In their first edition of Mentor Texts, authors Lynne Dorfman and Rose Cappelli helped teachers across the country make the most of high-quality children's literature in their writing instruction. In Mentor Texts: Teaching Writing Through Children's Literature, K-6, 2nd Edition the authors continue to show teachers how to help students become confident, accomplished writers by using literature as their foundation.
The second edition includes brand-new “Your Turn Lessons,” built around the gradual release of responsibility model, offering suggestions for demonstrations and shared or guided writing. Reflection is emphasized as a necessary component to understanding why mentor authors chose certain strategies, literary devices, sentence structures, and words. Dorfman and Cappelli offer new children's book titles in each chapter and in a carefully curated and annotated Treasure Chest. At the end of each chapter a “Think About It—Talk About It—Write About It” section invites reflection and conversation with colleagues.
The book is organized around the characteristics of good writing—focus, content, organization, style, and conventions. The authors write in a friendly and conversational style, employing numerous anecdotes to help teachers visualize the process, and offer strategies that can be immediately implemented in the classroom. This practical resource demonstrates the power of learning to read like writers.
Teacher's Toolkit for Independent Reading, Grade 4
Creating strong, independent readers with conferring requires thoughtful planning, active listening, accurate tracking, and personalized follow-up. Many teachers don’t know where to start; planning effective conferring conversations and selecting the right tools can seem daunting. Teachers Gravity Goldberg and Renée Houser understand how overwhelming conferring can be, so they developed the Teacher’s Toolkit for Independent Reading, Grade 4.
Designed especially for Grade 4 students, the Teacher’s Toolkit provides an all-in-one conferring system to help teachers:
Access ready-to-use teaching texts, a curriculum guide with grade-level specifics for teaching with focus, and tools to engage students in their individual reading process and progress
Learn and model essential independent reading skills for their students
Build the confidence to focus on responsive, personalized discussions with students
Organize and easily access teaching materials and student progress notes in one place
Gain ready access to expert conferring advice provided in the professional book, online videos, and Facebook community
Each Toolkit includes: Grade-Level Specific Teaching Materials
Supporting Independent Readers: 25 Answers to Your Most Frequently Asked Questions About Conferring professional book, Grades 3-5
Grade-level specific Your Everyday Guide to Conferring, Grade 4
Teacher's Reading Notebook, Grades 3-5
Teaching Texts booklet, Grade 4
Conferring Organizer and Management System
3-ring binder with 32 rewriteable tabs and 5-pocket accordion storage area
Teacher and student-specific sticky notes
Convenient zippered binder pouch for storage
Companion Website Access
20-30 videos for sustained professional development and learning
Video viewing guide
Downloadable tools from Your Everyday Guide to Conferring, Grade 4
With Teacher's Toolkit for Independent Reading, Grade 4, teachers will have everything they need to prepare, model, track, and manage effective, student-centered conferring sessions with confidence.
Teacher's Toolkit for Independent Reading, Grade 3 and Teacher's Toolkit for Independent Reading, Grade 5 are also available.
Jan Burkins and Kim Yaris:::100175
When teachers talk about what they want for students, “a love for reading” is inevitably near the top of the list. Even as they work to ensure students’ continuing progress as readers, what ignites passion more than anything is the chance to instill confidence, curiosity, and joy in students. In Reading Wellness, Jan Burkins and Kim Yaris will remind you why you became a teacher in the first place. They want children and teachers to thrive as readers, to feel the deep satisfaction that comes with meaningful encounters with texts. They define reading wellness as “weaving together all the facets of our reading lives . . . so that we can be our best reading selves.” Readers read for relaxation, for information, and for aesthetic experience, discovering favorite books and authors and learning to choose texts. For this to happen, teachers must teach in ways that create energy and enthusiasm for reading, even as they teach to required standards.
Built around a framework of four intentions—alignment, balance, sustainability, and joy—Reading Wellness offers teachers a series of lessons that help children read closely and carefully while still honoring their interests, passions, and agency as readers. The lessons here, which have been field-tested in grades 1–5, are interconnected and empower classroom communities, are filled with anecdotes and insights, and are practical, sustainable, and frequently joyful.
Reading Wellness encourages each teacher to shape these ideas in ways that support personal ideals and goals while nurturing a love of reading and a passion for lifelong learning.
Lisa Eickholdt and Patricia Vitale-Reilly:::100245
Ask teachers about their biggest challenges in elementary and middle school, and many will say the teaching of writing. It is often difficult for students find the joy, discovery, and satisfaction writing can yield. What Lisa Eickholdt and Patricia Vitale-Reilly have found is that adherence to genre studies can get in the way of student collaboration. Believing writing instruction should be more authentic, they want students to have more choices, develop better collaboration, and sustain a sense of community, all through the implementation of writing clubs.
In their book Writing Clubs: Fostering Choice, Collaboration, and Community in the Writing Classroom, you'll discover ways to:
Collaborate throughout the process of writing
Choose what to write and how to write it
Examine mentor texts and study craft techniques across genres
Develop speaking and listening skills
Celebrate classmates’ accomplishments through publication
Collaboration is widely recognized as a vital life skill. Eickholdt and Vitale-Reilly present a plethora of ideas on how gratifying it can be right now, as well as in the future. There’s an old proverb that says, ‘If you want to go fast, go alone. If you want to go far, go with others.’ In Writing Clubs, we discover that there is no limit to how far young writers can go when teachers show them what it means to collaborate.
“Imagine a plastic cup lying on the floor. Give the cup a nudge so that it begins to roll. What does the path it takes look like?”
So begins the journey that Christof Weber takes you on in Mathematical Imagining: A Routine for Secondary Classrooms. Along the way, he makes the case that the ability to imagine, manipulate, and explain mathematical images and situations is fundamental to all mathematics and particularly important to higher level study. Most importantly, drawing on years of experiments in his own classroom, Weber shows that mathematical imagining is a skill that can be taught efficiently and effectively.
Mathematical Imagining describes an original routine that gives students space and time to imagine a mathematical situation and then revise, discuss, and act upon the mental images they create. You can use this creative routine to glimpse into your students’ thinking and discover teaching opportunities, while empowering them to create their own mathematics. Inside you’ll find the following:
An introduction to the routine including the rationale behind it, facilitation guidance, and classroom examples
Modifications to implement the routine in your classroom, even with varying time constraints
37 exercises broken into four categories: constructions, problem-solving, reasoning, and paradoxes
Discussions of the mathematics involved in each exercise, including possible follow-up questions
Instructions on how to create your own exercises beyond the book
This one-of-a-kind resource is for secondary teachers looking to inspire student creativity and curiosity, deepen their own subject matter knowledge and pedagogical content knowledge, and invite all students to access the power of their own mathematical imaginations.
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.
Teachers as Decision Makers
In Teachers as Decision Makers: Responsive Guided Reading Instruction, Robin Griffith draws on years of research and countless interactions with students and teachers to present a framework of instructional decision making centered on the readers we work with, the books we share with them, and the instructional objectives we guide them toward.
In this fresh look at the instructional choices we make, Griffith offers an in-depth guide in which you’ll discover how to make effective, student-driven decisions, both while planning for and in the moments of teaching at the guided reading table, including:
The Teacher Decision Making Framework, grounded in the learner, the goal, and the text
Direct applications across three guided reading text level bands: Emergent, Early, and Transitional
Tables, charts, and reproducible materials for easy reference in assessing and monitoring key reading behaviors at each band
50 quick reference Decision Guides for practical planning and responding in three instructional areas: Word Solving, Fluency and Expression, and Comprehension
Whether you’re new to guided reading or looking to refine your practice, this practical resource will give you the tools you need to elevate your instruction and refine your ability to make effective decisions when teaching young readers.
Lynne R. Dorfman and Diane Dougherty:::100073
A Closer Look
In A Closer Look, Lynne Dorfman and Diane Dougherty provide the tools and strategies you need to use formative assessment in writing workshop. Through Lynne and Diane’s ideas, you will be able to establish an environment where students will internalize ways that they can assess their own writing and become independent writers.
Lynne and Diane share methods for collecting and managing information, and show practical, simple, and concise ways to document student thinking. In the accompanying online videos, they demonstrate conferences with individual writers, small groups, and whole groups. Quick, easy-to-manage assessment methods emphasize that formative assessment does not have to take a long time to be worthwhile and effective. Vignettes from classroom teachers, principals, and authors add a variety of perspectives and classroom experiences on this important topic.
A Closer Look shows that when students are in charge of their own writing process and set and reach their own goals, writing becomes a vibrant, energetic part of the day.
Ruth Ayres and Stacey Shubitz:::100123
Day by Day
Have you ever wanted your own personal writing coach to help improve your teaching of writing? How about two personal writing coaches? In Day by Day, Stacey Shubitz and Ruth Ayres, creators of the popular blog Two Writing Teachers, guide you through the trials and tribulations of a whole year of writing workshop.
Day by Day is organized around six fundamental components of writing workshop—routines, mini-lessons, choice, mentors, conferring, and assessment. Each component is broken down into ten-day sections. Each section includes a detailed discussion, a challenge that teachers can apply immediately, and questions to help teachers assess the process to see what went right, what went wrong, and, most importantly, why. Ruth and Stacey also provide daily encouragement, support, practical strategies, tips, advice, and everything you need to run an effective writing workshop that meets the needs of all the different writers in your classroom.
Literacy Work Stations
Ever wonder what the rest of your class should be doing while you are working with a small reading group? Debbie Diller offers practical suggestions in Literacy Work Stations: Making Centers Work for over a dozen literacy work stations that link to classroom instruction and make preparation and management easy for teachers. Learn how to set up work stations, how to manage them, and how to keep them going throughout the year.
Each chapter includes:
How to introduce each station
Which materials to include at which station
What to model the station as
How to solve problems and differentiate
How to assess while keeping students accountable
Reflection questions for professional development
Materials in both English and Spanish are provided in the extensive resource section. Throughout the book the author has included photos of literacy workstations from a variety of classrooms in which she has worked to illustrate the methods discussed in the text. Literacy Work Stations is a go-to classroom resource that will help you keep all students engaged while you focus in on small groups.
Ralph Fletcher and JoAnn Portalupi:::100025
Craft Lessons Second Edition
Since its publication in 1998 Craft Lessons has become a staple in the writing classroom of both new and experienced teachers. Authors Ralph Fletcher and JoAnn Portalupi recognized the need for a succinct resource and teamed together to write the second edition of Craft Lessons: Teaching Writing K-8. Teachers pressed for time will appreciate the practical lessons and instructional language geared to three grade level groupings: K-2, 3-4, and 5-8. This edition includes:
17 brand new lessons; mini lessons designed from teachers’ comments about what is observed in students’ writing
Revisions to other craft lessons and the resource materials sections have been expanded
New ways to approach teaching using elements of craft and the reading-writing connection
A subject index to find specific craft lessons with ease
The authors’ thoughts about how craft lessons fit into their newest thinking about the qualities of writing: Ideas, Design, Language, and Presentation
The 95 lessons in this book provide a wealth of information for teaching leads, character, endings, stronger verbs, and much more. This new edition reestablishes Craft Lessons as the crucial “desert island book” for harried writing teachers everywhere
Chris Confer and Marco Ramirez:::100126
Small Steps, Big Changes
During the past two decades, Chris Confer and Marco Ramirez have worked to deepen and improve mathematics instruction at schools around the country. Wherever they go, they find the raw ingredients for success already present. InSmall Steps, Big Changes: Eight Essential Practices for Transforming Schools Through Mathematics, the authors identify eight tested principles that transform what can be an overwhelming process into a set of comprehensible and concrete steps. Each phase of the change process is brought to life through the stories and perspectives of teachers, coaches, and principals—stories that will strike familiar chords for every educator.
When teachers make sense of math, students learn to make sense of math, and that can profoundly change the entire culture of a school. In one vivid illustration, the authors tell the story of Pueblo Gardens Elementary School in Tucson, Arizona, where Marco, as principal, and Chris, as instructional coach, worked alongside a group of dedicated teachers. A few years into the change process, Pueblo Gardens -- a school with 96 percent of its students at the poverty level and a high percentage of English language learners -- had 94 percent of students meeting or exceeding state standards in third-grade mathematics. Over time, other grades achieved similarly high scores. And once the test scores rose, they were sustained at high levels.
Teaching Adolescent Writers
In an increasingly demanding world of literacy, it has become critical that students know how to write effectively. From the requirements of standardized tests to those of the wired workplace, the ability to write well, once a luxury, has become a necessity. Many students are leaving school without the necessary writing practice and skills needed to compete in a complex and fast-moving Information Age. Unless we teach them how to run with it, they are in danger of being run over by a stampede—a literacy stampede.
InTeaching Adolescent Writers, Kelly Gallagher shows how students can be taught to write effectively. Gallagher shares a number of classroom-tested strategies that enable teachers to:
Understand the importance of teaching writing and how to motivate young writers
Show how modeling from both the teacher and real-world texts builds young writers
Provide choice of what to write, which helps elevate adolescent writing, and how to fit it into a rigorous curriculum
Help students recognize the importance of purpose and audience
Assess essays in ways that drive better writing performance.
Infused with humor and illuminating anecdotes, Gallagher draws on his classroom experiences and work as co-director of a regional writing project to offer teachers both practical ways to incorporate writing instruction into their day and compelling reasons to do so.
Georgia Heard and Jennifer McDonough:::100071
A Place for Wonder
In A Place for Wonder, Georgia Heard and Jennifer McDonough discuss how to create “a landscape of wonder,” a primary classroom where curiosity, creativity, and exploration are encouraged. For it is these characteristics, the authors write, that develop intelligent, inquiring, life-long learners.
The authors’ research shows that many primary grade state standards encourage teaching for understanding, critical thinking, creativity, and question asking, and promote the development of children who have the attributes of inventiveness, curiosity, engagement, imagination, and creativity. With these goals in mind, Georgia and Jennifer provide teachers with numerous, practical ways—setting up “wonder centers,” gathering data though senses, teaching nonfiction craft—they can create a classroom environment where student’s questions and observations are part of daily work.
They also present a step-by-step guide to planning a nonfiction reading and writing unit of study—creating a nonfiction book, which includes creating a table of contents, writing focused chapters, using “wow” words, and developing point of view. A Place for Wonder will help teachers reclaim their classrooms as a place where true learning is the norm.
No More "I'm Done!"
Disregarding the false notion that writing instruction in the primary grades needs to be mostly teacher directed, Jennifer Jacobson shows teachers how to develop a primary writer's workshop that helps nurture independent, engaged writers. No More "I'm Done!" demonstrates how to create a more productive, engaging, and rewarding writer's workshop. Jennifer guides teachers from creating a supportive classroom environment through establishing effective routines; shows teachers how to set up a writer's workshop; and provides an entire year of developmentally appropriate mini-lessons that build confidence and, ultimately, independence.
So What Do They Really Know?
In So What Do They Really Know?:Assessment That Informs Teaching and Learning Cris Tovani explores the complex issue of monitoring, assessing, and grading students' thinking and performance with fairness and fidelity. Like all teachers, Tovani struggles to balance her student-centered instruction with school system mandates. Her recommendations are realistic and practical; she understands that what isn't manageable isn't sustainable.
Tovani describes the systems and structure she uses in her own classroom and shows teachers how to use assessments to monitor student growth and provide targeted feedback that enables students to master content goals. She also shares ways to bring students into the assessment cycle so they can monitor their own learning, maximizing motivation and engagement.
So What Do They Really Know? includes a wealth of information:
Templates showing how teachers can use the workshop model to assess and differentiate instruction
Student work, including samples from linguistically diverse learners, struggling readers, and college-bound seniors
Anchor charts of student thinking
Ideas on how to give feedback
Guidelines that explain how conferring is different from monitoring
Suggestions for assessing learning and differentiating instruction during conferences
Advice for managing ongoing assessment
Tovani’s willingness to share her own struggles continues to be a hallmark of her work. Teachers will recognize their own students and the challenges they face as they join the author on the journey to figure out how to raise student achievement.
Teaching with Intention
Effective, intentional teaching begins with a strong set of beliefs, but even the best teachers -- including author Debbie Miller -- struggle to make sure that their classroom practice consistently reflects their core convictions. In Teaching with Intention: Defining Beliefs, Aligning Practice, Taking Action, K-5, Miller defines her actions to ensure that children are the true beneficiaries of her teaching. As Peter Johnston writes, "Through this book we have Debbie's teaching mind on loan. She engages us in the details of a teaching life from inside her mind, showing the thinking behind her teaching and the consequences of her actions."
Teaching with Intention brings us into classrooms of teachers and children Miller has met over the last five years in her work as a literacy consultant. From setting up the classroom environment to the intentional use of language, from comprehension instruction to lesson design, Miller is explicit about what she does and why. At the same time, she encourages teachers to develop their own belief statements concerning teaching and learning and includes key questions to guide them in this important process.
In an environment where the handing down of scripted programs and "foolproof" curricula is increasingly the norm, Teaching with Intention offers a compelling reminder that truly transformative teaching is built from the ground up, and is rebuilt every year, by every teacher, in every classroom, with every new group of students.
In Reading Reasons: Motivational Mini-Lessons for Middle and High School, author and teacher Kelly Gallagher offers a series of mini-lessons specifically tailored to motivate middle and high school students to read, and in doing so, to help them understand the importance and relevance reading will take in their lives. This book introduces and explains in detail nine specific "real-world" reasons why students should be readers.
The book contains 40 practical, classroom-tested and reproducible mini-lessons that get to the heart of reading motivation and that can be used immediately in English and other content-area classrooms. These easy-to-use motivational lessons serve as weekly reading "booster shots" that help maintain reading enthusiasm in your classroom from September through June. The mini-lessons, ranging from 5-20 minutes in length, hit home with adolescents, and in turn, enable them to internalize the importance reading will play in their lives. Rather than telling students reading is good for them, the lessons in this book show them the benefits of reading.
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.
JoAnn Portalupi and Ralph Fletcher:::100024
Nonfiction Craft Lessons
Writing nonfiction represents a big step for most students, yet when they try to create a report or persuasive essay, they are often anxious and frustrated. JoAnn Portalupi and Ralph Fletcher created Nonfiction Craft Lessons: Teaching Information Writing, K-8 to help teachers bring the passion from student writing while helping students scaffold their ideas in this challenging genre.
The authors divided this book into grade-specific sections for K-2, 3-4, and middle school (grades 5-8) students. These divisions reflect various differences between emerging, competent, and fluent writers. In each section you'll find a generous collection of craft lessons directed at the genre that's most appropriate for that particular age. In the K-2 section, for example, a number of craft lessons focus on the all-about or concept book. In the 3-4 section there are several lessons on biography. In the 5-8 section a series of lessons addresses expository writing. Throughout the book each of the 80 lessons is presented on a single page in an easy-to-read format.
Every lesson features three teaching guidelines:
Discussion--A brief look at the reasons for teaching the particular element of craft specifically in a nonfiction context.
How to Teach It--Concrete language showing exactly how a teacher might bring this craft element to students in writing conferences or a small-group setting.
Resource Material--Specific book or text referred to in the craft lesson including trade books, or a piece of student writing in the Appendixes.
This book will help students breathe voice into lifeless "dump-truck" writing and improve their nonfiction writing by making it clearer, more authoritative, and more organized. Nonfiction Craft Lessons gives teachers a wealth of practical strategies to help students grow into strong writers as they explore and explain the world around them.
Making the Most of Small Groups
Author Debbie Diller turns her attention to small reading groups and the teacher's role in small-group instruction. Making the Most of Small Groups: Differentiation for All grapples with difficult questions regarding small-group instruction in elementary classrooms such as:
How do I find the time?
How can I be more organized?
How do I form groups?
How can I differentiate to meet the needs of all of my students?
Structured around the five essential reading elements—comprehension, fluency, phonemic awareness, phonics, and vocabulary—the book provides practical tips, sample lessons, lesson plans and templates, suggestions for related literacy work stations, and connections to whole-group instruction. In addition to ideas to use immediately in the classroom, Diller provides an overview of relevant research and reflection questions for professional conversations.
Linda J. Dorn:::100311
Scaffolding Young Writers
The goal of teaching writing is to create independent and self-motivated writers. When students write more often, they become better at writing. They acquire habits, skills, and strategies that enable them to learn more about the craft of writing. Yet they require the guidance and support of a more knowledgeable person who understands the writing process, the changes over time in writing development, and specific techniques and procedures for teaching writing.
In Scaffolding Young Writers: A Writers' Workshop Approach, Linda J. Dorn and Carla Soffos present a clear road map for implementing writers' workshop in the primary grades.
Adopting an apprenticeship approach, the authors show how explicit teaching, good models, clear demonstrations, established routines, assisted teaching followed by independent practice, and self-regulated learning are all fundamental in establishing a successful writers' workshop. There is a detailed chapter on organizing for writers' workshop, including materials, components, routines, and procedures. Other chapters provide explicit guidelines for designing productive mini-lessons and student conferences.
Scaffolding Young Writers also features:
An overview of how children become writers;
Analyses of students' samples according to informal and formal writing assessments
Writing checklists, benchmark behaviors, and rubrics based on national standards
Examples of teaching interactions during mini-lessons and writing conferences
Illustrations of completed forms and checklists with detailed descriptions, and blank reproducible forms in the appendix for classroom use
Instruction is linked with assessment throughout the book, so that all teaching interactions are grounded in what children already know and what they need to know as they develop into independent writers.
The benefits and importance of Socratic seminars are widely recognized, but little has been written on how to make them happen successfully in the classroom. In Socratic Circles: Fostering Critical and Creative Thinking in Middle and High School, author Matt Copeland provides real-world examples and straightforward answers to frequent questions. He creates a coaching guide for both the teacher new to Socratic seminars and the experienced teacher seeking to optimize the benefits of this powerful strategy. Socratic Circles also shows teachers who are familiar with literature circles the many ways in which these two practices complement and extend each other.
Effectively implemented, Socratic seminars enhance reading comprehension, listening and speaking skills, and build better classroom community and conflict resolution skills. By giving students ownership over the classroom discussion around texts, they become more independent and motivated learners. Ultimately, because there is a direct relationship between the level of participation and the richness of the experience, Socratic seminars teach students to take responsibility for the quality of their own learning.
Filled with examples to help readers visualize the application of these concepts in practice, Socratic Circles includes transcripts of student dialogue and work samples of preparation and follow-up activities. The helpful appendices offer ready-to-copy handouts and examples, and suggested selections of text that connect to major literary works.
As our classrooms and our schools grow increasingly focused on meeting high standards and differentiating instruction for a wide variety of student needs and learning styles, Socratic seminars offer an essential classroom tool for meeting these goals.Socratic Circles is a complete and practical guide to Socratic seminars for the busy classroom teacher.
Spaces & Places
From Debbie Diller, author of numerous best-selling books and videos on literacy work stations and small group reading instruction, comes another practical resource filled with ideas you can use immediately to better manage your classroom and support student learning and independence.
In Spaces & Places: Designing Classrooms for Literacyyou'll find a wealth of full-color photos from all sorts of classroom spaces in PreK-5th grade, including well-organized areas for whole group and small group reading instruction, classroom libraries, literacy work stations, teacher desks, and storage areas. You'll love the "before and after" pictures and the step-by-step processes outlined for organizing your furniture and cabinets, setting up your room space by space, and using your walls thoughtfully. Diller has even documented how to pack your room at the end of the year to save time next fall (so you can focus on thinking about instruction) and what to do if you must move all your belongings.
Through pictures and text, this unique visual reference answers tough questions educators ask, such as:
What do I really need in my room and what's the best way to set it up?
How does my physical classroom impact student learning?
How can I find the space I need to teach more effectively?
What can I get rid of and how?
Where do I put all my stuff?
Charts, reproducible forms, motivating quotes, a list of shopping sources, and reflection questions are included, along with a section outlining ten specific suggestions for on-going staff development. Whether or not you implement literacy work stations in your classroom, Spaces & Placesincludes everything you need to look deeply at classroom space and how it supports instruction.
Alfred W Tatum:::100051
Teaching Reading to Black Adolescent Males
The racial achievement gap in literacy is one of the most difficult issues in education today, and nowhere does it manifest itself more perniciously than in the case of black adolescent males.
Approaching the problem from the inside, author Alfred Tatum brings together his various experiences as a black male student, middle school teacher working with struggling black male readers, reading specialist in an urban elementary school, and staff developer in classrooms across the nation. His book, Teaching Reading to Black Adolescent Males: Closing the Achievement Gap addresses the adolescent shift black males face and the societal experiences unique to them that can hinder academic progress.
With an authentic and honest voice, Tatum bridges the connections among theory, instruction, and professional development to create a roadmap for better literacy achievement. He presents practical suggestions for providing reading strategy instruction and assessment that is explicit, meaningful, and culturally responsive, as well as guidelines for selecting and discussing nonfiction and fiction texts with black males.
The author's first-hand insights provide middle school and high school teachers, reading specialists, and administrators with new perspectives to help schools move collectively toward the essential goal of literacy achievement for all.
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.
Linda J. Dorn and Carla Soffos:::100311
Shaping Literate Minds
How can teachers create a literacy curriculum that builds processing links between reading, writing, and spelling knowledge? In Shaping Literate Minds: Developing Self Regulated Learners, Linda J. Dorn and Carla Soffos illustrate how processing theory can be applied to the everyday practices of classroom teaching.
If instruction emphasizes the interrelationships of these three language areas, students learn how to transfer knowledge, skills, and strategies across literacy events. This is complex theory, but the authors provide clear and practical examples to support teachers as they incorporate these ideas into their classroom practices.
Grounded in authentic experiences from primary classrooms, this book provides:
Explanations of processing behaviors among reading, writing, and spelling knowledge
Observational tools that support teachers in noticing changes over time in specific literacy behaviors
Guidance on creating conditions for developing self-regulated learners
Authentic reading and writing samples and teacher/student interactions
Figures and pictures that clearly describe how teachers can use assessment to inform and guide instruction, with links to national standards
Details for establishing a school-based literacy model that includes team meetings, assessment walls, high standards, and a curriculum for literacy
Appendixes with reproducible assessment checklists, report cards, task cards for literacy corners, and guided reading observation forms for team meetings
With a national emphasis on accountability, high standards, and literacy achievement, Shaping Literate Minds will help teachers and administrators implement a high-quality literacy curriculum that links to national and state goals.
Angela Kohnen and Wendy Saul:::100192
Thinking Like a Generalist
What can we teach kids today that will have utility ten or fifteen years from now? Angela Kohnen and Wendy Saul propose an approach to information literacy that goes beyond the teaching of discreet, easily outdated skills. Instead they use activity to help students build identities as curious individuals empowered to ask their own questions and able to navigate their information-filled world in pursuit of credible answers.
A generalist is curious, open-minded, skeptical, and persistent in their quest for information. Thinking Like a Generalist: Skills for Navigating a Complex Worlddemonstrates what it means to take a generalist stance in instruction and provides a set of teaching tools to be able to pass those skills to students—skills that will transfer beyond the walls of the classroom.
Inside you’ll find the following:
A thorough introduction to what it means to be a “generalist”, and how to develop the practices and tools that help generalists navigate the world we live in
A focus on the teacher becoming a generalist and tips for modeling those practices in the classroom
Detailed instructions on how to write a unit of study that emphasizes generalist literacy skills and includes an overview and examples of five different units
How to use the authors’ read-aloud-think-aloud strategy to orient students to generalist tools and practices
The ideas, strategies, and examples in Thinking Like a Generalist will give you the tools to think like a generalist and then pass that knowledge on to your students, guiding them to become inquisitive, lifelong learners and preparing them for a future that we can’t yet imagine.
Mathematizing Children’s Literature
Sparking Connections, Joy, and Wonder Through Read-Alouds and Discussion