In her comprehensive guide, Better Book Clubs: Deepening Comprehension and Elevating Conversation, literacy coach and staff developer Sara Kugler shows you how to combine the power of book clubs with assessment-driven instruction to support your students as they talk and think about texts together. Using authentic book club conversations as an assessment of academic talk and text understanding, Kugler raises the bar on typical professional discussions about book clubs, moving beyond teacher-directed interactions and surface-level conversations to include:
Structures, teaching methods, and routines that support authenticity and independence in book clubs
Suggestions for starting, scaffolding, and sustaining effective, student-centered book clubs
Tips for listening in on clubs as a way to assess academic talk and text understanding
Methods for moving from observation into instruction that improves conversation and comprehension
Touchstone anchor charts and sample lessons for launching and maintaining strong clubs at a variety of independence levels
With a dual focus on stronger comprehension and improved conversations, Better Book Clubs will help you establish effective book clubs that will engage your readers, enhance your learning communities, and become an indispensable component of your literacy classroom.
Better Reading Now
Based on what we now know about reading, this practical book offers strategies in a consistent format that is easy for teachers to incorporate in their daily instruction. This grab-bag of classroom-tested activities allows teachers to choose what they need to meet the diverse needs of students in grades 1 through 8. These strategies guide students through the reading process and build important comprehension skills through reading, talk, art, drama, and more. These innovative ways to use the best children’s books inspire students to become enthusiastic and avid readers, and take the first giant step into becoming lifelong readers.
In Beyond Answers: Exploring Mathematical Practices with Young Children, author Mike Flynn provides teachers with a clear and deep sense of the Standards for Mathematical Practice and shares ideas on how to best implement them in K-2 classrooms.
Each chapter is dedicated to one of the eight common core standards. Using examples from his own teaching and vignettes from many other K–2 teachers, Flynn does the following:
Invites you to break the cycle of teaching math procedurally
Demonstrates what it means for children to understand—not just do—math
Explores what it looks like when young children embrace the important behaviors espoused by the practices
The book’s extensive collection of stories from K–2 classroom provides readers with glimpses of classroom dialogue, teacher reflections, and examples of student work. Focus questions at the beginning of each vignette help you analyze the examples and encourage further reflection.
Beyond Answers is a wonderful resource that can be used by individual teachers, study groups, professional development staff, and in math methods courses.
Dawnavyn M James:::100382
Dawnavyn James believes Black history shouldn't be relegated to the month of February. In her groundbreaking book, Beyond February: Teaching Black History Any Day, Every Day, and All Year Long, K-3, she provides a practical guide for elementary educators who seek to teach history in truthful and meaningful ways that help young students understand the past, the present, and the world around them.
Drawing on her experiences as a classroom teacher and a Black history researcher, James illustrates the big and small ways that we can center Black history in our everyday teaching and learning practices across the curriculum using read-alouds, music, historical documents, art, and so much more.
Inside this book you'll find:
Essential ideas that guide our teaching of Black history
Powerful People Sets: groups of Black historical figures organized by theme with resources for both teacher and student learning
Book collections and lessons featuring nearly 100 children's books
Strategies and tips for adapting and disrupting curriculum in order to center Black history
Ideas for celebrating Black History Month in ways that go beyond February
FAQ's to help you navigate the ins and outs of teaching Black history in the elementary classroom
With Beyond February, you'll have the tools to teach Black history all year long!
Franki Sibberson, Karen Szymusiak, and Lisa Koch:::100076
Beyond Leveled Books 2nd Edition
In Beyond Leveled Books, Second Edition, Franki Sibberson, Karen Szymusiak, and Lisa Koch provide even more resources to help teachers understand and meet the needs of transitional readers. The key topic of series books has been revised and enlarged, with charts outlining new series with the challenges they pose and supports readers need. New lessons have been added, and most chapters now include a related article from a literacy expert. Some of the contributors include Kathy Collins, Larry Swartz, and Mary Lee Hahn.
Leveled books are an indispensable tool for teaching children to read, especially for emergent readers, but the authors of Beyond Leveled Booksare sounding the alarm about the overuse and misuse of leveling and the way it restricts teacher autonomy and undermines student choice and reading engagement. The authors lay out a blueprint for using leveled books effectively within a student-centered and differentiated approach that is designed to motivate all readers, particularly transitional ones.
Teaching Transitional Readers: Beyond Leveled Booksis packed with resources to help teachers understand and meet the needs of transitional readers, including examples of classroom instruction, sample mini-lessons, strategies for small-group instruction, assessment techniques, and articles by literacy experts
Resources for K-5 Classrooms: The book explores the uses and limitations of leveled texts in primary reading instruction, including ideas for how to organize your classroom library and a list of great books and series to use alongside leveled text in supporting new readers
Gateway to Independent Reading: The authors provide explicit tools for helping students consolidate their skills and reading strategies, to read widely and deeply, to increase their vocabulary, and build critical thinking
Making Reading Fun: Teach students to experience joy from reading through deeper comprehension and application
Beyond Leveled Books is an essential resource for K-5 teachers looking to help all readers, including budding readers, struggling readers, transitional readers, and readers who have plateaued.
Maryann Wickett and Eunice Hendrix-Martin:::100128
Beyond the Bubble (Grades 4-5)
Multiple-choice testing is an educational reality. Rather than complain about the negative impact these tests may have on teaching and learning, why not use them to better understand your students’ true mathematical knowledge and comprehension? Maryann Wickett and Eunice Hendrix-Martin show teachers how to move beyond the student’s answer—right or wrong—to uncover understanding and/or misconceptions. By asking a few simple follow-up questions, teachers can learn a great deal about student understanding and make better, more informed instructional decisions.
The Beyond the Bubble books (grades 2-3 and grades 4-5) are each divided into five strands—number, measurement, algebra, geometry, and probability—with six problems per strand. Each problem includes an overview of the objective of the test question, a sample question, typical of those found on standardized tests, strategies students employ to solve the problem, conversation starters, student work, student-teacher conversations, and instructional strategies to advance student learning. Teachers will also find suggestions for differentiation, reproducible of sample questions, and a comprehensive list of additional resources.
With dozens of sample test questions and numerous student samples, Beyond the Bubble shows educators how to use multiple choice tests to provide more purposeful, focused mathematics instruction for all of their students.
Kimberly Hill Campbell and Kristi Latimer:::100086
Beyond the Five Paragraph Essay
Love it or hate it, the five-paragraph essay is perhaps the most frequently taught form of writing in classrooms of yesterday and today. But have you ever actually seen five-paragraph essays outside of school walls? Have you ever found it in business writing, journalism, nonfiction, or any other genres that exist in the real world? Kimberly Hill Campbell and Kristi Latimer reviewed the research on the effectiveness of the form as a teaching tool and discovered that the research does not support the five-paragraph formula. In fact, research shows that the formula restricts creativity, emphasizes structure rather than content, does not improve standardized test scores, inadequately prepares students for college writing, and results in vapid writing. In Beyond the Five-Paragraph Essay, Kimberly and Kristi show you how to reclaim the literary essay and create a program that encourages thoughtful writing in response to literature. They provide numerous strategies that stimulate student thinking, value unique insight, and encourage lively, personal writing, including the following:
Close reading (which is the basis for writing about literature)
Low-stakes writing options that support students' thinking as they read
Collaboration in support of discussion, debate, and organizational structures that support writing as exploration
A focus on students' writing process as foundational to content development and structure
The use of model texts to write in the form of the literature students are reading and analyzing
The goal of reading and writing about literature is to push and challenge our students' thinking. We want students to know that their writing can convey something important: a unique view to share, defend, prove, delight, discover, and inspire. If we want our students to be more engaged, skilled writers, we need to move beyond the five-paragraph essay.
Black Ants and Buddhists
What would a classroom look like if understanding and respecting differences in race, culture, beliefs, and opinions were at its heart? If you were inspired to become a teacher because you wanted to develop young minds, but now find yourself limited by "teach to the test" pressures and state standards, Mary Cowhey's book Black Ants and Buddhists: Thinking Critically and Teaching Differently in the Primary Grades will reignite the passion and remind you that educators provide more than test prep.
Starting her career as a community activist, Cowhey shares her roots and how they influenced her Peace Class, where she asks her students to think critically, learn through activism and discussion, and view the entire curriculum through the framework of understanding the world, and what they can do to make it a better place.
Woven through the book is Mary's unflinching and humorous account of her own roots as well as lessons from her heroes: Gandhi, Eleanor Roosevelt, Helen Keller, Martin Luther King, Jr, and others. Her students learn to make connections between their lives, the books they read, the community leaders they meet, and the larger world.
Black Ants and Buddhists offers no easy answers, but it does include starting points for conversations about diversity and controversy in your classroom, as well as in the larger community. Students and teachers investigate problems and issues together, in a multicultural, antiracist classroom.
Books as Bridges
Based on research that shows that parents play a vital role in raising a reader, Books as Bridges offers an effective and efficient way to use touchstone texts, including children’s picture books, to help create a common reading experience for the class that can be extended to the home. This practical book introduces four guiding principles—predictable structures, nonfiction, comprehension, and imagination and language play—describing each principle in terms of a series of strategies, which are highlighted by their use with specific touchstone books, and supported by lists of related books to consider.
Writing test scores indicate that boys have fallen far behind girls across the grades. In general, boys don't enjoy writing as much as girls. What's wrong? How can we do a better of job of creating “boy-friendly” classrooms so their voices can be heard?
In Boy Writers: Reclaiming Their Voices Ralph Fletcher draws upon his years of experience as staff developer, children's book author, and father of four boys. He also taps the insights from dozens of writing teachers around the US and abroad. Boy Writers asks teachers to imagine the writing classroom from a boy's perspective, and consider specific steps we might take to create stimulating classrooms for boys.
Topic choice emerges as a crucial issue. The subjects many boys like to write about (war, weapons, outlandish fiction, zany or bathroom humor) often do not get a warm reception from teachers. Fletcher argues that we must “widen the circle” and give boys more choice if we want to engage them as writers. How? We must begin by recognizing boys and the world in which they live. Boy Writers explores important questions such as:
What subjects are boy writers passionate about, and what motivates them as writers?
Why do boys like to incorporate violence into their stories, and how much should be allowed?
Why do we so often misread and misunderstand the humor boys include in their stories?
In addition, the book looks at: how handwriting can hamstring boy writers, and how drawing may help; welcoming boy-friendly writing genres in our classrooms; ways to improve our conferring with boys; and more.
Each chapter begins with a thorough discussion of a topic and ends with a highly practical section titled: "What can I do in my classroom?" Boy Writers does not advocate promoting the interests of boys at the expense of girls. Rather, it argues that developing sensitivity to the unique facets of boy writers will help teachers better address the needs of all their students.
Richard J. Gentry and Gene Ouellette:::100237
The past two decades have brought giant leaps in our understanding of how the brain works. But these discoveries—and all their exciting implications—have yet to make their way into most classrooms.
In Brain Words: How the Science of Reading Informs Teaching, authors J. Richard Gentry and Gene Ouellette, bring their original, research-based framework of “brain words”—dictionaries in the brain where students store and automatically access sounds, spellings, and meaning. This book aims to fill the gap between the science of reading and classroom instruction by providing up-to-date knowledge about reading and neurological circuitry, including evidence that spelling is at the core of the reading brain.
Brain Words will show how children’s brains develop as they become readers and discover ways you can take concrete steps to promote this critical developmental passage, including:
Incorporating tools to recognize what works, what doesn’t, and why
Practical classroom activities for daily teaching and student assessment
Insights about what brain research tells us about whole language and phonics-first movements
Deepened understanding of dyslexia through the enhanced lens of brain science
With the insights and strategies of Brain Words, you can meet your students where they are and ensure they gain confidence as readers, spellers, and writers.
Breathe, Stretch, Write
The creative exercises in this innovative book use simple movements and yoga principles to boost children's creativity as they write and play with words and ideas.
Designed to spark imagination and enhance creativity, the guided exercises and fun-filled suggestions integrate elements of writing with body awareness and physical fitness to create a safe and joyful learning experience. The book is based on workshops the author has led for more than twenty years.
This friendly guide evolved from the author's own experience as a writer and teacher who marveled at how yoga and movement affected the flow of her creative work and the clarity of her writing.
Breathe, Stretch, Writesupports learning that is cooperative and involves strength, flexibility, and mental discipline. It connects the power of movement with innovative writing exercises that focus on these essential elements:
Today more than ever, students need to move and find ways to be healthier in mind, body, and spirit. This book combines writing and creative exercises with the most basic movements that are easy to incorporate into classroom instruction. Useful and inspiring for teachers and students alike, the book is committed to getting kids to write and play with words and ideas. Breathe, Stretch, Write challenges teachers to refresh, inspire, and commit to finding the fun in learning.
Sara B Kajder:::100057
Bringing the Outside In
The reading that we value in school is becoming further and further distanced from the literacy students experience in their outside lives. Inside the classroom, we ask our students to immerse themselves in print texts and write purposefully. Once out the door, they are text-messaging, blogging, engaging in online multi-player games, and expertly integrating words, images, and music to create original texts. Can we import these textual spaces and literacies into English class to help re-connect students who don't see themselves as readers and writers?
English educator Sara Kajder's answer is an emphatic “yes,” and in Bringing the Outside In she demonstrates myriad ways to employ students' outside talents in the classroom. Drawing on multiple examples of student work, she shows how she adapts the curriculum to incorporate an expanded definition of literacy and literacy tools. Sara offers teachers guidance on how to extend their repertoire of teaching strategies, and help kids connect their natural curiosity and skills as readers and writers of both print and electronic texts, while keeping reading and writing at the center of the curriculum.
Keying in on the visual aspects of literacy, and building upon students' growing interest in using words and images from their lives to read and write for authentic reasons and authentic audiences—integrating such strategies as digital storytelling, visual think-alouds, visual literature circles, and others into English class—Sara and her kids redefine what it means to be literate in today's world. By adding visual components to class activities and projects integrating tools ranging from pencils and paper to “weblogs” and “wikis,” even reluctant students can become engaged and see themselves as readers and writers for the first time.
Carol Koechlin and Sandi Zwaan:::100275
Building Info Smarts
An ideal review for teachers, this innovative flip book shows students how to identify their learning style as they build important information literacy skills. Students learn how to apply what they read, hear, and see to what they already know, and grow in their understanding of themselves and the world around them. From reading books and analyzing a movie to working on a research project, students will investigate effective strategies for finding and using all kinds of information and making it their own.
Bullied Teacher, Bullied Student
Students aren't the only ones bullying in schools. Teachers, principals, and parents bully too. Together they create a bullying culture that strikes at the heart of effective learning and teaching. A bullying culture harms everyone it touches—targets, student bystanders, teachers, parents, and even society at large.
To eradicate bullying, the school community must first acknowledge its existence in all forms. This timely book explores the background and issues related not just to student-on-student bullying but to all forms of bullying found in schools. It then goes on to illustrate how schools can devise—and enforce—a policy that works. This indispensable guide offers an anti-bullying blueprint that explains how to:recognize a systemic culture of bullying;neutralize the power imbalance that enables bullies;create an environment free of sexual, racial, and cultural stereotyping;use cooperative learning to foster respect for differences;empower students through positive reinforcement; counteract the “blame the victim” mentality.
Julie D. Ramsay:::100133
Can We Skip Lunch and Keep Writing?
Publishing podcasts, writing digital stories with "choose your own adventure" endings, and collaborating with students around the country through wikis, Skype, and VoiceThread, Julie D. Ramsay never imagined that she and her fifth grade students would be forging a new frontier using technology to support writing lessons.
In a school district with minimal resources and a prescriptive curriculum that makes originality a constant challenge, Julie could have continued teaching grammar and writing skills in isolation. But when she realized how hungry her students were for "real" writing activities that enabled them to share and learn from their peers in other states, she overcame every obstacle that threatened to stunt their creativity and limit their opportunities to communicate in a digital world.
Can We Skip Lunch and Keep Writing? shows teachers how to weave technology throughout the curriculum and get students so fired up about writing that they don't want to stop when the class period ends. Readers will learn how to select appropriate digital tools, guide and involve students in the learning process, and differentiate instruction to meet individual needs. Through Julie's inspiring stories and lessons, teachers in the intermediate and middle grades will discover how technology-assisted writing can foster innovation, global communication, and creative problem solving, developing responsible, productive digital citizens whose inherent love of learning will travel with them throughout their lifetimes.
Pat Johnson and Katie Keier:::100075
Catching Readers Before They Fall
Every teacher of reading plays a vital role in helping to catch those readers for whom learning to read does not come easily. Through examples from both adults and children, the authors explain and describe the complex integrated network of strategies that go on in the minds of proficient readers—strategies that struggling readers have to learn in order to construct their own reading processes. This book is essential reading for all who work with struggling readers in any context and contains a wealth of resources, including a thorough explanation of all the sources of information readers use to solve words, examples and scenarios of teacher/student interactions, prompts to use with struggling readers, lessons on modeling, and assessment guidelines.
Caught in the Middle
Caught in the Middle offers teachers a richly textured picture of the world of middle school students. David Booth describes who middle students are, explains why fostering their voice is important, and discusses how to create a community of literacy partners. He shows teachers how to model writing, incorporate picture books, promote reader engagement and comprehension, interact with student journals, prompt discussion and self-assessment, and more. In addition to his own classroom experiences, David showcases the contributions of remarkable middle school teachers who address a range of topics, including the impact of social media, the effect of the Internet on research, the need for critical literacy, the importance of citizen involvement, and the potential of the school library. Caught in the Middle presents a rich synthesis of insight, experience, and reflection.
Ruth Ayres with Christi Overman:::100123
Writing begins before students even pick up a pencil, but there are many reasons to stop and rejoice between the idea and the finished project. By helping students celebrate each stage of the writing process and applauding success, we help our students persevere through what can be an extended and challenging process.
In their innovative new book, Celebrating Writers, Ruth Ayres and Christi Overman discuss dozens of ways to respond, reflect, and rejoice along the journey to a finished project. This type of celebration nurtures students, makes them better writers, and helps them recognize that writing is a process filled with notable moments, not simply a result where publication is the only marker of success. From traveling notebooks to lunch-table writing, from author interviews with a writing partner to silent reflection, from swapping stories around a "campfire" to tweeting favorite lines, Ruth and Christi share dozens of fun and effective ways for you and your students to commemorate their progress as writers. As the authors write, "It's time to expand the idea of celebration to include the process of writers and the products they create. Let's build an approach that weaves celebration into the heart of all writers. Be ready to learn to refuel the writers in your classroom, even on the tough days."
In productive classrooms, teachers don't just teach students math and reading skills; they build emotionally and relationally healthy learning communities. Teachers create intellectual environments that produce not only technically competent students, but also caring, secure, actively literate human beings. Choice Words: How Our Language Affects Children's Learning shows how teachers can accomplish this by using their most powerful teaching tool: language.
Throughout this book, author Peter Johnston provides examples of seemingly ordinary words, phrases, and uses of language that are pivotal in the orchestration of the classroom. Grounded in a study by accomplished literacy teachers, the book demonstrates how and what we say (and don't say) have surprising consequences for what children learn and for who they become as literate people. Students learn how to become strategic thinkers, not merely learning the literacy strategies, but adapting them to their lives outside of the classroom.
In addition, Johnston examines the complex learning that teachers produce in classrooms that is hard to name and thus is not recognized by tests, by policy-makers, by the general public, and often by teachers themselves, yet is vitally important. This book will be enlightening for any teacher who wishes to be more conscious of the many ways their language helps children acquire literacy skills and view the world, their peers, and themselves in new ways.
Megan L. Franke, Elham Kazemi, and Angela Chan Turrou:::100194
Choral Counting & Counting Collections
In this influential book from collaborative authors Megan L Franke, Elham Kazemi, and Angela Chan Turrou, Choral Counting & Counting Collections: Transforming the PreK – 5 Math Classroom, explores ways in which two routines -- Choral Counting and Counting Collections -- can transform your elementary math classroom, your students' math understanding, and your partnerships with families. It paints a vision for how deeply and creatively children can engage with ideas of number and operations and mathematical reasoning through counting.
Created with real educators' needs in mind and organized by grade-level band (preschool, K-2, and 3-5), inside this book you'll find:
Easy-to-use planning templates to guide teachers in implementing these powerful routines
A variety of student recording sheets for Counting Collections that allow teachers to enact different variations of this activity across the grades
Guides for selecting Choral Counts that support grade-level standards and mathematical goals
Goal charts that provide specific guidance on teacher language and moves
Advice on supporting both students' mathematical and social goals through Choral Counting and Counting Collections
The authors have collected the wisdom of math teachers and researchers across the country who explore activities that are both playful and intentional, simple and sophisticated. If you're looking for ways to bring new energy into your math instruction, Choral Counting & Counting Collections: Transforming the PreK - 5 Math Classroom is the perfect book for you and your students.
Jennifer Harper and Kathryn O'Brien:::100299
Classroom Routines for Real Learning
Classroom routines are the well-oiled machines that can make a classroom function. But routines can also provide the groundwork for a learning environment that nourishes student-driven learning. From routines to start the school day to those that build classroom community, routines can help maximize learning by providing stability, consistency, and time management skills—for teachers and students. Well-structured routines can increase active student engagement, promote individual accountability, and establish a positive classroom climate.
Classroom Strategies for Interactive Learning, 4th edition
Educators across all content areas have turned to Classroom Strategies for Interactive Learning for almost two decades. The fourth edition delivers rich, practical, and research-based strategies that readers have found invaluable in today's classrooms. Author Doug Buehl has written all-new chapters that focus on the instructional shifts taking place as the Common Core State Standards are implemented across the United States. These introductory chapters will help you do the following:
Understand research based comprehension strategies for content classrooms
Tap into students' background knowledge to build upon and enhance comprehension of complex texts
Teach students how to question a text
Teach reading and thinking through a disciplinary lens
At the heart of this edition are more than 40 classroom strategies with variations and strategy indexes that identify the instructional focus of each strategy, pinpoint the text frames in play as students read and learn, and correlate students' comprehension processes. In addition, each strategy is cross-referenced with the Common Core's reading, writing, speaking/listening, and language standards.
How closely do your students read their writing? What are the implications for those who do and those who don’t? During her work in classrooms, literacy coach Paula Bourque noticed that students who read their own writing closely are engaged in their work, write fluently, are able to produce lengthy drafts, and incorporate teaching points from mini-lessons into the day’s writing. In this comprehensive book, Paula shows you that no matter what structures or lessons you use in your writing classroom, the strategies in Close Writing will help you make these better by creating student writers who are more aware of what effective writing looks like, who care about what they write, and who take ownership and responsibility for their growth as writers. Paula argues that a key element in close writing is learning to look and looking to learn by closely reading our own writing. Instead of focusing on the mechanics of their writing, she encourages students to read their words for understanding, clarity, and the effect they will have on an audience. She urges them to recognize their habits and their approaches to writing and to build upon them. Close Writing is based on research and methods that are reliable and valid best practices, but it will not prescribe lessons or structures. It gives you a peek inside classrooms where teachers just like you are working with budding authors just like yours. Paula also provides considerations for ELL writers, as well as a section of interviews with authors. She shares an extensive reference/resource guide, and a companion website with students’ work samples, reproducibles and templates, and videos of classroom writing lessons round out this must-have resource.
Common Core Sense
Since the introduction of Common Core State Standards, many elementary teachers struggled with unpacking these processes and figuring out how to implement them in the classroom. Author Christine Moynihan introduces Common Core Sense: Tapping the Power of Mathematical Practices with the goal of making the eight Standards for Mathematical Practice more accessible and explicit.
The Standards for Mathematical Practice provide a solid foundation for encouraging students to think, reason, and persevere like mathematicians. In her book, Moynihan demonstrates what each practice might look, sound, and feel like in the classroom by using the four-part GOLD framework:
G - Go for the Goals: What are the major purposes of this practice? O – Open Your Eyes & Observe: What should you see the students doing as they utilize the practice? What should you see yourself doing as the teacher? L – Listen: What should you hear students saying as they use the practice? What should you hear yourself saying? D – Decide What to Do: What actions as a teacher must you put in to place to “mine” the gold of the practice?
Each chapter is dedicated to one practice and includes student work samples, classroom vignettes, and teacher thoughts. The consistent framework of the book outlines an easy way to learn and deepen the understanding of each practice. It provides teachers the planning and support they need to mine the GOLD.
Jeff Zwiers, Susan O'Hara, and Robert Pritchard:::100141
Common Core Standards in Diverse Classrooms
The Common Core State Standards require students to do more with knowledge and language than ever before. Rather than be mere consumers of knowledge, students must now become creators, critics, and communicators of ideas across disciplines. Yet in order to take on these new and exciting roles, many students need daily teaching with an extra emphasis on accelerating their academic communication skills.
Common Core Standards in Diverse Classrooms: Essential Practices for Developing Academic Language and Disciplinary Literacy describes seven research-based teaching practices for developing complex language and literacy skills across grade levels and disciplines: using complex texts, fortifying complex output, fostering academic interaction, clarifying complex language, modeling, guiding, and designing instruction. Most important, you will find clear descriptions and examples of how these essential practices can—and should—be woven together in real lessons. The book:
Clarifies how to support the learning of complex language that students need for reaching Common Core and other standards
Provides practical ways to realize the instructional shifts needed with the implementation of new standards in diverse classrooms
Includes frameworks and descriptions on how to develop students' complex language, speaking, and writing
Helps maximize strategies and tools for building system-wide capacity for sustained growth in the practices
Common Core Standards in Diverse Classrooms is a concise guide for helping us improve our practices to strengthen two vital pillars that support student learning: academic language and disciplinary literacy.
Patrick A Allen:::100096
In his workshops with teachers over the years, Patrick Allen has encountered a long list of “counterfeit beliefs” about the process of conferring with students, including such comments as: “I don’t have time. I don’t know what questions to ask, It’s too hard, I don’t know what to write in my notes, I don’t even take notes, I don’t know how to go deep. . .” In Conferring: The Keystone of Reader’s Workshop, Allen argues that the benefits of conferring are well-worth the effort of learning to do it well. And then he sets out to show teachers how to overcome all of their perceived obstacles, and make the somewhat intangible aspect of conferring tangible.
Just as the keystone—a symmetrical, wedge-shaped stone at the center of an arch—forms the foundation of a structure, conferring lays the groundwork for effective reading instruction. Allen defines the word confer as a verb “meaning to consult together, compare opinions, or carry on a conversation.” Conferences with students are purposeful conversations that scaffold reading comprehension strategies that guide the reader’s progress, and ultimately, through the gradual release of responsibility, create independent readers.
Allen begins by explaining what conferring is and what it’s not, and then unpacks the essential components of the process: intimacy (the social context of conferring); rigor (the cognitive context); and inquiry (the analytical context). He explores the guiding principles of conferring—including goal setting, instruction points, listening, rapport, challenges, and teacher learning—and provides questions that lead teachers through the reader’s conference from start to finish.
Conferring in the Math Classroom
All students enter our math classrooms with ideas worthy of discussion. Some of the most effective breakthroughs come from short, intentional conversations between students and teacher, yet planning for these moments can seem daunting. In her innovative book, Conferring in the Math Classroom: A Practical Guidebook to Using 5-Minute Conferences to Grow Confident Mathematicians, Gina Picha focuses on simple and transformative ways teachers can use math conferences, short conversations between teachers and small groups of students at work, to guide instruction, assess understanding, and build strong math thinkers.
Inside you will learn to:
Facilitate math conferences to listen to students, identify and build on their strengths, and encourage them to share their math thinking
Build a positive math identity that will help nurture student-centered math classrooms
Ask exploratory questions to gain data-driven insight into their math reasoning and plan the next steps for instruction
Provide differentiated math instruction based on the individual or small group needs
Drive fun and interactive math talk in the classroom
Picha includes teacher questioning guides, If-Then charts organized by grade level and math topic, and note-taking templates to help you get started with math conferring right away. This practical and highly accessible approach can help students deepen their math understanding, build confidence in their math abilities, and connect learnings between math subjects.
Mathematizing Children’s Literature
Sparking Connections, Joy, and Wonder Through Read-Alouds and Discussion