Best-selling authors Dr. Jan Burkins and Kim Yaris rethink traditional teaching practices in Who's Doing the Work: How to Say Less So Readers Can Do More. They review some common instructional mainstays such as read-aloud, guided reading, shared reading, and independent reading and provide small, yet powerful, adjustments to help hold students accountable for their learning.
Next generation reading instruction is much more responsive to student needs and aims to remove some of the scaffolding that can hinder reader development. Instead of relying on teacher prompts, Who's Doing the Work asks teachers to have students take ownership of their reading by managing their challenges independently and working through any plateaus they encounter.
Whether you are an elementary teacher, literacy coach, reading specialist, or parent, Who's Doing the Work provides numerous examples on how to readjust the reading process and teach students to gain proficiency and joy in their work.
Why Do I Have to Read This?
“Why do I have to read this?”
What teacher doesn’t dread this question? It usually comes from our most disengaged students a student who cries of boredom, or one who is angry or apathetic. When we don’t know what else to try, it’s easy to become frustrated and give up on these challenging learners. Author Cris Tovani has spent her career figuring out how to entice challenging students back into the process of learning.
In Why Do I Have to Read This?: Literacy Strategies to Engage our Most Reluctant Students Tovani shares her best secrets, lessons learned from big fails, and her most effective literacy and planning strategies that hook these hard to get learners.
You will meet many of Tovani's students inside this book. As she describes some of her favorites, you may even recognize a few of your own. You will laugh at her stories and take comfort in her easily adaptable strategies that help students remove their masks of disengagement. She shows teachers how to plan by anticipating students’ needs. Her Curriculum You Anticipate structures of Topic, Task, Targets, Text, Tend to me, and Time will help you anticipate your curriculum.
Inside Why Do I Have to Read This? readers will find:
Literacy strategies for all content areas that support and engage a wide range of learners so they can read and write a variety of complex text
Reference charts packed with small bites of instructional shifts that coaches and teachers can use to quickly adjust instruction to re-engage students
Planning strategies that show teachers how to connect day-to-day instruction so that no day lives in isolation
Versatile think sheets that are reproducible and adaptable to different grade levels, content areas, and disciplines
Above all, Tovani gives teachers energy to get back into the classroom and face students who wear masks of disengagement. She reminds us of the importance of connecting students to compelling topics, rich text, useful targets, and worthy tasks. Teachers must tend to students’ basic needs and helps us consider how to best structure instructional time.
After reading this book, teachers will have new ways to connect with students in a deep, authentic way. Written in a humorous, compassionate, and wise voice, Why Do I Have to Read This?will provide answers to the pressing questions we have when we try to teach and reach all of our students.
Linda Dacey, Rebeka Eston Salemi, and Kathleen O'Connell:::100118
Why Write in Math Class?
To help students communicate their mathematical thinking, many teachers have created classrooms where math talk has become a successful and joyful instructional practice. Building on that success, the ideas in Why Write in Math Class? help students construct, explore, represent, refine, connect, and reflect on mathematical ideas. Writing also provides teachers with a window into each student’s thinking and informs instructional decisions.
Focusing on five types of writing in math (exploratory, explanatory, argumentative, creative, and reflective), Why Write in Math Class? offers a variety of ways to integrate writing into the math class. The ideas in this book will help you make connections to what you already know about the teaching of writing within literacy instruction and build on what you’ve learned about the development of classroom communities that support math talk.
The authors offer practical advice about how to support writing in math, as well as many specific examples of writing prompts and tasks that require high-cognitive demand. Extensive stories and samples of student work from K-5 classrooms give a vision of how writing in math class can successfully unfold.
Brenda J. Overturf, Leslie Montgomery, and Margot Holmes Smith:::100150
Word mastery comes from intimate knowledge of language. In Word Nerds:Teaching All Students to Learn and Love Vocabulary, authors Leslie Montgomery and Margot Holmes Smith take you inside classrooms where they implement creative, flexible vocabulary instruction that improves their students’ word knowledge and confidence. With support from literacy specialist Brenda Overturf, the authors developed a five-part plan to teach all students to learn vocabulary:
Introducing new words in context
Adding related synonyms and antonyms
Engaging in several days of active learning
Celebrating new words
Assessing vocabulary development
This easy-to-read reference explains how to plan, teach, and assess based on the latest research in vocabulary instruction and learning. After incorporating the authors’ plan, you can be a Word Nerd too!
Write Like This
In Write Like This: Teaching Real World Writing Through Modeling and Mentor Texts, author and teacher Kelly Gallagher recognizes that writing well starts with teaching students WHY they should write. He believes we need to move beyond the state standards by introducing young writers to real-world discourses and provide them with authentic texts to influence and develop life-long skills.
Each chapter focuses on a specific writing purpose:
Express and Reflect: View life experiences in reverse to move forward
Inform and Explain: State a point and purpose with information to support it
Evaluate and Judge: Focus on the worth of an object, idea, or person and present it as “bad” or “good”
Inquire and Explore: Propose a problem or question
Analyze and Interpret: Examine phenomena that are difficult to understand or explain
Take a Stand/Propose a Solution: Persuade audience to particular position and provide justification
In teaching these lessons, Gallagher provides mentor texts (professional samples as well as models he has written in front of his students), student writing samples, and numerous assignments and strategies proven to elevate student writing.
By helping teachers bring effective modeling practices into their classrooms, Write Like This enables students to become better adolescent writers. More important, the practices found in this book will help our students develop the writing skills they will need to become adult writers in the real world.
Write to Read
This practical book is full of quick and easy-to-use lessons that promote meaningful writing practices in the classroom. Teachers will find strategies organized alphabetically and in a consistent format that will inspire students to plan, develop, and share their writing. The lessons allow teachers to choose what they need to meet the diverse and various needs of students in grades one through eight. Each independent lesson guides students through the writing process with information about a writing form, along with suggested literature sources. Tips throughout the book will help students successfully write to narrate, to inform, to entertain, to persuade, to respond, and to enjoy.
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.
In Writing Rhetorically: Fostering Responsive Thinkers and Communicators, author Jennifer Fletcher aims to cultivate independent learners through rhetorical thinking. She provides teachers with strategies and frameworks for writing instruction that can be applied across multiple subjects and lesson plans. Student learn to discover their own questions, design their own inquiry process, develop their own positions and purposes, make their own choices about content and form, and contribute to conversations that matter to them.
Inside this book, Fletcher helps remove some of the scaffolding and explains how to put in practice some methods which can successfully foster:
Inquiry, Invention, and Rhetorical Thinking
Writing for Transfer
Paraphrasing, Summary, Synthesis, and Citation Skills
Research Skills and Processes
Rhetorical Decision Making
Rhetorical decision making helps students develop the skills, knowledge, and mindsets needed for transfer of learning: the ability to adapt and apply learning in new settings. The more choices students make as writers, the better prepared they are to analyze and respond to diverse rhetorical situations. Writing Rhetorically shows teachers what it looks like to dig into real texts with students and novice writers and how it develops them for lifelong learning.
Award-winning author Carolyn Coman has made a career out of writing stories for children and young adults as well as teaching writing to people of all ages. She believes that the essence of good writing, no matter the genre, is the ability to craft a solid story. In this innovative book, Carolyn provides advice, strategies, and inspiration focusing on the key elements of stories: character development, plot, voice and dialogue, point of view, and place and time.
Carolyn confesses her own struggles with writing and helps make the writing process less intimidating for students and teachers alike. “I am speaking directly to you—the writing teacher who writes, or who wants to write, or is tiptoeing toward writing scared to death. Everything in this book about writing is for you, too—every tip and exercise and encouragement.”
What does it mean to write or to be a writer? In Shawn Coppola’s book Writing, Redefined: Broadening Our Ideas of What It Means to Compose, she challenges the reader to expand beyond standard alphabetic writing and consider alternative forms of composition when assigning writing to students. This book empowers teachers to change what “counts” as writing in schools and classrooms, opening the door to students who may not consider themselves to be writers, but should and can.
Inside you'll find alternative, engaging writing assignments that are visual, aural, or multimodal that will involve all students, specifically those:
Who prefer to compose using a wider array of forms and modes
For whom “standard” English is not the norm
Who have been identified as dyslexic
Whose cultural traditions lean heavily towards more aural forms of composition
Who are considered “struggling” writers
By finding ways to accommodate all styles of writers, students are free to unleash their creativity and share their story with others. While there is no question composition in written form is important and worth of study, broadening our definition of writing expands an enormous range of possibilities for composing for all students.
Mathematizing Children’s Literature
Sparking Connections, Joy, and Wonder Through Read-Alouds and Discussion