In her moving and personal book Enticing Hard-to-Reach Writers, Ruth Ayres weaves together her experience as a mother, teacher, and writer. She explores the power of stories to heal children from troubled backgrounds and offers up strategies for helping students discover and write about their own stories of strength and survival. She shares her own struggles and triumphs and hard-earned lessons from raising a family of four adopted children. Her experience is invaluable to any teacher who’s met children living in poverty, in unstable households, or in fear of abuse.
Ayres explores brain research and the ways trauma can change the brain and how encouraging all students to write can help offset some of these effects. She believes that all students benefit from revealing their stories, by communicating information and opinion that allows darkness to turn to light in the lives of children. In the last part of her book she offers up practical suggestions for enticing all writers, regardless of their struggles. Enticing Hard-to-Reach Writers invites you on a journey to become a teacher who refuses to give up on any student, who helps children believe that they can have a positive impact on the world, and who—in some cases—becomes the last hope for a child to heal.
Editing is often seen as one item on a list of steps in the writing process—usually put somewhere near the end, and often completely crowded out of writer's workshop. Too many times daily editing lessons happen in a vacuum, with no relationship to what students are writing.
In Everyday Editing, Jeff Anderson asks teachers to reflect on what sort of message this approach sends to students. Does it tell them that editing and revision are meaningful parts of the writing process, or just a hunt for errors with a 50/50 chance of getting it right—comma or no comma?
Instead of rehearsing errors and drilling students on what's wrong with a sentence, Jeff invites students to look carefully at their writing along with mentor texts, and to think about how punctuation, grammar, and style can be best used to hone and communicate meaning.
Written in Jeff's characteristically witty style, this refreshing and practical guide offers an overview of his approach to editing within the writing workshop as well as ten detailed sets of lessons covering everything from apostrophes to serial commas. These lessons can be used throughout the year to replace Daily Oral Language or error-based editing strategies with a more effective method for improving student writing.
Fair Isn't Always Equal, 2nd edition
Differentiated instruction is a nice idea, but what happens when it comes to assessing and grading students? How can you capture student progress, growth, and soft skill development and still provide an equitable grading environment? An internationally recognized expert on grading practices, author Rick Wormeli revisits these questions in this thoroughly updated second edition of Fair Isn't Always Equal: Assessment and Grading in the Differentiated Classroom.
Wormeli reflects on current grading and assessment practices and how they can exist with high-stakes, accountable classrooms. Important and sometimes controversial issues are tackled constructively in this book, incorporating modern pedagogy and addressing the challenges of teaching diverse groups of students across all learning levels. Middle- and high-school educators will easily recognize gray areas of grading and how important it is to have a shared school vision.
In this second edition, new sections address sports eligibility, honor roll, descriptive feedback techniques, and gifted/talented students. Previous chapters on test questions, redos/retakes, grading scales, and grading effort and behavior have been revised extensively.
This important book clearly explains the principles behind best grading practices so that you're ready for all grading questions or scenarios that you may encounter in your classrooms and schools.
Our daily communication involves argumentation and reasoning, but how well do we prepare students for these tasks? Are they able to persuade others, make solid purchasing decisions, or analyze the messages in the media?
In his new book, Good Thinking: Teaching Argument, Persuasion, and Reasoning, Erik Palmer shows teachers of all subject matters how to transform the activities they already use into openings for improving student thinking. He demonstrates how to critically evaluate a point of view, understand rhetorical devises, apply logic, and build an effective argument, written or oral.
Blending theory with practice, Palmer shares a wide range of classroom-tested lessons, including:
How to understand argument in paintings and images
Addressing ad hominem attacks using a traveling debate
Creating a class comedy club, where students write syllogisms and analyze character and plot development
Teaching logic through a class “Booger Patrol”
Palmer explains complex concepts in simple, practical language that gives teachers a deft understanding of the principles of good arguments, proper use of evidence, persuasive techniques, and rhetorical tricks. He reveals how all students, not just those in advanced classes, can begin developing sophisticated reasoning skills that will improve their oral and written communications, both in and outside of the classroom.
Lynne R. Dorfman and Diane Dougherty:::100073
If you are a teacher of grades K-6, you might be asking, "Shoud I teach grammar in my class on a daily basis? How would I go about doing this? And how can I teach grammar so it isn't boring to my kids?" In Grammar Matters, Lynne Dofman and Diane Dougherty answer these questions and more. Using mentor texts as the cornerstone for how best to teach grammar, this book provides teachers with almost everything they need to get kids not only engaged but excited about learning grammar.
Divided into four parts--Narrative Writing, Informational Writing, Opinion Writing, and Grammar Conversations--this hand reference provides practical teaching tips, assessment ideas, grammar definitions, and specific mentor texts to help students learn about parts of speech, idoms, usage issues, and punctuation. Through "Your Turn Lessons," conversations, conferences, and drafting, revising, and editing exercies, students will learn not only specific concepts but also how to reflect upon and transfer what they have learned to other writing tasks, no matter the subject.
The "Treasure Chest of Children's Books" provides an extensive list of both fiction and nonfiction books that fit naturally into grammar instruction. Eight appendices provide even more resources, including information on homophones, using mentor texts to teach grammar and conventions, checklists, comma rules, help for ELL students, and a glossary of ramar terms.
Grammar Matters links instruction to the Common Core State Standards and features quality, classroom-tested tools that help teachers provide their students with the gifts of grammar and literacy.
Growing Independent Learners
Debbie Diller has revolutionized literacy instruction in countless classrooms over the years, demonstrating how to effectively use literacy workstations to engage students in critical literacy learning. In Growing Independent Learners: From Literacy Standards to Stations, K-3, she provides a comprehensive guide to help you plan instruction focused on literacy standards, organize your classroom for maximum benefit, and lead your students to independence through whole-group lessons, small-group focus, and partner learning at literacy stations.
The first four chapters lay the foundation with planning, organizing, and instruction that are essential for success with literacy workstations. From creating a model classroom and developing planning tools to using anchor charts, Diller gives you creative ideas for making the most of your classroom environment to support student independence.
Later chapters focus on standards-based instruction built around key reading, writing, and foundational skills as well as speaking, listening, and language standards. Each of these chapters provides the following:
Detailed explanations of each standard’s importance and real-world application examples
Planning tools including academic vocabulary, modifiable lesson plans for whole group instruction, and suggestions for literacy workstations
Mentor texts to use during whole group, small group, or stations
Over 400 full-color photos demonstrating workstations in action
Ways to connect lessons into other areas of daily instruction, including independent reading time, small-group instruction, and workstations
Growing Independent Learners will help you create a vibrant classroom filled with independent learners. This book will quickly become an essential resource for any teacher who believes that all children can learn to work independently in a classroom that’s well organized and mindfully planned.
Kassia Omohundro Wedekind and Christy Hermann Thompson:::100130
Hands Down, Speak Out
Few skills are as critical or as rare today as the ability to hear and comprehend what other people are saying. The authors of Hands Down, Speak Out argue that we need new tools to teach the art of listening and they've put forward a simple yet transformative model for encouraging student conversations that are inclusive, empowering, and rich in content. This classroom guide for grades K-5 is particularly needed in the aftermath of two disrupted school years.
Teaching Foundational Skills Across Subjects:Hands Down, Speak Out is a practical guide for teaching listening and talking skills that span both literacy and math instruction and can be applied to a multitude of curriculums.
K-5 Classroom Management Focused on Dialogue: Too often, the practice of hand-raising favors the performance of answers by a few students over the construction of meaning involving the whole class. Help all students develop dialogue skills that will deepen their understanding of literacy and mathematics, as well as of themselves, their communities, and the world.
28 Student-Centered Micro Lessons: Each of these short, incremental lessons build specific skills during content instruction rather than taking time away from it. Students will be energized by a discourse structure in which their ideas and voices take the lead while teachers focus on listening and facilitating.
Nurturing Disagreements: The authors provide guidance for managing difficult conversations by teaching students to engage in debate and discussion in a way that values listening equally with talking. Students are able to spend time developing active listening and speaking skills in a constructive environment.
"When we build talk communities with children, our greatest hope is that what they learn through talking about reading, writing, and math is matched by what they learn about living in the world with others," write Kassia Omohundro Wedekind and Christy Hermann Thompson. Hands Down, Speak Out demonstrates how teachers and leaders can run inclusive and accessible classrooms that respect each student's level of participation.
I Read It, but I Don't Get It
I Read It, but I Don't Get It: Comprehension Strategies for Adolescent Readers is a practical and engaging account of how teachers can help adolescents develop new reading comprehension skills. Cris Tovani is an accomplished teacher and staff developer who writes with verve and humor about the challenges of working with students at all levels of achievement—from those who have mastered the art of "fake reading" to college-bound juniors and seniors who struggle with the different demands of content-area textbooks and novels.
Enter Tovani's classroom, a place where students are continually learning new strategies for tackling difficult text. You will be taken step-by-step through practical, theory-based reading instruction that can be adapted for use in any subject area. The book features:
Anecdotes in each chapter about real kids with real universal problems. You will identify with these adolescents and will see how these problems can be solved
A thoughtful explanation of current theories of comprehension instruction and how they might be adapted for use with adolescents
A What Works section in each of the last seven chapters that offers simple ideas you can immediately employ in your classroom. The suggestions can be used in a variety of content areas and grade levels (6-12)
Teaching tips and ideas that benefit struggling readers as well as proficient and advanced readers
Appendixes with reproducible materials that you can use in your classroom, including coding sheets, double entry diaries, and comprehension constructors
In a time when students need increasingly sophisticated reading skills, this book will provide support for teachers who want to incorporate comprehension instruction into their daily lesson plans without sacrificing content knowledge.
Igniting a Passion for Reading
When teaching reading, American classrooms often focus exclusively on skills instruction. But how can you teach the “how” without the “why?” In his new book, Igniting a Passion for Reading: Successful Strategies for Building Lifetime Readers, Steve Layne shows teachers how to develop readers who are not only motivated to read great books, but also love reading in its own right. Packed with practical ways to engage and inspire readers from kindergarten through high school, this book is a “must-have” on every teacher’s professional book shelf.
Well-known for his children’s books, young adult novels, and keynote speeches across the nation and around the world, "Dr. Read" offers teachers everywhere a plan for engaging even the most reluctant reader. From read-alouds to creating reading lounges to author visits and so much more, this book will help schools create a vibrant reading culture. Each chapter is introduced by well-known children's and young adult author, including Joan Bauer, Neal Shusterman, Steven Kellogg, Sharon Draper, and more.
Written with humor, grace, and poignancy, Igniting a Passion for Reading will have a profound effect on the teaching of reading in our nation’s schools.
In Defense of Read-Aloud
As accountability measures for schools and teachers continue to grow, instructional practice is under the microscope. The practice of reading aloud to children may be viewed by some educators as an “extra”—a bit of fluff used solely for the purposes of enjoyment or filling a few spare minutes, but researchers and practitioners stand in solidarity: the practice of reading aloud throughout the grades is not only viable but also best practice. In Defense of Read-Aloud: Sustaining Best Practices, author Steven Layne reinforces readers’ confidence to continue the practice of reading aloud and presents the research base to defend the practice in grades K–12. Layne also offers significant practical insights to strengthen instructional practice—answering the questions of “Why should we?” and “How should we?”—and provides practical advice about how to use read-alouds most effectively.
Leading researchers in the field of literacy provide position statements, authors of professional books share insights on books they have loved, leaders of the largest literacy organizations in the United States write about their favorite read-alouds, award-winning authors of children’s and young adult book (Katherine Paterson, Andrew Clements, Lois Lowry, to name a few) share the powerful behind-the-scenes stories of their greatest books, and real classroom teachers and librarians speak about books that have “lit up” their classrooms and libraries around the world. Last but not least, In Defense of Read-Aloudfeatures many great recommendations of books to share with children.
Read-aloud is an essential practice in teaching literacy in grades K–12. In this book, Steven Layne has provided everything needed to support, sustain, and celebrate the power of read-aloud.
In the Best Interest of Students
In his new book, In the Best Interest of Students: Staying True to What Works in the ELA Classroom, teacher and author Kelly Gallagher notes that there are real strengths in the Common Core standards, and there are significant weaknesses as well. He takes the long view, reminding us that standards come and go but good teaching remains grounded in proven practices that sharpen students’ literacy skills. Instead of blindly adhering to the latest standards movement, Gallagher suggests:
Increasing the amount of reading and writing students are doing while giving students more choice around those activities
Balancing rigorous, high-quality literature and non-fiction works with student-selected titles
Encouraging readers to deepen their comprehension by moving beyond the “four corners of the text”
Planning lessons that move beyond Common Core expectations to help young writers achieve more authenticity through the blending of genres
Using modeling to enrich students’ writing skills in the prewriting, drafting, and revision stages
Resisting the de-emphasis of narrative and imaginative reading and writing
Amid the frenzy of trying to teach to a new set of standards, Kelly Gallagher is a strong voice of reason, reminding us that instruction should be anchored around one guiding question: What is in the best interest of our students?
Vocabulary instruction is critical in any classroom, yet how do teachers go beyond weekly word lists and empower their students to make meaning from these words? In Inside Words: Tools for Teaching Academic Vocabulary, Grades 4-12, author Janet Allen merges research and content-area teaching strategies to help teachers show students how to understand the academic vocabulary found in textbooks and build comprehension of these texts.
Each of Allen’s vocabulary tools are designed to help students learn and use academic vocabulary:
Building background knowledge
Teaching words critical to comprehension
Providing support during reading and writing
Developing a conceptual framework for themes, topics, and units of study
Assessing students’ understandings of words and concepts
Inside Words provides a much-needed middle and secondary school resource for teaching vocabulary, not only in the language arts, but in all of the content areas.
Carolyn Helmers and Susan Vincent:::100226
Intentional From the Start
InIntentional from the Start: Guiding Emergent Readers in Small Groups, Carolyn Helmers and Susan Vincent take a concentrated look at the often-underestimated reading and writing work that occurs during the emergent reading stages of literacy development (PreA–D) and the seemingly simplistic books we use to teach them in small-group guided reading. Though both may appear unsophisticated, these earliest readers and the texts we use to meet their needs are each unique and full of nuances that generally go overlooked.
The authors explore how emergent readers learn best and position text levels appropriately in the service of students. They also turn their attention to a comprehensive exploration of the particular needs of emergent readers and how the work they do at text levels PreA–D lays a critical foundation necessary for them to continue growing successfully into text levels E and beyond. As they examine the needs of learners working at each emergent text level individually, the authors:
Detail specific demands books in that text level make on young readers and the best ways to coach students as they work through them
Highlight instructional procedures for reading, writing, and word study that can be implemented immediately at your small group table
Suggest optimal schedules, techniques, and formats for efficient instruction at that level
Unpack the book characteristics specific to that level and demonstrate ways to capitalize on them to intentionally support emergent readers and writers.
With plenty of useful classroom examples, as well as additional online resources with literacy center ideas that correlate directly with the work students are doing at particular levels, this book is a resource your emergent reading teacher heart will reach for again and again.
Kate Roth and Joan Dabrowski:::100197
Interactive Writing Across Grades
When done on a regular basis, interactive writing has the potential to improve independent writing. Authors Kate Roth and Joan Dabrowski detail how this systemic approach can be applied in Interactive Writing Across Grades: A Small Practice with Big Results, PreK-5. Interactive writing harnesses the natural interactions teachers have with their students as they compose a writing piece. It allows for real-time differentiation and tailored scaffolding. This method fits within any basal writing curriculum and can be adapted to your classroom’s technology levels.
This book acts as a how-to guide that unpacks this powerful method, going step-by-step and grade-by-grade to figure out where and how interactive writing fits within your literacy framework. Inside you’ll find:
A complete overview of the interactive writing method and how it fits into your balanced literacy program
Concrete ways to launch interactive writing in your classroom to support both process and craft instruction
Step-by-step guidance to implement the method with students of all ages
Student examples of writing from grades Pre-K through 5 to show what to expect at each phase of the process
“Listen in on a Lesson” vignettes that demonstrate the type of scaffolding you can offer during interactive writing lessons
Discover what makes interactive writing a particularly effective teaching practice that can support both emergent and fluent writers. Interactive Writing Across Grades can help put this method to work in the classroom immediately.
Brad Buhrow and Anne Upczak Garcia:::100055
Ladybugs, Tornadoes, and Swirling Galaxies
Brad Buhrow and Anne Garcia are primary teachers in a diverse school in Boulder, Colorado. In Ladybugs, Tornadoes and Swirling Galaxies, you will see how they blend comprehension instruction and ELL best practices to explore inquiry as a literacy pathway for English language learners.
As teachers and students engage in learning science and social studies content they also discover multiple ways to make meaning. The book is full of photographs of student artwork—including a color insert—that reveals the children's inquiry process, and demonstrates the important role of art as a sign system in ELL literacy and language acquisition.
Brad and Anne provide explicit detail on the process they use as they move step-by-step with students from personal narrative through the independent inquiry process. They also discuss use of the Gradual Release Model, authentic assessment, and bilingual identities.
Appendices in Spanish and English help to round out this informative and charming resource.
Layers of Learning
What could happen if we viewed every read aloud as an invitation to learn more about literacy and ourselves? In Layers of Learning: Using Read Alouds to Connect Literacy and Caring Conversations, author JoEllen McCarthy explores read aloud strategies designed to enhance your reading and writing standards by capitalizing on the way literature can impact caring communities.
Layers of Learning is structured around four key elements: Community, Agency, Respect, and Empowerment, or CARE. The book provides tools necessary to emphasize reading and writing connections, character education, and culturally responsive teaching, all while championing the power of read alouds. Inside you’ll find:
Over 200 picture book suggestions introducing the Heartprint Framework, which demonstrates how you can layer literacy with life lessons
60 read aloud based connections that support caring classroom conversations, lesson planning, and extensions
Instructional opportunities for nurturing readers and writers during workshop time, small-group gatherings, or individual conferring sessions
Literacy Snapshot photo essays with ideas on how to adopt or adapt
Continuing connections with additional resources and invitations for further learning
Layers of Learning pulls together the ideas that the books we share not only serve an academic purpose, but also convey big, affective messages. This can lead to richer and more meaningful classroom conversations.
When it comes to increasing student motivation and success in writing, classroom talk is a powerful tool. More than simply providing assessment data for predetermined standards, talking with our students builds relationships and a community where students rely on one another—not just their teacher—for advice, affirmation, and support. In Let's Talk: Managing One-on-One, Peer, and Small Group Conferences author Mark Overmeyer provides real classroom examples and stories to help educators make conferences more manageable and meaningful.
Organized by types of conferences, Let’s Talk distinguishes between teacher-student talk—which covers one-on-one, small-group, and whole-class conferences—and student-student talk—which includes one-on-one and group peer conferences. In addition to addressing the challenges and needs of teachers, coaches, principals, and staff developers in the elementary and middle level grades, Overmeyer also focuses on how to work with English language learners.
Throughout the book, Overmeyer describes how classroom talk benefits students in a variety of ways, from discovering their interests and backgrounds as writers to helping them develop the language to reflect on their writing progress.
Life's Literacy Lessons
This poignant collection of stories and poems honors literacy educators for the often difficult and always essential work they do with students of all ages. A well-loved classic, Life's Literacy Lessons, is back in print by popular demand and now includes stories as well as new poems. From reading aloud to grammar, from handwriting to standards, Steven Layne highlights the tears and laughter, the challenges and rewards that inspire today's teachers. And Steven reveals his motivation—the events, words, and thoughts that led him to capture his musings in verse and prose. Whether you read them to inspire or entertain, these delightful poems and stories are sure to capture your imagination.
In her practical and inspirational book, Literacy Essentials: Engagement, Excellence, and Equity for All Learners, author Regie Routman guides K-12 teachers to create a trusting, intellectual, and equitable classroom culture that allows all learners to thrive as self-directed readers, writers, thinkers, and responsible citizens. Over the course of three sections, Routman provides numerous "Take Action" ideas for implementing authentic and responsive teaching, assessing, and learning. This book poses a key question: How do we rise to the challenge of providing an engaging, excellent, equitable education for all learners, including those from high poverty and underserved schools?
Teaching for Engagement: Many high performing schools are characterized by a a thriving school culture built on a network of authentic communication. Teachers can strengthen classroom engagement by building a trusting and welcoming environment where all students can have a safe and collaborative space to grow and develop.
Pursuing Excellence: Routman identifies 10 key factors that describe an excellent teacher, ranging from intellectual curiosity to creativity, and explains how carrying yourself as a role model contributes to an inclusive, caring, empathic, and fair classroom. She also stresses the importance for school leaders to make job-embedded professional development a top priority.
Dismantling Unequal Education: The huge gap in the quality of education in high vs low income communities is the civil rights issue of the 21st century, according to Routman. She spells out specific actions educators can take to create more equitable schools and classrooms, such as diversifying texts used in curriculums and ensuring all students have access to opportunities to discuss, reflect, and engage with important ideas.
From the author, "I wrote Literacy Essentials, because I saw a need to simplify teaching, raise expectations, and make expert teaching possible for all of us. I saw a need to emphasize how a school culture of kindness, trust, respect, and curiosity is essential to any lasting achievement. I saw a need to demonstrate and discuss how and why the beliefs, actions, knowledge we hold determine the potential for many of our students. Equal opportunity to learn depends on a culture of engagement and equity, which under lies a relentless pursuit of excellence."
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.
Little Readers, Big Thinkers
Young learners are full of questions and wonderings, so much so that sometimes they need a guide for their curiosity. Author Amy Stewart brings her manageable approach to close reading in Little Readers, Big Thinkers: Teaching Close Reading in the Primary Grades. With Stewart guiding, you’ll be able to harness the big thinking we know is inside their inquisitive minds. She showcases ways that close reading can teach even the youngest students new ways to enjoy texts, think about them critically, and share that thinking with peers and adults.
With its description of the pillars of close reading, multiple lesson sequences for grades K-2, and real-life classroom scenarios, Little Readers, Big Thinkers offers a trove of insights:
What close reading is (and is not)
How to encourage students to “read like detectives”
Ways to weave close reading practices into your lessons
How to cultivate real reading, organic thinking, and deep conversation
Which books invite amazing learning and thinking experiences
By giving young minds a great foundation, close reading will become a stepping stone to a lifelong love of reading.
Ruth Shagoury and Brenda Miller Power:::100054
Living the Questions, second edition
Teacher research is an extension of good teaching, observing students closely, analyzing their needs, and adjusting the curriculum to fit the needs of all. In this completely updated second edition of their definitive work, Ruth Shagoury and Brenda Miller Power present a framework for teacher research along with an extensive collection of narratives from teachers engaged in the process of designing and carrying out research projects to inform their instruction.
This edition includes a greater variety of short contributions from a wide range of teacher-researchers -- novices and veterans from all backgrounds and parts of the country -- who speak to the growing diversity in today's classrooms. Threaded throughout the chapters and narratives is a discussion of the emergence of digital tools and their effect on both teaching and the research process, along with an expanded number of research designs.
The book has three primary components: 1.Chapters written by the authors explaining key elements of the research process: finding questions, designing projects, data collection and analysis, and more 2.Research activities that enable readers to try out the featured strategies and techniques 3.Teacher-researcher essays in which teachers share details of completed projects and discuss the impact they have had in their classrooms.
Living the Questions, Second Edition: A Guide for Teacher-Researchers will take you step-by-step through the process of designing, implementing, and publishing your research. Along the way, it will introduce you to dozens of kindred spirits who are finding new passion for teaching by "living the questions" every day in their classrooms. You will be reminded of why you became a teacher yourself.
Love the Questions
With boundless amounts of information available, it is vital that students become skilled at the art of research. In Love the Questions: Reclaiming Research with Curiosity and Passion, author Cathy Fraser outlines ways students can engage with their research projects and truly internalize and transform content.
Inside you’ll learn how to do the following:
Honor students’ passions, interests, and questions by teaching how to embrace inquiry, curiosity, and exploration
Teach students how to frame relevant questions throughout the research process and make the information personal
Develop authentic projects that include surveys, experiments, and interviews
Assess skills, not just memorization by recognizing and legitimizing what students are doing with research on their own
Fraser also includes mini lessons, practice activities, graphic organizers, and student examples within the book. Love the Questions recommends teachers and students work with librarians and other school leaders as educational partners, helping students continue to develop their analytical and logical skills.
Making Nonfiction from Scratch
Do you have students whose nonfiction writing is formulaic, devoid of energy and voice? In Making Nonfiction from Scratch bestselling PD and children’s book author Ralph Fletcher offers a candid critique of how nonfiction writing is often taught in schools and gives teachers the inspiration and strategies they need to help their students write authentic nonfiction. Skilled nonfiction writers draw on strategies, techniques, and craft found in other genres: poetry, comedy, even mystery. Without those elements, nonfiction would be dry and dull. Making Nonfiction from Scratch helps bring all of those aspects together and shows how each genre can enrich nonfiction writing. Ralph emphasizes the power of choice, mentor texts, and nonfiction read-alouds in making nonfiction an everyday part of classrooms. “Classroom Connection” sections throughout the book suggest immediate, practical strategies for putting the ideas in the book to use. Two case studies and a chapter on the dos and don’ts of nonfiction writing instruction round out this short, practical book. Any informational writing should be insightful, accurate, and well organized – but it doesn’t have to be boring. Ralph invites you to make your classroom a place where students can create delicious nonfiction full of passion, voice, and insight.
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.
Allison Hintz and Antony T. Smith:::100160
Mathematizing Children's Literature
Many teachers use traditional counting and shape books in math class. But what would happen if we approached any story with a math lens? How might mathematizing children's literature give learners space to ask their own questions, and make connections between stories, their lives, and the world around them? These are the questions authors Allison Hintz and Antony T. Smith set out to explore in Mathematizing Children’s Literature: Sparking Connections, Joy, and Wonder Through Read-Alouds and Discussion as they invite us to consider fresh ways of using interactive read-alouds to nurture students as both readers and mathematicians.
Inside Mathematizing Children’s Literature, you'll learn how to do the following:
Select picture books according to the goals of the read aloud experience
Plan and facilitate three styles of read aloud discussions – Open Notice and Wonder, Math Lens, and Story Explore
Utilize Idea Investigations - experiences that invite students to pursue literacy and math-focused ideas beyond the pages of the read aloud
Connect with students' families and communities through stories
Along the way, Hintz and Smith provide a wide range of picture book suggestions and appendices that include ready-to-use lesson planning templates, a form for notes, and a bookmark of guiding questions. Mathematizing Children’s Literature is a practical resource you'll find yourself referring to frequently.
Lynne R. Dorfman and Rose Cappelli:::100073
How do children's book authors create the wonder that we feel when reading our favorite books? What can students and teachers learn from these authors and books if we let them serve as writing mentors? In Mentor Texts, Lynne Dorfman and Rose Cappelli show teachers how to help students become confident, accomplished writers, using literature as their foundation.
The book is organized around the characteristics of good writing—focus, content, organization, style, and conventions—and includes:mentor texts that can be used to scaffold student work;student writing examples to demonstrate how students take risks as writers;teacher writing examples to show the power of teacher as writer;a comprehensive annotated list of children's literature that includes specific suggestions for teaching points;“Your Turn” lessons at the end of each chapter that show how to put the ideas into practice.
Rose and Lynne 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. Each “Your Turn” lesson is 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.
This practical resource demonstrates the power of learning to read like writers. It shows teachers and students how to discover the ways that authors make writing come alive, and how to use that knowledge to inspire and improve their own writing.
Lynne R. Dorfman and Rose Cappelli:::100073
Mentor Texts, 2nd edition
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.
Mathematizing Children’s Literature
Sparking Connections, Joy, and Wonder Through Read-Alouds and Discussion