Description
Book SynopsisBuilding Academic Literacy is a coach-in-a-pocket for educators seeking to build strong academic literacy and higher-order thinking. This book is for anyone with responsibility for instruction teachers, instructional coaches, professional developers, principals, curriculum leaders, teacher preparation faculty. It provides pathways to developing higher-order thinking in every student and setting. Key to its success is that it connects reading, writing, listening, thinking, and speaking. Readers will find that they can engage all students with content, but more importantly, students will process content in ways appropriate to a particular subject. They also develop independent learning skills -- exactly what the Common Core State Standards call for. The text is engaging yet practical and practicable grounded and useful to teachers in enacting more student-centered classrooms. Its strategies serve to actively engage all students in high-level thinking and learning, those who have al
Trade ReviewBuilding Academic Literacy provides teachers and instructional leaders with pedagogical strategies that promote academic literacy and higher-order thinking skills. The authors bill the text as a ‘coach-in-pocket,’ in which they make suggestions, explain why the suggestions should work, and ask questions to help readers reflect on teaching and learning and troubleshoot if necessary. Chapters are written in an accessible manner with explanations of each topic; examples drawn from classrooms, which vary by grade and subject; suggestions of specific strategies to use that engage learners in disciplined thinking; and prompts to help readers reflect on implementation. All activities discussed are meant to purposefully engage learners in developing knowledge and/or skills. The authors are clearly concerned about always engaging every student in learning, promoting higher-order thinking, and further developing language skills. This book is recommended for pre-service teachers, teacher-practitioners, and school leaders who are interested in finding ways to guide students to higher levels of thinking, help them use literacy more effectively, and take greater ownership of their learning. Summing Up: Recommended. Upper-division undergraduates through practitioners. * CHOICE *
[T]he authors describe gradual, purposeful ways to build a mindset and atmosphere that revolve around well-planned questioning, carefully chosen materials, student-driven discussion, and mutual discovery…. [T]his well-researched book offers some worthwhile ideas about the nature of teaching and learning. * Mathematics Teacher *
Now that I’m supervising student teachers, I see the need for more discussion and deeper thinking in all the classes I visit. The book is grounded in research, with practical strategies that can be used in the classroom. -- Kathy Nickson, supervisor of student teachers for SUNY Oneonta and Empire State College
This book is absolutely needed, as evidence suggests that large percentages of teachers are still wrestling with engagement, deep thinking and the development of literacy within their classrooms and students. I see this first as a resource for classroom teachers. -- Lynn Lisy-Macan, PhD., visiting assistant professor, Educational Administration and Policy, University at Albany
I like that the ideas and topics are 'doable' and not a lot of philosophical without practical application. . . . This text is applicable to teachers new to envisionments and ones who have been utilizing the strategies over the years. . . . Having strategies that are engaging and move students forward in their learning is what makes teaching interesting and fun. -- Kathy Cotugno-Surin, National Board Certified Teacher, Niskayuna, NY
I like the format in that it combines the rationale with practical/practicable implications. -- Kevin Kelly, principal, Ryder Elementary School, Cobleskill, NY
Table of ContentsForeword – Judith A. Langer Preface Why We Wrote This Book Who We Are Our Research Base Acknowledgments Chapter 1. Purposeful Pedagogy: Developing Each Mind How to Use This Book Key Elements Common Threads Opening the Classroom to Student Thinking and Voice Secure the Foundation by Teaching Students How to Talk and Think Together Five Essentials of Productive Classroom Discussions Summary Chapter 2. Purposeful Engagement: Activities to Engage and Support All Learners Sharing Thinking One-on-One Journal Jot/Quick Write and Think-Pair Share Extending Think-Pair-Share to Written Conversation about Content Scaffolds for Productive Whole-Class Discussions Reader’s Marks and Variations Pass the Hat Pair Engaging and Complex Texts to Foster Critical Thinking Summary Chapter 3. Purposeful Talk: A Framework for Facilitating Academic Discussions A Guide to Facilitating Discussions that Foster higher-Level Thinking The Envisionment-Building Guide (EBG) A Teacher’s Role During Discussion Preparing for and Facilitating Discussions that Foster Higher Levels of Thinking Practicing with a Well-Known Poem Trying an EBG and Discussion in Your Classroom Summary Chapter 4. Purposeful Experiences: Assignments to Sustain Thinking and Learning Some Tools to Help Students Capture Thinking in Written Form Why Writing Matters Learning Logs or Journals Open Mind Purposeful Assignments That Provide Opportunities for Students to Share Thinking Gallery Walk Carousel Stand and Deliver Extended Writing Summary Chapter 5. Purposeful Planning: Designing a Coherent and Connected Curriculum Supporting Students as Disciplinary Thinkers Rethinking the Curriculum Staring with the Big Ideas Thinking beyond the Textbook Collaboration Summary Chapter 6. Purposeful Leadership: Supporting Effective Instructional Practices Student Voice Engaging Activities Discussion Assignments Fostering Coherence Rethinking the Curriculum to Be More Coherent Collaboration across Grades and Subjects Summary End Note Appendix A. Sample Lessons An Envisionment-Building Lesson for Science An Envisionment-Building Lesson for Mathematics An Envisionment-Building Lesson for English Language Arts Appendix B. Annotated Bibliography Literary Works Cited Bibliography
