustrative examples, and 28 reproducible forms. Grounded in research on adult learning, the book addresses common coaching challenges and how to overcome them. The large-size format facilitates photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials.Trade Review"A unique, insightful addition to the literature on the Common Core. Coaches, teachers, reading specialists, and school curriculum leaders will all benefit from the authors' distinctive perspective. The authors are experts in literacy coaching, and their knowledge and practical experiences permeate each chapter. The book details what coaches need to know about the CCSS in very practical terms and provides numerous supportive tools."--Maureen McLaughlin, EdD, Reading Department, East Stroudsburg University of Pennsylvania; President (2013-2014), International Reading Association "Elish-Piper and L'Allier offer literacy coaches many practical suggestions for integrating the CCSS into their work with teachers. They have designed valuable tools that literacy professionals can use in different coaching situations. Clear examples show how real coaches have applied the book's strategies to help their own schools transition toward implementation of the CCSS. An important addition to any literacy coach's toolkit."--Joanna Lieberman, MEd, District Literacy Coach, Cambridge (Massachusetts) Public Schools "Based on research and peppered with common sense, this book is respectful, timely, and easy to follow. The authors have artfully incorporated seminal work on teaching adult learners throughout the book--information that literacy coaching books often lack. This is a wonderful addition to the field and a great resource for teacher leaders in the era of not-enough-time."--Enrique A. Puig, EdD, Director, Morgridge International Reading Center, College of Education and Human Performance, University of Central Florida "With pressure growing to implement the Common Core well, this book is a superb, hugely practical addition to the field. It offers insightful at-your-fingertips material that will jump-start beginning coaches who want to quickly be successful. Seasoned coaches also will benefit greatly from the book's specific coaching strategies--whole school, small group, and individual/m-/along with examples of how they are put into practice. I am very excited to engage in the discussions and efforts this book will spark. For those in coaching roles who care deeply about nurturing both teachers' and students' learning, I believe this book will quickly become a 'must-have' resource."--Nancy L. Shanklin, EdD, Literacy, Language and Culturally Responsive Teaching Program, University of Colorado Denver -Table of ContentsI. Coaching toward the Common Core1. Getting Ready for Coaching2. Tools for Effective CoachingII. Large-Group Coaching toward the Common CoreStrategy 1. Establishing a Climate for Literacy CoachingStrategy 2. Building Shared Understanding and LanguageStrategy 3. Conducting an Article Study GroupStrategy 4. Providing Professional Development at Faculty MeetingsStrategy 5. Unpacking the Common Core StandardsStrategy 6. Examining the Vertical Alignment of the Common Core StandardsStrategy 7. Presenting Powerful Professional DevelopmentIII. Small-Group Coaching toward the Common CoreStrategy 8. Developing Implementation Guides for the Common Core StandardsStrategy 9. Reviewing Assessment Data to Plan InstructionStrategy 10. Examining Student WorkStrategy 11. Reviewing Units of StudyStrategy 12. Conducting a Lesson StudyIV. Individual Coaching toward the Common CoreStrategy 13. Setting GoalsStrategy 14. ModelingStrategy 15. Co-PlanningStrategy 16. Co-TeachingStrategy 17. ObservingStrategy 18. Implementing the Coaching CycleV. Putting It All Together: Profiles of Highly Effective Literacy CoachesProfile 1. Establishing and Maintaining Administrator SupportProfile 2. Getting into ClassroomsProfile 3. Working with Hesitant TeachersProfile 4. Staying the CourseProfile 5. Embedding Coaching into Other Assigned DutiesProfile 6. Organizing for SuccessFinal Thoughts

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Book SynopsisThis highly regarded teacher resource synthesizes the research base on word recognition and translates it into step-by-step instructional strategies, with special attention to students who are struggling. Chapters follow the stages through which students progress as they work toward skilled reading of words. Presented are practical, evidence-based techniques and activities that target letter- sound pairings, decoding and blending, sight words, multisyllabic words, and fluency. Ideal for use in primary-grade classrooms, the book also offers specific guidance for working with older children who are having difficulties. Reproducible assessment tools and word lists can be downloaded and printed in a convenient 8 1/2 x 11 size. New to This Edition *Incorporates the latest research on word recognition and its connections to vocabulary, reading fluency, and comprehension. *Chapter on morphological (meaning-based) instruction. *Chapter on English language learners. *Trade ReviewA valuable resource for any teacher whose responsibilities include reading instruction. Focusing on teaching students with reading difficulties, the book weaves many practical teaching ideas and strategies into the knowledge base derived from research. A new chapter on teaching morphology is a welcome addition, particularly in the context of the Common Core State Standards, which emphasize close reading of increasingly complex texts. This book provides teachers with many ideas that can be readily implemented.--Diane Haager, PhD, Division of Special Education and Counseling, California State University, Los AngelesYet again, O'Connor has shown why she is a leader in reading education. This second edition demonstrates O'Connor's special strength in conveying practical procedures that are true to the evidence about effective reading instruction. Chapter after chapter, the book explains the importance of teaching a component decoding skill (for example, blending, decoding multisyllabic words), translates the research about it, and provides sequenced illustrations of targeted lessons. What more could a teacher want? Because it is so conceptually well integrated and grounded in applied research, this book can serve as a guide for students, classroom teachers, and curriculum developers.--John Wills Lloyd, PhD, Curry School of Education, University of Virginia Essential reading for teachers and teacher educators. The tone is reader-friendly, but the content is substantial. This book addresses all aspects of learning to read words, with discussions of oral language, phonemic awareness, decoding, fluency, struggling secondary students, and English language learners. Each chapter provides extensive research and evidence-based strategies and activities with examples. O’Connor has managed to demystify the process of teaching word recognition to students with reading difficulties.--Yvonne N. Bui, PhD, Department of Special Education, San Francisco State University-An exceptionally well-written book aimed at elementary practitioners....Highly recommended. Upper-division undergraduates and practitioners. (on the first edition)--Choice, 7/1/2007Table of ContentsIntroduction1. In the Beginning: Oral Language and Learning to Read Words2. Phonemic Awareness3. The Alphabetic Principle4. Beginning to Decode5. Word Patterns6. Developing Sight Words7. Reading Multisyllabic Words8. Using Morphology to Read Words9. Reading Words Fluently10. Teaching Students Who Are English Learners11. Older Students with Reading DifficultiesAppendix A. ResourcesAppendix B. Reproducible Forms and ChecklistsReferencesIndex

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Book SynopsisThis highly regarded teacher resource synthesizes the research base on word recognition and translates it into step-by-step instructional strategies, with special attention to students who are struggling. Chapters follow the stages through which students progress as they work toward skilled reading of words. Presented are practical, evidence-based techniques and activities that target letter- sound pairings, decoding and blending, sight words, multisyllabic words, and fluency. Ideal for use in primary-grade classrooms, the book also offers specific guidance for working with older children who are having difficulties. Reproducible assessment tools and word lists can be downloaded and printed in a convenient 8 1/2 x 11 size. New to This Edition *Incorporates the latest research on word recognition and its connections to vocabulary, reading fluency, and comprehension. *Chapter on morphological (meaning-based) instruction. *Chapter on English language learners. *Trade ReviewA valuable resource for any teacher whose responsibilities include reading instruction. Focusing on teaching students with reading difficulties, the book weaves many practical teaching ideas and strategies into the knowledge base derived from research. A new chapter on teaching morphology is a welcome addition, particularly in the context of the Common Core State Standards, which emphasize close reading of increasingly complex texts. This book provides teachers with many ideas that can be readily implemented.--Diane Haager, PhD, Division of Special Education and Counseling, California State University, Los AngelesYet again, O'Connor has shown why she is a leader in reading education. This second edition demonstrates O'Connor's special strength in conveying practical procedures that are true to the evidence about effective reading instruction. Chapter after chapter, the book explains the importance of teaching a component decoding skill (for example, blending, decoding multisyllabic words), translates the research about it, and provides sequenced illustrations of targeted lessons. What more could a teacher want? Because it is so conceptually well integrated and grounded in applied research, this book can serve as a guide for students, classroom teachers, and curriculum developers.--John Wills Lloyd, PhD, Curry School of Education, University of Virginia Essential reading for teachers and teacher educators. The tone is reader-friendly, but the content is substantial. This book addresses all aspects of learning to read words, with discussions of oral language, phonemic awareness, decoding, fluency, struggling secondary students, and English language learners. Each chapter provides extensive research and evidence-based strategies and activities with examples. O’Connor has managed to demystify the process of teaching word recognition to students with reading difficulties.--Yvonne N. Bui, PhD, Department of Special Education, San Francisco State University-An exceptionally well-written book aimed at elementary practitioners....Highly recommended. Upper-division undergraduates and practitioners. (on the first edition)--Choice, 7/1/2007Table of ContentsIntroduction1. In the Beginning: Oral Language and Learning to Read Words2. Phonemic Awareness3. The Alphabetic Principle4. Beginning to Decode5. Word Patterns6. Developing Sight Words7. Reading Multisyllabic Words8. Using Morphology to Read Words9. Reading Words Fluently10. Teaching Students Who Are English Learners11. Older Students with Reading DifficultiesAppendix A. ResourcesAppendix B. Reproducible Forms and ChecklistsReferencesIndex

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Book SynopsisIn one concise volume, Darrell Morris provides a complete tool for assessing students' reading ability. Unlike most informal reading inventories (IRIs), Morris's approach incorporates measures of automaticity (word recognition and fluency) together with oral reading accuracy and comprehension. This results in more efficient, accurate, and thorough assessments. Included are an examiner's manual and all test materials for the basic IRI (grades 2-8) plus a separate beginning reading inventory (grades K-1). In a large-size spiral-bound format for ease of use, the book features more than 90 pages of word/letter lists, illustrated reading passages, and other test materials, all with permission to photocopy. See also Morris's Diagnosis and Correction of Reading Problems, Second Edition, which guides teachers through a comprehensive diagnostic battery for planning instruction and intervention.Trade Review"Morris has written the best informal reading inventory (IRI) currently available. It assesses word recognition in isolation and in context, as well as comprehension and spelling. In five decades in the reading profession, I have never encountered a better IRI. This is a tour de force of reading assessment."--Ronald L. Cramer, PhD, Distinguished Professor of Education, Oakland University "Finally! An informal reading inventory that melds the best of the reading clinical tradition and current reading development theory. This book is a 'must' for classroom teachers, special educators, literacy coaches, and Title I facilitators--in fact, for any teacher who wants a valid, reliable, efficient way to determine students' instructional reading levels. Veteran teachers will applaud Morris's no-nonsense, 'let's get it done right' approach, and novice educators will appreciate his accessible 'how-to' direction. Elementary and special education professors need look no further for a methods assessment guide that will serve their students well in the real world."--Kathleen J. Brown, PhD, Director, University of Utah Reading Clinic "The synthesis of research, clinical wisdom, and fine writing make the Morris Informal Reading Inventory a 'new classic' for every literacy professional's bookshelf. Preservice and inservice classroom teachers will find this book a crystal-clear guide to artfully constructed, reliable, and valid individual reading assessment. Scholars and students will appreciate its elegant historical overview of individual reading assessment combined with compelling new data. And literacy educators will find Morris's carefully sequenced approach valuable for university classes and other professional development. Kudos to Morris for this fine resource."--Camille Blachowicz, PhD, Co-Director, The Reading Leadership Institute, National College of Education, National Louis University "In today’s world of high-stakes standardized tests, teachers are looking for assessments that make a real difference in their day-to-day instruction; in this book, Morris more than delivers. Drawing on decades of research, extensive work in his reading clinic, and the rich clinical tradition in the field, Morris clearly and insightfully guides teachers in the art of administering and interpreting literacy assessments to inform effective instruction. With carefully selected graded word lists, high-interest reading passages, and assessments specifically designed for emergent and beginning readers, I am confident that the Morris Informal Reading Inventory will become a standout assessment in our own reading center and a 'go-to' resource for teachers, reading specialists, and practitioners."--Kevin Flanigan, PhD, Department of Literacy, West Chester University -Table of ContentsPart One. Examiner's ManualSection 1. The Informal Assessment of Reading Ability Section 2. Administering an Informal Reading Assessment (Grades 2–8)Section 3. Interpretation of Reading Scores Section 4. Assessing the Beginning Reader (Grades K–1)Section 5. Development of the Reading InventoriesPart Two. Test MaterialsI. Informal Reading Inventory (Grades 2–8)II. Beginning Reading Inventory (Grades K–1)References Index

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Book SynopsisThis book presents the most effective instructional strategies for promoting vocabulary growth in the early grades, when the interdependence of word learning and oral language development is especially strong. The authors guide teachers in choosing the best materials and in fostering home-school connections, and share six key principles for building vocabulary. Included are guiding questions; text boxes connecting vocabulary to the Common Core State Standards; examples from real teachers; reproducible checklists, rubrics, and other tools; and an appendix of additional vocabulary resources. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2 x 11 size.Trade Review"This book provides everything you want to know about vocabulary for young children--as well as everything you didn’t know you wanted to know. I can’t think of anything about vocabulary acquisition, instruction, and assessment that is not included. A hallmark of the book is the suggestions the authors offer about how teachers can incorporate vocabulary development in typical primary-grades reading and writing instruction."--Isabel L. Beck, PhD, University of Pittsburgh (Emerita) “Silverman and Hartranft makes it easy to understand the importance of vocabulary development in young students. Their in-depth explanations of several research-based strategies will help build students’ vocabularies, while real-life examples make each of the strategies easily applicable in daily teaching practices. As an early childhood educator, I recommend this book to anyone seeking to deepen their knowledge of vocabulary development and enhance their instruction.”--Lisa Manna, kindergarten teacher, Port Towns Elementary School, Prince George’s County, Maryland “I love this book--it is the right book at the right time! The centrality of language to literacy success is now widely recognized, but this is the first book for aspiring early childhood teachers that discusses language and reading in a way that builds conceptual understanding while providing research-based guidance for practice. It is already on the reading list for my course.”--David K. Dickinson, EdD, Margaret Cowan Chair of Education and Associate Dean for Research, Peabody College of Education, Vanderbilt University "The best time to help children bolster their vocabularies--particularly children who enter school with vocabularies weaker than those of their peers--is as soon as possible. In this solidly researched and well-crafted book, Silverman and Hartranft focus their considerable expertise on vocabulary instruction for children in PreK-2. Among the many strengths of the book are its focus on both breadth and depth, its myriad classroom examples, and its strong research base."--Michael F. Graves, PhD, University of Minnesota (Emeritus) -Table of Contents1. The Importance of Vocabulary Breadth and Depth2. Principles of Effective Vocabulary Instruction3. Explicit and Extended Vocabulary Instruction4. Word Learning and Word Use in a Language Rich Environment5. Word Awareness and Independent Word Learning6. Assessing Vocabulary Knowledge7. Differentiating Vocabulary Instruction8. Using Multimedia to Support Word Learning in the Digital Age9. Home–School Connections to Support Word Learning10. Implementing Vocabulary Instruction in Prekindergarten through Second-Grade ClassroomsAppendix. Resources for Vocabulary Instruction

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Book SynopsisIdeal for use in teacher workshops, this book provides vital coping and problem-solving skills for managing the everyday stresses of the classroom. Specific strategies help teachers at any grade level gain awareness of the ways they respond in stressful situations and improve their overall well-being and effectiveness. Each chapter offers efficient tools for individuals, as well as group exercises. Teachersâ stories are woven throughout. In a convenient large-size format, the book includes 45 self-monitoring forms, worksheets, and other handouts. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade Review“Teachers are besieged by criticism from the press and politicians, and by pressure from parents and principals. In addition, they have to make scores of instantaneous decisions hour by hour, day after day. That is where this book comes in. It illustrates how teachers can take care of themselves and thrive under stressful, often unsupportive conditions. Written by two brilliant, knowledgeable, and calm educators, this book is a 'must' for teachers who want to be at the top of their game. Teachers' careers depend on confidence and an ability to manage pressure, and they owe no less to their students and themselves.”--Randy Sprick, PhD, Director, Safe and Civil Schools “This well-written, organized, and compelling book offers practical strategies to address the troubling phenomenon of teacher stress. Combining clinical insight, current research, and their extensive work with teachers, Herman and Reinke’s unique approach focuses on building teacher resilience. The book is an exceptionally valuable resource for school psychologists, consultants, counselors, and administrators who support teachers. It would also make an excellent text for education students as part of their field experience and teaching internship program.”--Lori Newcomer, PhD, Department of Educational, School, and Counseling Psychology, University of Missouri “Stress Management for Teachers taught me how to turn those sometimes-negative thoughts into positive ones. Learning to be aware of my thoughts and feelings throughout the day, and changing what goes into my body, have both had a vital impact on my mood and perceptions of myself. This book helped me create a positive cycle in my life that has not only improved my attitude toward teaching, but also has made me feel more successful in my personal life.”--K. Gilchrist, MEd, NBCT, third-grade teacher, McCurdy Elementary School, Florissant, Missouri "I recommend this book to first-year teachers, tenured teachers, and even seasoned administrators. It helped me--and will help others--reflect on how to handle the stress of being an educator or administrator. It is written in a way that enables the reader to apply the tools and strategies right away and over the long term."--Victoria Ballew, MEd, Director of Special Programs, Southern Boone County (Missouri) R-1 School District "Administrators are always watching for credible and innovative resources to assist staff with pressing concerns, and helping educators cope with stress is at the top of the list. This book provides a path forward for those who are ready to do the work to reduce their stress. It is easy to read, gives clear directions and examples of useful techniques, and incorporates reflections from educators as they come to understand and address the impact of stress in their professional and personal lives. The 'If you only do one thing'sections recognize the busy lives of educators and give short, meaningful take-aways with the highest-yield strategies from each chapter. This is a useful text for teacher preparation programs, programs addressing prevention and mental health in schools, and teacher-mentoring activities."--Lou Ann Tanner-Jones, PhD, NCSP, Director of Special Services, Columbia (Missouri) Public Schools -Table of ContentsI. Overview of Stress and Coping 1. Background and Rationale 2. Stress: The Good, the Bad, and the Lion 3. The Teacher Coping Model II. Coping Strategies 4. Awareness 5. Adaptive Thinking I: The Positive/Negative Thoughts Method 6. Adaptive Thinking II: The ABC Method 7. Adaptive Behaviors 8. Competence and Self-Efficacy 9. Beyond Survival: Getting to Good III. Applications and Extensions 10. Specific Applications 11. Coping with Serious Symptoms 12. For School Administrators and Other School Professionals 13. Setting Up a TCM Study Group 14. Your Personal Development Plan and Broader Systems Change References Index

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Book SynopsisThis book presents the most effective instructional strategies for promoting vocabulary growth in the early grades, when the interdependence of word learning and oral language development is especially strong. The authors guide teachers in choosing the best materials and in fostering home-school connections, and share six key principles for building vocabulary. Included are guiding questions; text boxes connecting vocabulary to the Common Core State Standards; examples from real teachers; reproducible checklists, rubrics, and other tools; and an appendix of additional vocabulary resources. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2 x 11 size.Trade Review"This book provides everything you want to know about vocabulary for young children--as well as everything you didn’t know you wanted to know. I can’t think of anything about vocabulary acquisition, instruction, and assessment that is not included. A hallmark of the book is the suggestions the authors offer about how teachers can incorporate vocabulary development in typical primary-grades reading and writing instruction."--Isabel L. Beck, PhD, University of Pittsburgh (Emerita) “Silverman and Hartranft makes it easy to understand the importance of vocabulary development in young students. Their in-depth explanations of several research-based strategies will help build students’ vocabularies, while real-life examples make each of the strategies easily applicable in daily teaching practices. As an early childhood educator, I recommend this book to anyone seeking to deepen their knowledge of vocabulary development and enhance their instruction.”--Lisa Manna, kindergarten teacher, Port Towns Elementary School, Prince George’s County, Maryland “I love this book--it is the right book at the right time! The centrality of language to literacy success is now widely recognized, but this is the first book for aspiring early childhood teachers that discusses language and reading in a way that builds conceptual understanding while providing research-based guidance for practice. It is already on the reading list for my course.”--David K. Dickinson, EdD, Margaret Cowan Chair of Education and Associate Dean for Research, Peabody College of Education, Vanderbilt University "The best time to help children bolster their vocabularies--particularly children who enter school with vocabularies weaker than those of their peers--is as soon as possible. In this solidly researched and well-crafted book, Silverman and Hartranft focus their considerable expertise on vocabulary instruction for children in PreK-2. Among the many strengths of the book are its focus on both breadth and depth, its myriad classroom examples, and its strong research base."--Michael F. Graves, PhD, University of Minnesota (Emeritus) -Table of Contents1. The Importance of Vocabulary Breadth and Depth2. Principles of Effective Vocabulary Instruction3. Explicit and Extended Vocabulary Instruction4. Word Learning and Word Use in a Language Rich Environment5. Word Awareness and Independent Word Learning6. Assessing Vocabulary Knowledge7. Differentiating Vocabulary Instruction8. Using Multimedia to Support Word Learning in the Digital Age9. Home–School Connections to Support Word Learning10. Implementing Vocabulary Instruction in Prekindergarten through Second-Grade ClassroomsAppendix. Resources for Vocabulary Instruction

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Book SynopsisTo acquire content knowledge through reading, students must understand the complex components and diverse purposes of informational texts, as emphasized in the Common Core State Standards (CCSS). This practical book illuminates the ways in which a textâs purpose, structure, details, connective language, and construction of themes combine to create meaning. Classroom-tested instructional recommendations and kid-friendly explanations guide teachers in helping students to identify and understand the role of these elements in different types of informational texts. Numerous student work samples, excerpts from exemplary books and articles, and a Study Guide with discussion questions and activities for professional learning add to the bookâs utility.Trade Review“This rich resource provides robust illustrations of how to teach students to read complex informational texts. This is accomplished through the use of mentor sentences and excerpts from a wide variety of children’s and young adult nonfiction. The book goes beyond simplistic notions of text structure while guiding teachers to assist students to read nonfiction more powerfully.”--Jeffrey D. Wilhelm, PhD, Distinguished Professor, Boise State University “Cummins’s previous book, Close Reading of Informational Texts, expanded my understanding of the art of reading nonfiction and was a perfect fit for our school’s professional learning community. Unpacking Complexity in Informational Texts book extends our thinking by examining the various structures that are used in informational writing and why these are important to readers. Using her own classroom experience, Cummins shows the value of exploring text structure with students to help them comprehend the author’s purpose. The book is rich with examples of informational texts, making it easy to use Cummins's instructional ideas directly in the classroom. It provides wonderful suggestions for both new and seasoned educators. A ‘must read’!”--Joanne Toft, MA, literacy and educational consultant and former classroom teacher, Minneapolis, Minnesota “This is a valuable guide for teachers in grades 2-8, academic coaches, site administrators, and curriculum directors implementing the CCSS to increase the rigor and level of reading in all content areas. Instructional strategies, sample lessons, anchor charts, examples of student work, and interactive templates are offered in each chapter. Teachers and those engaging in professional development can use this book to support their efforts to plan lessons that require students to engage with texts, think critically, discuss their understanding, and write about information embedded in complex informational texts.”--Lori Greenwood, MA, Educational Leadership Director of Curriculum, Instruction, and Special Education, Plumas Lake (California) Elementary School District “This is a terrific book for classroom teachers, literacy leaders, and teacher educators. Taking a comprehensive look at different aspects of text complexity, Cummins deepens our understanding of how informational texts work. Her conversational tone and abundant examples make for an accessible read, and the Study Guide makes this an ideal resource for a teacher study group or for professional development. The book would also be useful in advanced undergraduate or master's-level literacy courses. Readers will gain in-depth knowledge about text complexity, as well as concrete ideas for helping young readers gain full access to complex informational texts.”--Juliet L. Halladay, PhD, Department of Education, University of Vermont "Cummins gives teachers a practical look at the parts of a complex text. Her instructional recommendations support students in developing language to navigate, discuss, and write about these rigorous texts, as well as determine how the text's components work together to construct the main idea. This book will be a tremendous resource in professional learning communities. It will encourage teachers to reflect on their teaching practices and consider what students need in order to achieve a better understanding of complex informational texts."--Christina Ensign, MA, NBCT, Reading Specialist, Peter M. Gombert Elementary School, Aurora, Illinois -Table of ContentsIntroduction. The Issue of Informational Text Complexity1. What Do We Mean by Text Complexity?2. What Makes an Informational Text Complex?3. What Do We Mean by an Author’s Purpose?4. What Do We Mean by a Text’s Structure?5. What Types of Details Are in Non-Narrative Texts?6. What Types of Details Are in Narrative Texts?7. Why Pay Attention to Connective Language?8. How Are Main Ideas Constructed?Closing ThoughtsAppendix. Study Guide

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Book SynopsisTo acquire content knowledge through reading, students must understand the complex components and diverse purposes of informational texts, as emphasized in the Common Core State Standards (CCSS). This practical book illuminates the ways in which a textâs purpose, structure, details, connective language, and construction of themes combine to create meaning. Classroom-tested instructional recommendations and kid-friendly explanations guide teachers in helping students to identify and understand the role of these elements in different types of informational texts. Numerous student work samples, excerpts from exemplary books and articles, and a Study Guide with discussion questions and activities for professional learning add to the bookâs utility.Trade Review“This rich resource provides robust illustrations of how to teach students to read complex informational texts. This is accomplished through the use of mentor sentences and excerpts from a wide variety of children’s and young adult nonfiction. The book goes beyond simplistic notions of text structure while guiding teachers to assist students to read nonfiction more powerfully.”--Jeffrey D. Wilhelm, PhD, Distinguished Professor, Boise State University “Cummins’s previous book, Close Reading of Informational Texts, expanded my understanding of the art of reading nonfiction and was a perfect fit for our school’s professional learning community. Unpacking Complexity in Informational Texts book extends our thinking by examining the various structures that are used in informational writing and why these are important to readers. Using her own classroom experience, Cummins shows the value of exploring text structure with students to help them comprehend the author’s purpose. The book is rich with examples of informational texts, making it easy to use Cummins's instructional ideas directly in the classroom. It provides wonderful suggestions for both new and seasoned educators. A ‘must read’!”--Joanne Toft, MA, literacy and educational consultant and former classroom teacher, Minneapolis, Minnesota “This is a valuable guide for teachers in grades 2-8, academic coaches, site administrators, and curriculum directors implementing the CCSS to increase the rigor and level of reading in all content areas. Instructional strategies, sample lessons, anchor charts, examples of student work, and interactive templates are offered in each chapter. Teachers and those engaging in professional development can use this book to support their efforts to plan lessons that require students to engage with texts, think critically, discuss their understanding, and write about information embedded in complex informational texts.”--Lori Greenwood, MA, Educational Leadership Director of Curriculum, Instruction, and Special Education, Plumas Lake (California) Elementary School District “This is a terrific book for classroom teachers, literacy leaders, and teacher educators. Taking a comprehensive look at different aspects of text complexity, Cummins deepens our understanding of how informational texts work. Her conversational tone and abundant examples make for an accessible read, and the Study Guide makes this an ideal resource for a teacher study group or for professional development. The book would also be useful in advanced undergraduate or master's-level literacy courses. Readers will gain in-depth knowledge about text complexity, as well as concrete ideas for helping young readers gain full access to complex informational texts.”--Juliet L. Halladay, PhD, Department of Education, University of Vermont "Cummins gives teachers a practical look at the parts of a complex text. Her instructional recommendations support students in developing language to navigate, discuss, and write about these rigorous texts, as well as determine how the text's components work together to construct the main idea. This book will be a tremendous resource in professional learning communities. It will encourage teachers to reflect on their teaching practices and consider what students need in order to achieve a better understanding of complex informational texts."--Christina Ensign, MA, NBCT, Reading Specialist, Peter M. Gombert Elementary School, Aurora, Illinois -Table of ContentsIntroduction. The Issue of Informational Text Complexity1. What Do We Mean by Text Complexity?2. What Makes an Informational Text Complex?3. What Do We Mean by an Author’s Purpose?4. What Do We Mean by a Text’s Structure?5. What Types of Details Are in Non-Narrative Texts?6. What Types of Details Are in Narrative Texts?7. Why Pay Attention to Connective Language?8. How Are Main Ideas Constructed?Closing ThoughtsAppendix. Study Guide

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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 SynopsisViewing fluency as a bridge between foundational skills and open-ended learning, this book guides teachers through effective instruction and assessment of fluent reading skills in the primary grades.Trade Review“An invaluable resource for beginning and experienced teachers. Drawing on rigorous classroom research, Kuhn and Levy offer numerous ideas and strategies for providing young readers with extensive learning opportunities based on principles of effective fluency instruction. Further, they provide important information for assessing reading and making informed decisions on issues such as book selection and individual and group support. This essential book will help K/-2 teachers understand the role of fluency and how to provide meaningful reading instruction that aligns with the CCSS.”--Barbara A. Bradley, PhD, Department of Curriculum and Teaching, University of Kansas “As teachers nationwide seek ways to help their students achieve the CCSS, they will find invaluable guidance in this short, comprehensive book on the importance of fluency in the development of reading skills. It is filled with easy-to-use research-based strategies and assessments that will help all students, especially struggling readers, engage with challenging texts. I can’t wait to apply these methods in my classroom!”--Kristina Z. Phelan, MA, EdM, reading specialist, Tinton Falls (New Jersey) Public Schools “This is unquestionably the most comprehensive volume to support fluency instruction and improve comprehension! Early primary grade teachers will appreciate the clear explanations and many lesson plans that align essential fluency strategies with the CCSS. Preservice teachers will find this resource an invaluable addition to their coursework and their professional libraries--every essential research-based fluency strategy is included. The book provides a great deal of support and ideas for using challenging texts linked to scaffolded instruction, another important way to promote fluency and to make a connection to the CCSS.”--Mary Lee Bass, EdD, Department of Speech Pathology, Educational Counseling, and Leadership, Monmouth University "This book will be extremely useful in both undergraduate and graduate initial certification programs. Instructors of reading methods courses will value the numerous up-to-date research citations and links to the CCSS, and teacher candidates will welcome the helpful diagrams, lesson plans, and lists of suggested children's books. Readers will appreciate the objective-focused instructional chapters that all follow the same basic outline: 'If you need this fluency outcome for your classroom, then these are the instructional strategies that would be helpful.'"--Gwynne Ellen Ash, PhD, Department of Curriculum and Instruction, Texas State University "This is a great book that I'm glad to add to my professional learning library. Too often, reading assessments and fluency programs focus on speed alone, missing the importance of how the reading sounds. This book provides an in-depth definition of fluency that emphasizes how automaticity and prosody work together."--Lisa Kapp, K-3 reading teacher, Slackwood Elementary School, Lawrence Township, New Jersey -Table of Contents1. Foundational Skills and Open-Ended Learning: When and Why? 2. What Is Fluent Reading? 3. Assessing Fluent Reading 4. Fluency Instruction for Any Setting 5. Fluency Instruction for Shared Reading 6. Fluency Instruction for Flexible Groups 7. Fluency Instruction for Individuals 8. Supplemental Fluency Instruction Award-Winning Trade Books for Children, 2000-2014 Notable Trade Books for Children, 2013-2014 References Index

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Book SynopsisViewing fluency as a bridge between foundational skills and open-ended learning, this book guides teachers through effective instruction and assessment of fluent reading skills in the primary grades. Fluencyâs relationship to phonological awareness, phonics, and print concepts is explained, and practical methods are shared for integrating fluency instruction in a literacy curriculum grounded in the Common Core State Standards (CCSS). Classroom examples, weekly lesson plans, and extensive lists of recommended texts add to the bookâs utility for teachers.Trade Review“An invaluable resource for beginning and experienced teachers. Drawing on rigorous classroom research, Kuhn and Levy offer numerous ideas and strategies for providing young readers with extensive learning opportunities based on principles of effective fluency instruction. Further, they provide important information for assessing reading and making informed decisions on issues such as book selection and individual and group support. This essential book will help K/-2 teachers understand the role of fluency and how to provide meaningful reading instruction that aligns with the CCSS.”--Barbara A. Bradley, PhD, Department of Curriculum and Teaching, University of Kansas “As teachers nationwide seek ways to help their students achieve the CCSS, they will find invaluable guidance in this short, comprehensive book on the importance of fluency in the development of reading skills. It is filled with easy-to-use research-based strategies and assessments that will help all students, especially struggling readers, engage with challenging texts. I can’t wait to apply these methods in my classroom!”--Kristina Z. Phelan, MA, EdM, reading specialist, Tinton Falls (New Jersey) Public Schools “This is unquestionably the most comprehensive volume to support fluency instruction and improve comprehension! Early primary grade teachers will appreciate the clear explanations and many lesson plans that align essential fluency strategies with the CCSS. Preservice teachers will find this resource an invaluable addition to their coursework and their professional libraries--every essential research-based fluency strategy is included. The book provides a great deal of support and ideas for using challenging texts linked to scaffolded instruction, another important way to promote fluency and to make a connection to the CCSS.”--Mary Lee Bass, EdD, Department of Speech Pathology, Educational Counseling, and Leadership, Monmouth University "This book will be extremely useful in both undergraduate and graduate initial certification programs. Instructors of reading methods courses will value the numerous up-to-date research citations and links to the CCSS, and teacher candidates will welcome the helpful diagrams, lesson plans, and lists of suggested children's books. Readers will appreciate the objective-focused instructional chapters that all follow the same basic outline: 'If you need this fluency outcome for your classroom, then these are the instructional strategies that would be helpful.'"--Gwynne Ellen Ash, PhD, Department of Curriculum and Instruction, Texas State University "This is a great book that I'm glad to add to my professional learning library. Too often, reading assessments and fluency programs focus on speed alone, missing the importance of how the reading sounds. This book provides an in-depth definition of fluency that emphasizes how automaticity and prosody work together."--Lisa Kapp, K-3 reading teacher, Slackwood Elementary School, Lawrence Township, New Jersey -Table of Contents1. Foundational Skills and Open-Ended Learning: When and Why? 2. What Is Fluent Reading? 3. Assessing Fluent Reading 4. Fluency Instruction for Any Setting 5. Fluency Instruction for Shared Reading 6. Fluency Instruction for Flexible Groups 7. Fluency Instruction for Individuals 8. Supplemental Fluency Instruction Award-Winning Trade Books for Children, 2000-2014 Notable Trade Books for Children, 2013-2014 References 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 SynopsisThis highly practical guide offers a systematic approach to instruction in the three main writing genres--narrative, persuasive, and informative--that students in grades 3â5 are expected to master. Ready-to-use lesson plans and materials are grounded in research on strategy instruction and self-regulated learning, and connect with learning standards. Presented are ways to teach students strategies for planning, drafting, evaluating, revising, editing, and publishing writing in each genre, while making connections between reading and writing. Sixty-four reproducible planning forms and student handouts are provided; the large-size format facilitates photocopying. The Appendix contains a Study Guide to support professional learning. Purchasers also get access to a Web page where they can download and print the reproducible materials. See also the authors' Developing Strategic Young Writers through Genre Instruction: Resources for Grades K-2.Trade Review"A top-notch book that every third-, fourth-, and fifth-grade teacher will want. The book is organized as if the authors were taking teachers through a series of workshops that result in whole sets of lessons, including handouts and other needed materials. The focus on genre instruction and integration into content areas is terrific. This may be the most practical, hands-on, evidence-based guide for teachers I’ve ever seen! All principals should buy multiple copies for their teachers."--Jill Fitzgerald, PhD, Research Professor and Professor Emerita, University of North Carolina at Chapel Hill "The CCSS call for students to be knowledgeable and resourceful writers. This book helps them become that, and more. All I had to do was follow the detailed lesson plans, which included engaging stories I used for instruction. Teaching my students strategies through genre instruction made a big difference. They learned how to set writing goals, use motivational strategies to monitor their progress, and reflect on their learning. They wanted to keep on writing!"--Anna Yiantsos, MEd, third-grade teacher, Odyssey Charter School, Wilmington, Delaware "Finally, and happily, we have a book that brings together self-regulated strategic writing and systematic, genre-based instruction. The book presents a lucid introduction to principles of strategy instruction for writing. It features detailed, classroom-tested lessons and materials in narrative, informational, and persuasive genres. The goal is to produce students capable of regulating their own writing processes--and the lessons and lesson-planning resources provided by the authors will help teachers achieve this goal. I kept thinking throughout that self-regulation is the key to meeting external educational demands, such as the CCSS."--James L. Collins, EdD, Graduate School of Education (Emeritus), University at Buffalo, The State University of New York "What I love most about this book are the lesson plans that give teachers a clear progression for each of the Common Core genres. The writing samples provide excellent examples of where students should be heading. I also appreciate the emphasis on promoting self-regulated learning."--Lillian Fendell, MEd, third-grade teacher, Newark (Delaware) Charter School -Table of ContentsForeword, Jill Fitzgerald 1. Writing Strategically: An Introduction to Genre-Based Strategy Instruction 2. Principles of Genre-Based Strategy Instruction 3. Making It Work: The Instructional Sequence and Organization of the Lessons 4. Story Writing 5. Persuasive Writing 6. Compare–Contrast Writing 7. How to Plan Your Own Genre-Based Strategy Instruction Lessons Appendix Study Guide

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Book SynopsisPeer support and social relationships have a tremendous influence on development, motivation, and achievement for all students, including struggling learners and those with disabilities. This highly practical book is one of the few resources available to guide classroom teachers and special educators in the application of peer-assisted instructional strategies in grades K-12. Expert contributors describe evidence-based approaches for building students' skills in reading, writing, math, and other content areas, as well as social competence and executive functioning. Sample lessons and more than a dozen reproducible tools are provided. Purchasers get access to a Web page where they can download and print the reproducible materials.Trade Review"Edited and written by leading scholars, this book not only makes a compelling case for why peers should be a central element in any teaching strategy, but also shows how to make it happen. This is an extraordinary resource for practitioners, policymakers, and researchers. In a word, it’s a masterpiece!"--Donald D. Deshler, PhD, Williamson Family Distinguished Professor of Special Education, University of Kansas "The Power of Peers in the Classroom pulls together the very best of what works for engaging peers in the social lives and learning of students with disabilities. This compelling book outlines practical pathways educators can use to draw upon the most widely available--and often most effective--source of natural support in schools. These approaches are also promising in their impact on the peers who get involved--the opportunities they receive to get to know and learn alongside their classmates with disabilities can have a lasting influence on their attitudes, expectations, and future pathways.”--Erik Carter, PhD, Department of Special Education, Vanderbilt University "An invaluable resource for classroom teachers in K-12 who are preparing their students to be college and career ready. The in-depth, research-based instructional strategies relate directly to teaching students to collaboratively problem-solve, support each other in the learning process, and accomplish goals together. Teachers will take away an understanding of why each strategy works and how to put it to use in their classrooms and daily lesson planning. Harnessing the power of peers will increase students' achievement in the classroom and in life--just what every teacher hopes for."--Barbara Friedlander, teacher and professional development leader, Montgomery County, Maryland -Table of Contents1. Executive Function and Peer Mentoring: Fostering Metacognitive Awareness, Effort, and Academic Success, Lynn Meltzer, Michael Greschler, Katelyn Kurkul, & Wendy Stacey 2. Peer Interactions in the Content Areas: Using Differentiated Instruction Strategies, Kelley S. Regan, Anya S. Evmenova, Margo A. Mastropieri, & Thomas E. Scruggs 3. “Thank You for Helping Me Write a Better Paper”: Peer Support in Learning to Write, Anne Mong Cramer & Linda H. Mason 4. Using Collaborative Strategic Reading to Promote Student Discourse, Karla Scornavacco, Brooke Moore, Alison Boardman, Cristin Jensen Lasser, Pamela Buckley, & Janette K. Klingner 5. Peer-Assisted Learning Strategies to Improve Students' Word Recognition and Reading Comprehension, Devin M. Kearns, Douglas Fuchs, Lynn S. Fuchs, Kristen L. McMaster, & Laura Saenz 6. Peer-Assisted Learning Strategies in Mathematics, Sarah R. Powell & Lynn S. Fuchs 7. Maximizing the Benefits of Working Cooperativelywith Peers, Kimber L. Wilkerson & Jenna L. Lequia 8. Peer-Supported Instruction for English Learners, Cara Richards-Tutor, Terese Aceves, & Colleen Reutebuch 9. The Power of Preschool Peers to Influence Social Outcomes for Children with Special Needs, Phillip S.Strain & Edward H. Bovey II

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Book SynopsisPeer support and social relationships have a tremendous influence on development, motivation, and achievement for all students, including struggling learners and those with disabilities. This highly practical book is one of the few resources available to guide classroom teachers and special educators in the application of peer-assisted instructional strategies in grades K-12. Expert contributors describe evidence-based approaches for building students' skills in reading, writing, math, and other content areas, as well as social competence and executive functioning. Sample lessons and more than a dozen reproducible tools are provided. Purchasers get access to a Web page where they can download and print the reproducible materials.Trade Review"Edited and written by leading scholars, this book not only makes a compelling case for why peers should be a central element in any teaching strategy, but also shows how to make it happen. This is an extraordinary resource for practitioners, policymakers, and researchers. In a word, it’s a masterpiece!"--Donald D. Deshler, PhD, Williamson Family Distinguished Professor of Special Education, University of Kansas "The Power of Peers in the Classroom pulls together the very best of what works for engaging peers in the social lives and learning of students with disabilities. This compelling book outlines practical pathways educators can use to draw upon the most widely available--and often most effective--source of natural support in schools. These approaches are also promising in their impact on the peers who get involved--the opportunities they receive to get to know and learn alongside their classmates with disabilities can have a lasting influence on their attitudes, expectations, and future pathways.”--Erik Carter, PhD, Department of Special Education, Vanderbilt University "An invaluable resource for classroom teachers in K-12 who are preparing their students to be college and career ready. The in-depth, research-based instructional strategies relate directly to teaching students to collaboratively problem-solve, support each other in the learning process, and accomplish goals together. Teachers will take away an understanding of why each strategy works and how to put it to use in their classrooms and daily lesson planning. Harnessing the power of peers will increase students' achievement in the classroom and in life--just what every teacher hopes for."--Barbara Friedlander, teacher and professional development leader, Montgomery County, Maryland -Table of Contents1. Executive Function and Peer Mentoring: Fostering Metacognitive Awareness, Effort, and Academic Success, Lynn Meltzer, Michael Greschler, Katelyn Kurkul, & Wendy Stacey 2. Peer Interactions in the Content Areas: Using Differentiated Instruction Strategies, Kelley S. Regan, Anya S. Evmenova, Margo A. Mastropieri, & Thomas E. Scruggs 3. “Thank You for Helping Me Write a Better Paper”: Peer Support in Learning to Write, Anne Mong Cramer & Linda H. Mason 4. Using Collaborative Strategic Reading to Promote Student Discourse, Karla Scornavacco, Brooke Moore, Alison Boardman, Cristin Jensen Lasser, Pamela Buckley, & Janette K. Klingner 5. Peer-Assisted Learning Strategies to Improve Students' Word Recognition and Reading Comprehension, Devin M. Kearns, Douglas Fuchs, Lynn S. Fuchs, Kristen L. McMaster, & Laura Saenz 6. Peer-Assisted Learning Strategies in Mathematics, Sarah R. Powell & Lynn S. Fuchs 7. Maximizing the Benefits of Working Cooperativelywith Peers, Kimber L. Wilkerson & Jenna L. Lequia 8. Peer-Supported Instruction for English Learners, Cara Richards-Tutor, Terese Aceves, & Colleen Reutebuch 9. The Power of Preschool Peers to Influence Social Outcomes for Children with Special Needs, Phillip S.Strain & Edward H. Bovey II

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Book SynopsisSpecifically designed for K-3 teachers, this accessible guide describes ways to use informational text creatively and effectively in both reading and writing instruction. The book presents lessons, read-alouds, and activities that motivate students to engage with a wide variety of exemplary texts. Links to the Common Core State Standards (CCSS) are explained throughout. Key topics include how to build academic vocabulary, balance fiction and nonfiction, and address the needs of English language learners. Examples from diverse classrooms and end-of-chapter discussion questions and engagement activities enhance the book's utility as a professional development resource. Reproducible handouts and other tools can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review"This is a book to keep on my desk and refer to throughout the year! It’s well written, fast paced, easy to understand, and full of ready-to-use ideas. It will be valuable for primary-grade teachers and teachers-in-training, and it’s perfect for a teacher study group. Students who are lucky enough to have a savvy teacher using this book will have more and better access to information books and be better prepared for their future education and careers."--Laura Broach, MEd, reading specialist; past president, Massachusetts Reading Association "An excellent guide. The inclusion of classroom examples and many hands-on application tools--such as the extensive list of sources for informational text, reproducible checklists for implementing the practices discussed, and rubrics for choosing quality texts--makes this a resource of great utility for the classroom and preservice teacher. The questions, reflections, and classroom engagement activities at the end of each chapter make the book a good choice for teacher-led book study groups. Students in primary-grades literacy methods classes at the graduate and undergraduate levels will find it a valuable text."--Carol A. Donovan, PhD, Director, Belser–Parton Literacy Center, University of Alabama "This teacher-friendly, resource-rich book provides the reader with both contextual understanding of using informational text and practical knowledge of how to implement the strategies immediately in the classroom. Maximizing instructional time to incorporate the teaching of nonfiction is paramount to achieving high standards. The authors supply useful planning tools, samples of student work, and models for replication. This is a 'must read' for K-3 teachers, reading specialists, special educators, academic coaches/instructional support teachers, and administrators."--Ryan T. Monaghan, EdD, K-12 Supervisor of Instruction and Language Arts, Owen J. Roberts School District, Pottstown, Pennsylvania "This book delivers on its title in a powerful way. It guides teachers to tackle the current demand for effective use of informational text in the primary grades. The authors skillfully show how to take students through the process of digging into, enjoying, developing, and learning from informational text in the classroom through reading, writing, and research. The format and writing style are ideal for a group book study for professional learners. I have been in education for more than 30 years, and find this book to be particularly helpful."--Elisa Magee, MEd, academic coach, Chandler, Arizona, public schools -Table of Contents1. Supporting Motivation and Achievement with Informational Text 2. Developing Classroom Libraries with a Full Range of Informational Text 3. Choosing Information Books and Websites for the Classroom 4. Using Information Books for Read-Alouds 5. Comprehension and Close Reading of Informational Text 6. Vocabulary Development with Informational Text 7. Using Information Books and Internet Resources for Research 8. Teaching Children to Write Informational Text 9. Putting It All Together

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Book SynopsisSpecifically designed for K-3 teachers, this accessible guide describes ways to use informational text creatively and effectively in both reading and writing instruction. The book presents lessons, read-alouds, and activities that motivate students to engage with a wide variety of exemplary texts. Links to the Common Core State Standards (CCSS) are explained throughout. Key topics include how to build academic vocabulary, balance fiction and nonfiction, and address the needs of English language learners. Examples from diverse classrooms and end-of-chapter discussion questions and engagement activities enhance the book's utility as a professional development resource. Reproducible handouts and other tools can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review"This is a book to keep on my desk and refer to throughout the year! It’s well written, fast paced, easy to understand, and full of ready-to-use ideas. It will be valuable for primary-grade teachers and teachers-in-training, and it’s perfect for a teacher study group. Students who are lucky enough to have a savvy teacher using this book will have more and better access to information books and be better prepared for their future education and careers."--Laura Broach, MEd, reading specialist; past president, Massachusetts Reading Association "An excellent guide. The inclusion of classroom examples and many hands-on application tools--such as the extensive list of sources for informational text, reproducible checklists for implementing the practices discussed, and rubrics for choosing quality texts--makes this a resource of great utility for the classroom and preservice teacher. The questions, reflections, and classroom engagement activities at the end of each chapter make the book a good choice for teacher-led book study groups. Students in primary-grades literacy methods classes at the graduate and undergraduate levels will find it a valuable text."--Carol A. Donovan, PhD, Director, Belser–Parton Literacy Center, University of Alabama "This teacher-friendly, resource-rich book provides the reader with both contextual understanding of using informational text and practical knowledge of how to implement the strategies immediately in the classroom. Maximizing instructional time to incorporate the teaching of nonfiction is paramount to achieving high standards. The authors supply useful planning tools, samples of student work, and models for replication. This is a 'must read' for K-3 teachers, reading specialists, special educators, academic coaches/instructional support teachers, and administrators."--Ryan T. Monaghan, EdD, K-12 Supervisor of Instruction and Language Arts, Owen J. Roberts School District, Pottstown, Pennsylvania "This book delivers on its title in a powerful way. It guides teachers to tackle the current demand for effective use of informational text in the primary grades. The authors skillfully show how to take students through the process of digging into, enjoying, developing, and learning from informational text in the classroom through reading, writing, and research. The format and writing style are ideal for a group book study for professional learners. I have been in education for more than 30 years, and find this book to be particularly helpful."--Elisa Magee, MEd, academic coach, Chandler, Arizona, public schools -Table of Contents1. Supporting Motivation and Achievement with Informational Text 2. Developing Classroom Libraries with a Full Range of Informational Text 3. Choosing Information Books and Websites for the Classroom 4. Using Information Books for Read-Alouds 5. Comprehension and Close Reading of Informational Text 6. Vocabulary Development with Informational Text 7. Using Information Books and Internet Resources for Research 8. Teaching Children to Write Informational Text 9. Putting It All Together

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Book SynopsisPacked with effective instructional strategies, this book explores why certain K-5 students struggle with math and provides a framework for helping these learners succeed. The authors present empirically validated practices for supporting students with disabilities and others experiencing difficulties in specific areas of math, including problem solving, early numeracy, whole-number operations, fractions, geometry, and algebra. Concrete examples, easy-to-implement lesson-planning ideas, and connections to state standards, in particular the Common Core standards, enhance the book's utility. Also provided is invaluable guidance on planning and delivering multi-tiered instruction and intervention.Trade Review"This book is a welcome addition to the literature. The authors include many helpful examples of research-supported assessment and instructional practices for making mathematics accessible to students with learning difficulties, and explain why these difficulties occur. The book provides in-depth discussions of critical mathematical content and practices that every elementary school teacher needs to master in order to meet all students' needs. It would be an excellent text for undergraduate- or master's-level general or special education courses."--David H. Allsopp, PhD, Department of Teaching and Learning, University of South Florida "Wow! It is nice to go into a new school year with fresh ideas--this book will definitely influence my teaching. It makes a lot of eye-opening points, backed by solid research. The book offers strategies for teaching and reinforcing math vocabulary and fluency from an early age. It presents a variety of games and activities for each specific math skill, which I can't wait to implement in the classroom."--Brooke Niemann, special education teacher and math coach, The Pathway School, Jeffersonville, Pennsylvania "An excellent, timely, teacher-friendly resource. Witzel and Little do a wonderful job of blending research-based practices with instructional recommendations that teachers can implement immediately. This book is a 'must have' in today’s inclusive mathematics classroom."--Paul J. Riccomini, PhD, Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University "This book provides essential knowledge for general and special educators and coaches, guiding them to present simple to complex mathematical concepts through language-rich instruction. Teachers will gain a better understanding of what students struggle with, as well as why. I plan to use this book as a text in my methods course for teacher candidates in special education. It has great potential for giving preservice teachers a stronger foundation in math and helping them make instruction accessible and meaningful to struggling learners."--Sharlene A. Kiuhara, PhD, Department of Special Education, The University of Utah "An ideal guide for educators. The book outlines the progression of math learning and provides strategies for supporting all students, particularly at-risk students and those with disabilities. Any preservice or inservice teacher would benefit from the ideas and tools that Witzel and Little present."--Mabra H. Wayman, math instructional coach and interventionist, Rock Hill School District, South Carolina -It is amazing how much solid information has been shoehorned into this rather thin volume. Witzel and Little provide myriad references to research-based studies, unambiguous examples of mathematical difficulties that students encounter, and a broad spectrum of instructional strategies and intervention techniques….The content is appropriate for those instructing students of all levels of ability and needs….This book will be a valuable resource for both preservice teachers and seasoned professionals….Highly recommended. Upper-division undergraduates, graduate students, researchers, and practitioners.--Choice Reviews, 10/1/2016Table of ContentsIntroduction 1. Foundations of Mathematics Education 2. The Critical Importance of Instruction 3. The Language of Mathematics 4. Number Sense 5. Whole-Number Operations 6: Rational-Number Concepts and Computation 7. Geometry and Measurement 8. Algebra 9. Multi-Tiered Systems of Supports in Mathematics

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Book SynopsisPacked with effective instructional strategies, this book explores why certain K-5 students struggle with math and provides a framework for helping these learners succeed. The authors present empirically validated practices for supporting students with disabilities and others experiencing difficulties in specific areas of math, including problem solving, early numeracy, whole-number operations, fractions, geometry, and algebra. Concrete examples, easy-to-implement lesson-planning ideas, and connections to state standards, in particular the Common Core standards, enhance the book's utility. Also provided is invaluable guidance on planning and delivering multi-tiered instruction and intervention.Trade Review"This book is a welcome addition to the literature. The authors include many helpful examples of research-supported assessment and instructional practices for making mathematics accessible to students with learning difficulties, and explain why these difficulties occur. The book provides in-depth discussions of critical mathematical content and practices that every elementary school teacher needs to master in order to meet all students' needs. It would be an excellent text for undergraduate- or master's-level general or special education courses."--David H. Allsopp, PhD, Department of Teaching and Learning, University of South Florida "Wow! It is nice to go into a new school year with fresh ideas--this book will definitely influence my teaching. It makes a lot of eye-opening points, backed by solid research. The book offers strategies for teaching and reinforcing math vocabulary and fluency from an early age. It presents a variety of games and activities for each specific math skill, which I can't wait to implement in the classroom."--Brooke Niemann, special education teacher and math coach, The Pathway School, Jeffersonville, Pennsylvania "An excellent, timely, teacher-friendly resource. Witzel and Little do a wonderful job of blending research-based practices with instructional recommendations that teachers can implement immediately. This book is a 'must have' in today’s inclusive mathematics classroom."--Paul J. Riccomini, PhD, Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University "This book provides essential knowledge for general and special educators and coaches, guiding them to present simple to complex mathematical concepts through language-rich instruction. Teachers will gain a better understanding of what students struggle with, as well as why. I plan to use this book as a text in my methods course for teacher candidates in special education. It has great potential for giving preservice teachers a stronger foundation in math and helping them make instruction accessible and meaningful to struggling learners."--Sharlene A. Kiuhara, PhD, Department of Special Education, The University of Utah "An ideal guide for educators. The book outlines the progression of math learning and provides strategies for supporting all students, particularly at-risk students and those with disabilities. Any preservice or inservice teacher would benefit from the ideas and tools that Witzel and Little present."--Mabra H. Wayman, math instructional coach and interventionist, Rock Hill School District, South Carolina -It is amazing how much solid information has been shoehorned into this rather thin volume. Witzel and Little provide myriad references to research-based studies, unambiguous examples of mathematical difficulties that students encounter, and a broad spectrum of instructional strategies and intervention techniques….The content is appropriate for those instructing students of all levels of ability and needs….This book will be a valuable resource for both preservice teachers and seasoned professionals….Highly recommended. Upper-division undergraduates, graduate students, researchers, and practitioners.--Choice Reviews, 10/1/2016Table of ContentsIntroduction 1. Foundations of Mathematics Education 2. The Critical Importance of Instruction 3. The Language of Mathematics 4. Number Sense 5. Whole-Number Operations 6: Rational-Number Concepts and Computation 7. Geometry and Measurement 8. Algebra 9. Multi-Tiered Systems of Supports in Mathematics

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Book SynopsisThis book describes effective, engaging ways to build young children's print concepts and alphabetic knowledge, which are crucial for both reading and writing development. Presenting shared reading, shared writing, and targeted instructional activities, each chapter features helpful classroom vignettes, a section debunking myths about preschool literacy, and Ideas for Discussion, Reflection, and Action. Strategies are provided for creating print-rich classroom and home environments and differentiating instruction for diverse students, including English language learners. The book also discusses how to assess preschoolers' reading and writing progress. Reproducible checklists and parent handouts can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review"Informative, objective, insightful, and filled with practical applications. Both authors are experts in the field, which greatly contributes to the book’s significance. Casbergue and Strickland have done an outstanding job synthesizing the most current, relevant research on teaching reading and writing in preschool. This book should be on every preschool teacher’s shelf."--Susan J. Kimmel, PhD, Executive Director, Center for Early Childhood Professional Development, University of Oklahoma "This book is such a wonderful resource for all teachers, especially new teachers. It gives background and insight on how to organize activities that will stimulate early reading skills and promote writing."--Shawn B. Tolliver, MAT, PreK teacher, Fannie C. Williams Charter School, New Orleans "Casbergue and Strickland have succeeded in turning findings from scientifically based reading research into strategies for supporting children’s print and alphabetic knowledge. The best thing about this book is that it situates early literacy both developmentally and within the child's family and school relationships. It provides a much deeper presentation of foundational literacy skills than the many other books that cover these skills in isolation or offer a cookbook-like approach to activities. Of particular note is the care and attention given to the often-neglected area of writing development. This book would be an excellent text for an undergraduate course on supporting early literacy or an inservice teacher study group."--Martha Buell, PhD, Department of Human Development and Family Studies, University of Delaware -Table of Contents1. Where Reading and Writing Begin 2. Preschool Contexts for Literacy Development and Learning 3. Connecting Oral Language to Print Knowledge 4. Developing Print and Alphabetic Knowledge for Reading 5. Developing Alphabetic Knowledge for Writing 6. Assessing Print Knowledge for Reading in Preschool 7. Assessing Writing Developmentin Preschool

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Book SynopsisBefore children are readers and writers, they are speakers and listeners. This book provides creative, hands-on strategies for developing preschoolers' speaking, listening, and oral comprehension skills, within a literacy-rich classroom environment. Each chapter features helpful classroom vignettes; a section called Preschool in Practice, with step-by-step lesson ideas; and Ideas for Discussion, Reflection, and Action. The book addresses the needs of English language learners and describes ways to support students' literacy development at home. The final chapter pulls it all together through a portrait of an exemplary day of preschool teaching and learning. Reproducible forms and checklists can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review"Morrow, Roskos, and Gambrell describe research-based best practices for enhancing young children’s language development and their ability to deeply understand rich topics. The discussion and reflection questions in each chapter enhance the book's value as a professional development resource; it is also an accessible guide for early childhood majors and graduate students. I really liked the numerous classroom examples, step-by-step guidelines, and checklists. Especially noteworthy is the discussion of using emerging technology in the preschool classroom."--Lea M. McGee, EdD, School of Teaching and Learning (Emerita), The Ohio State University "This book highlights the critical role that oral language and comprehension practices play in young children's future learning and achievement. It presents intentional, purposeful instructional strategies and provides early educators with practical supports, including checklists, photographs, templates, classroom vignettes, and extensive resource lists."--Angela Yeaman, MEd, Early Learning Consultant, Living Sky School Division, Saskatchewan, Canada "This book is going right into our list of required texts at our university. It demonstrates clearly that oral language is the foundation of nearly everything important in early childhood: reading, writing, thinking, creating, and forming meaningful relationships with others. The authors paint a colorful portrait of the kind of language-rich classroom that all preschool children deserve, including those learning a second language. This is the book that anyone studying to become a teacher of young children should start with--it shows how language should be the organizing element around which effective preschool classrooms are designed."--Jeffrey Trawick-Smith, EdD, Phyllis Waite Endowed Chair and CSU Professor of Early Childhood Education, Eastern Connecticut State University "The authors explain the foundations of oral language and comprehension in preschoolers and present a multitude of instructional strategies that support these foundations, using vivid, engaging classroom- and home-based examples. Teachers and early childhood administrators will find this meaty book highly accessible, thanks to clear writing, a high level of detail, and the authors’ exceptional skill in fully integrating the 'what,' 'why,' and 'how.'"--Judith A. Schickedanz, PhD, School of Education (Emerita), Boston University -Table of Contents1. The Importance of Speaking and Listening in Early Literacy 2. Planning for Talking, Reading, and Writing a Lot 3. Literacy Centers and Activities 4. Nurturing Young Children’s Language and Conversational Skills 5. Developing Children’s Listening Comprehension 6. Reading with Children at Home 7. Putting It All Together in the Early Childhood Classroom Appendix A. Selected Literature for the Preschool Classroom Appendix B. E-Book Quality Rating Tool Appendix C. Storytelling Ideas for Developing Comprehension Appendix D. Guided Participation Framework Appendix E. Recommended Resources for New and Alternative Literacies References Index

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Book SynopsisBefore children are readers and writers, they are speakers and listeners. This book provides creative, hands-on strategies for developing preschoolers' speaking, listening, and oral comprehension skills, within a literacy-rich classroom environment. Each chapter features helpful classroom vignettes; a section called Preschool in Practice, with step-by-step lesson ideas; and Ideas for Discussion, Reflection, and Action. The book addresses the needs of English language learners and describes ways to support students' literacy development at home. The final chapter pulls it all together through a portrait of an exemplary day of preschool teaching and learning. Reproducible forms and checklists can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review"Morrow, Roskos, and Gambrell describe research-based best practices for enhancing young children’s language development and their ability to deeply understand rich topics. The discussion and reflection questions in each chapter enhance the book's value as a professional development resource; it is also an accessible guide for early childhood majors and graduate students. I really liked the numerous classroom examples, step-by-step guidelines, and checklists. Especially noteworthy is the discussion of using emerging technology in the preschool classroom."--Lea M. McGee, EdD, School of Teaching and Learning (Emerita), The Ohio State University "This book highlights the critical role that oral language and comprehension practices play in young children's future learning and achievement. It presents intentional, purposeful instructional strategies and provides early educators with practical supports, including checklists, photographs, templates, classroom vignettes, and extensive resource lists."--Angela Yeaman, MEd, Early Learning Consultant, Living Sky School Division, Saskatchewan, Canada "This book is going right into our list of required texts at our university. It demonstrates clearly that oral language is the foundation of nearly everything important in early childhood: reading, writing, thinking, creating, and forming meaningful relationships with others. The authors paint a colorful portrait of the kind of language-rich classroom that all preschool children deserve, including those learning a second language. This is the book that anyone studying to become a teacher of young children should start with--it shows how language should be the organizing element around which effective preschool classrooms are designed."--Jeffrey Trawick-Smith, EdD, Phyllis Waite Endowed Chair and CSU Professor of Early Childhood Education, Eastern Connecticut State University "The authors explain the foundations of oral language and comprehension in preschoolers and present a multitude of instructional strategies that support these foundations, using vivid, engaging classroom- and home-based examples. Teachers and early childhood administrators will find this meaty book highly accessible, thanks to clear writing, a high level of detail, and the authors’ exceptional skill in fully integrating the 'what,' 'why,' and 'how.'"--Judith A. Schickedanz, PhD, School of Education (Emerita), Boston University -Table of Contents1. The Importance of Speaking and Listening in Early Literacy 2. Planning for Talking, Reading, and Writing a Lot 3. Literacy Centers and Activities 4. Nurturing Young Children’s Language and Conversational Skills 5. Developing Children’s Listening Comprehension 6. Reading with Children at Home 7. Putting It All Together in the Early Childhood Classroom Appendix A. Selected Literature for the Preschool Classroom Appendix B. E-Book Quality Rating Tool Appendix C. Storytelling Ideas for Developing Comprehension Appendix D. Guided Participation Framework Appendix E. Recommended Resources for New and Alternative Literacies References Index

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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 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 SynopsisVocabulary development is essential for learning, but conventional vocabulary assessments lack the range and flexibility to support K-12 classroom teachers in making instructional decisions. Drawing on linguistics, educational psychology, and educational measurement, this book offers a fresh perspective on word learning and describes powerful, precise assessment strategies. Guidelines are presented for selecting which words to teach, evaluating the depth and richness of students' word knowledge and their ability to apply it in complex contexts, designing effective instructional practices, and using technology to create adaptive and scalable assessments. User-friendly features include sample test items, classroom examples, a glossary, and suggested print and online resources.Trade Review"In this important volume, five leading scholars challenge the narrow and simplistic definitions of vocabulary that too often have guided the teaching and assessment of word meanings. Integrating research from multiple disciplines, the book advances a multifaceted, nuanced perspective on vocabulary and illustrates how this perspective can guide the next generation of assessments to inform instruction."--Michael J. Kieffer, EdD, Steinhardt School of Education, Culture, and Human Development, New York University "This book tackles the complex yet crucial topic of linking assessment to instruction in the domain of vocabulary. For decades, the field of education has been unable to meet the challenge of getting meaningful, useful vocabulary assessment into everyday classroom practice in a way that improves reading outcomes. McKeown and colleagues offer solutions that are anchored in current research and theory and have a realistic focus on today's learners and classroom practices. This excellent resource will be read and reread by all those keen on using the latest science of literacy development to boost student learning."--Nonie K. Lesaux, PhD, Juliana W. and William Foss Thompson Professor of Education and Society, Harvard Graduate School of Education "Finally--a book focused on meaningful vocabulary assessment to inform instructional practice! The volume extends our understanding of the vocabulary-learning process and presents multiple approaches to assessment that can be used flexibly with a range of students. Addressing the shortcomings of traditional vocabulary assessments, this book is full of practical ways to learn about students' depth of knowledge, gradations of knowledge, and application of knowledge, and includes a reader-friendly explanation of the research underlying these approaches."--Susan Watts Taffe, PhD, School of Education, University of Cincinnati "Our inability to comprehensively assess vocabulary learning has long been a major obstacle preventing teachers from maximizing the effectiveness of their instruction. This much-needed book represents a breakthrough in theory and practice. It will be an indispensable 'go-to' resource for a wide audience of practitioners and scholars."--Michael D. Coyne, PhD, Special Education Program, University of Connecticut -Table of Contents1. The Importance of Teaching and Assessing Vocabulary 2. A New Perspective for Thinking about Vocabulary 3. Surveying the State of Vocabulary Assessment 4. Which Words and Word Meanings Should We Teach and Assess? 5. How Should We Assess Vocabulary? 6. Classroom Practices for Vocabulary Instruction 7. The Role of Technology to Support Adaptive, Flexible, and Scalable Assessments Appendix 7.1: Some Important Corpora 8. Resources for Developing a Nation of Word Learners Glossary References Index

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Book SynopsisVocabulary development is essential for learning, but conventional vocabulary assessments lack the range and flexibility to support K-12 classroom teachers in making instructional decisions. Drawing on linguistics, educational psychology, and educational measurement, this book offers a fresh perspective on word learning and describes powerful, precise assessment strategies. Guidelines are presented for selecting which words to teach, evaluating the depth and richness of students' word knowledge and their ability to apply it in complex contexts, designing effective instructional practices, and using technology to create adaptive and scalable assessments. User-friendly features include sample test items, classroom examples, a glossary, and suggested print and online resources.Trade Review"In this important volume, five leading scholars challenge the narrow and simplistic definitions of vocabulary that too often have guided the teaching and assessment of word meanings. Integrating research from multiple disciplines, the book advances a multifaceted, nuanced perspective on vocabulary and illustrates how this perspective can guide the next generation of assessments to inform instruction."--Michael J. Kieffer, EdD, Steinhardt School of Education, Culture, and Human Development, New York University "This book tackles the complex yet crucial topic of linking assessment to instruction in the domain of vocabulary. For decades, the field of education has been unable to meet the challenge of getting meaningful, useful vocabulary assessment into everyday classroom practice in a way that improves reading outcomes. McKeown and colleagues offer solutions that are anchored in current research and theory and have a realistic focus on today's learners and classroom practices. This excellent resource will be read and reread by all those keen on using the latest science of literacy development to boost student learning."--Nonie K. Lesaux, PhD, Juliana W. and William Foss Thompson Professor of Education and Society, Harvard Graduate School of Education "Finally--a book focused on meaningful vocabulary assessment to inform instructional practice! The volume extends our understanding of the vocabulary-learning process and presents multiple approaches to assessment that can be used flexibly with a range of students. Addressing the shortcomings of traditional vocabulary assessments, this book is full of practical ways to learn about students' depth of knowledge, gradations of knowledge, and application of knowledge, and includes a reader-friendly explanation of the research underlying these approaches."--Susan Watts Taffe, PhD, School of Education, University of Cincinnati "Our inability to comprehensively assess vocabulary learning has long been a major obstacle preventing teachers from maximizing the effectiveness of their instruction. This much-needed book represents a breakthrough in theory and practice. It will be an indispensable 'go-to' resource for a wide audience of practitioners and scholars."--Michael D. Coyne, PhD, Special Education Program, University of Connecticut -Table of Contents1. The Importance of Teaching and Assessing Vocabulary 2. A New Perspective for Thinking about Vocabulary 3. Surveying the State of Vocabulary Assessment 4. Which Words and Word Meanings Should We Teach and Assess? 5. How Should We Assess Vocabulary? 6. Classroom Practices for Vocabulary Instruction 7. The Role of Technology to Support Adaptive, Flexible, and Scalable Assessments Appendix 7.1: Some Important Corpora 8. Resources for Developing a Nation of Word Learners Glossary References Index

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Book SynopsisThis trusted teacher resource and course text provides a comprehensive approach to assessing and building children's word knowledge (grades K-8). Kathy Ganske shows how carefully planned word study can improve students' reading and writing skills while fostering their appreciation of language. Complete instructions are provided for implementing the Developmental Spelling Analysis (DSA), an easy-to-use assessment tool, and for tailoring instruction to learners' strengths and weaknesses. Numerous word lists, student work samples, and Literature Links are included, along with 27 reproducible forms. The large-size format facilitates photocopying. Purchasers also get access to a webpage where they can download and print the reproducible materials. New to This Edition: *Addresses the Common Core State Standards. *Incorporates additional activities and technology tips, plus updated research findings. *Chapter explaining the meaning of word study and its role in literacyTrade Review"Word Journeys is a revelation. It shows that word study and spelling are complex cognitive acts that require intentional instruction, student interaction, and talk. Once and for all, Ganske has ensured that no teacher will ever need to teach spelling the way so many of us were instructed as children, with a reliance on rote memorization at the expense of meaning. The rich materials in this book properly situate spelling and word study at the heart of meaningful language arts instruction."--Nancy Frey, PhD, Department of Educational Leadership, College of Education, San Diego State University "Ganske delves into the importance of meaningful experiences with words for expanding children's vocabulary and enhancing their understanding of the relationships between words. She shares practical ways to employ word study in the classroom and connect it to authentic reading and writing."--Angela Stewart, MEd, K-5 literacy staff developer, Richmond, Virginia "When it comes to good pedagogy about how to engage kids productively in the often unpredictable system of American spelling, there is nothing to match the combination of theoretical and practical 'centeredness' that I find in Word Journeys. I have been a fan of this work from the outset, and it has just gotten better with the second edition."--P. David Pearson, PhD, Evelyn Lois Corey Professor Emeritus of Instructional Science, Graduate School of Education, University of California, Berkeley "Word Journeys, Second Edition, helps teachers implement a high-quality, rigorous curriculum that embodies the kind of integrated teaching of spelling, vocabulary, word recognition, phonics, and phonemic awareness described in the Common Core State Standards. Ganske includes extensive insights into how to group students flexibly and differentiate instruction for diverse student needs. I have used and recommended this book extensively, with good reason--it is research based, comprehensive, and, most important, it works!"--Jeffery L. Williams, MEd, K-12 literacy coach and Reading Recovery teacher leader, Solon (Ohio) City Schools "This book incorporates the latest research on word knowledge into a conceptual framework for preservice and inservice teachers. Educators will find this book a useful, well-crafted tool--its organization is clear and easy to follow, and it is filled with information to guide the implementation of a word study program. Leading teachers through targeted planning and small-group instruction, Ganske takes the mystery out of how to teach words well."--Catherine A. Rosemary, PhD, Department of Education and Allied Studies, John Carroll University -Table of ContentsI. Understanding Word Study Contexts1. Word Study: Reading, Writing, and Language ConnectionsII. Understanding Children's Word Knowledge2. A Developmental Perspective3. Assessing Word Knowledge: The Developmental Spelling AnalysisIII. Fostering Children's Word Knowledge4. Planning Appropriate and Engaging Instruction5. Letter Name Word Study6. Within Word Pattern Word Study7. Syllable Juncture Word Study8. Derivational Constancy Word Study9. Questions and AnswersAppendix 1. Supplemental Word ListsAppendix 2. Reproducible Forms ResourcesGlossary

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Book SynopsisThis innovative book helps K6 teachers infuse the entire school day with research-based literacy best practices. Classroom-tested strategies are presented for planning and implementing each component of the exemplary literacy day--vocabulary and word study sessions, literacy work stations, differentiated guided reading groups, reading and writing workshops, and interdisciplinary projects.Trade Review"How does a teacher fit it all in while creating a student-centered classroom? This is the guide we all need now. As an instructional coach, I want all teachers to read it, talk about it, try the exemplary literacy day in their classrooms, and watch children thrive and learn. The authors acknowledge the variety of curricular expectations across districts, making the book helpful for teachers in all situations."--Kathy Harris, instructional coach, Piner–Olivet Union School District, Santa Rosa, California "All elementary language arts teachers, both novice and experienced, should read this book and reflect on how to improve the management and organization of their own classrooms. The book is anchored in the importance of classroom culture and prioritizes a learner-centered mindset. Expanding the focus from the 'language arts block' to the broader context, the authors quickly pull the reader in. Research and practical suggestions are folded in with spot-on vignettes, management tips, straightforward recommendations for a comprehensive curriculum, and resources for additional learning. Once you start reading, the book is hard to put down--you will want to replicate these authors' visionary language arts classroom for the children you teach."--Allison Swan Dagen, PhD, College of Education and Human Services, West Virginia University "Morrow has been at the forefront of literacy education for decades. Her work has guided thousands of young teachers and career professionals through all the research, trends, controversies, reforms, and re-reforms roiling American education. This timely book pulls together information we can trust, helping K-6 teachers give their students the optimal balance of instruction, support, and exploration. Some of the ideas presented are reliable and familiar; others, like the vocabulary meetings, rework established practice into fresh and even more powerful patterns. On their way through this volume, teachers will dwell on the details, savor the practical strategies, and benefit from the wisdom from cover to cover."--Harvey “Smokey” Daniels, PhD, author and literacy consultant, Santa Fe, New Mexico "Showing that teacher expertise is the heart of good instruction, this book proposes a classroom in which students are engaged and motivated learners as they are immersed in literacy all day long. Step-by-step explanations of how to implement an exemplary literacy program include sample lesson plans, lesson templates, management tips, instructional resources, Web links, and more. Breaking Through the Language Arts Block is perfect for preservice and novice teachers who are looking for a detailed account of best instructional practices."--Debbie Rickards, PhD, instructional coordinator (retired), Caddo Parish Schools, Louisiana -Table of Contents1. Getting Started with the Exemplary Literacy Day 2. Setting Up the Literacy Environment 3. Assessment Guiding Instruction 4. Introducing the Vocabulary Meeting 5. Word-Study Session: Strategies for Figuring Out Words, Phonological Awareness, Phonics, and More 6. Literacy Work Stations 7. Guided Reading: Grouping for Differentiation of Instruction 8. Reading Comprehension Workshop 9. Writing Workshop 10. Interdisciplinary Literacy Instruction Concluding Thoughts Appendix A. Exemplary Literacy Day Planning Example (Olga Pryymak and Shira Wasserman) Appendix B: Fry (1980) Sight Words Grouped by Relative Difficulty References

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Book SynopsisThis indispensable teacher resource and course text, now revised and updated, addresses the whats, whys, and how-tos of incorporating outstanding children's literature into the K8 reading program.Trade Review"Diverse children’s literature has the power to take us vicariously to lands and times we can only imagine, making immigrants of us all as we learn to walk in another’s path. This enthralling resource will help teachers facilitate this journey. Critically analyzing varying genres and formats of children’s literature, the authors invite teachers to successfully adopt high-quality books on a range of topics. This updated fifth edition is an invaluable resource."--Ruth McKoy Lowery, PhD, Department of Teaching and Learning, The Ohio State University "Offers a wealth of information for anyone who desires to support the reading development of children. In this interesting, well-written fifth edition, readers learn about exemplary children’s books from a wide variety of genres and cultures and discover evidence-based ideas for how to engage students effectively in the reading and discussion of these books. Preservice and practicing teachers alike will feel confident implementing the ideas shared by highly knowledgeable scholars in the field of children’s literature. Purchasing this book is a sound investment in your professional library."--Patricia E. Bandré, PhD, reading instructional specialist, Salina Public Schools, Kansas "An increased focus on using diverse literature in K-8 classrooms and several entirely new chapters make this fifth edition a great resource for teachers, teacher educators, and library media specialists who want to incorporate literature in the reading language arts curriculum. From a chapter on the arts, diversity, and picturebooks, to one focused on transitional chapter books, to another exploring nonfiction narrative styles, the material presented here helps teachers select literature and strategies that will engage and motivate their students."--Lee Galda, PhD, Marguerite Henry Professor of Children's and Young Adult Literature (Emerita), University of Minnesota "The fifth edition continues the legacy of earlier editions by remaining timely and relevant. It provides specific strategies that are grounded in research-based theory and accompanied by authentic examples of student interactions with high-quality books. Teachers will be inspired to use the best children’s literature available today to enrich their students' understanding of themselves and the world."--Junko Yokota, PhD, Director, Center for Teaching through Children’s Books, National Louis University -Table of ContentsI. Creating an Open Invitation for All 1. Reading Multiculturally, Globally, and Critically in Literacy Education: Books as Messengers for Diversity, Barbara A. Lehman 2. Creating Independent Readers: The Role of Reading Aloud and Sustained Silent Reading, Teri S. Lesesne, Lauren Aimonette Liang, & Adrienne Lowe 3. Addressing “Struggle”: Strengthening the Literary Bonds between Children and Books, Jennifer M. Graff II. Inviting Students with the Arts 4. Racially Diverse Children’s Literature and Arts Education, Alan R. Bailey & Jonda C. McNair 5. “Can We Play This Story?”: Story-Based Process Drama with Language Learners, Erin Greeter & Nancy Roser 6. Picturebook as Art Object: Developing Art Appreciation through Speculative Pondering, Cyndi Giorgis III. Inviting Students with Specific Genres and Special Formats 7. Biographical Picturebooks Are Winning Awards and Teachers’ and Students’ Attention, Deborah A. Wooten & Katie M. Rowe 8. “Really Reading” and Really Responding: Response and Deep Understanding with Transitional Readers, Lauren Aimonette Liang & Adrienne Lowe 9. Comics in the Classroom: Using Graphic Novels for Content Learning, Stergios Botzakis 10. To Develop Proficiency and Engagement, Give Series Books to Novice Readers!, Anne McGill-Franzen & Natalia Ward 11. “It Was Like Marc Was My Friend”: How Visible Authors of Nonfiction Reach Out to Their Readers, and How Readers Can Respond, Marc Aronson & Myra Zarnowski 12. Creating a Community of Poetry Enthusiasts, David L. Harrison IV. Resources to Help You Continue the Invitation 13. Where Do We Go from Here?: Resources to Connect, Engage, and Inspire, James W. Stiles & Thomas Crisp

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