Young Adult Literature in the Classroom: Reading It, Teaching It, Loving It

Young Adult Literature in the Classroom: Reading It, Teaching It, Loving It Author: Elliot, Joan B. (Editor) Dupuis, Mary M. (Editor) Dupuis, Mary M. Elliott, Joan B. ISBN: 0-87207-173-1 LCCN: 2001006204 Dewey: 809/.89283/071 21 Number:

Category: English language: reading skills
User Rating: 5.0 Stars
Pages: 256

Paperback International Reading Association

Book Description Like many teachers of grades 6-10, you may be asking "Should I use young adult literature in my classroom? And how?" This new volume answers both questions by explaining how YA literature promotes learning across cultures, genres, disciplines, and grade levels, and by giving practical lessons and teaching tips. The chapters are divided into three sections-Responding to Reading, Exploring Genres, and Studying Authors-and cover a wide range of topics that include book reviews, poetry, picture books, and author studies. Interspersed throughout the chapters are classroom-tested "Teacher Ideas" from educators invited by the authors to contribute to this volume. The book concludes with an appendix that highlights websites related to YA literature. Not only does this book deliver new ways of teaching and viewing YA literature, but it also identifies reading materials and teaching strategies that will retain students as readers as they grow into adolescence. Instead of viewing reading as "uncool," your students can become active, engaged readers when you make young adult literature a part of your curriculum. About the Author Joan B. Elliott is Professor of Literacy at Indiana University of Pennsylvania, Indiana, Pennsylvania, USA. Mary M. Dupuis is Professor Emerita of Education at Penn State University, University Park, Pennsylvania, USA.

Writing With Style

Writing With Style Author: Young, Sue ISBN: 0-590-50977-2 LCCN: Dewey: Number:

Category: Language Arts - Composition & Creative Writing
User Rating: 5.0 Stars
Pages: 144

School & Library Binding Scholastic

From School Library Journal Grade 5-8. Young gets readers started in a most creative introduction and keeps them focused on the writing process with ideas, explanations, and a great index that helps them to find the area they want to polish. She offers example after example of different ways to write and rewrite sentences, correct use of subject and verb agreement, assignment planning, bibliographies, writing blank verse, clauses, commas, couplets, rhyming patterns, research, editing, report writing, grammar, genre style?and just about any other questions young people may have on the writing process. The book is easy to comprehend, upbeat, and relevant. A must for library shelves and classrooms.?Marsha Whitney, South Meadow School, Peterboro, NH Copyright 1997 Reed Business Information, Inc. From Booklist Gr. 4^-6. The latest in the Scholastic Guides series is a slim but sturdy volume divided into four easy-to-read chapters concerned with planning, producing, publishing, and presenting one's work. The text is straightforward, if a bit dry, but the writing samples, from real kids, make the process seem less daunting. Although the four-page table of contents is overwhelming, the two-color text allows for easy and quick reference, and the design is clear and accessible. Young includes advice on using reference tools, such as a thesaurus, and gives sample bibliographic citations. Her third chapter demystifies grammar with a "sounds right/sounds wrong" method, and information about documenting Internet research is included in the final chapter. Some of the explanations may be too vague for the intended audience ("Always try to get at the essence of what you have to say"), but this is still good for quick reference or as supplementary classroom material. Bibliography. Kathleen Squires

Writing to Standards: Teacher's Resource of Writing Activities for Pre K-6

Writing to Standards: Teacher's Resource of Writing Activities for Pre K-6 Author: Kirk, Kathy ISBN: 0-7619-7639-6 LCCN: 00009024 Dewey: 372.62/3044 21 Number:

Category: Education
User Rating: 5.0 Stars
Pages: 144

Paperback Corwin Press

Review "New, fresh ideas. The writers voice helps students with the writing process." (Regina Alig ) Review "New, fresh ideas. The writer's voice helps students with the writing process."

Writing Prompts: 250 Knock-Their-Socks-Off Writing Prompts to Inspire Super Writing All Year Long

Writing Prompts: 250 Knock-Their-Socks-Off Writing Prompts to Inspire Super Writing All Year Long Author: Martin, Justin Mccory ISBN: 0-439-22250-8 LCCN: Dewey: Number:

Category: Elementary
User Rating: 5.0 Stars
Pages: 64

Paperback Teaching Resources

Product Description You'll never hear "There's nothing to write about" again with this BIG collection of imaginative writing prompts correlated with the calendar-from Thanksgiving to Elephant Appreciation Day, Abe Lincoln's birthday to National Umbrella Week. A great way to provide meaningful writing practice every day of the school year! For use with Grades 2-4.

Writing Lessons For The Overhead: Grades 5 And Up

Writing Lessons For The Overhead: Grades 5 And Up Author: Schaefer, Lola M. ISBN: 0-439-42063-6 LCCN: Dewey: Number:

Category: Education
User Rating: 5.0 Stars
Pages: 80

Paperback Scholastic

Product Description Powerful writing lessons at teachers' fingertips! Use the transparencies to launch discussions of voice, organization, word choice, leads and more. Students compare models designed to illustrate when a craft element is used effectively, and when it's not. Discussion questions prompt kids to recognize the strengths and weaknesses of each piece and help them analyze what makes the writing work. Significantly improves the quality of student writing.

Write Source 7

Write Source 7 Author: Kemper, Dave Sebranek, Patrick Meyer, Verne ISBN: 0-669-50702-4 LCCN: Dewey: Number:

Category: Juvenile Nonfiction
User Rating: 5.0 Stars
Pages: 766

Paperback Great Source Education Group

Product Description Grade 7, ideal to help seventh graders master the writing process and learn all the forms of writing to help them succeed in every classroom and on state writing assessments, the new Write Source offers: step-by-step guidelines for mastering the writing process and applying to all subject areas; detailed information on all the key forms complete with student models; lessons and activities geared towards improving students writing skills for state tests; a variety of tips and strategies for improving other classroom skills including taking tests, completing writing assignments, taking notes, and building vocabulary.

Write On: A Conference Approach to Writing

Write On: A Conference Approach to Writing Author: Hornsby, David Parry, Jo-Ann ISBN: 0-435-08460-7 LCCN: 87022929 Dewey: 372.6/23 19 Number:

Category: English language: creative writing
User Rating: 5.0 Stars
Pages: 100

Paperback Heinemann

Product Description This companion volume to the author's Read On covers a number of very practical matters of concern to teachers, and is likely the very first handbook that provides a step-by-step program for implementing a conference-based writing program. The experienced writing teacher will find the book useful, but it should be especially valuable to teachers who want to bring writing into their classes but would appreciate some straightforward suggestions on how to proceed. About the Author David Hornsby was with the Ministry of Education (Victoria, Australia) for many years and taught at every year level. He lectured in education at the Royal Melbourne Institute of Technology and La Trobe University. For four years he was a curriculum consultant in primary and secondary schools and then returned to the primary classroom. He is now working in teacher education, in educational publishing, and as a curriculum consultant in schools. David is invited to present at conferences worldwide. He has completed ten lecture tours of the United States, and has also worked with teachers in England, Ireland, Indonesia, and Singapore. His latest book, A Closer Look at Guided Reading (Eleanor Curtain), has just won the award for being the best book in the Primary Teacher Reference category of the "Australia Awards for Excellence in Educational Publishing." Jo-Ann Parry is an experienced teacher who also works in the Northern Metropolitan Region of Victoria as a language consultant.

Words, Words, Words: Teaching Vocabulary in Grades 4-12

Words, Words, Words: Teaching Vocabulary in Grades 4-12 Author: Allen, Janet ISBN: 1-57110-085-7 LCCN: 98053589 Dewey: 428.1/07 21 Number:

Category: Elementary
User Rating: 5.0 Stars
Pages: 156

Paperback Stenhouse Publishers

Education Book Review, April 1999 ...Words, Words, Words does provide a range of strategies, solidly backed by research, for offering students of any age a rich learning experience that will enhance their vocabulary and may even help them enjoy playing with words and language. Any teacher who is interested in exploring new ways of teaching new words should read this book. Teaching K-8, May 1999 Words, Words, Words...Teaching Vocabulary in Grades 4-12 is a terrific resource to have available in your classroom. Author Janet Allen uses a conversational tone and puts vocabulary research into perspective when she talks about our own research as teachers and the research of "noted authorities." Once Ms. Allen sets the scene for her comments, she goes on to take what we've learned from research and translates it into practice. There are a lot of nice tips and strategies in this book, including Professional References and Literature References. Best of all, it has the "ring of the true practitioner's voice."

Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction

Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction Author: Bear, Donald R. Invernizzi, Marcia Templeton, Shane R. Johnston, Francine BEAR, DONALD R ISBN: 0-13-111338-0 LCCN: 2002040995 Dewey: 372.46/2 21 Number:

Category: Primary / junior schools
User Rating: 5.0 Stars
Pages: 464

Paperback Prentice Hall

Book Description With more than 15 years of extensive observations and experiences in real classrooms, the authors bring keen insight to this activity-based book. They advocate basing student learning on the appropriate developmental level. This philosophy is supported with more than 250 ready-to-use word study, spelling, vocabulary, and phonics activities presented in developmental sequence, from the Emergent through the Derivational Relation stage. For educators and school administrators. --This text refers to an out of print or unavailable edition of this title. The publisher, Prentice-Hall Career & Technology Written by teachers who are noted authorities in the field of spelling and word study, this comprehensive text/sourcebook explores word recognition and spelling skills K-12 -- with a K-8 emphasis. Based on extensive observations and experiences in real classrooms for more than 15 years, it combines discussions of theory and practical assessment tools and techniques with over 250 ready-to-use word study, spelling, vocabulary, and phonics activities presented in a developmental sequence from Preliterate through the Derivational Constancy stage. It shows students how to work with picture and word sorting, how to use word banks at the beginning levels, and how to incorporate word study into reading and writing. --This text refers to an out of print or unavailable edition of this title.

Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction

Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction Author: Bear, Donald R. Invernizzi, Marcia Templeton, Shane Johnston, Francine ISBN: 0-02-307490-6 LCCN: 95009580 Dewey: 372.4/14 20 Number:

Category: Literacy
User Rating: 5.0 Stars
Pages: 384

Paperback Merrill Publishing Company

Book Description With more than 15 years of extensive observations and experiences in real classrooms, the authors bring keen insight to this activity-based book. They advocate basing student learning on the appropriate developmental level. This philosophy is supported with more than 250 ready-to-use word study, spelling, vocabulary, and phonics activities presented in developmental sequence, from the Emergent through the Derivational Relation stage. For educators and school administrators. --This text refers to an out of print or unavailable edition of this title. The publisher, Prentice-Hall Career & Technology Written by teachers who are noted authorities in the field of spelling and word study, this comprehensive text/sourcebook explores word recognition and spelling skills K-12 -- with a K-8 emphasis. Based on extensive observations and experiences in real classrooms for more than 15 years, it combines discussions of theory and practical assessment tools and techniques with over 250 ready-to-use word study, spelling, vocabulary, and phonics activities presented in a developmental sequence from Preliterate through the Derivational Constancy stage. It shows students how to work with picture and word sorting, how to use word banks at the beginning levels, and how to incorporate word study into reading and writing.

Word Savvy: Integrated Vocabulary, Spelling, and Word Study, Grades 3-6

Word Savvy: Integrated Vocabulary, Spelling, and Word Study, Grades 3-6 Author: Brand, Max Deford, Diane E. (Foreword) ISBN: 1-57110-366-X LCCN: 2003070380 Dewey: 372.61 22 Number:

Category: Elementary
User Rating: 5.0 Stars
Pages: 182

Paperback Stenhouse Publishers

From the Publisher Building on the experiences gained in her own language arts classroom as well as those of colleagues in different disciplines, Cris Tovani, author of I Read It, but I Don't Get It, takes on the challenge of helping students apply reading comprehension strategies in my subject. In Do I Really Have to Teach Reading?, Cris shows how teachers can expand on their content expertise to provide instruction students need to understand specific technical and narrative texts. Synopsis Building on the experiences gained in her own language arts classroom as well as those of colleagues in different disciplines, Cris Tovani, author of I Read It, but I Don't Get It, takes on the challenge of helping students apply reading comprehension strategies in my subject. In Do I Really Have to Teach Reading?, Cris shows how teachers can expand on their content expertise to provide instruction students need to understand specific technical and narrative texts.

Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom

Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom Author: Pinnell, Gay Su Fountas, Irene C. Giacobbe, Mary E. Fountas, Irene C. Giacobbe, Mary Ellen ISBN: 0-325-00051-4 LCCN: 98034167 Dewey: 372.46/5 21 Number:

Category: English language: spelling
User Rating: 5.0 Stars
Pages: 424

Paperback Heinemann

Product Description In 1996, Gay Su Pinnell and Irene Fountas presented Guided Reading, the most comprehensive guided reading resource ever published. Hailed for its practical, systematic approach, the book showed hundreds of thousands of teachers how to address the needs of the whole classroom as well as individual readers. Now, with the publication of Word Matters, Pinnell and Fountas offer K-3 teachers the same unparalleled support, this time focusing on phonics and spelling instruction. Word Matters presents essential information on designing and implementing a high-quality, systematic literacy program to help children learn about letters, sounds, and words. The central goal is to teach children to become "word solvers": readers who can take words apart while reading for meaning, and writers who can construct words while writing to communicate. Where similar books are narrow in focus, Word Matters presents the theoretical underpinnings and practical wherewithal of word study in three contexts: word study that includes systematically planned and applied experiences focusing on the elements of letters and words writing, including how children use phoneme-grapheme relationships, word patterns, and principles to develop spelling ability reading, including teaching children how to solve words with the use of phonics and visual-analysis skills as they read for meaning. Each topic is supported with a variety of practical tools: reproducible sheets for a word study system and for writing workshop; lists of spelling minilessons; and extensive word lists, including frequently used words, antonyms, synonyms, and more. Armed with these toolsand the tried-and-true wisdom of Gay Su Pinnell and Irene Fountasteachers can help students develop not just the "essential skills," but also a joyful appreciation of their own literacy. About the Author Gay Su Pinnell is a professor in the School of Teaching and Learning at The Ohio State University. She has extensive experience in classroom teaching and field-based research, and in developing comprehensive approaches to literacy education. She has received the International Reading Association's Albert J. Harris Award for research and the Charles A. Dana Foundation Award for her contributions to the field of education. She is also a member of the Reading Hall of Fame. Together with Irene Fountas she has authored numerous books, videos, and websites with Heinemann that are considered standards in the field of literacy instruction and staff development. Their latest innovation is The Fountas and Pinnell Benchmark Assessment System, a comprehensive assessment system for grades K - 8. Visit fountasandpinnellbenchmarkassessment.com for details. Fountas and Pinnell have influenced the classroom practices of teachers nationwide through bestselling titles such as: The Continuum o Irene C. Fountas, a professor in the School of Education at Lesley University in Cambridge, Massachusetts, has been a classroom teacher, language arts specialist, and consultant in school districts across the nation and abroad. She works extensively in the literacy education field and directs the Literacy Collaborative in the School of Education at Lesley University. Together with Gay Su Pinnell she has authored numerous books, videos, and websites with Heinemann that are now considered standards in the field of literacy instruction and staff development. Their latest innovation is The Fountas and Pinnell Benchmark Assessment System, a comprehensive assessment system for grades K - 8. Visit http://www.fountasandpinnellbenchmarkassessment.com for details.Fountas and Pinnell have influenced the classroom practices of teachers nationwide through bestselling books such as: The Continuum of Literacy Learning, Grades K - 8 (2007) The Continuum of Literacy Learning, Grade

Word Journeys: Assessment-Guided Phonics, Spelling, and Vocabulary Instruction

Word Journeys: Assessment-Guided Phonics, Spelling, and Vocabulary Instruction Author: Ganske, Kathy ISBN: 1-57230-559-2 LCCN: 00035374 Dewey: 372.63/2 21 Number:

Category: Teaching of a specific subject
User Rating: 4.5 Stars
Pages: 340

Paperback The Guilford Press

Review "Word Journeys brings together phonics and spelling--a blessing for teachers who are trying to juggle a mismatched collection of lessons and objectives. The program is grounded in a thorough analysis of English orthography, and provides the teacher with professional guidance for deciding what is important and what is not. The assessment techniques are practical within the time limits of the regular classroom, and should also be helpful to reading specialists for diagnosis." --Robert Calfee, PhD, Professor and Dean, School of Education, University of California, Riverside "Implementing a quality word study program is a major goal for our K-12 English program. Our school system has used Kathy Ganske's Developmental Spelling Analysis for many years. Now that the assessment, word lists, and activities are combined in one book, it will be much easier for teachers to use. Word Journeys is just what we have been looking for." --Sarah Scott, MA, Director of English Instruction, Rockingham School District, Harrisonburg, VA

Word Crafting: Teaching Spelling, Grades K-6

Word Crafting: Teaching Spelling, Grades K-6 Author: Marten, Cindy Graves, Donald H. ISBN: 0-325-00322-X LCCN: 2003014327 Dewey: 372.63/2 21 Number:

Category: Literacy
User Rating: 4.5 Stars
Pages: 176

Paperback Heinemann

Review Finally, here is the groundbreaking spelling book all teachers have been waiting for - a sensible, comprehensive, research-based approach to word study that includes exploration, strategies, classroom-based assessment, and fabulous teaching ideas - all based on learning how to determine each students level of spelling development and craft appropriate instruction. An exceptional resource!Regie Routman In this delightful and incredibly informative little volume, Cindy Marten crafts for teachers and administrators the art of helping students learn how to craft words themselves. Few educators are able to explain and demonstrate this craft as well as Marten. She provides moment-to-moment classroom assessment and instructional vignettes grounded in a developmental model; significantly, she situates this crafting of words in the realities of school, district, state, and national mandates and politics. Her description of one districts journey towards a meaningful and effective curriculum is insightful, encouraging, and instructive. Throughout, Cindy Martens voice is one with which dedicated and thoughtful teachers will resonate.Shane Templeton Book Description Finally, here is the groundbreaking spelling book all teachers have been waiting for - a sensible, comprehensive, research-based approach to word study that includes exploration, strategies, classroom-based assessment, and fabulous teaching ideas - all based on learning how to determine each students level of spelling development and craft appropriate instruction. An exceptional resource! - Regie Routman In this delightful and incredibly informative little volume, Cindy Marten crafts for teachers and administrators the art of helping students learn how to craft words themselves. Few educators are able to explain and demonstrate this craft as well as Marten. She provides moment-to-moment classroom assessment and instructional vignettes grounded in a developmental model; significantly, she situates this crafting of words in the realities of school, district, state, and national mandates and politics. Her description of one districts journey towards a meaningful and effective curriculum is insightful, encouraging, and instructive. Throughout, Cindy Martens voice is one with which dedicated and thoughtful teachers will resonate. - Shane Templeton At long last, a spelling and vocabulary book written by a classroom teacher who's a literacy specialist, too! Cindy Marten responds to the demand for "direct, systematic, and explicit phonics and spelling instruction" that goes way beyond what to teach - she addresses the questions of how, when, and why spelling should be taught. More important, she situates spelling within the contexts of real writing and the individual learner's needs. In Word Crafting, Marten offers an approach that is at once playful, intellectual, and artful, engaging students in inquiry and wonder about words. "Word crafting" is analogous to the ways fine woodworkers develop their skills - through collecting the right tools, item by item, until they have a toolbelt full of them. The same is true for teaching spelling and here Marten supplies the tools, each one carefully selected for her students. Dip into her book for tools to: assess and group students for effective instruction engage them from the start in smart word study help students learn high-frequency words, rules, patterns, and spelling demons align your teaching with school, district, state, and national mandates. Use these tools to set up word-crafting contexts that connect the study of words to authentic reading and writing. Craft a word study program that turns your students into more than good spellers - they'll be fine word crafters.

Windows to Language, Literacy, and Culture (Kids InSight)

Windows to Language, Literacy, and Culture (Kids InSight) Author: Brock, Cynthia H. Raphael, Taffy E. Brock, Cynthia H. ISBN: 0-87207-580-X LCCN: 2005016604 Dewey: 428/.0071 22 Number:

Category: ELT: teaching theory & methods
User Rating: 3.0 Stars
Pages: 128

Paperback International Reading Association

Product Description This new addition to the Kids InSight series show educators, that regardless of statistics, teachers with the necessary knowledge base and positive dispositions toward diversity can provide meaningful learning contexts for all their students. The authors give teachers an insider's perspective on the literacy learning process of one English-language learner to help them develop a deeper understanding about working with these learners in a mainstream classroom. Teachers will discover the power of listening to and learning from their students as the acquisition and its impact on instruction for the English-language learners. Effective ways to structure classroom learning contexts and use literature are discussed.

Why Jane and John Couldn't Read--And How They Learned: A New Look at Striving Readers

Why Jane and John Couldn't Read--And How They Learned: A New Look at Striving Readers Author: Fink, Rosalie ISBN: 0-87207-592-3 LCCN: 2005035295 Dewey: 372.43 22 Number:

Category: English language: reading skills
User Rating: 2.0 Stars
Pages: 192

Paperback International Reading Association

Book Description Here is a model of reading ideal for striving readers, focused on their personal interests, topic-specific reading, deep background knowledge, contextual reading strategies, and mentoring support. More important, the model moves away from a deficit approach to conceptualize striving readers in a new way. Chapters share success stories of readers who overcome their struggles and highlight instructional strategies and materials you can use to develop activities and lessons for children and adults. Use this research-based model in the classroom or at home to help your striving readers achieve high levels of literacy.

Whole Language for Second Language Learners

Whole Language for Second Language Learners Author: Freeman, Yvonne S. Freeman, David E. ISBN: 0-435-08723-1 LCCN: 92000765 Dewey: 418/.007 20 Number:

Category: Language Experience Approach
User Rating: 4.0 Stars
Pages: 257

Paperback Heinemann

From the Publisher Whole Language for Second Language Learners offers demonstrative proof that the key to the success of bilingual students lies within a whole language approach. The purpose of the book is threefold:. 1. To show why whole language is important for all learners, especially second language learners. 2. To provide examples of teachers applying whole language across different grade levels and with students from a variety of linguistic and cultural backgrounds. 3. To analyze from a whole language perspective traditional methods of teaching a second language. Each chapter contrasts a commonsense assumption about teaching second language students with whole language alternatives. Readers will gain an understanding of how to apply whole language in classrooms where some or all of the students speak English as another language. Teachers who are already applying whole language will learn about ESL and bilingual methods, second language acquisition, and the importance of the first language and culture of all students. The book contains examples of teachers who have successfully applied whole language theory to their working methods with students of all ages and different backgrounds. Most useful is the inclusion of practical ideas for organizing curriculum on a daily or long-term basis and sample content area lessons consistent with a whole language approach and appropriate for all students, especially second language students. Full of language stories and examples of student work, Whole Language for Second Language Learners is essential reading for ESL and bilingual teachers and teacher educators, as well as any teacher looking for whole language alternatives and ideas to use with ESL students in the classroom. Synopsis Whole Language for Second Language Learners offers demonstrative proof that the key to the success of bilingual students lies within a whole language approach. The purpose of the book is threefold:. 1. To show why whole language is important for all learners, especially second language learners. 2. To provide examples of teachers applying whole language across different grade levels and with students from a variety of linguistic and cultural backgrounds. 3. To analyze from a whole language perspective traditional methods of teaching a second language. Each chapter contrasts a commonsense assumption about teaching second language students with whole language alternatives. Readers will gain an understanding of how to apply whole language in classrooms where some or all of the students speak English as another language. Teachers who are already applying whole language will learn about ESL and bilingual methods, second language acquisition, and the importance of the first language and culture of all students. The book contains examples of teachers who have successfully applied whole language theory to their working methods with students of all ages and different backgrounds. Most useful is the inclusion of practical ideas for organizing curriculum on a daily or long-term basis and sample content area lessons consistent with a whole language approach and appropriate for all students, especially second language students. Full of language stories and examples of student work, Whole Language for Second Language Learners is essential reading for ESL and bilingual teachers and teacher educators, as well as any teacher looking for whole language alternatives and ideas to use with ESL students in the classroom.

When Writers Read

When Writers Read Author: Hansen, Jane ISBN: 0-435-08438-0 LCCN: 86029556 Dewey: 372.4 19 Number:

Category: Literacy
User Rating: 5.0 Stars
Pages: 242

Paperback Heinemann

Product Description When writers read, they evaluate all the time. They can't help it. But they can become better at it, and that's what this second edition of When Writers Read is about: what students can do to become better evaluators of themselves as writers and readers, and how you can help.Extensively revised, the second edition is organized around five concepts that are central to an effective writing-reading program. Voices: When writers read, they listen for a strong author voice; they know they can hear their own when they write and assume other authors' voices come through as well. It's essential that all voices, both those of students and professional writers, be honored and supported by an evaluation system dedicated to this notion. Decisions: When writers read, they make decisions, so it's only natural that they look for evidence of the decisions other authors make. To become effective writers and readers, students must learn to make decisions about which types of writing to create, what to write and read about, where to work, when to do so, whom to share their work with, and what to do to become better writers and readers. Time: When writers read, they read and read and read. One of your primary responsibilities as their teacher is to provide plenty of opportunities for them to do so and create an overall framework in which students spend their time wisely. Response: When writers read, they look for a message. Students need to understand that to respond effectively to other writers, they should listen closely and think appreciatively and critically about the author. Self-discipline: When writers read, it's their self-discipline that keeps them engaged. By providing plenty of good books, writing possibilities, and self-evaluation opportunities, you can help ensure your students are self-disciplined and eager. --This text refers to the Paperback edition.

When Adolescents Can't Read: Methods and Materials That Work

When Adolescents Can't Read: Methods and Materials That Work Author: Curtis, Mary E. Longo, Ann Marie (Neb.), Boys Town Center, Boys Town Reading (Corporate Author) ISBN: 1-57129-069-9 LCCN: 98021014 Dewey: 428.4/071/2 21 Number:

Category: Remedial Reading (Educational Aspects)
User Rating: 4.0 Stars
Pages: 59

Paperback Brookline Books

Product Description One of society's critical education problems is adolescent students who can not read their grade level. Developed at the world famous Boy's Town in Nebraska to help students recover from reading deficits, the program in this book is used in Boy's Town institutions elsewhere and is increasingly being introduced into public and private schools.

What's Whole in Whole Language

What's Whole in Whole Language Author: Goodman, Kenneth S. Cole, Kathryn ISBN: 0-435-08254-X LCCN: 86151839 Dewey: 372.6 19 Number:

Category: Elementary
User Rating: 5.0 Stars
Pages: 79

Paperback Heinemann

From the Publisher T his book's major purpose is to describe the essence of the whole language movement-its basis, its features, and its future. It provides criteria that parents and teachers can use in helping children develop literacy. Synopsis T his book's major purpose is to describe the essence of the whole language movement-its basis, its features, and its future. It provides criteria that parents and teachers can use in helping children develop literacy.

What's a Schwa Sound Anyway?: A Holistic Guide to Phonetics, Phonics, and Spelling

What's a Schwa Sound Anyway?: A Holistic Guide to Phonetics, Phonics, and Spelling Author: Wilde, Sandra Wilde, S. ISBN: 0-435-08865-3 LCCN: 97000602 Dewey: 372.6 21 Number:

Category: English language: spelling
User Rating: 5.0 Stars
Pages: 176

Paperback Heinemann

Review Working with the concept of invented spelling, Wilde helps teachers discover the better ways to help children develop as readers and writers.Writing Teacher Product Description Working with the concept of invented spelling, Wilde helps teachers discover the better ways to help children develop as readers and writers. - Writing Teacher To many teachers who began their careers with basal readers, the schwa sound was part of what led them to whole language in the first place. If they didn't even understand linguistic terminology themselves, how could they be expected to teach it to kids? Yet many teachers still wonder about letters and sounds and phonics. What role does phonics play in learning to read? Does it still have a place in classrooms where children are becoming literate through rich experiences with literature and writing? Why have the debates about phonics continued and in some ways grown more heated? In What's a Schwa Sound Anyway? Sandra Wilde answers these and many other questions related to phonics and its relationship to learning to read and spell. She makes a forceful case that teachers who have a working knowledge about the English sound system are not only more powerful observers of students' reading and invented spelling, but also more informed participants in the current debates about the role of phonics in learning to read. The first part of the book is a lively exploration of the English sound system and its relation to written language for both reading and spelling. This mini-course in linguistics is reader friendly and accessible to even the most linguistics-phobic classroom teacher. Of special interest to those who work with diverse populations is a chapter-length discussion of language variation such as Black English and its role in learning to read and spell. The second part of the book helps readers apply their new knowledge about sounds, letters, and the relationship between them to the classroom. Chapter 5, "Skills and the Big Phonics Debate," applies theory, research, and common sense to debates about the role of phonics in learning to read and spell. The next two chapters take a close look at a number of writing samples and reading miscues, illuminating how a knowledgeable teacher can appreciate "error" as a reflection of children's developing understandings of written language. Sandra Wilde's work with invented spelling has helped us discover that the better we understand what children are doing, the more responsive and creative we can be as teachers. What's a Schwa Sound Anyway? continues this work by helping teachers deepen and extend their knowledge base about written language and the way children perceive it, always with the goal of helping children continue to grow and develop as readers and writers.

What You Know by Heart: How to Develop Curriculum for Your Writing Workshop

What You Know by Heart: How to Develop Curriculum for Your Writing Workshop Author: Ray, Katie Wood ISBN: 0-325-00364-5 LCCN: 2002000790 Dewey: 372.62/3 21 Number:

Category: English language: writing skills
User Rating: 5.0 Stars
Pages: 208

Paperback Heinemann

Review "In this wise, comforting, intimate book, Katie Ray takes her readers by the hand and brings us home to ourselves. This is where ideas for teaching writing come from, she says, brushing aside the distracting clutter, quick fixes, and one-size-fits-all panaceas. She hands us a pen, a book, and a reminder of all that matters most."Lucy Calkins Product Description "In this wise, comforting, intimate book, Katie Ray takes her readers by the hand and brings us home to ourselves. This is where ideas for teaching writing come from, she says, brushing aside the distracting clutter, quick fixes, and one-size-fits-all panaceas. She hands us a pen, a book, and a reminder of all that matters most." - Lucy Calkins No one can say it better than Lucy Calkins-Katie Ray has written a wise, comforting, intimate book. It goes to the heart of where good ideas for teaching of good writing originate: from yourself and your own experience. As Katie shows, the most profound and effective curriculum can result from your own deep understanding of quality writingwhat you know about writing through your own and others' writings and through your reading. And the best teaching can result from what you can wrap your heart and mind around and communicate to your students. It is this very personal approach and contagious enthusiasm that Katie brings to bear on creating curriculum for her own writing workshops. Her book shows how you can do it for your own. In Part One, Katie takes a close look at the lines of thinking you can use to find curriculum in your own writing experiences. In Part Two, she shows how to use the same lines of thinking to find curriculum in your everyday reading life. Along with her own inimitable writing style, Katie sprinkles special features throughout her book as helpful tips for thinking about your own writing workshop and curriculum development, including: minilessons and "curriculum chunks" "Thinking it Through" boxes with questions and things to try "understandings" and strategies notebook-keeping tips accompanied by Katie's own handwritten journal entries transcripts of interviews with writers references for further reading. Follow Katie's example. Write like a teacher of writing. Read like a teacher of writing. Then teach from your own experience. And watch as you and your students flourish like never before.

What to Look for in a Classroom: ...and Other Essays

What to Look for in a Classroom: ...and Other Essays Author: Kohn, Alfie ISBN: 0-7879-4453-X LCCN: 98025426 Dewey: 371.1 21 Number:

Category: Teaching skills & techniques
User Rating: 4.5 Stars
Pages: 304

Hardcover Jossey-Bass

Amazon.com Full of ideas and impossible to pigeonhole, Alfie Kohn has become an essential ingredient in educational debates, and his previous books--including No Contest: The Case Against Competition and Punished by Rewards--are a reliable barometer of his wit, pugnacity, and general contrariness. This is a collection of (mostly) previously published essays, but Kohn writes so well that these pieces remain fresh, vivid, and challenging. Few people will agree with him about everything, and many will be left with steam coming out of their ears. Kohn pulls no punches: the cases for school uniforms and School Choice programs are beneath his contempt; well-off white liberal parents are so routinely obsessed with competitive advantage ("the segregation of the gifted and talented") that their actions amount to a more polite form of racism; most critics of television are hysterics who don't know the research and haven't thought hard about what they are saying. A taste of his combat-ready style: "There is no national organization called Rich Parents Against School Reform, in part because there doesn't need to be." Kohn is essential reading, however, on the destructiveness of grading, the foolishness of mainstream ideas about motivation, and a score of other topics--especially if you disagree with him. --Richard Farr From Publishers Weekly Renowned educator Kohn delivers an important, comprehensive collection of essays built around one central message: respect children and allow them to learn. Within these 19 pieces he discusses a variety of popular concepts. Character education, he dares announce, is usually designed "to drill students in specific behaviors rather than to engage them in deep, critical reflection about certain ways of being." Kohn abhors behavior modification of any kind, and such accepted tenets as star charts for acceptable behavior or pizza parties to entice readers are logically deflated in his attack on the whole range of extrinsic rewards. In his essay "Students Don't 'Work'AThey Learn," he urges us to encourage intrinsic motivation through the passion for knowledge. "In factory-like schools, you will often hear words like performance and achievement, rarely words like discovery or exploration or curiosity." In contrast, Kohn insists, "a learning-oriented classroom is more likely to be characterized by the thoughtful exploration of complicated issues than by a curriculum based on memorizing right answers." At the conclusion of his title essay, which ends the collection, he offers a simple chart about classroom appearance that could in itself arm parents in America with enough information to change the course of their child's education. Kohn's message, if heeded, could inspire a productive revolution in America's fatigued regime of public education. Copyright 1998 Reed Business Information, Inc.

What Research Has to Say About Reading Instruction

What Research Has to Say About Reading Instruction Author: Farstrup, Alan E. (Editor) Samuels, S. Jay (Editor) Samuels, Jay (Editor) Farstrup, Alan E. Samuels, S.Jay ISBN: 0-87207-177-4 LCCN: 2002001759 Dewey: 428.4 21 Number:

Category: English language: reading skills
User Rating: 4.5 Stars
Pages: 448

Paperback International Reading Association

Product Description The third edition of this respected volume provides current research along with instructional implications that reflect the rapidly evolving professional context in which the research is used. Educators will find information on how to teach students to read based on evidence from a broad base of effective, well-designed research. Topics have been updated and added to better reflect current thinking in the field and address issues that have come to national and international attention for a number of reasons, including the recently released U.S. National Reading Panel report. The editors maintain a balance among theory, research, and effective classroom practice without presenting a formulaic view of good instruction or overly theoretical discussions in which practical applications of research findings are not adequately explored. The 17 chapters focus on research related to early reading instruction, phonemic awareness, comprehension, and many other topics. Each chapter concludes with "Questions for Discussion" to encourage reflection on the topics discussed. Teacher educators will find this volume to be a valuable tool for preservice teacher preparation as well as graduate level courses. The professional development community, school administrators, and policymakers will also find it to be an indispensable resource as they seek to implement programs consistent with rapidly emerging legislative and policy mandates. About the Author Alan E. Farstrup is Executive Director of the International Reading Association, Newark, Delaware, USA. S. Jay Samuels is Professor of Educational Psychology at the University of Minnesota, Minneapolis, Minnesota, USA.

What Really Matters for Struggling Readers: Designing Research-Based Programs

What Really Matters for Struggling Readers: Designing Research-Based Programs Author: Allington, Richard L. ALLINGTON, RICHARD L ISBN: 0-321-06396-1 LCCN: 00042841 Dewey: 372.43 21 Number:

Category: English language: reading skills
User Rating: 4.5 Stars
Pages: 176

Paperback Allyn & Bacon

Product Description What Really Matters for Struggling Readers offers a clear blend of research and practice that teachers can use to develop better methods for helping children with reading difficulties. Includes clear, non-technical summaries of research on the subject of children as proficient readers. Research section on reading fluency that provides instructional models and methods for fostering fluency, including pause-prompt-praise, partner reading, taped read -alongs, impress method, choral reading, and fluency charting. Research section that studies the effects of enhancing access to appropriate books and offers suggestions for designing schools where all children have books that are appropriate. In What Really Matters for Struggling Readers, nationally recognized scholar Dick Allington offers easy-to-understand interpretations of research that support three important principles: Children need to read a great deal to become proficient readers, offering summaries of research on the subject, the text shows how to monitor the amount of reading and create interventions that expand reading activity. Children need access to appropriate books, exploring the research on the subject, the text contains suggestions for designing schools where books are available and appropriate for all children. Children need to develop fluent reading to become proficient readers, reviewing the research on reading fluency, the text provides instructional models and methods for fostering fluency. Richard L. Allington is the Fien Distinguished Professor of Education at the University of Florida, Gainesville. He was a co-recipient of the Albert J. Harris Award from the International Reading Association for his "contributions to the better understanding of reading and learning disabilities". Dick is also a past president of the National Reading Conference and has been elected to membership in the Reading Hall of Fame. From the Back Cover What Really Matters for Struggling Readers offers a clear blend of research and practice that teachers can use to develop better methods for helping children with reading difficulties. * Includes clear, non-technical summaries of research on the subject of children as proficient readers. * Research section on reading fluency that provides instructional models and methods for fostering fluency, including pause-prompt-praise, partner reading, taped read -alongs, impress method, choral reading, and fluency charting. * Research section that studies the effects of enhancing access to appropriate books and offers suggestions for designing schools where all children have books that are appropriate. In What Really Matters for Struggling Readers, nationally recognized scholar Dick Allington offers easy-to-understand interpretations of research that support three important principles: Children need to read a great deal to become proficient readers, offering summaries of research on the subject, the text shows how to monitor the amount of reading and create interventions that expand reading activity. Children need access to appropriate books, exploring the research on the subject, the text contains suggestions for designing schools where books are available and appropriate for all children. Children need to develop fluent reading to become proficient readers, reviewing the research on reading fluency, the text provides instructional models and methods for fostering fluency. Richard L. Allington is the Fien Distinguished Professor of Education at the University of Florida, Gainesville. He was a co-recipient of the Albert J. Harris Award from the International Reading Association for his "contributions to the better understanding of reading and learning disabilities". Dick is also a past president of the National Reading Conference and has been elected to membership in the Reading Hall of Fame.

What a Character! Character Study as a Guide to Literary Meaning Making in Grades K-8

What a Character! Character Study as a Guide to Literary Meaning Making in Grades K-8 Author: Roser, Nancy L. (Editor) Martinez, Miriam G. (Editor) Yokota, Junko (Editor) O'neal, Sharon (Editor) Neal, Sharon O' ISBN: 0-87207-563-X LCCN: 2005003018 Dewey: 372.64/044 22 Number:

Category: English language: reading skills
User Rating: 5.0 Stars
Pages: 232

Paperback International Reading Association

Product Description Bring text and its meaning alive for your students! This collection brings together the perspectives of classroom teachers, researchers, and children's book authors on the power of character study and how to use it to guide elementary- and middle-grade students through creating, reading, and comprehending text. The contributors evaluate character-rich books and offer instructional strategies that will help you become a more insightful teacher as you implement character study in your classroom.

Weaving Through Words: Using the Arts to Teach Reading Comprehension Strategies

Weaving Through Words: Using the Arts to Teach Reading Comprehension Strategies Author: Mantione, Roberta D. Smead, Sabine ISBN: 0-87207-456-0 LCCN: 2002013255 Dewey: 372.47 21 Number:

Category: English language: reading skills
User Rating: 4.0 Stars
Pages: 216

Paperback International Reading Association

Book Description Ever wondered how to help your learners take an active role in becoming strategic thinkers and readers? Want to develop meaningful lessons to aid students in their comprehension of text? Weaving Through Words: Using the Arts to Teach Reading Comprehension Strategies shows how to accomplish both these goals. Authors Roberta D. Mantione, a literacy specialist, and Sabine Smead, a classroom teacher, wanted to help their students become competent readers. Knowing that strategic thinking and strong comprehension occurs when students are offered multiple ways of responding to text, the authors developed an arts-integrated curriculum that would help them teach reading comprehension strategies. This book is an in-depth look at the effects of using multiple art forms as a methodology for teaching comprehension to elementary students. Each chapter not only presents and defines the specific comprehension strategies-developing sensory images, building and activating schema, questioning, determining importance, inferring, and synthesis-but also provides information to help you re-create the lessons in your classroom. Interspersed throughout this book are student samples that offer insight into the depth of the lessons and of students' learning. Appendixes offer an arts matrix to help you implement lessons; directions for art projects and drama techniques, blackline masters, and suggested resources. Weaving Through Words is a valuable resource for any elementary teacher who wants to provide students with a variety of ways to express their thinking and improve their reading comprehension. About the Author Roberta D. Mantione is a literacy specialist at the Boulder Community School of Integrated Studies, Boulder, Colorado, USA. Sabine Smead is a classroom teacher at the Boulder Community School of Integrated Studies, Boulder, Colorado, USA.

Verbs! Verbs! Verbs!

Verbs! Verbs! Verbs! Author: Terban, Marvin Hobbs, Pamela (Illustrator) ISBN: 0-439-40164-X LCCN: 2001057559 Dewey: 428.2 21 Number:

Category: Juvenile Nonfiction
User Rating: 4.5 Stars
Pages: 160

Paperback Scholastic Reference

From School Library Journal Grade 5-8-A great resource for anyone wanting an overview of what a verb does in a sentence. The book covers the kinds of verbs and discusses tenses, predicate, and linking versus action verbs. It also lists 100 of the most commonly used irregular verbs with a chart listing the tenses. A few blue, black, and white decorative cartoons appear throughout. This book would be helpful for students who need further clarification with their grammar, and will be a useful companion to any grammar textbook. A copy in reference might also be worthwhile. Kathleen Swanger, Macomb Intermediate School District, Clinton Township, MI Copyright 2003 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title. Product Description Grammar is challenging for kids, and irregular verbs are especially difficult to learn. That's where Scholastic Guides comes in. Verbs,Verbs, Verbs introduces kids to the basics of conjugating and using verbs. Then it shows them how to conjugate more than 100 of the most commonly-used irregular verbs. Not only will kids discover the right verb to use, but they will also learn how to use them. A sample sentence is provided for each tense of each verb. A detailed table of contents and index guarantee that kids will easily find the word they're searching for.

Using Nonfiction Trade Books in the Elementary Classroom: From Ants to Zeppelins

Using Nonfiction Trade Books in the Elementary Classroom: From Ants to Zeppelins Author: Freeman, Evelyn B. (Editor) English, National Council of Teachers of (Corporate Author) Person, Diane G. (Editor) ISBN: 0-8141-1811-9 LCCN: 92004777 Dewey: 372.13/2 20 Number:

Category: Educational Media In Teaching
User Rating: 5.0 Stars
Pages: 183

Paperback Natl Council of Teachers

"NCTE stock number: 18119-3050"--T.p. verso. Includes bibliographical references (p. [153]-169) and indexes.

Using Literature to Enhance Writing Instruction: A Guide for K-5 Teachers

Using Literature to Enhance Writing Instruction: A Guide for K-5 Teachers Author: Olness, Rebecca ISBN: 0-87207-560-5 LCCN: 2004020272 Dewey: 372.62/3 22 Number:

Category: English language: writing skills
User Rating: 4.5 Stars
Pages: 216

Paperback International Reading Association

Product Description With the strong emphasis on reading proficiency, many teachers are struggling to include writing instruction in their K–5 literacy programs. This book shows teachers how to make the most of the reading-writing connection by using children's literature to improve their students' writing. Author Rebecca Olness presents six traits that characterize effective writing: ideas, organization, voice, word choice, sentence fluency, and conventions. You'll learn how to use these six traits-based on the Six-Trait Analytical Writing Model originally used to assess writing-to teach writing. The chapters describe the six traits and present ideas and strategies for helping students -find good ideas and details, -organize ideas, -express personality through voice, -choose the right words, -apprehend fluency and rhythm, and -edit for conventions. The chapters also provide assessments, sample lesson plans, and annotated bibliographies of children's literature to guide your instruction. As you teach your students to recognize the six traits in the children's literature they read, you'll help them infuse the traits into their own writing. Use this book to immerse your students in reading and writing and, ultimately, help them become better writers.

Untangling Some Knots in K-8 Writing Instruction

Untangling Some Knots in K-8 Writing Instruction Author: Peterson, Shelley ISBN: 0-87207-513-3 LCCN: 2003009925 Dewey: 372.62/3 21 Number:

Category: English language: writing skills
User Rating: 5.0 Stars
Pages: 152

Paperback International Reading Association

Book Description Much of the professional and academic literature on teaching writing addresses the interplay between process and product and the need to respect the contributions of individual writers' processes to the creation of their written products. Although educators have benefited from this literature, what happens in classrooms often falls short of the successes described in these resources. Classroom teachers often are left to work through difficult issues that interfere with students' development as writers. Untangling Some Knots in K-8 Writing Instruction brings together the perspectives of teachers, administrators, consultants, and researchers on teaching writing to create a bridge between theory and practice. The 11 chapters are organized into three sections that tackle some persistent knots of writing instruction and assessment: Students' and Teachers' Learning Processes addresses issues that have been significant to teachers since the first resources on writing instruction began appearing. The chapters in this section present new twists concerning the process approach to writing, such as the observation of beginning writers' conceptions of print, contributions of students' interaction on writing development, and changes in teaching philosophy. Diversity and Teaching Writing highlights the knots that occur when teaching ELL and ESL students and when examining the gender disparity in students' success as writers. Teaching Writing Using Multimedia and the Arts examines issues that are becoming increasingly important to teachers in today's classrooms and explores the knots in using technology, drama, and poetry to teach writing. Untangling Some Knots in K-8 Writing Instruction will guide you through difficult writing issues and help you teach writing more successfully. About the Author Shelley Peterson is Associate Professor in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education of the University of Toronto, Canada.

Tiger Lilies, Toadstools, and Thunderbolts: Engaging K-8 Students With Poetry

Tiger Lilies, Toadstools, and Thunderbolts: Engaging K-8 Students With Poetry Author: Tiedt, Iris McClellan Tiedt, Iris McClellan ISBN: 0-87207-170-7 LCCN: 2001008045 Dewey: 372.64 21 Number:

Category: English literature: poetry texts & anthologies
User Rating: 5.0 Stars
Pages: 242

Paperback International Reading Association

Book Description How can you teach poetry in a way that will capture students' imaginations and inspire them to enjoy poetry's rhythms and rhymes? Iris Tiedt, whose book Teaching With Picture Books in the Middle School is a favorite among educators for its innovative use of picture books at higher grade levels, presents an equally fresh approach that will stir young learners' creative spirits and bring an unusual level of personal engagement to the classroom experience. Learn how to create a classroom climate that invites children of all ages to experience poetry and write original verse as part of their learning experiences. Tiger Lilies is packed with teaching ideas that you can adapt to different levels of ability and interest, and the activities described throughout are presented in an appendix as handy, full-page reproducibles that outline expected outcomes, step-by-step directions, and assessment possibilities. You'll also find a list of additional resources for using poetry in the classroom. About the Author Iris McClellan Tiedt is Dean of Education Emerita from Minnesota State University at Moorhead, Moorhead, Minnesota, USA

Through Indian Eyes: The Native Experience in Books for Children

Through Indian Eyes: The Native Experience in Books for Children Author: Seale, Doris (Editor) Slapin, Beverly (Editor) ISBN: 0-86571-213-1 LCCN: 92252464 Dewey: 970.004/97 20 Number:

Category: Children's literature studies: general
User Rating: 5.0 Stars
Pages: 312

Paperback New Society Publishers

From Library Journal The Native American (NA) experience as presented in children's books is reviewed through essays, poetry, book reviews, guidelines for evaluating books, a resource list of organizations, a bibliography of books by and about NAs, American Indian authors for young readers, and illustrations. The essays may help or hinder Native American concerns. There is hostility: "You know us (NAs) only as enemies." No location is given for the cited Iroquois document which states: "Even the form of our government seems to owe a greater debt to the Constitution of the Six Nations of the Iroquois than to any European document." One positive suggestion is offered: "Visit with living American Indian people, try to find out more about their ways of life and their languages." The book reviews are similar to the essays, and the illustrations are traditional. The poetry, guidelines, resource list, bibliography, and list of authors are sensitive and informative, which makes this a recommended selection for academic libraries. - Lois F. Roets, Drake Univ., Des Moines Copyright 1992 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title. Book Description Essays, poetry, bibliography, and critical reviews of children's books by and about Indian peoples. A dependable and honest guide for parents and instructors interested in teaching kids about the diversity of Native America. --This text refers to an out of print or unavailable edition of this title.

Teaching Word Recognition, Spelling, and Vocabulary: Strategies from the Reading Teacher

Teaching Word Recognition, Spelling, and Vocabulary: Strategies from the Reading Teacher Author: Rasinski, Timothy V. (Editor) Padak, Nancy D. (Editor) Church, Brenda Weible (Editor) Fawcett, Gay (Editor) Hendershop, Judith (Editor) Henry, Justina M. (Editor) ISBN: 0-87207-279-7 LCCN: 00058192 Dewey: 372.4 21 Number:

Category: English language: reading skills
User Rating: 5.0 Stars
Pages: 108

Paperback Intl Reading Assn

Book Description Whether your focus is spelling, decoding, or word meaning, word study is a valuable addition to any reading/language arts program. Teaching Word Recognition, Spelling, and Vocabulary, one of four books in the Teaching Reading Collection, will enrich your curriculum with classroom-tested ideas and approaches for helping students learn about words. Included are 17 articles from The Reading Teacher, that address such topics as word analogy instruction, decoding, phonemic awareness, read-alouds, flashcards, psycholinguistics, spelling development, vocabulary development, scaffolding, and context use. The book also includes IRA position statements on early literacy instruction. Watch your students reach higher reading levels as they develop a greater knowledge of words and how to apply them in their own speech and writing. From the Back Cover Effective reading/language arts programs at any level provide opportunities for students to explore words--how they work, what they mean, and how they are used. As students study various aspects of words, they are more likely to develop a greater appreciation for words, to use word knowledge in their own reading, and to apply words effectively in their own speech and writing. Whether the focus is spelling, decoding, or word meaning, word study can be a valuable addition to any reading/language arts curriculum. Teaching Word Recognition, Spelling, and Vocabulary: Strategies from The Reading Teacher, one of the four books in the Teaching Reading Collection, presents the "best of the best" classroom-tested ideas, approaches, and practical applications for helping students learn about words. The articles have been drawn from the Teaching Reading department of The Reading Teacher from 1993-1999; this section of the journal is devoted to practical reading instruction strategies for classrooms, reading clinics, and homes. The articles have been compiled by Timothy Rasinski and Nancy Padak, editors of The Reading Teacher from 1993-1999, and their team of associate editors. The ideas and strategies offered in Teaching Word Recognition, Spelling, and Vocabulary provide possible building blocks for developing word-study routines that are engaging and effective for all students. This book will challenge classroom teachers to put together the instructional ideas you find most appropriate into a word-study routine that will work for you and your students and meet the objectives of your curriculum. This book is part of the Teaching Reading Collection, a four-book set that also includes the following: Developing Reading-Writing Connections: Strategies From The Reading Teacher (ISBN: 0-87207-280-0) Teaching Comprehension and Exploring Multiple Literacies: Strategies From The Reading Teacher (ISBN: 0-87207-281-9) Motivating Recreational Reading and Promoting Home-School Connections: Strategies From The Reading Teacher (0-87207-282-7)

Teaching With Picture Books in the Middle School

Teaching With Picture Books in the Middle School Author: Tiedt, Iris McLellan Kunkel, Anthony J. ISBN: 0-87207-273-8 LCCN: 00058129 Dewey: 373.133/5 21 Number:

Category: English language: reading skills
User Rating: 4.5 Stars
Pages: 240

Paperback Intl Reading Assn

Book Description Discover how picture books, a time-honored tool among elementary reading teachers, can also be used to engage sixth, seventh, and eighth graders in meaningful learning activities. Teaching With Picture Books in the Middle School invites you to take a closer look at these books, many of which present complex ideas suitable for older students. These books are rich with diverse subject matter that comes to life through beautiful illustrations, and offer engaging models for writing, such as fables and pourquoi tales, autobiographies, and poetry. Older students enjoy sharing picture books with younger children, and can polish their oral language skills as they practice reading aloud, dramatizing, or storytelling as ways of engaging beginning readers. Find out which picture books are appropriate for middle school students, and experiment with reproducible lesson plans and activities that will foster reading and writing skills not only in the language arts classroom, but in other subject areas as well. From the Back Cover In Teaching With Picture Books in the Middle School, author Iris McClellan Tiedt explores the wonderful possibilities of the picture book for middle school teachers. Teachers who may not have considered using these books with students in grades 6-8 will learn how picture books stimulate thinking, speaking, listening, reading, writing, and media literacy in the classroom, and provide exciting information about all kinds of subjects that cross the curriculum. Throughout the book the author suggests various methods for engaging older students with specific books and presents many teaching suggestions, including a section of reproducible lesson plans. Tiedt begins the book by showing readers what picture books have to offer and suggests ways of overcoming resistance from older students and their parents toward using these books. The chapters that follow focus on specific aspects of instruction: Sharing Our Literacy Heritage Promoting Reading Development Stimulating Thinking, Talking, and Writing Extending Student Knowledge About Language and Literature Understanding and Appreciating Diversity Crossing the Curriculum Stimulating Creativity Introducing Thematic Studies Stimulating instructional strategies are included along with annotated booklists that suggest picture books to enhance your teaching in various ways. Teaching With Picture Books in the Middle School will help guide you as you explore the exciting opportunities for using picture books with adolescent students. Thousands of picture books now sit on the library shelves just waiting for you to open their covers!

Teaching with Favorite Newbery Books

Teaching with Favorite Newbery Books Author: Licciardo-Musso, Lori Musso, Lori Licciardo ISBN: 0-590-01975-9 LCCN: Dewey: Number:

Category: Teaching Methods & Materials - Language Arts
User Rating: 5.0 Stars
Pages: 88

Paperback Scholastic Professional Books

Book Description Engaging Discussion Questions, Vocabulary Builders, Writing Prompts, and Great Literature Response Activities These easy, motivating activities take students "into," "through," and "beyond" 25 of your favorite Newbery books. Students will love and learn from these classroom-tested prompts, activities, and vocabulary builders. Books include: Out of the Dust, Shiloh, Maniac Magee, Walk Two Moons, Hatchet, and 20 others. Includes lots of student samples. About the Author Lori Licciardo-Musso is a fifth-grade teacher from San Mateo, California. She is also the author of the Scholastic Professional Book, 25 Terrific Literature Response Activities.

Teaching Struggling Readers: How to Use Brain-based Research to Maximize Learning

Teaching Struggling Readers: How to Use Brain-based Research to Maximize Learning Author: Lyons, Carol A. ISBN: 0-325-00435-8 LCCN: 2002014596 Dewey: 372.43 21 Number:

Category: English language: reading skills
User Rating: 2.5 Stars
Pages: 216

Paperback Heinemann

Product Description Marie Clay, in her foreword, says that this important book will help raise the profile for what is needed to get all children off to a good start in education. And a good place to start is with Carol Lyons. Lyons does a masterful job of introducing teachers to the concepts, categories, language, and arguments pertaining to the brain's control of what readers do. She offers a new way of thinking about learning, about how the mind develops, and about what teachers can do to reach struggling readers. She draws on examples from interactions with her son and her own teaching, from research, and from the work of ten expert teachers, who have successfully taught those children often considered the hardest to teachchildren with learning disabilities, language delays, or attention deficit (hyperactivity) disorder. In addition, she supplies numerous transcripts of teacher-student conversations and end-of-chapter tips to guide teachers to observe their students and plan instruction more effectively. Lyons' lifework has been the cognitive development of children. For decades, she has worked side by side with them, observing and researching what exactly goes on as they read and write. Now she has given us a book that is both accessible and fascinating, that explores topics too often overlooked or avoided. She offers a breakthrough explanation of the role emotion and the brain play in learning to read. Most important, she provides specific advice, with examples, to illustrate how to enable students to read and write, whatever their needs or abilities. About the Author Carol Lyons is Professor Emeritus at The Ohio State University, where she teaches graduate courses in reading, learning and cognition, and professional development courses for university and district-level trainers in Reading Recovery and the Literacy Collaborative. For the past twenty years, she has conducted research and published numerous articles and book chapters on teacher thinking/learning and practice, reading, and learning/reading disability. Lyons is coauthor (with Gay Su Pinnell and Diane DeFord) of Partners in Learning: Teachers and Children in Reading Recovery and coeditor (with Diane DeFord and Gay Su Pinnell) of Bridges to Literacy: Learning from Reading Recovery, which is published by Heinemann.

Teaching Struggling Readers: Articles from the Reading Teacher

Teaching Struggling Readers: Articles from the Reading Teacher Author: Allington, Richard L. (Editor) ISBN: 0-87207-183-9 LCCN: 97036583 Dewey: 372.43 21 Number:

Category: English language: reading skills
User Rating: 5.0 Stars
Pages: 320

Paperback International Reading Association

Book Description This compilation addresses instructional issues for teachers of children with reading/learning disabilities. The book is designed to help the reader redefine professional beliefs regarding what can be accomplished and to provide useful, specific examples of programs and practices that foster reading development in all children, both inside and outside the classroom. From the Author I have two goals in mind for this collection. The first is to stimulate thought and conversation about the complexity of helping all children become eager, enthusiastic, and engaged readers. The second is to provide a small but useful compendium of best practice information in literacy instruction for children who have found learning to read and write difficult. If those who read through this collection are challenged, energized, optimistic, and more skillful instructionally, then the collection will have achieved my goals.

Teaching Reading Sourcebook: Sourcebook for Kindergarten Through Eight Grade (Core Literacy Training Series)

Teaching Reading Sourcebook: Sourcebook for Kindergarten Through Eight Grade (Core Literacy Training Series) Author: Honig, Bill Diamond, Linda Gutlohn, Linda Mahler, Jacalyn Mahler, Jacalyn ISBN: 1-57128-119-3 LCCN: 00266891 Dewey: 372.4 21 Number:

Category: Language Arts & Disciplines
User Rating: 5.0 Stars
Pages: 800

Paperback Academic Therapy Pubns

Includes bibliographical references. "Order no. 81193"--P. [4] of cover.

Teaching Reading in Social Studies, Science and Math

Teaching Reading in Social Studies, Science and Math Author: Robb, Laura Lynch, Judy Ogle, Donna ISBN: 0-439-17669-7 LCCN: Dewey: Number:

Category: Education
User Rating: 5.0 Stars
Pages: 384

Paperback Teaching Resources

Product Description Includes strategy lessons to use before, during and after reading. Explains how to support students one-on-one and how to use discussions to deepen learning, build vocabulary and use literature in the content areas. About the Author Laura Robb is the author of the best-selling Teaching Reading in Middle School, Reading Strategies That Work, 35-Must Have Assessments for Reading and Writing, Easy Mini-Lessons for Teaching Vocabulary, and more. A practicing teacher and staff developer

Teaching Reading and Writing with Word Walls

Teaching Reading and Writing with Word Walls Author: Wagstaff, Janiel ISBN: 0-590-10390-3 LCCN: 00700419 Dewey: Number:

Category: English language: specific skills
User Rating: 4.5 Stars
Pages: 128

Paperback Teaching Strategies

Book Description Integrate word walls into your daily literacy activities! Sample lessons including photos of real classrooms, show you how to add to the walls each week, drawing words from poems, nursery rhymes, morning message and more to keep them fresh.

Teaching Poetry: Yes You Can!

Teaching Poetry: Yes You Can! Author: Sweeney, Jacqueline Fried, Janice ISBN: 0-590-49419-8 LCCN: 94230823 Dewey: 372.64044 20 Number:

Category: Elementary
User Rating: 4.5 Stars
Pages: 120

Paperback Scholastic Inc.

Book Description For every teacher who has ever said, "I really want to teach poetry, but I'm not sure how." Classroom-tested lessons on various poetic forms as well as simile, strong verbs, adjectives, onomatopoeia, and more. Includes sample poems. About the Author Jacqueline Sweeney has been a poet in schools for several years. She has written several books for Scholastic including Prompt a Day, Incredible Quotations, and the best-seller Teaching Poetry: Yes, You Can! Jacqueline lives in upsate New York.

Teaching Phonics And Word Study In The Intermediate Grades: A Complete SourceBook

Teaching Phonics And Word Study In The Intermediate Grades: A Complete SourceBook Author: Blevins, Wiley Lynch, Judy ISBN: 0-439-16352-8 LCCN: Dewey: Number:

Category: Language Arts & Disciplines
User Rating: 5.0 Stars
Pages: 320

Paperback Teaching Resources

Book Description A complete Sourcebook Save Your Struggling Readers! Includes concise background, readymade lessons for teaching phonics, syllabification, and root words, extensive word lists, activities, and more. About the Author Wiley Blevins is an early reading specialist who holds a Master of Education degree from Harvard University. A former elementary school teacher, Wiley has written and edited many phonics and reading materials. He is the author of Quick and Easy Learning Games: Phonics, Phonemic Awareness Activities for Early Reading Success, and Phonics From A to Z, published by Scholastic Teaching Resources.

Teaching Idea Development: A Standards-Based Critical-Thinking Approach to Writing

Teaching Idea Development: A Standards-Based Critical-Thinking Approach to Writing Author: Hatton, Sharon Crawford Ladd, Pam Leneave ISBN: 0-7619-7759-7 LCCN: 2001000624 Dewey: 808/.042/071 21 Number:

Category: Teaching of a specific subject
User Rating: 5.0 Stars
Pages: 144

Paperback Corwin Press

Review "The most marvelously practical and engaging approach to come along in decades. It goes beyond the basics to take up very practical techniques that are terribly useful but not covered in most textbooks. All of us want our students to think critically and creatively  this book shows us how to teach them to do just that. A superb text." (David R. Russell ) "A wealth of practical instruction activities to use in the classroom that can help students at all levels learn to flesh out the bare bones of their ideas. The world of effective writing, meant for authentic audiences and purposes, guides every suggestion made in this book." (Jan Isenhour ) "An excellent writing resource for teachers interested in helping students develop critical thinking skills. Loaded with specific objectives, student models, and classroom lessons, this book provides a catalog of useful strategies. New teachers, especially, should find this extremely useful." (Harry Noden ) Review "An excellent writing resource for teachers interested in helping students develop critical thinking skills. Loaded with specific objectives, student models, and classroom lessons, this book provides a catalog of useful strategies. New teachers, especially, should find this extremely useful."

Teaching Comprehension Strategies All Readers Need: Mini-Lessons That Introduce, Extend, and Deepen Reading Skills and Promote a Lifelong Love of Literature

Teaching Comprehension Strategies All Readers Need: Mini-Lessons That Introduce, Extend, and Deepen Reading Skills and Promote a Lifelong Love of Literature Author: Outsen, Nicole Stephanie, Yulga ISBN: 0-439-16514-8 LCCN: Dewey: Number:

Category: Education
User Rating: 5.0 Stars
Pages: 128

Paperback Scholastic Teaching Resources

Product Description For students to understand what they read, they need to be taught strategies good readers use. This book looks at how two gifted teachers do just that. Nicole Outsen and Stephanie Yulga cover key strategiesNsuch as making predictions, creating mind pict About the Author Nicole Outsen is a fifth-grader teacher at the North Hampton School in North Hampton, NH. Stephanie Yulga is a second-grade teacher at Prospect Sierra School in El Cerrito, CA. They both write and speak widely on topics such as staff development, teacher research, and reading instruction. Unlike most books on teaching reading comprehension, theirs explores each strategy in depth. They devote a full chapter to each strategy, enabling readers at all stages of development to be successful.

Teaching Comprehension and Exploring Multiple Literacies: Strategies from the Reading Teacher

Teaching Comprehension and Exploring Multiple Literacies: Strategies from the Reading Teacher Author: Rasinski, Timothy V. (Editor) Padak, Nancy D. (Editor) Church, Brenda Weible (Editor) Fawcett, Gay (Editor) Hendershop, Judith (Editor) Henry, Justina M. (Editor) ISBN: 0-87207-281-9 LCCN: 00058101 Dewey: 372.41/6 21 Number:

Category: English language: reading skills
User Rating: 5.0 Stars
Pages: 128

Paperback Intl Reading Assn

Book Description Whatever grade level, content, or texts you teach, your ultimate goal is to develop your students' understanding of what they read. The 29 articles in this anthology offer you a wealth of ideas to help your students comprehend different types of texts and literacies, from technology literacy to visual, theatre, and music literacy. You'll find instructional strategies and activities on a wide range of topics, including narrative and expository texts, the K-W-L strategy, anticipation guides, graphic organizers, wordless picture books, shared books, the Internet as a teaching resource, and integrating music, reading, and writing at the primary level. From the Back Cover Make no mistake, comprehension is what reading is all about! Reading is comprehension. No matter what grade level you teach, no matter what content you teach, no matter what texts you teach with, students' comprehension and understanding are what you want to achieve. However, comprehension is a complex process. Each individual comprehends differently because each comes to the reading task with different experiences and abilities. Teaching Comprehension and Exploring Multiple Literacies: Strategies from The Reading Teacher will add to your cache of comprehension instruction strategies by presenting the "best of the best" classroom-tested ideas, approaches, and practical applications for helping students learn about words. The articles have been drawn from the Teaching Reading department of The Reading Teacher from 1993-1999; this section of the journal is devoted to practical reading instruction strategies for classrooms, reading clinics, and homes. The articles have been compiled by Timothy Rasinski and Nancy Padak, editors of The Reading Teacher from 1993-1999, and their team of associate editors. The ideas and strategies offered in Teaching Comprehension and Exploring Multiple Literacies provide building blocks for developing comprehension activities that are engaging and effective for all students. This book will challenge classroom teachers to put together the instructional ideas you find most appropriate into a comprehension routine that will work for you and your students and meet the objectives of your curriculum. This book is part of the Teaching Reading Collection, a four-book set that also includes: Teaching Word Recognition, Spelling, and Vocabulary: Strategies From The Reading Teacher (ISBN: 0-87207-279-7) Developing Reading-Writing Connections: Strategies From The Reading Teacher (ISBN: 0-87207-280-0) Motivating Recreational Reading and Promoting Home-School Connections: Strategies From The Reading Teacher (0-87207-282-7)

Teaching and Learning Multiliteracies: Changing Times, Changing Literacies

Teaching and Learning Multiliteracies: Changing Times, Changing Literacies Author: Anstey, Michele Bull, Geoff Bull, Geoff ISBN: 0-87207-586-9 LCCN: Dewey: Number:

Category: English language
User Rating: 4.5 Stars
Pages: 160

Paperback International Reading Association

Book Description This timely resource explains the concept of multiliteracies and provides you with the knowledge, resources, attitudes, and strategies your elementary and middle school students need to succeed in a changing world. Authors Michèle Anstey and Geoff Bull present a range of new and established ideas about literacy, emphasizing successful practices. Chapters cover how teachers can Rely less on print texts Respond to new trends in children's literature Balance guided reading, outcomes-based curricula, and schoolwide approaches to planning New concepts are accompanied by reflection strategies to help you think about your understandings of literacy, multiliteracies, and texts. Plus, all chapters include "Theory Into Practice: Classroom Application" sections that demonstrate how you can incorporate multiliteracies every day in your teaching. Copublished with the Australian Literacy Educators' Association

Teaching and Learning in a Diverse World: Multicultural Education for Young Children

Teaching and Learning in a Diverse World: Multicultural Education for Young Children Author: Ramsey, Patricia ISBN: 0-8077-2828-4 LCCN: 86014560 Dewey: 370.19/6 19 Number:

Category: Cultural studies
User Rating: 4.0 Stars
Pages: 224

Paperback Teachers College Pr

From the Publisher Now in its Third Edition, this classic text continues to define what multicultural education means in all kinds of settings. As in previous editions, Patty Ramsey guides teachers in helping our children make sense of their complex world by becoming curious, critical, and compassionate learners. Synopsis Now in its Third Edition, this classic text continues to define what multicultural education means in all kinds of settings. As in previous editions, Patty Ramsey guides teachers in helping our children make sense of their complex world by becoming curious, critical, and compassionate learners.

Teachin' Cheap: Using Bags, Sacks, Paper, & Boxes in the Classroom

Teachin' Cheap: Using Bags, Sacks, Paper, & Boxes in the Classroom Author: Holliman, Linda Bruno, Jane Rae, Terri Sopp ISBN: 1-57471-276-4 LCCN: 98125049 Dewey: Number:

Category: Education
User Rating: 4.5 Stars
Pages: 112

Paperback Creative Teaching Press

"Grades K-3"--Cover. "CTP 2335"--Cover.

The Teachers' Guide to the Four Blocks: A Multimethod, Multilevel Framework for Grades 1-3

The Teachers' Guide to the Four Blocks: A Multimethod, Multilevel Framework for Grades 1-3 Author: Cunningham, Patrica M. Hall, Dorothy P. Sigmon, Cheryl M. Sigmon, Cheryl M. Sigmon, Cheryl ISBN: 0-88724-494-7 LCCN: Dewey: Number:

Category: Education
User Rating: 5.0 Stars
Pages: 208

Paperback Carson-Dellosa Publishing Company

Book Description This exciting resource explains how teachers can help all children become better readers and writers. It provides a summary of each of the Four Blocks, steps for implementation in the classroom, and a variety of student activities.

Teachers in Action: The K-5 Chapters from Reading and Writing in Elementary Schools

Teachers in Action: The K-5 Chapters from Reading and Writing in Elementary Schools Author: Cunningham, Patricia M. Moore, Sharon Arthur Cunningham, James W. Moore, David W. ISBN: 0-8013-3424-1 LCCN: 99022406 Dewey: 372.6/044 21 Number:

Category: Educational systems
User Rating: 5.0 Stars
Pages: 231

Paperback Allyn & Bacon

Elizabeth Marshall - Children's Literature Rather than rely on the more familiar "how-to" format of many educational texts, the authors of this reference book convey their information through imaginary narratives. The authors invent an imaginary class of children and six fictional teachers who work together at Merritt Elementary. Instructional practices are woven into the journal entries of each teacher. While the activities offered within the book are helpful, the journal entry format is contrived and ultimately distracts the reader from the material the authors offer. These chapters also appear in Reading and Writing in Elementary Classrooms by the same authors. 2000, Longman,

Systems for Change in Literacy Education: A Guide to Professional Development

Systems for Change in Literacy Education: A Guide to Professional Development Author: Lyons, Carol A. Pinnell, Gay Su ISBN: 0-325-00282-7 LCCN: 00053616 Dewey: 372.6 21 Number:

Category: Literary theory
User Rating:
Pages: 272

Paperback Heinemann

Product Description Twice before, Carol Lyons and Gay Su Pinnell teamed up as coauthors and helped tens of thousands of literacy educators transform classroom practice. Now, with their latest collaboration, Lyons and Pinnell turn their eye to K-6 literacy teachers' professional development, offering the theories, designs, guidelines, examples, and materials needed to bring about schoolwide, long-lasting change. Lyons and Pinnell asked themselves: "What if we could create more and better ways for teachers to learn from their own teaching? What if we could provide high-quality, ongoing professional development and coaching for literacy teachers that result in improving their students' achievement?" Well, they could . . . and they did. Systems for Change offers specific - and, quite often, unique - suggestions for planning and implementing a literacy professional development course. Everything is covered, including how to get started the right way, what materials are needed and where to find them, what are the best activities for effective, hands-on practice, and how to develop K-6 inservice courses throughout the year. Particular emphasis is placed on how to help teachers of the reading and writing processes improve via coaching. Most books about teacher-education processes are generic in their descriptions. This one is different. It is uniquely designed to enable staff developers and teacher educators to help teachers become effective in their teaching of the reading and writing processes. A framework for conceptualizing professional development programs is presented, along with guidelines, descriptions, and examples for using this framework to create a comprehensive K-6 professional development literacy program. About the Author Carol Lyons is Professor Emeritus at The Ohio State University, where she teaches graduate courses in reading, learning and cognition, and professional development courses for university and district-level trainers in Reading Recovery and the Literacy Collaborative. For the past twenty years, she has conducted research and published numerous articles and book chapters on teacher thinking/learning and practice, reading, and learning/reading disability. Lyons is coauthor (with Gay Su Pinnell and Diane DeFord) of Partners in Learning: Teachers and Children in Reading Recovery and coeditor (with Diane DeFord and Gay Su Pinnell) of Bridges to Literacy: Learning from Reading Recovery, which is published by Heinemann. Gay Su Pinnell is a professor in the School of Teaching and Learning at The Ohio State University. She has extensive experience in classroom teaching and field-based research, and in developing comprehensive approaches to literacy education. She has received the International Reading Association's Albert J. Harris Award for research and the Charles A. Dana Foundation Award for her contributions to the field of education. She is also a member of the Reading Hall of Fame. Together with Irene Fountas she has authored numerous books, videos, and websites with Heinemann that are considered standards in the field of literacy instruction and staff development. Their latest innovation is The Fountas and Pinnell Benchmark Assessment System, a comprehensive assessment system for grades K - 8. Visit fountasandpinnellbenchmarkassessment.com for details. Fountas and Pinnell have influenced the classroom practices of teachers nationwide through bestselling titles such as: The Continuum o

Supporting Struggling Readers and Writers: Strategies for Classroom Intervention, 3-6

Supporting Struggling Readers and Writers: Strategies for Classroom Intervention, 3-6 Author: Strickland, Dorothy S. Ganske, Kathy Monroe, Joanne K. Monroe, Joanne Monroe, Joanne K. ISBN: 1-57110-055-5 LCCN: 2001049274 Dewey: 372.6/044 21 Number:

Category: Primary / junior schools
User Rating: 5.0 Stars
Pages: 250

Paperback Stenhouse Publishers

Book Description For most students, the intermediate years provide the last opportunity to prevent continued failure in reading and writing. These years are a critical bridge to the middle grades where the tendency is to be less personalized and focused on individual needs. Supporting Struggling Readers and Writers provides teachers, administrators, and staff developers with the best research-based practice on the literacy learning and teaching of low-achieving intermediate students. Drawing on a combined 40 years of classroom teaching experience, the authors explore the factors that contribute to success and failure in literacy and provide systematic and ongoing approaches for helping students who are most at risk. You will find: effective teaching practices for all of the key aspects of literacy instruction that can be realistically implemented in the context of the classroom teacher's many demands recommendations for motivating low-achieving students suggestions for working with English Language Learners strategies for small-group instruction, word study, reading comprehension, and writing clear descriptions and numerous vignettes that illustrate teaching practices in action an emphasis on differentiated instruction and ideas for integrating interventions for struggling students with regular classroom instruction ways to help students perform better on standardized tests. The extensive Strategy Bank provides over 20 step-by-step practices, each with three sections: What It Does, How to Do It, and What to Look For. The Resources section provides extensive lists of children's books and sources of books, organized by purpose. Supporting Struggling Readers and Writers will help you improve the reading and writing development of the most perplexing and needy children in your classroom. Copublished with Stenhouse Publishers --This text refers to an out of print or unavailable edition of this title.

Struggling Adolescent Readers: A Collection of Teaching Strategies

Struggling Adolescent Readers: A Collection of Teaching Strategies Author: Moore, David W. (Editor) Alvermann, Donna E. (Editor) Hinchman, Kathleen A. (Editor) Alvermann, Donna E. Hinchman, Kathleen A. ISBN: 0-87207-272-X LCCN: 00028138 Dewey: 428.4/071/2 21 Number:

Category: English language: reading skills
User Rating: 4.5 Stars
Pages: 320

Paperback International Reading Association

Book Description This compilation, comprised almost entirely of articles from the Journal of Adolescent & Adult Literacy, suggests ways to generate academic engagement and success, and ways to break cycles of failure with struggling adolescent readers. The articles acknowledge students' beliefs and situations that interfere with learning while presenting ways to inspire teens to be resilient and take charge of their learning. Learn to provide needed support as your adolescent students use print to explore the world. From the Back Cover Adolescents enter school from many different backgrounds, bringing unique experiences and often speaking languages other than English. Because the academic progress of students this age differs substantially, teachers must find ways to reach adolescent students who continue to struggle with basic reading processes. Recognizing that productively engaging low-achieving adolescents in print-rich classrooms is complicated, editors David Moore, Donna Alvermann, and Kathleen Hinchman have compiled Struggling Adolescent Readers: A Collection of Teaching Strategies. This collection of 40 articles, drawn primarily from the Journal of Adolescent & Adult Literacy, presents a valuable selection of strategies focused specifically on teaching struggling readers in middle school and high school classrooms. The book includes six sections: Working With Struggling Adolescent Readers, Acknowledging Cultural Ties, Supporting Classroom Reading, Supporting Classroom Writing and Inquiry, Varying Texts to Meet Students' Interests and Needs, and Connecting In-School and Out-of-School Reading. The articles present ways to generate academic engagement, to foster a spirit of inquiry and an atmosphere of support, and to create environments where students can explore multiple perspectives and interpretations of texts. Struggling Adolescent Readers is an essential resource for middle school and high school teachers who want to provide classroom activities that promote their students' success and break the cycles of failure that adolescent students often experience. Learn how you can better support adolescent students' needs as they use print to explore the world inside the classroom and in their own lives.

Striking a Balance: Positive Practices for Early Literacy

Striking a Balance: Positive Practices for Early Literacy Author: Cecil, Nancy Lee ISBN: 1-890871-21-4 LCCN: 98050862 Dewey: 372.4/0973 21 Number:

Category: Language Experience Approach
User Rating: 4.5 Stars
Pages: 320

Paperback Holcomb Hathaway Publishing

Book Description Striking a Balance: Positive Practices for Early Literacy is written to help prepare pre-service and practicing teachers to meet the challenge of today's diverse student population and create a comprehensive program that places direct skills instruction within the context of rich and varied reading and writing experiences. Readable, thorough, and contemporary, this concise text addresses the core topics and issues of literacy acquisition clearly and succinctly. Grounded in theory and research, Striking a Balance also shows readers how theory informs practice through its corresponding focus on classroom application.

Strategic Teaching and Learning Standards-Based Instruction to Promote Content Literacy in Grades Four through Twelve

Strategic Teaching and Learning Standards-Based Instruction to Promote Content Literacy in Grades Four through Twelve Author: No Author ISBN: 0-8011-1472-1 LCCN: Dewey: Number:

Category:
User Rating: 4.0 Stars
Pages: 180

Paperback California Department of Education

Product Description Standards-Based Instruction to Promote Content Literacy in Grades Four through Twelve

Strategic Spelling: Moving Beyond Word Memorization in the Middle Grades

Strategic Spelling: Moving Beyond Word Memorization in the Middle Grades Author: Wheatley, Jonathan P. ISBN: 0-87207-559-1 LCCN: 2005001672 Dewey: 372.63/2 22 Number:

Category: English language: spelling
User Rating: 4.5 Stars
Pages: 152

Paperback International Reading Association

Product Description No word-list memorization here! Instead, you'll discover classroom-tested, research-based strategies for teaching spelling in a way that reflects how middle school students actually learn-by using spelling strategies and recognizing language patterns. You can use this wealth of strategies, activities, and ideas to teach your students to notice and exploit language patterns; think about why words are spelled in particular ways; develop concrete spelling strategies that can be used across the curriculum; and learn spelling concepts in fun, interactive, and engaging ways.

Straight Talk About Reading : How Parents Can Make a Difference During the Early Years

Straight Talk About Reading : How Parents Can Make a Difference During the Early Years Author: Moats, Louisa C. Hall, Susan L. Moats, Louisa C. ISBN: 0-8092-2857-2 LCCN: 98036002 Dewey: 372.41 21 Number:

Category: Writing skills
User Rating: 5.0 Stars
Pages: 384

Paperback McGraw-Hill

From Library Journal Hall, a concerned parent, and Moats, a Harvard-educated teacher, have written a well-intentioned resource for parents concerned about children who have difficulty reading. While they address the need to read aloud to children as infants, their book focuses primarily on the needs of preschool and elementary school children. The authors recommend early exposure to reading in order to aid children in their cognitive development and familiarize them with a wide range of vocabulary, the structure of printed words, and story development. A discussion of the phonics vs. whole-language approaches is provided. This work complements Lucy Caulkins's Raising Lifelong Learners: A Parent's Guide (LJ 10/1/97) and Bernice Cullinan's Read to Me: Raising Kids Who Love to Read (Scholastic, 1992), among others. Recommended for public library parent/teacher collections and academic libraries with an emphasis on elementary education.?Lisa Powell Williams, Moline Southeast Lib., IL Copyright 1998 Reed Business Information, Inc. Product Description Today's parents are increasingly concerned about the reading and spelling skills taught in schools and are taking charge of their children's education. Full of ideas and suggestions­­--from innovative preschool exercises to techniques that older children can use to increase reading speed and comprehension--­­Straight Talk About Reading will instantly help any parent lay a solid foundation for their child's formative educational years.

Stories, Songs & Poetry to Teach Reading & Writing

Stories, Songs & Poetry to Teach Reading & Writing Author: McCracken, Robert A. McCracken, Marlene J. Colquhoun, Diana ISBN: 0-920541-35-6 LCCN: Dewey: Number:

Category: English language: specific skills
User Rating: 5.0 Stars
Pages: 160

Paperback Peguis Publishers, Limited

Spelling Through Phonics

Spelling Through Phonics Author: McCracken, Robert McCracken, Robert A. ISBN: 0-920541-00-3 LCCN: Dewey: Number:

Category: English language: spelling
User Rating: 4.5 Stars
Pages: 112

Paperback Peguis Publishers, Limited

The Spelling Book: Teaching Children How to Spell, Not What to Spell

The Spelling Book: Teaching Children How to Spell, Not What to Spell Author: Rosencrans, Gladys ISBN: 0-87207-192-8 LCCN: 98027308 Dewey: 372.63/2 21 Number:

Category: English language: spelling
User Rating: 3.0 Stars
Pages: 224

Paperback International Reading Association

Book Description This spelling manual for teachers in the intermediate grades outlines a methodology-developed and implemented by the author-that combines whole language and phonetic strategies to teach children to spell as part of the entire language arts program. The lessons and activities presented are easy for teachers to adapt to fit into an existing program. Students will become more independent as they are introduced to strategies that suit their own learning style. ©1998 | 224 pp | ISBN: 0-87207-192-8 | 192-553 | Elementary/Middle From the Publisher This book makes a significant contribution not only to teachers, but to students, especially those who experience difficulty in learning how to spell.

Speech to Print: Language Essentials for Teachers

Speech to Print: Language Essentials for Teachers Author: Moats, Louisa Cook ISBN: 1-55766-387-4 LCCN: 99086019 Dewey: 372.6 21 Number:

Category: English language
User Rating: 4.0 Stars
Pages: 288

Paperback Brookes Publishing Company

Product Description Why study language? Because learning the basics of language helps you understand your students' needs and to teach reading, spelling, and writing explicitly and systematically. In this thorough and well-written book, you'll understand the organization of written and spoken English discover the connection between language structure and how individuals learn to read find helpful chapter exercises and self-tests to ensure you master the language skills presented get examples of students' writing to help you interpret children's mistakes encounter sample lesson plans and adaptations that apply the concepts of language you are learning All of this will enable you to recognize, understand, and solve the problems individuals with or without disabilities may encounter when learning to read and write. About the Author Louisa Cook Moats, Ed.D. is Project Director at the District of Columbia Public Schools site of the National Institute of Child Health and Human Development Early Interventions Project, National Institutes of Health.

Sounds in Action: Phonological Awareness Activities & Assessment

Sounds in Action: Phonological Awareness Activities & Assessment Author: Zgonc, Yvette ISBN: 1-884548-32-6 LCCN: 00130396 Dewey: 372.46/5 21 Number:

Category: Language Experience Approach
User Rating: 4.5 Stars
Pages: 160

Paperback Staff Development for Educator

Book Description At least 20% of today's children begin school lacking the phonological awareness skills they need to become successful readers. This book provides you with all the tools you need to determine who these children are, pinpoint their deficiencies, and address their various needs. Card catalog description An assessement that measures K-2 students' phonological awareness skills, specific activities for each skill, activities to make the connection between phonological awareness and phonics, a discussion of key research findings, and further readings.

Sounds & Letters for Readers & Spellers: Phoneme Awareness Drills for Teachers & Speech-Language Pathologists

Sounds & Letters for Readers & Spellers: Phoneme Awareness Drills for Teachers & Speech-Language Pathologists Author: Greene, Jane Fell ISBN: 1-57035-126-0 LCCN: Dewey: Number:

Category: Schools
User Rating: 5.0 Stars
Pages: 134

Spiral-bound Sopris West

A Sound Way

A Sound Way Author: Love Reilly ISBN: 0-582-80414-0 LCCN: Dewey: Number:

Category: Business & Management
User Rating:
Pages: 223

Paperback Prentice-Hall

Solving Your Child's Reading Problem

Solving Your Child's Reading Problem Author: Linksman, Ricki ISBN: 0-8065-1618-6 LCCN: 94044300 Dewey: 649/.58 20 Number:

Category: Child care & upbringing
User Rating: 5.0 Stars
Pages: 344

Paperback Carol Publishing Corporation

From Booklist Anyone seeking a low-jargon approach to reading instruction will find it here. Written by the director of the National Reading Diagnostics Institute, this book offers solutions to parents or child-care workers who wish to supplement a preschool through high-school reading program in order to bring a child up to or beyond his or her grade level. It is clearly intended to support rather than supplant the classroom teacher. Linksman has successfully tested these techniques at all grade and achievement levels and shows parents how to remedy both recent and recurring problems by boosting a child's self-esteem before building his reading skills. Interested adults can learn how to diagnose a child's learning style as predominantly visual, auditory, tactile, or kinesthetic and will find games and exercises suited to each style. Additional diagnostic procedures and exercises are simple, challenging, and easily accomplished in short, daily sessions at home. The techniques here may be practical and traditional, but the book's real value is its offer of hope that the worst reading problem is solvable with time, effort, support, and a positive attitude. Patricia Hassler

Snapshots: Literacy Minilessons Up Close

Snapshots: Literacy Minilessons Up Close Author: Hoyt, Linda Bird, Lois Bridges ISBN: 0-325-00272-X LCCN: 00059776 Dewey: 372.4 21 Number:

Category: English language: reading skills
User Rating: 4.5 Stars
Pages: 264

Paperback Heinemann

Product Description Visualizing during reading. Choosing just-right books. Using a table of contents. Peer editing. What do these strategies have in common? Theyre all tools of skilled readers and writers. And theres no better way to teach them than through minilessons. Minilessons provide strategic, focused instruction that children can put to immediate use. They capture interest without risking boredom. Linda Hoyt, author of the popular Revisit, Reflect, Retell, returns with the definitive guide to conducting minilessons across the literacy spectrum. Linda covers oral reading, guided reading, independent reading, and writing, providing more than 170 of her best minilessons for understanding individual words and whole texts, fiction and nonfiction. For each "Snapshot," Linda guides you through a process for gradually handing over responsibility to your students: Demonstration: Its important to communicate the goal of the lesson to your students. Then, using one of the books many reproducibles or your own text, model what you want them to do, explaining how you arrive at decisions. Make your thinking as transparent as possible so students will understand how to apply the strategy. Guided and Independent Practice: Give students the chance to try the strategy, perhaps in pairs, small groups, or teamswith you as coach. From there, allow them to apply the strategy in their personal work as you assess them for what theyre doing well and where they need support. Reflection: Students must think about the strategy, to promote its long-term use. What did we learn? How did the strategy work for us? How else might we use it? Linda includes "Key Questions" within each Snapshot to get you and your students started. Snapshots is essential for making the most of even the shortest moments of your day. It will help you broaden your students vision so they can see the many functions of literacy and apply them in real and meaningful ways. About the Author Linda Hoyt has many years of experience teaching in elementary classrooms. She has also worked as a reading specialist, a staff developer, a curriculum specialist, and is currently a full-time consultant. Her special love is creating environments where children engage as active participants in the learning process.

Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers

Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers Author: Tyner, Beverly ISBN: 0-87207-007-7 LCCN: 2003016451 Dewey: 372.41/62 22 Number:

Category: English language: reading skills
User Rating: 5.0 Stars
Pages: 272

Paperback International Reading Association

Product Description As many schools are adapting to an ever-increasing broad range of learners, it becomes more important than ever to develop instruction to respond to these academically diverse students. Without differentiated reading instruction, some children will fall further behind while others will be left unchallenged. In Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers, author Beverly Tyner presents the Small-Group Differentiated Reading Model, an explicit classroom-tested and research-based model that provides effective reading instruction by combining guided reading and word study in small groups, allowing you to address the needs of beginning and struggling readers in a regular classroom setting. The following aspects support the success of the Small-Group Differentiated Reading Model: -Every group of students is given quality reading instruction and tasks that are worthwhile, valuable, and matched to students' instructional level. -Assessment is ongoing and directly linked to instruction. -Components of the model work interactively, building on and supporting one another. The chapters present easy-to-implement lesson plans and activities to support the five stages of reading-emergent, beginning, fledgling, transitional, and independent-and the appendixes offer instructions on using the Early Reading Screening Instrument, word study materials, and word scramble and writing activities. Although intended primarily for primary-grade teachers, Small-Group Reading Instruction also will interest teachers of struggling readers in grades K–5 and those in charge of reading intervention programs. The book will provide you with teaching strategies and materials to determine and address your students' literacy education needs.

Skydyes: A Visual Guide to Fabric Painting

Skydyes: A Visual Guide to Fabric Painting Author: Lawler, Mickey Nelson, Annie Koolish, Lynn Koolish, Lynn ISBN: 1-57120-072-X LCCN: 98058154 Dewey: 746.6 21 Number:

Category: Needlework & fabric crafts
User Rating: 5.0 Stars
Pages: 112

Paperback C&T Publishing

Amazon.com Renowned textile artist Mickey Lawler's exquisite hand-painted fabrics are eagerly sought by quilters. Here she shares her amazing way with color and design, instructing readers of any skill level how to paint cottons to achieve remarkable scenic effects suggesting sunrises, sunsets, night skies, storms, seas, landscapes, and gardens. Most of all she exhorts us to have fun, to relax and develop a playful attitude toward our work, to enjoy the serendipitous results these techniques produce. Strewn throughout these vivid pages are gorgeous quilts by various artists utilizing Lawlor's hand-painted fabrics. Also included is one brief project for turning your own painted fabrics into a simple quilt. --Amy Handy From Library Journal Like many of C&T's offerings, Skydyes takes an easygoing tutorial approach to teach quilters new aspects of their craft. Known for her beautiful hand-painted cotton fabrics, Lawler here teaches the art of fabric painting to those who would rather paint their own than buy custom-painted fabric. Once supplies and equipment, fabric preparation, and painting techniques have been covered, the reader is led step-by-step through a series of landscape painting exercises illustrating each technique. All of the exercises are then pieced into an abstract landscape quilt that will serve as a permanent reference for the aspiring fabric painter. An excellent resource list and inspiring full-color photos of unique landscape quilts add to the value of this title. An excellent choice for any library collecting in this area. Copyright 2000 Reed Business Information, Inc.

SIPPS: Challenge level teacher's guide : systematic instruction in phoneme awareness, phonics, and sight words : a polysyllabic decoding unit

SIPPS: Challenge level teacher's guide : systematic instruction in phoneme awareness, phonics, and sight words : a polysyllabic decoding unit Author: Shefelbine, John L Newman, Katherine K. ISBN: 1-57621-352-8 LCCN: Dewey: Number:

Category: Phonetic method
User Rating: 5.0 Stars
Pages: 315

Unknown Binding Developmental Studies Center

Includes materials for Beginning level, Extension level, Challenge level and 1 Decoding manual. Includes bibliographical references.

SIPPS : systematic instruction in phoneme awareness, phonics, and sight words

SIPPS : systematic instruction in phoneme awareness, phonics, and sight words Author: Shefelbine, John L. Newman, Katherine K. ISBN: 1-57621-351-X LCCN: 2001268078 Dewey: Number:

Category: Word recognition -- Study and teaching (Primary)
User Rating: 5.0 Stars
Pages: 0

Hardcover Developmental Studies Center

Includes materials for Beginning level, Extension level, Challenge level and 1 Decoding manual. Includes bibliographical references.

Sing a Song of Poetry

Sing a Song of Poetry Author: Pinnell, Gay Su Fountas, Irene C. ISBN: 0-325-00656-3 LCCN: 2003021325 Dewey: 372.46/5 22 Number:

Category: Teaching - Reading & Language
User Rating: 5.0 Stars
Pages: 282

Paperback Heinemann

From the Publisher A Teaching Resource for Phonemic Awareness, Phonics, and Fluency Synopsis A Teaching Resource for Phonemic Awareness, Phonics, and Fluency

Shaping Literate Minds: Developing Self-Regulated Learners

Shaping Literate Minds: Developing Self-Regulated Learners Author: Dorn, Linda J. Soffos, Carla Soffos, Carla ISBN: 1-57110-338-4 LCCN: 2001042026 Dewey: 372.6/0973 21 Number:

Category: Study & learning skills
User Rating: 5.0 Stars
Pages: 142

Paperback Stenhouse Publishers

From the Publisher This is a book about problem solving--an internal tool that shapes the cognitive development of young readers and writers. At the same time, it is a book about the role of the teacher and the curriculum in structuring problem-solving opportunities. It is a book that advocates for schools to create intellectual environments that make literate thinking a top priority for children. Finally, it is a book that presents teaching and learning as collaborative processes between many people with a common goal--literacy for children. from the Introduction How can teachers create a literacy curriculum that builds processing links between reading, writing, and spelling knowledge? In Shaping Literate Minds, 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 howteachers 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. Synopsis This is a book about problem solving--an internal tool that shapes the cognitive development of young readers and writers. At the same time, it is a book about the role of the teacher and the curriculum in structuring problem-solving opportunities. It is a book that advocates for schools to create intellectual environments that make literate thinking a top priority for children. Finally, it is a book that presents teaching and learning as collaborative processes between many people with a common goal--literacy for children. from the Introduction How can teachers create a literacy curriculum that builds processing links between reading, writing, and spelling knowledge? In Shaping Literate Minds, 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 howteachers 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, asses

Seeing With New Eyes A Guidebook on teaching and Assessing Beginning Writers Using 6-Trait Writing

Seeing With New Eyes A Guidebook on teaching and Assessing Beginning Writers Using 6-Trait Writing Author: Northwest Regional Education Laboratory Staff ISBN: LCCN: Dewey: Number:

Category:
User Rating:
Pages: 0

Paperback Northwest Regional Education Laboratory

Scholastics PHONICS Readers ABC-PARTY, Boxed Set 61-72 [[Paperback & 2 Cassettes] 1997]

Scholastics PHONICS Readers ABC-PARTY, Boxed Set 61-72 [[Paperback & 2 Cassettes] 1997] Author: Scholastic (Editor) ISBN: 0-590-11638-X LCCN: Dewey: Number:

Category:
User Rating: 4.5 Stars
Pages: 0

Paperback Scholastic

Scholastic Spelling Teacher's Resource Book

Scholastic Spelling Teacher's Resource Book Author: No Author ISBN: 0-590-34896-5 LCCN: Dewey: Number:

Category:
User Rating: 4.5 Stars
Pages: 256

Paperback Scholastic Inc.

Scholastic Spelling Level 4

Scholastic Spelling Level 4 Author: No Author ISBN: 0-590-34897-3 LCCN: Dewey: Number:

Category:
User Rating: 4.5 Stars
Pages: 0

Paperback

Scholastic Spelling Level 1 [TEACHER'S EDITION]

Scholastic Spelling Level 1 [TEACHER'S EDITION] Author: No Author ISBN: 0-590-34894-9 LCCN: Dewey: Number:

Category:
User Rating: 4.5 Stars
Pages: 0

Paperback Scholastic, Inc.

Product Description This is the Teacher's Resource book which includes reproducible Practice and Homework blackline masters to support children who are using Scholastic Spelling. In addition, a collection of blackline masters to help assess, manage, and communicate each child's progress is provided.

Scholastic phonics readers, books 37-72: Teacher's guide

Scholastic phonics readers, books 37-72: Teacher's guide Author: Shefelbine, John L ISBN: 0-590-13398-5 LCCN: Dewey: Number:

Category: Phonetic method
User Rating: 4.5 Stars
Pages: 96

Unknown Binding Scholastic

Scholastic Guide to Balanced Reading

Scholastic Guide to Balanced Reading Author: Baltas, Joyce (Editor) Shafer, Susan (Editor) ISBN: 0-590-96053-9 LCCN: Dewey: Number:

Category: Language Experience Approach
User Rating: 5.0 Stars
Pages: 120

Paperback Scholastic

Book Description Making It Work for You! An accessible blend of theory and practice, this book covers management, assessment, integrating the language arts, using literature, the role of skills and strategies, using technology, the role of mentors, supporting all learners, and connecting families and school. Each chapter contains: Spotlight on Theory: a theoretical article by an academic expert; ? Spotlight on Practice: a classroom-based article by a practicing teacher; ? Assessing Your Classroom: a tool to see how your classroom fits this approach; ? Try This: easy-to-implement suggestions for trying new approaches.

Scholastic Big Book of Word Walls: 100 Fresh & Fun Word Walls, Easy Games, Activities, and Teaching Tips to Help Kids Build Key Reading, Writing, Spelling Skills and More

Scholastic Big Book of Word Walls: 100 Fresh & Fun Word Walls, Easy Games, Activities, and Teaching Tips to Help Kids Build Key Reading, Writing, Spelling Skills and More Author: Spann, Mary Beth ISBN: 0-439-16519-9 LCCN: Dewey: Number:

Category: Language Experience Approach
User Rating: 4.0 Stars
Pages: 112

Paperback Scholastic Teaching Resources

Product Description A giant collection of fresh and effective ideas for using word walls to build literacy across the curriculum. Includes ABC Word Wall, Word Family Word Wall, 100th Day of School Word Wall, Family Tree Word Wall, holiday ideas, activities, games, and more. Plus - solutions for when space is a problem! For use with Grades K-3. About the Author Mary Beth Spann is a former elementary teacher and author of many educational books, including 30 Collaborative Books for Your Class to Make and Share and Collaborative Math Books for Your Class to Make & Share.

RICA Exam Support Materials

RICA Exam Support Materials Author: CSU ISBN: LCCN: Dewey: Number:

Category:
User Rating:
Pages: 0

Support materials for studying for the Reading Instruction Competence Assessment

Rewards: Reading, Excellence, Word Attack and Rate Development Strategies

Rewards: Reading, Excellence, Word Attack and Rate Development Strategies Author: Archer, Anita L. Gleason, Mary M. Vachon, Vicky ISBN: 1-57035-271-2 LCCN: Dewey: Number:

Category: Teaching Methods & Materials - Reading
User Rating: 5.0 Stars
Pages: 376

Paperback Sopris West

Revisiting The Reading Workshop: Management, Mini-Lessons, & Strategies

Revisiting The Reading Workshop: Management, Mini-Lessons, & Strategies Author: Orehovec, Barbara Alley, Marybeth ISBN: 0-439-44404-7 LCCN: 2004271472 Dewey: 372.4 22 Number:

Category: Education
User Rating: 4.5 Stars
Pages: 160

Paperback Scholastic, Inc.

From the Publisher Barbara Orehovec and Marybeth Alley's fresh look at reading workshop shows teachers how to get the most out of this highly effective approach. Teaching reading strategies, building comprehension, exploring genre and literary elements, meeting the needs of every reader. . . the authors give teachers the keys to all this and more in their comprehensive book. You'll find everything you need from scheduling details and strategy mini-lessons to hand-chosen book lists and assessment forms. Synopsis Barbara Orehovec and Marybeth Alley's fresh look at reading workshop shows teachers how to get the most out of this highly effective approach. Teaching reading strategies, building comprehension, exploring genre and literary elements, meeting the needs of every reader. . . the authors give teachers the keys to all this and more in their comprehensive book. You'll find everything you need from scheduling details and strategy mini-lessons to hand-chosen book lists and assessment forms.

Revisit, Reflect, Retell: Strategies for Improving Reading Comprehension

Revisit, Reflect, Retell: Strategies for Improving Reading Comprehension Author: Hoyt, Linda ISBN: 0-325-00071-9 LCCN: 98029644 Dewey: 372.4 21 Number:

Category: English literature: literary criticism
User Rating: 5.0 Stars
Pages: 208

Paperback Heinemann

Product Description How can we be certain that students are making sense of print? What can we do to improve comprehension? Linda Hoyt, a reading specialist and staff developer, is convinced that thoughtful reflection and retelling are the keys. When readers reflect upon and retell what they know about a text, they experience deeper levels of understanding and increased communicative competency. This highly practical collection of more than 130 strategies and 90 reproducibles is the perfect resource for any teacher attempting to evoke high-quality responses to literature. It provides a detailed look at why to respond to text, when to respond to text, and how readers might be invited to respond in authentic ways. All of the strategies are classroom tested, and the blackline masters offer powerful incentives for creative interactions. Each chapter is loaded with assessment tools for teachers, student self-reflection forms, observation guides, and parent activities that are ready for immediate use. You and your students will laugh together in Game Show, explore graphophonic understandings through Alphaboxes and AlphaAntics, engage in inferential reasoning with V.I.P., and stretch your understanding with Interactive Journals. Revisit, Reflect, Retell is firmly grounded in constructivist reading theory, offering support across a range of genres and learning styles. Teachers will find it a valuable resource for creating meaningful and authentic learning experiences. The book will be equally useful as a workshop manual, discussion starter for teacher study groups, and support for staff developers. About the Author Linda Hoyt has many years of experience teaching in elementary classrooms. She has also worked as a reading specialist, a staff developer, a curriculum specialist, and is currently a full-time consultant. Her special love is creating environments where children engage as active participants in the learning process.

Reciprocal Teaching at Work: Strategies for Improving Reading Comprehension

Reciprocal Teaching at Work: Strategies for Improving Reading Comprehension Author: Oczkus, Lori D. ISBN: 0-87207-514-1 LCCN: 2003016148 Dewey: 372.47 22 Number:

Category: English language: reading skills
User Rating: 5.0 Stars
Pages: 224

Paperback International Reading Association

Product Description Reciprocal teaching is a technique based on teacher modeling, student participation, and four strategies that good readers use to comprehend text: predicting, questioning, clarifying, and summarizing. Although reciprocal teaching originally was designed for use with struggling readers, author Lori D. Oczkus offers innovative lessons aimed at improving the reading comprehension of all students. Reciprocal Teaching at Work: Strategies for Improving Reading Comprehension provides a practical classroom resource on reciprocal teaching that readers will find accessible and engaging. Chapter 1 describes each reciprocal teaching strategy in detail and suggests ways that teachers can overcome both difficulties that they may encounter when using this teaching technique and common problems that students have with using the strategies. Chapters 2–4 explain how to use reciprocal teaching in whole-class sessions, guided reading groups, and literature circles, respectively. Each of these chapters offers scaffolded lessons, minilessons, and reproducible forms for classroom teachers to use with students, and reflection questions for staff development. The appendixes provide a list of what teachers should observe when students work with the reciprocal teaching strategies, a student self-assessment for strategy usage, and instructions for conducting informal assessment interviews with students. This book will benefit classroom teachers and reading specialists working primarily with students in grades 2–6, and teacher educators, school administrators, and staff developers seeking successful reading comprehension strategies to share with teachers.

The Reading-Writing Workshop

The Reading-Writing Workshop Author: Jackson, Norma R. Pillow, Paula L. ISBN: 0-590-49167-9 LCCN: Dewey: Number:

Category: Composition & Creative Writing - General
User Rating: 5.0 Stars
Pages: 136

Paperback Scholastic

Book Description Getting Started Weave your reading and writing programs into a successful workshop with this easy-to-read guide. Includes classroom-tested mini-lessons and reproducible charts and record-keepers.

The Reading Workshop: Creating Space for Readers

The Reading Workshop: Creating Space for Readers Author: Serafini, Frank Heard, Georgia ISBN: 0-325-00330-0 LCCN: 2001016965 Dewey: 372.4 21 Number:

Category: English language: reading skills
User Rating: 4.5 Stars
Pages: 160

Paperback Heinemann

Georgia Heard "...[this book] will give teachers the inspiration and guidance they might be searching for to create their own reader's community." Review Every teacher will take to heart Frank's gentle guidance on how to create an environment where children and books intersect in the most natural of ways, and I'm positive that [this book] will give teachers the inspiration and guidance they might be searching for to create their own reader's community.Georgia Heard

Reading To, With, and by Children

Reading To, With, and by Children Author: Mooney, Margaret E. ISBN: 0-913461-18-0 LCCN: 90030678 Dewey: 372.4 20 Number:

Category: Teaching Methods & Materials - Reading
User Rating: 4.0 Stars
Pages: 104

Paperback Richard C. Owen Publishers

Includes bibliographical references.

Reading Strategies That Work

Reading Strategies That Work Author: Robb, Laura ISBN: 0-590-25111-2 LCCN: 97112688 Dewey: Number:

Category: Language Experience Approach
User Rating: 5.0 Stars
Pages: 96

Paperback Scholastic

Book Description Teaching Your Students to Become Better Reader This book helps develop better, more successful readers. Highly practical and complete, it offers more than 30 key strategies and how and when to use them. Also included are mini lessons, reading interviews, vocabulary-building strategies, conferencing, and more. An essential resource for middle grade teachers. Card catalog description Teaching ideas to help students learn reading strategies which are intended to develop their skills in and enjoyment of reading.

Reading Strategies

Reading Strategies Author: Goodman, Yetta M. M. Watson, Dorothy J. Burke, Carolyn L. Watson, Dorothy J. Burke, Carolyn L. ISBN: 1-878450-86-7 LCCN: 95049164 Dewey: 428.4/07 20 Number:

Category: Teaching - Reading & Language
User Rating: 4.5 Stars
Pages: 256

Textbook Paperback Richard C. Owen Pubs., Inc.

Includes bibliographical references (p. 265-268) and index.

Reading Response Logs: Inviting Students to Explore Novels, Short Stories, Plays, Poetry and More

Reading Response Logs: Inviting Students to Explore Novels, Short Stories, Plays, Poetry and More Author: Kooy, Mary Wells, Jan ISBN: 0-435-07208-0 LCCN: 96011277 Dewey: Number:

Category: Literacy
User Rating: 4.0 Stars
Pages: 127

Paperback Heinemann

Book Description This practical resource for middle and secondary school teachers presents a fresh approach to literature that makes the study of any genre more meaningful and exciting.

Reading Research Anthology: The Why? of Reading Instruction

Reading Research Anthology: The Why? of Reading Instruction Author: No Author Nathan, Ruth Diamond, Linda ISBN: 1-57128-121-5 LCCN: 99158588 Dewey: 372.4 21 Number:

Category: Reading Skills
User Rating: 5.0 Stars
Pages: 226

Paperback Academic Therapy Pubns

Includes bibliographical references.

Reading Recovery: A Guidebook for Teachers in Training

Reading Recovery: A Guidebook for Teachers in Training Author: Clay, Marie M. ISBN: 0-435-08764-9 LCCN: 93024028 Dewey: 372.4/3 20 Number:

Category: English language: specific skills
User Rating: 4.5 Stars
Pages: 112

Paperback Heinemann

Product Description Reading Recovery is a guidebook for training teachers to deliver an early intervention program designed to reduce literacy problems in an education system. Children entering the Reading Recovery program are those from ordinary classes who have the most difficulty in reading and writing after one year at school. Since the Reading Recovery program is different for every child, the implementation of a successful program requires thorough teacher training. Using the child's competencies as a starting point, the program advances toward what the child is trying to accomplish. The teaching, therefore, must be individually designed and individually delivered. Using the guidelines in this book, teachers learn how to provide each child with an intensive program of daily instruction which supplements the regular class instruction activities. The goal of Reading Recovery is to help children acquire efficient patterns of learning to enable them to work at the average level of their classmates and to continue to progress satisfactorily in their own school's instructional program. When recognized training accompanies the use of procedures contained in this book, success rates are consistently high and surprising. About the Author Marie Clay, FRSNZ, FNZPsS, FNZEI(Hon),Emeritus Professor, taught in primary schools and then at the University of Auckland where, for the next 30 years she introduced educational psychologists to ways of preventing psychological problems. She did post-graduate study in Developmental Psychology at the University of Minnesota on a Fulbright Scholarship and completed her doctorate at the University of Auckland with a thesis entitled "Emergent Literacy." Her 'Reading (and writing) Recovery' is an early literacy intervention, which is now implemented in five countries, and three languages. Literacy Lessons Designed For Individuals integrates what has been learned from that innovation with new research and theoretical advocacies. Shifts in early literacy learning can be monitored by teachers using her Observation Survey of Early Literacy Achievement in English, Spanish and French. A series of individual lessons can be delivered in those languages to about 150,000 children worldwide

Reading Reasons: Motivational Mini-Lessons for Middle and High School

Reading Reasons: Motivational Mini-Lessons for Middle and High School Author: Gallagher, Kelly ISBN: 1-57110-356-2 LCCN: 2002042775 Dewey: 428.4/071/2 21 Number:

Category: Reading Skills
User Rating: 4.5 Stars
Pages: 180

Paperback Stenhouse Publishers

From the Publisher "In Reading Reasons, 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 forty practical, classroom-tested and reproducible mini-lessons that get to the heart of reading motivation and that can be used immediately in English - as well as 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 five to twenty minutes in length, hit home with adolescents, and in turn, enable them to internalize the importance reading will place in their lives. Rather than telling students reading is good for them, the lessons in this book show them the benefits of reading. Synopsis "In Reading Reasons, 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 forty practical, classroom-tested and reproducible mini-lessons that get to the heart of reading motivation and that can be used immediately in English - as well as 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 five to twenty minutes in length, hit home with adolescents, and in turn, enable them to internalize the importance reading will place in their lives. Rather than telling students reading is good for them, the lessons in this book show them the benefits of reading.

Reading Process and Practice: From Socio-Psycholinguistics to Whole Language

Reading Process and Practice: From Socio-Psycholinguistics to Whole Language Author: Weaver, Constance ISBN: 0-435-08799-1 LCCN: 93019844 Dewey: 428.4 20 Number:

Category: Reading Education (General)
User Rating: 4.0 Stars
Pages: 707

Paperback Heinemann

From the Publisher This book is currently out of stock with a ready about date of September 30, 1999.Since the publication of the first edition in 1988, Reading Process and Practice has helped countless numbers of preservice and practicing teachers better understand the reading process and translate this understanding into classroom practice. Considerably more than half the material in this second edition is new. In the first half of the book, Connie Weaver has updated and revised the discussion of the reading process, while retaining the think it through-for-yourself format. This discussion culminates in a model of reading that combines evidence from laboratory studies of word perception with naturalistic studies of how readers process complete and coherent texts. The chapter on miscue analysis is expanded to include new sections on reading portfolios and on retrospective miscue analysis. A new chapter, "Teaching Reading and Developing Literacy," clarifies some key differences between those who advocate traditional "reading readiness" and "beginning reading" instruction and those who advocate the promotion of "emergent literacy" of experiences typically viewed as whole language in nature. A central chapter, "Phonics and Whole Language: From Politics to Research," emphasizes that phonics and whole language are not alternative routes to the same goals. Whole language teaching has much broader aims, while promoting the development of strategies and skills that readers and writers actually need. The latter part of the book is entirely new. It begins with a chapter further characterizing whole language principles and practices, with discussion of some of the myths surrounding whole language. This is followed by a chapter on growing into whole language teaching of writing, reading, literature, and theme study (with a brief section on teaching for critical literacy). These chapters set the stage for those written entirely or mostly by other experts: a chapter on enhancing reading and the enjoyment of literature through the oral language arts, by Ruth Beall Heinig; a chapter on understanding and working with those having reading problems or other special needs, with sections by Linda Erdmann, Cora Lee Five, Marie Dionisio, and Suki Stone; and a chapter on teaching students for whom English is a second language, by Yvonne and David Freeman. Other substantive sections have been contributed by Kathryn Mitchell Pierce. Reading Process and Practice, Second Edition, will be a major resource for teachers who want to implement a whole language curriculum that bases reading instruction on what is currently known about how children learn and how they learn to read and write naturally. Synopsis This book is currently out of stock with a ready about date of September 30, 1999.Since the publication of the first edition in 1988, Reading Process and Practice has helped countless numbers of preservice and practicing teachers better understand the reading process and translate this understanding into classroom practice. Considerably more than half the material in this second edition is new. In the first half of the book, Connie Weaver has updated and revised the discussion of the reading process, while retaining the think it through-for-yourself format. This discussion culminates in a model of reading that combines evidence from laboratory studies of word perception with naturalistic studies of how readers process complete and coherent texts. The chapter on miscue analysis is expanded to include new sections on reading portfolios and on retrospective miscue analysis. A new chapter, "Teaching Reading and Developing Literacy," clarifies some key differences between those who advocate traditional "reading readiness" and "beginning reading" instruction and those who advocate the promotion of "emergent literacy" of experiences typically viewed as whole language in nature. A central chapter, "Phonics and Whole Language: From Politics to Research," emphasizes that phonics and whole language are not alternative routes to the same goals. Whole langu

Reading Magic: Why Reading Aloud to Our Children Will Change Their Lives Forever

Reading Magic: Why Reading Aloud to Our Children Will Change Their Lives Forever Author: Fox, Mem Horacek, Judy (Illustrator) ISBN: 0-15-601076-3 LCCN: 2001024631 Dewey: 649/.58 21 Number:

Category: Child Development And Rearing
User Rating: 4.5 Stars
Pages: 176

Paperback Harvest Books

From Publishers Weekly Two books for adults pay tribute to children's books and to the artists and writers who create them. In Reading Magic: Why Reading Aloud to Our Children Will Change Their Lives Forever, bestselling picture book author Mem Fox extols the benefits of reading to preschoolers even newborns and gives suggestions for helping children learn to read by themselves. Line drawings by Judy Horacek inject some levity. Copyright 2001 Cahners Business Information, Inc. --This text refers to the Hardcover edition. From School Library Journal An introduction for parents about reading aloud to their children. Fox explains that babies are born learners, discusses the importance of books in the home, and stresses the value of a read-aloud ritual. She also includes a chapter on how to read aloud, which novice readers will find useful. Anecdotal stories are widespread, and "success stories" might intimidate parents whose children do not learn to read by age five, even with mom or dad reading aloud to them. Theories provided do not include reference to supporting research. In the chapter "Birth, Brains, and Beyond," Fox writes that "having deep-and-meaningful conversations with our kids.-[has] also been linked positively to IQ development" without reference to her source for this information. Proponents of phonics-based reading instruction will take issue with the author's "whole stories" approach. There are no age-appropriate reading lists for busy parents, and there is no bibliography for the works cited in the text. Libraries that already own Jim Trelease's The Read-Aloud Handbook (Penguin, 1995) or Bernice E. Cullinan's Read to Me: Raising Kids Who Love to Read (Scholastic, 1992) will find this new title an additional purchase. Shauna Yusko, King County Library System, Bellevue, WA Copyright 2001 Cahners Business Information, Inc. --This text refers to the Hardcover edition.

Reading Is Only the Tigers Tail: A Language Arts Program

Reading Is Only the Tigers Tail: A Language Arts Program Author: McCracken, Robert A. McCracken, Marlene J. ISBN: 0-920541-13-5 LCCN: Dewey: Number:

Category: English language: specific skills
User Rating: 5.0 Stars
Pages: 243

Paperback Peguis Publishers, Limited

Reading for Meaning: Fostering Comprehension in the Middle Grades (Language and Literacy Series

Reading for Meaning: Fostering Comprehension in the Middle Grades (Language and Literacy Series Author: Taylor, Barbara (Editor) Graves, Michael F. (Editor) Broek, Paul Van Den (Editor) Graves, Michael F. (Eds.) ISBN: 0-8077-3896-4 LCCN: 99045904 Dewey: 428.4/3/0712 21 Number:

Category: English language: reading skills
User Rating: 5.0 Stars
Pages: 206

Paperback Teachers College Press

Description: Reading comprehension is of great concern to many Americans, as evidenced by the mandate in most states today for graduation standards in reading and for assessments aligned to those standards. In this unique and timely volume, leading scholars and researchers provide a broad overview of current educational and psychological research about effective strategies for teaching reading to middle grade students. This rich collection offers practitioners, researchers, and literacy specialists a valuable resource for improving reading comprehension at the elementary and secondary levels.

Reading Essentials: The Specifics You Need to Teach Reading Well

Reading Essentials: The Specifics You Need to Teach Reading Well Author: Routman, Regie ISBN: 0-325-00492-7 LCCN: 2002011704 Dewey: 372.4 21 Number:

Category: English language: reading skills
User Rating: 5.0 Stars
Pages: 272

Paperback Heinemann

Product Description With all the controversy and confusion over "best practice" issues in teaching reading, someone with the necessary experience, the ability to take the long view, and most of all a level head is essential to set things straight. This is where Regie Routman steps in: giving clarity, support, specific demonstrations, and confidence to teachers so they can teach reading in a manner that is consistent with research and learning theory and respectful of students' needs, interests, and abilities. In Reading Essentials, she realistically describes how to achieve these goalsand get high test scores too. Based on her continuing work teaching in schools, Routman proves that good teaching doesn't have to mean lots of hours spent planning. What's necessary is good thinkingthinking about what matters to kids, what kids need to know, how we can move them forward, and how to ensure that they comprehend and enjoy what they readincluding struggling students. Readers will discover research-based strategies, immediately doable ideas, and detailed lessonsall based on an instructional framework that includes: demonstrations shared demonstrations guided practice independent practice. Thoughout the text, Routman emphasizes the use of professional common sense and demonstrates how to maximize your time, making the most of every teachable moment. Practical, philosophical, and political, Reading Essentials gets to the heart of what excellent reading instruction is all aboutand puts the fun back into your teaching. About the Author Regie Routman's intimate knowledge of teaching and learning, down-to-earth style, and dedication to children's success have made her one of the most vibrant and respected names in literacy education. Her books, Teaching Essentials; Writing Essentials; Reading Essentials; Conversations; Literacy at the Crossroads; Invitations; The Blue Pages; and Transitions, all published by Heinemann, have encouraged hundreds of thousands of teachers to take charge of their professional learning and create efficient, joyful practices. Currently she is dedicating herself to a new, dynamic framework to support teachers' professional development. The DVD-based Regie Routman in Residence supports in-depth, yearlong literacy staff development that replicates the demonstration teaching she conducts in weeklong residencies and brings to life the practices she advocates in Teaching Essentials. Regie continues to inform and inspire teachers as a language arts coach in schools across the country, as a sp

Reading Development in a Second Language: Theoretical, Empirical and Classroom Perspectives

Reading Development in a Second Language: Theoretical, Empirical and Classroom Perspectives Author: Bernhardt, Elizabeth B. DiPietro, Robert J. ISBN: 0-89391-734-6 LCCN: Dewey: Number:

Category: Language teaching theory & methods
User Rating: 4.0 Stars
Pages: 272

Paperback Ablex Publishing

Product Description eading Development in a Second Language attempts to provide a thorough account of what is known about the acquisition of reading abilities in a second language. Its aim is to foster more principled research and instruction in second language literacy. In order to teach the aim discussion is set forth from a variety of perspectives: first; through examinations of theoretical models of the reading process and their application to a second language context; second, through a synthesis of the empirical data base from 1973 to the present; third, by means of descriptions of reader-based interactions with second language texts; and finally, through concepts of curriculum, instruction, and assessment.

The reading corner: Ideas, games, and activities for individualizing reading

The reading corner: Ideas, games, and activities for individualizing reading Author: Forgan, Harry W ISBN: 0-87620-795-6 LCCN: 76028292 Dewey: 372.4/147 Number:

Category: Individualized reading instruction
User Rating: 4.0 Stars
Pages: 73

Unknown Binding Goodyear Pub. Co

Reading and Linguistic Development (From Reading Research to Practice Series)

Reading and Linguistic Development (From Reading Research to Practice Series) Author: Menyuk, Paula Chall, Jeanne S. ISBN: 1-57129-071-0 LCCN: 99011226 Dewey: 401/.93 21 Number:

Category: Reading Education (General)
User Rating: 4.0 Stars
Pages: 59

Paperback Brookline Books

Product Description Relates, in nontechnical language, language development to the child's progress in reading.

Reading Aloud and Beyond: Fostering the Intellectual Life with Older Readers

Reading Aloud and Beyond: Fostering the Intellectual Life with Older Readers Author: Serafini, Frank Giorgis, Cyndy Giorgis, Cyndi Giorgis, Cyndi ISBN: 0-325-00522-2 LCCN: 2003007498 Dewey: 372.45/2 21 Number:

Category: English language
User Rating: 5.0 Stars
Pages: 112

Paperback Heinemann

Product Description Reading aloud - that's for primary school children, right? No, say Frank Serafini and Cyndi Giorgis. They contend that reading aloud is just as important for older readers. And they provide the research to back their claim. They maintain that reading aloud belongs in the intermediate elementary grades, and middle school too, because it: supports students' development as readers and writers fosters the love of reading improves reading skills and abilities and, yes, even raises standardized test scores. But Serafini and Giorgis do more than argue a persuasive case. They provide the practical wherewithal to implement reading aloud as an instructional strategy for both the language arts and the content area disciplines. They also include extensive lists of suggested literature - picture books, chapter books, informational texts, poetry, and professional references. What's more, these authors show how teachers can create in the classroom an intellectual universe where discussions are profound and students enthusiastic about expanding their minds and appreciating the sound and beauty of language. About the Author Frank Serafini is the author or coauthor of the Heinemann titles More (Advanced) Lessons in Comprehension (2008), Around the Reading Workshop in 180 Days (2006), Lessons in Comprehension (2004), Reading Aloud and Beyond (2003), and The Reading Workshop (2001). He is Associate Professor of Literacy Education and Children's Literature at the University of Nevada, Las Vegas, teaching courses in children's literature, literary theory, and literacy research. Frank Serafini is a Heinemann Professional Development provider. Cyndi Giorgis is an Associate Professor at the University of Nevada, Las Vegas. She is a former coauthor of the childrens books column in The Reading Teacher and has served on both the Newbery and Caldecott Award committees. She has published and presented extensively on topics related to literature, reader response, and curriculum.

Reading - Learning Strategies

Reading - Learning Strategies Author: Lenski Wham, Mary Ann Johns, Jerry L. Johns, Jerry L. Wham, Mary Ann ISBN: 0-7872-5607-2 LCCN: Dewey: Number:

Category: Reading Skills
User Rating: 5.0 Stars
Pages: 370

Paperback Kendall/Hunt Publishing Company

Readers' Workshop

Readers' Workshop Author: Hagerty Hagerty, Patricia J. ISBN: 0-590-73077-0 LCCN: Dewey: Number:

Category: General
User Rating: 5.0 Stars
Pages: 44

Paperback Scholastic

Book Description Real Reading In a reading workshop, children select their own titles, read at their own pace, talk about books?and learn to love literature! Includes complete how-to's, management strategies and assessment tips.

Readers and Writers with a Difference: A Holistic Approach to Teaching Struggling Readers and Writers

Readers and Writers with a Difference: A Holistic Approach to Teaching Struggling Readers and Writers Author: Dudley-Marling, Curt Rhodes, Lynn K. ISBN: 0-435-07215-3 LCCN: 96005894 Dewey: 371.9/0973 20 Number:

Category: Linguistics
User Rating: 5.0 Stars
Pages: 400

Paperback Heinemann

Product Description When the first edition of Readers and Writers with a Difference appeared in 1988, it shattered the myth that whole language instruction was too unstructured and inexplicit to help remedial and learning disabled students. By providing specific assessment and instructional strategies, it was one of the first texts to show that struggling readers and writers could, indeed, benefit from holistic methods-not just in the resource room, but in the regular classroom as well. Today, as more and more students with learning problems are entering mainstream classroom settings, the models presented by Rhodes and Dudley-Marling are more cogent than ever. But the framework upon which whole language theory rests has greatly evolved since the first edition was published and has also come under increasing attack. This second edition renews the case for whole language theory, taking into account the various developments in language arts over the past eight years. Included are new and expanded sections on literacy theory, instruction and assessment, and literacy as social practice; and a reconsideration of how teachers, administrators, and parents might work and learn collaboratively. The authors write, "It is no longer possible to talk about approaches to teaching students to read (and write) once and for all," write the authors. "Instead, we have to think about supporting students as they learn a range of literate practices . . ." The second edition of Readers and Writers with a Difference offers myriad suggestions for making that range as rich and far reaching as possible. About the Author A professor at the Lynch School of Education at Boston College and a former elementary teacher, Curt Dudley-Marling has spent his career focusing on the needs of struggling readers and writers. He is the author or coauthor of a number of books with Heinemann, including A Family Affair (2000); Readers and Writers with a Difference, Second Edition (1996); Who Owns Learning? (1994); When Students Have Time to Talk (1991); and the James N. Britton Award-winning Living with Uncertainty (1997). Lynn K. Rhodes is a professor of language, literacy, and culture and the associate dean of teacher education at the University of Colorado at Denver. Her books include Readers and Writers with a Difference (with Curt Dudley-Marling), Windows into Literacy: Assessing Learners K-8 (with Nancy Shanklin, 1993) and Literacy Assessment: A Handbook of Instruments (1993), all published by Heinemann.

Read-Alouds With Young Children

Read-Alouds With Young Children Author: Campbell, Robin ISBN: 0-87207-289-4 LCCN: 2001000630 Dewey: 372.4 21 Number:

Category: English language early readers
User Rating: 5.0 Stars
Pages: 107

Paperback International Reading Association

Book Description Children enter the elementary school classroom with varying amounts of exposure to books. Regardless of this personal experience, however, teachers can greatly extend a child's literacy development through interactive classroom read-alouds. Reading a story aloud presents endless opportunities for related activities, from classroom discussions to role plays, shared readings, group writings, arts and crafts, and songs. Read-Alouds With Young Children explores read-alouds in both home and school settings and encourages the use of read-alouds as a starting point for further learning in several curricular areas. Read-alouds provide many types of literacy support for children: Children learn about literacy through an adult who provides a model of reading; they form an understanding of how print functions and how it is used; they develop a knowledge and understanding of letters and letter-sound relationships; they learn new words, new sentences, and new discourse patterns; they learn about the structure of stories; and they develop a positive attitude toward books. As this book illustrates, the opportunities for developing a curriculum from read-alouds are almost limitless. Classroom teachers and teacher educators will find this book useful as a means of reconsidering the contribution of read-alouds to a literacy curriculum. Not only do the ideas presented here provide a basis for children to learn through literacy, they help retain children's enjoyment of the read-aloud and encourage them to become lifelong readers. About the Author Robin Campbell is professor emeritus of primary education at the University of Hertfordshire, Watford, United Kingdom.

Read To Me 2000: Raising Kids Who Love To Read

Read To Me 2000: Raising Kids Who Love To Read Author: Cullinan, Bernice E. ISBN: 0-439-08721-X LCCN: 00027178 Dewey: 649/.58 21 Number:

Category: Juvenile Nonfiction
User Rating: 5.0 Stars
Pages: 160

Paperback Cartwheel

From the Publisher How can you find the time to expand a child's imagination? How can you teach a child to love books? How can you help your child do better in school when you are busy yourself? Highly acclaimed reading specialist Bernice E. Cullinan, professor of Early Childhood and Elementary Education, answers all of these questions and much more in this revised edition of Read to Me: Raising Kids Who Love to Read. This accessible and informative guidebook to reading aloud includes sensible advice and important tips on: when to start reading to your child. how to use television and computers wisely. how to make a reader out of your child. how to make a writer out of your child. Plus a completely updated list of surefire hit read-aloud books for preschoolers to preteens. By reading aloud, you can give your child a head start in life. Use this book today to help you give him or her the lifelong treasure of reading. Synopsis How can you find the time to expand a child's imagination? How can you teach a child to love books? How can you help your child do better in school when you are busy yourself? Highly acclaimed reading specialist Bernice E. Cullinan, professor of Early Childhood and Elementary Education, answers all of these questions and much more in this revised edition of Read to Me: Raising Kids Who Love to Read. This accessible and informative guidebook to reading aloud includes sensible advice and important tips on: when to start reading to your child. how to use television and computers wisely. how to make a reader out of your child. how to make a writer out of your child. Plus a completely updated list of surefire hit read-aloud books for preschoolers to preteens. By reading aloud, you can give your child a head start in life. Use this book today to help you give him or her the lifelong treasure of reading.

Read It Aloud! Using Literature in the Secondary Content Classroom

Read It Aloud! Using Literature in the Secondary Content Classroom Author: Richardson, Judy S. ISBN: 0-87207-256-8 LCCN: 99049355 Dewey: 428/.4/0712 21 Number:

Category: English language: reading skills
User Rating: 4.0 Stars
Pages: 118

Paperback International Reading Association

Product Description Reading aloud is valuable for students of any age because it models expressive, enthusiastic reading, transmits the pleasure of reading, and invites listeners to be readers. Based on her “Read It Aloud” columns from IRA's Journal of Adolescent & Adult Literacy, author Richardson shows middle school and high school teachers how to use read-alouds from a variety of literary genres in the content areas. You'll find activities that encourage students to read and study further in these genres, along with teaching ideas for special populations and principles for selecting and using great read-alouds. From the Back Cover Author Judy Richardson supports the belief that reading aloud is a valuable activity for students of any age, and that reading aloud models expressive, enthusiastic reading; and invites listeners to be readers. Read It Aloud! Using Literature in the Secondary Content Classroom is based on the author's "Read It Aloud" columns from the International Reading Association's Journal of Adolescent & Adult Literacy. This book shows middle school and high school classroom teachers how read-aloud excerpts from a variety of literary genres can be used in the content areas. A Pulitzer Prize winner to teach science? A Newbery Honor book to teach social studies? A best-selling novel to teach math? Read It Aloud! provides activities that promote students' further reading and study in these genres and several others, and offers teaching ideas for special populations such as adult beginning readers and readers with disabilities. Also included are principles for selecting and using read-alouds and suggestions for locating great read-alouds. Read It Aloud! dispels the myth that reading aloud is useful only for elementary-age children. Use read-alouds with your adolescent students and discover that these readings make the content come alive, make good sense, and are just plain fun.

Read It Again!: Revisiting Shared Reading

Read It Again!: Revisiting Shared Reading Author: Parkes, Brenda Stratton, Philippa ISBN: 1-57110-304-X LCCN: 00055648 Dewey: 372.4 21 Number:

Category: Professional Development
User Rating: 5.0 Stars
Pages: 148

Paperback Stenhouse Publishers

From the Publisher In this book, Brenda Parkes introduces new teachers to shared reading and helps experienced teachers revitalize this important teaching practice. Starting with the bedtime story, Read It Again! outlines the essential elements and benefits of shared reading and provides detailed examples which show how a shared reading session unfolds in the classroom. By including examples of implicit and explicit teaching, Brenda demonstrates how shared reading helps children develop a range of strategies for reading and comprehending text. You will find detailed strategies that support learners in developing self-extending systems through their understanding of content and process and several examples of independent activities that consolidate and extend learning. Good book selection is the key to successful shared reading experiences. In discussing the criteria for quality book selection, Brenda shows us how to critically assess the teaching and learning possibilities in shared reading books and how to use a variety of text types to model purpose, content, and form. The book includes an analysis of supportive text features for the different needs of emergent, early, and fluent readers. Annotated bibliographies provide a quick reference to quality books. Read It Again! refines and extends our understanding of shared reading, and shows primary teachers how to put this valuable approach into practice. Synopsis In this book, Brenda Parkes introduces new teachers to shared reading and helps experienced teachers revitalize this important teaching practice. Starting with the bedtime story, Read It Again! outlines the essential elements and benefits of shared reading and provides detailed examples which show how a shared reading session unfolds in the classroom. By including examples of implicit and explicit teaching, Brenda demonstrates how shared reading helps children develop a range of strategies for reading and comprehending text. You will find detailed strategies that support learners in developing self-extending systems through their understanding of content and process and several examples of independent activities that consolidate and extend learning. Good book selection is the key to successful shared reading experiences. In discussing the criteria for quality book selection, Brenda shows us how to critically assess the teaching and learning possibilities in shared reading books and how to use a variety of text types to model purpose, content, and form. The book includes an analysis of supportive text features for the different needs of emergent, early, and fluent readers. Annotated bibliographies provide a quick reference to quality books. Read It Again! refines and extends our understanding of shared reading, and shows primary teachers how to put this valuable approach into practice.

Read All About It!: Great Read-Aloud Stories, Poems, and Newspaper Pieces for Preteens and Teens

Read All About It!: Great Read-Aloud Stories, Poems, and Newspaper Pieces for Preteens and Teens Author: Trelease, Jim (Editor) ISBN: 0-14-014655-5 LCCN: 93021781 Dewey: [Fic] 20 Number:

Category: Anthologies
User Rating: 4.0 Stars
Pages: 512

Paperback Penguin

Card catalog description Presents a collection of fictional stories, autobiographical pieces, and newspaper columns, arranged for reading aloud.

Reaching Readers: Flexible and Innovative Strategies for Guided Reading

Reaching Readers: Flexible and Innovative Strategies for Guided Reading Author: Opitz, Michael F. Ford, Michael P. Ford, Michael P. Optiz, Michael F. ISBN: 0-325-00358-0 LCCN: 2001026410 Dewey: 372.41/62 21 Number:

Category: English language: reading skills
User Rating: 5.0 Stars
Pages: 192

Paperback Heinemann

Product Description The breakout success of guided reading comes as no surprise to most teachers. But is there only one way to do guided reading? Must teachers follow a defined set of guidelines? Michael Opitz and Michael Ford's response is an emphatic "No." With Reaching Readers, they offer a second-generation model of guided reading - one that urges teachers to expand their vision and presents alternative practices. Reaching Readers originates from the idea that there are at least five considerations that need to be thought through for meaningful guided reading to occur: Roles and Goals: There are many different guided reading experiences, each one calling for different ways to group children and structure what happens. Opitz and Ford help you think through your roles and goals to obtain a broader perspective. Assessment and Grouping: Good instruction begins with assessing, which leads to grouping decisions. Reaching Readers addresses your concerns about size, number, and group members, including how to use the results of assessment strategies and form groups. Texts: There are many different types of texts and several ways to match texts to readers. Readers will find here suggestions for using each type of text as well as sample titles. Instruction: It's essential that each guided reading lesson be strategically planned. Opitz and Ford visit nine different classrooms that show purposeful guided reading experiences in action to help you develop your own instruction. Organization and Management: One adult with several children requires some kind of organization and management plan. The book presents ideas for keeping children meaningfully engaged, freeing you to interact with small guided reading groups with minimal interruptions. Opitz and Ford's goal is to make guided reading an even more effective and efficient instructional technique. With this book, you can help ensure that all students reach their full potential as independent, lifelong readers. About the Author Michael F. Opitz is the author of nine books, including the Heinemann titles Do-able Differentiation (2008), Books & Beyond (2007), Listen Hear! (2004), Reaching Readers (2001), Rhymes and Reasons (2000), and Good-bye Round Robin (1998).Michael is a former elementary school teacher and reading specialist. Now he is a professor of elementary education and reading at the University of Northern Colorado and the winner of its Outstanding Scholar Award in the College of Education and Behavioral Sciences. He works in classrooms in the US and abroad planning, teaching and evaluating demonstration lessons focused on different aspect of literacy in K - 5 classrooms. He is also the author of the books Flexible Grouping in Reading (1998), and Literacy Instruction for Culturally and Linguistically Diverse Students (1998) as well as Summer Success Reading (Great Source, 2001). He works as a consultant for Great Source Education Group and the US Department of Defense Schools.Mic Michael P. Ford is the author or coauthor of the Heinemann titles Do-able Differentiation (20078), Books and Beyond (2007), Where Have All the Bluebirds Gone (2002), and Reaching Readers (2001).He is a professor of reading in the College of Education and Human Services at the University of Wisconsin Oshkosh. He has been involved with literacy education for more than thirty years as a first-grade and Title I teacher as well as a researcher and teacher-educator. His work with the international school associations has taken him to Africa, Europe and the Middle East. Michael has also written over forty professional articles for the publications such asThe Reading Teacher, Reading Today, Language Arts, and The Learning Disabilities Forum. He is former president of the Wisconsin State Reading Association and its former Advocacy Chairperson. He is the father of two boys who inform his thinking about literacy programs on a daily basis. Michael P. Ford is a Heinemann Professional De

Radical Reflections: Passionate Opinions on Teaching, Learning, and Living

Radical Reflections: Passionate Opinions on Teaching, Learning, and Living Author: Fox, Mem ISBN: 0-15-607947-X LCCN: 92030497 Dewey: 372.6/0973 20 Number:

Category: Elementary School Language Arts
User Rating: 5.0 Stars
Pages: 192

Paperback Harvest Books

From Library Journal With lighthearted anecdotes, poems, letters, and other writings, the renowned Australian children's book author entices teachers to do more writing themselves and rejects the "skills-and-drills" mentality in language arts teaching. Fox, an advocate of the "whole language" movement, fiercely condemns the use of basal readers in reading instruction classes. Their dullness, she maintains, causes students to avoid reading altogether. Fox recommends instead that real books be read and real language used. She advocates stories that bring teacher and student together in a relationship to experience genuine feeling, laughter, and fun. A superb writer, she constructs an excellent case, and surely any child would like to be a member of her reading/writing class. Her ideas are jotted down in a rather disorganized fashion, but her writing is fresh. For most public and academic libraries. - Arla Lindgren, St. John's Univ., New York Copyright 1993 Reed Business Information, Inc. Product Description The internationally acclaimed children's book writer and educator offers her insights into the learning process, language education, and the pleasure, growth, and power that reading and writing can bring.

Questioning the Author: An Approach for Enhancing Student Engagement With Text

Questioning the Author: An Approach for Enhancing Student Engagement With Text Author: McKeown, Margaret G. Hamilton, Rebecca L. Kucan, Linda Beck, Isabel L. (Editor) Hamilton, Rebecca L. ISBN: 0-87207-242-8 LCCN: 96052260 Dewey: 372.47 21 Number:

Category: Educational systems
User Rating: 5.0 Stars
Pages: 128

Paperback International Reading Association

Book Description "Questioning the Author" (QtA) is an interactive teaching strategy that helps students comprehend what they are reading. When elementary students read in a QtA lesson, they learn to question the ideas presented in the text while they are reading, making them thinkers, not just readers. Questioning the Author: An Approach for Enhancing Student Engagement with Text presents many examples of QtA in action. The authors analyze the transcripts of actual class discussions to show the important tools that differentiate QtA from other approaches to reading comprehension and engagement. From the Back Cover Despite teachers' best efforts, students often fail to understand many of the ideas presented in school textbooks. This is a common concern among educators who encounter students who are not actively engaged with what they read. To address this concern, the authors of this volume present a strategy called Questioning the Author (QtA), an approach designed to establish student interactions with text to build greater understanding. When students read in a QtA lesson, they are taught to question the ideas presented in the text while they are reading, a strategy that differs from many traditional approaches that ask students to answer questions when they have finished reading the text. Questioning the Author: An Approach for Enhancing Student Engagement with Text presents many examples of QtA in action as children engage with narrative and expository texts to construct meaning. The authors analyze the transcripts of actual class discussions to show the important tools that differentiate QtA from other approaches that have similar characteristics but that often do not help readers reach the same level of understanding. Questioning the Author will be a valuable resource for elementary teachers who are looking for a proven strategy to engage their students in reading and improve comprehension.

Process and Portfolios in Writing Instruction

Process and Portfolios in Writing Instruction Author: Gill, Kent (Editor) ISBN: 0-8141-3724-5 LCCN: Dewey: Number:

Category: General
User Rating: 5.0 Stars
Pages: 99

Paperback National Council of Teachers of English

Printing Teacher's Guide-Contracted Editions

Printing Teacher's Guide-Contracted Editions Author: Olsen, Jan Olsen, Jan Z. ISBN: 1-891627-03-1 LCCN: Dewey: Number:

Category: Handwriting
User Rating: 5.0 Stars
Pages: 88

Paperback Handwriting Without Tears

Printing Power-Contracted Edition

Printing Power-Contracted Edition Author: Olsen, Jan Olsen, Jan Z. ISBN: 1-891627-02-3 LCCN: Dewey: Number:

Category: Handwriting
User Rating: 5.0 Stars
Pages: 60

Paperback Handwriting Without Tears

Primary Literacy Centers : Making Reading and Writing Stick!

Primary Literacy Centers : Making Reading and Writing Stick! Author: Nations, Susan Alonso, Mellissa Alonso, Mellissa Alonso, Mellissa ISBN: 0-929895-46-0 LCCN: 00065397 Dewey: 372.6 21 Number:

Category: Teaching Methods & Materials - Classroom Planning
User Rating: 4.5 Stars
Pages: 192

Paperback Maupin House Publishing

Book Description Make literacy centers a vital part of your standards-based teaching! Primary teachers learn how to set up, manage, and evaluate seven literacy centers that provide quality reading and writing experiences to supprt IRA/NCTE standards. Allows teachers to support whole-class actvities while working with small groups. Supports the balanced literacy approach and features language arts mini-lesssons with easy-to-use center connections. Gives students opportunities to practice and apply literacy-block skills and strategies. Includes reading, work, reading the room, listening, research, literature response, writing, and poetry. From the Author "With literacy demands higher than ever before, it is critical that we give students time to practice and apply the strategies we teach. Literacy centers provide authentic opportunities for students to practice and apply reading and writing strategies."

Prereading Activities for Content Area Reading and Learning

Prereading Activities for Content Area Reading and Learning Author: Readence, John E. Moore, David W. Rickelman, Robert J. Readence, John E. Rickelman, Robert J. ISBN: 0-87207-261-4 LCCN: Dewey: Number:

Category: English language: reading skills
User Rating: 4.0 Stars
Pages: 96

Paperback International Reading Association

Book Description This revision of the best-selling second edition addresses recent developments in prereading activities and includes a new chapter that addresses the nuances of selecting, combining, and using prereading activities across lessons and units. The wealth of strategies and the expanded reference list offered in this new edition will help teachers make print materials in all content areas understandable and interesting to students. From the Publisher The third edition of Prereading Activities for Content Area Reading and Writing by John Readence, David Moore, and Robert Rickelman is now available (ISBN:0-87207-261-4). --This text refers to an out of print or unavailable edition of this title.

Predictable Charts: Shared Writing for Kindergarten And First Grade

Predictable Charts: Shared Writing for Kindergarten And First Grade Author: Hall, Dorothy Williams, Elaine ISBN: 0-88724-627-3 LCCN: Dewey: Number:

Category: Teaching Methods & Materials - General
User Rating: 4.5 Stars
Pages: 242

Paperback Carson-Dellosa Publishing Company

Practical Ideas for Teaching Writing as a Process, Elementary and Middle Grade Levels

Practical Ideas for Teaching Writing as a Process, Elementary and Middle Grade Levels Author: Olson, Carol B. Olson, Carol B. (Ed.) ISBN: 0-8011-1221-4 LCCN: Dewey: Number:

Category: General
User Rating: 5.0 Stars
Pages: 320

Paperback California Department of Education

Practical Guide to Reciprocal Teaching

Practical Guide to Reciprocal Teaching Author: Lubliner, Shira Palincsar, Annemarie ISBN: 0-322-05127-4 LCCN: 2001017689 Dewey: 428.4/3 21 Number:

Category: Teaching - Reading & Language
User Rating:
Pages: 157

Hardcover Wright Group, The

Includes bibliographical references (p. 129-134).

Portfolios in the Writing Classroom: An Introduction

Portfolios in the Writing Classroom: An Introduction Author: Yancey, Kathleen Blake (Editor) ISBN: 0-8141-3645-1 LCCN: 91039907 Dewey: 808/.042/07 20 Number:

Category: Rhetoric
User Rating: 4.5 Stars
Pages: 128

Paperback National Council of Teachers of English

Includes bibliographical references (p. 117-123).

Pocket Charts for Emergent Readers: 30 Fun, Interactive Cross-Curricular Charts That Build Literacy

Pocket Charts for Emergent Readers: 30 Fun, Interactive Cross-Curricular Charts That Build Literacy Author: SchifferDanoff, Valerie ISBN: 0-590-31470-X LCCN: Dewey: Number:

Category: Language Experience Approach
User Rating: 2.5 Stars
Pages: 112

Paperback Scholastic Teaching Resources

Product Description Create irresistible pocket charts that are just right for emergent readers with this practical guide. It includes easy-to-follow directions for making more than 30 charts using poems, songs, predictable stories, and more to build early literacy skills. Includes reproducible patterns and literature links. For use with Grades K-1. About the Author Valerie SchifferDanoff is a mentor teacher and educational writer. She is also the author of The Scholastic Integrated Language Arts Resource Book, The Pocket Chart Book, and Pocket Charts for Emergent Readers, all for Scholastic Teaching Resources.

Picture Books An Annotated Bibliography for Activities for Teaching 6-Trait Writing

Picture Books An Annotated Bibliography for Activities for Teaching 6-Trait Writing Author: Ruth Culham ISBN: LCCN: Dewey: Number:

Category:
User Rating:
Pages: 0

Paperback Northwest Regional Education Laboratory

Phonics They Use: Words for Reading and Writing

Phonics They Use: Words for Reading and Writing Author: Cunningham, Patricia M. ISBN: 0-673-99087-7 LCCN: 94034943 Dewey: 372.4/145 20 Number:

Category: Literacy
User Rating: 4.5 Stars
Pages: 202

Paperback Pearson P T R

From the Back Cover An invaluable resource for any teacher in search of new ideas! The new edition of this bestseller is packed with new activities and strategies for teaching reading. It weaves together the complex and varied strategic approaches needed to help students develop reading and spelling skills. Written by well-known author Patricia Cunningham, Phonics They Use offers a coherent collection of practical, hands-on activities that provide a framework for teaching phonics. The Fourth Edition continues to emphasize that what matters most is when students use phonics for decoding a new word, for reading and spelling a new word, and for writing. Rather than subscribe to a single theory, the book stresses a balanced reading program- incorporating a variety of strategic approaches-tied to the individual needs of children. Full chapter on developing phonological and phonemic awareness, including activities designed to develop the concept of rhyme and teach blending and segmenting as well as activities using children's names. Includes classroom-tested ways to develop fluency as well as a Fluency Development Lesson that can be easily included in any teaching setting. Includes assessment devices which focus not just on what children know about phonics but on what they actually use while reading and writing. "It is one of the few phonics texts that achieves the goal of helping teachers to gain the basic phonics knowledge they need to teach to children." Jeanne Cobb, Eastern New Mexico University "For many, "phonics" will finally make sense after reading this book." Mary Jane Eisenhauer, Purdue North Central --This text refers to the Paperback edition.

Phonics Make-and-Take Manipulatives

Phonics Make-and-Take Manipulatives Author: Novelli, Joan ISBN: 0-590-86716-4 LCCN: Dewey: Number:

Category: Language Experience Approach
User Rating: 4.5 Stars
Pages: 64

Paperback Scholastic

Book Description Dozens of Reproducible Patterns and Activities That Make Learning to Read Fun! Put your students on the road to reading success with these adorable, easy-to-make manipulatives. As students assemble mini-puzzles to reinforce initial consonants, spin word wheels to teach blends, and play dominoes to build an awareness of long and short vowel phonograms, they'll begin to recognize the predictable sound/letter relationships that are so key to reading success. Each playful learning tool is fully reproducible and comes with warm-up and enrichment activities, book links, and ideas for interactive bulletin boards. About the Author Joan Novelli is a former classroom teacher and reading specialist. Her articles for parents, teachers, and children appear regularly in Seseme Street Parents, Parent and Child and other magazines. Joan is also a contributing editor to Instructor magazine and has edited many titles for Scholastic Teaching Resources. She lives in South Burlington, Vermont.

Phonics from A to Z

Phonics from A to Z Author: Blevins, Wiley Lynch, Judy ISBN: 0-590-31510-2 LCCN: Dewey: Number:

Category: Language Arts & Disciplines
User Rating: 4.5 Stars
Pages: 176

Paperback Teaching Resources

Book Description A Practical Guide Everything you wanted to know about phonics but were afraid to ask! This practical handbook, written by an early reading specialist, will show you how to build engaging, effective phonics practice into your reading-writing program. Lots of ready-to-use lessons, word lists, games and learning center ideas. About the Author Wiley Blevins is a specialist in early reading who holds a Master of Education degree from Harvard University. Wiley, a former elementary school teacher, has written and edited many phonics and reading materials. He is the author of Quick and Easy Learning Games: Phonics, and Phonemic Awareness Activities for Early Reading Success, both published by Scholastic Teaching Resources.

Phonemic Awareness: Playing With Sounds to Strengthen Beginning Reading Skills

Phonemic Awareness: Playing With Sounds to Strengthen Beginning Reading Skills Author: Fitzpatrick, Jo Bauer, Karen Dietzschold, Carol ISBN: 1-57471-231-4 LCCN: Dewey: Number:

Category: Education / Teaching
User Rating: 5.0 Stars
Pages: 128

Paperback Creative Teaching Press

Product Description (Grades PreK - 2). This "must-have" resource for primary teachers includes dozens of fun activities that help children listen to language and play with sounds. Activity cards can be cut out and laminated to create a handy reference file of fun ideas. A wide selection of reproducible (picture cards, word cards, and manipulatives) included. 128 pages.

Phonemic Awareness in Young Children: A Classroom Curriculum

Phonemic Awareness in Young Children: A Classroom Curriculum Author: Adams, Marilyn Jager Foorman, Barbara R. Lundberg, Ingvar Beeler, Terri Foorman, Barbara R. ISBN: 1-55766-321-1 LCCN: 97021682 Dewey: 372.46/5 21 Number:

Category: Curriculum planning & development
User Rating: 5.0 Stars
Pages: 208

Spiral-bound Brookes Publishing Company

Revue D'Orthophonie et D'Audiologie Use of this program in kindergarten classrooms could result in the identification of children at risk... American Educator This curriculum is an example of what we desperately need more of: research-based theory in the classroom.

Paragraph Writing Made Easy

Paragraph Writing Made Easy Author: Shiras, Rosemary Smith, Susan ISBN: 0-439-20764-9 LCCN: Dewey: Number:

Category: Elementary
User Rating: 4.5 Stars
Pages: 80

Paperback Scholastic Professional Books

Book Description 8 Classroom-Tested Lessons and Motivating Practice Pages That Teach Kids to Write Organized, Detailed, and Powerful Paragraphs Boost Writing Skills! Easy lessons and reproducible practice pages to teach paragraph writing that really work!

On Solid Ground : Strategies for Teaching Reading K-3

On Solid Ground : Strategies for Teaching Reading K-3 Author: Taberski, Sharon Harwayne, Shelley (Foreword) ISBN: 0-325-00227-4 LCCN: 00020275 Dewey: 372.41/6 21 Number:

Category: English language: reading skills
User Rating: 5.0 Stars
Pages: 304

Paperback Heinemann

Review Sharon is the consummate teacher across the hall, willing to share her best practice, her materials, her management, and most of all, the wisdom she has acquired from years of devotion and study.Shelley Harwayne Product Description Sharon is the consummate teacher across the hall, willing to share her best practice, her materials, her management, and most of all, the wisdom she has acquired from years of devotion and study. - Shelley Harwayne Enter Sharon Taberski's classroom and enter a world where children take pride, take risks, and most of all, take reading seriously. It's not utopia by any means; Sharon deals with the same issues other teachers face: limited resources, tremendous diversity, and the constant threat of overcrowding. What makes her exceptional is her clear vision. She is systematic in her thinking, wise in her decision making. Most of all, she understands her role as a teacher and goals for each student. This is why Sharon is on solid ground. In her book, Sharon shares what she's gained in her twenty years of working with children and teachers. It's organized not around a set of prescribed skills, but around a series of interconnected interactions with the learner: Assessment: Sharon begins by describing her procedures for assessing children's reading and then using what she finds to inform her work. She covers scheduling and managing reading conferences, taking oral-reading records, and using retellings and discussions as tools. Demonstration: Once she has identified strengths and needs, Sharon demonstrates strategies to help her students become better readers. In this section, she explains how she uses shared reading and read aloud as platforms for figuring out words and comprehending texts, and explores small-group work - guided reading and word-study groups - and teaching children one on one. Practice: Here, Sharon describes how she uses independent reading as a time for practice, spelling out the very active roles she and her students play. She also devotes a complete chapter to matching children with books for independent reading. Response: It's important for students to know they're doing well and where they must concentrate their efforts. Sharon explains how her students use writing and dialogue as tools to better understanding themselves as readers. On Solid Ground is informed by current thinking, yet loaded with advice, booklists, ready-to-use reproducibles, and - of course - the words and work of real children. Sharon's approach is clear, sensible, timeless. You'll turn to her book throughout your career.

An Observation Survey: Of Early Literacy Achievement

An Observation Survey: Of Early Literacy Achievement Author: Clay, Marie M. ISBN: 0-435-08763-0 LCCN: 92046100 Dewey: 372.4/049 20 Number:

Category: English language: reading skills
User Rating: 5.0 Stars
Pages: 93

Paperback Heinemann

Book Description An Observation Survey introduces teachers to ways of observing children's progress in the early years of learning about literacy and leads to the selection of children for whom supplementary teaching is necessary.

Nonfiction Craft Lessons: Teaching Information Writing K-8

Nonfiction Craft Lessons: Teaching Information Writing K-8 Author: Portalupi, Joann Fletcher, Ralph J. Fletcher, Ralph J. Fletcher, Ralph J. ISBN: 1-57110-329-5 LCCN: 2001017018 Dewey: 372.62/3044 21 Number:

Category: Elementary
User Rating: 4.5 Stars
Pages: 148

Paperback Stenhouse Publishers

From the Publisher Writing nonfiction represents a big step for most students. Most young writers are not intimidated by personal narrative, fiction, or even poetry, but when they try to put together a "teaching book," report, or persuasive essay, they often feel anxious and frustrated. JoAnn Portalupi and Ralph Fletcher believe that young nonfiction writers supply plenty of passion, keen interest, and wonder. Teachers can provide concrete strategies to help students scaffold their ideas as they write in this challenging genre. Like the authors' best-selling Craft Lessons: Teaching Writing K-8, this book is divided into 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 breath 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. Synopsis Writing nonfiction represents a big step for most students. Most young writers are not intimidated by personal narrative, fiction, or even poetry, but when they try to put together a "teaching book," report, or persuasive essay, they often feel anxious and frustrated. JoAnn Portalupi and Ralph Fletcher believe that young nonfiction writers supply plenty of passion, keen interest, and wonder. Teachers can provide concrete strategies to help students scaffold their ideas as they write in this challenging genre. Like the authors' best-selling Craft Lessons: Teaching Writing K-8, this book is divided into 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 breath 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 gr

No Quick Fix: Rethinking Literacy Programs in America's Elementary Schools (Language and Literacy Series

No Quick Fix: Rethinking Literacy Programs in America's Elementary Schools (Language and Literacy Series Author: Allington, Richard L. (Editor) Walmsley, Sean A. (Editor) Walmsley, Sean ISBN: 0-8077-3388-1 LCCN: 94029705 Dewey: 372.6/0973 20 Number:

Category: English language: specific skills
User Rating: 5.0 Stars
Pages: 288

Paperback Teachers College Press

Description: This book suggests ways to improve literacy instruction for all children, particularly those who are at risk and often do not succeed in today's classroom. It responds to the growing consensus among researchers and educators: that prevention of learning problems makes more sense than remediation.

My Printing Book-Contracted Editions

My Printing Book-Contracted Editions Author: Olsen, Jan Olsen, Jan Z. ISBN: 1-891627-01-5 LCCN: Dewey: Number:

Category: Language Arts - Handwriting
User Rating: 5.0 Stars
Pages: 84

Paperback Handwriting Without Tears

Multicultural Manners: New Rules of Etiquette for a Changing Society

Multicultural Manners: New Rules of Etiquette for a Changing Society Author: Dresser, Norine ISBN: 0-471-11819-2 LCCN: 96139921 Dewey: 395 20 Number:

Category: Etiquette & entertaining
User Rating: 4.0 Stars
Pages: 304

Paperback Wiley

From Booklist "English Only" and anti-immigration folks won't like it, but readers who hope with Rodney King that we can "all just get along" will want to learn what Dresser--the Los Angeles Times' "Multicultural Manners" columnist--has to teach. We don't all speak the same language or have the same cultural assumptions; even caring, thoughtful people offend others unintentionally. Dresser's longest section--on communication--addresses a broad range of issues: body language, child-rearing practices, classroom behavior, clothing, colors, gifts, luck and supernatural forces, foodways, male-female relations, prejudice, time, and verbal expressions. Shorter chapters discuss holidays and worship and health issues in terms of specific ethnic groups and religious denominations. A longtime college ESL teacher, Dresser views her subject as a folklorist or anthropologist, seeking to inform rather than to make judgments; her style is lively and anecdotal. Given Los Angeles' demographics, Dresser focuses on more recent immigrants, particularly those from Asia and Latin America, rather than on groups that have been in the U.S. for generations. Her advice will help businesspeople, teachers, neighbors--anyone who recognizes the value of knowing about and respecting others' cultures. Mary Carroll Midwest Book Review Multicultural Manners is an etiquette book which applies equally to business and personal relationships, covering social interaction protocol among people from different cultures and covering body language, word choices, entertaining, and gift giving. Avoid problems at work and home with this important guide.

Much More Than the ABC's: The Early Stages of Reading and Writing

Much More Than the ABC's: The Early Stages of Reading and Writing Author: Schickendanz, Judith Children, National Association for the Education of Young ISBN: 0-935989-90-0 LCCN: 98088656 Dewey: 372.4 Number:

Category: Language Experience Approach
User Rating: 4.5 Stars
Pages: 164

Paperback National Association for the Education of You

"A 1999 NAEYC comprehensive membership benefit." Includes bibliographical references and indexes.

Moving Forward With Literature Circles: How to Plan, Manage, and Evaluate Literature Circles to Deepen Understanding and Foster a Love of Reading

Moving Forward With Literature Circles: How to Plan, Manage, and Evaluate Literature Circles to Deepen Understanding and Foster a Love of Reading Author: Day, Jeni Pollack Spiegel, Dixie Lee McLellan, Janet Brown, Valerie B. Allington, Richard L. ISBN: 0-439-17668-9 LCCN: 2002511204 Dewey: 372.41/62 21 Number:

Category: Education
User Rating: 4.5 Stars
Pages: 176

Paperback Theory and Practice

Product Description There's no better way to deepen children's comprehension and appreciation of books than with literature circles. But let's face it, it's not always easy to plan, manage, and evaluate them-until now. Whether you're starting from scratch or just looking for new ideas, Moving Forward with Literature Circles provides all the tools you need-guidelines, minilessons, booklists, checklists, and more-to maintain a successful program in your classroom.

Motivating Recreational Reading and Promoting Home-School Connections: Strategies from the Reading Teacher

Motivating Recreational Reading and Promoting Home-School Connections: Strategies from the Reading Teacher Author: Rasinski, Timothy V. (Editor) Padak, Nancy D. (Editor) Church, Brenda Weible (Editor) Fawcett, Gay (Editor) Hendershot, Judith (Editor) Henry, Justina M. (Editor) ISBN: 0-87207-282-7 LCCN: 00058106 Dewey: 372.4 21 Number:

Category: English language: reading skills
User Rating: 5.0 Stars
Pages: 156

Paperback Intl Reading Assn

Book Description Discover classroom-tested ideas, resources, and activities to create motivational tools and home-school partnerships for making literacy learning more effective and engaging. The innovative strategies in this collection address a wealth of topics, including poetry, cooperative groups, classroom libraries, multiculturalism, reading workshops, peer tutoring, reading buddies and coaches, supporting parents and families, linking home and school, and community involvement. The book also includes useful information on IRA parent material, U.S. reading initiatives and programs, and IRA's "Choices" booklists. ©2000 | 156 pp | ISBN: 0-87207-282-7 | 282-553 | Elementary From the Back Cover Most educators recognize the importance of home-school connections, especially for the development of engaged and enthusiastic readers. When the home is involved, both reading achievement and children's love for reading increase. Moreover, when successful home-school connections are made and maintained, parents and teachers come to a greater appreciation and understanding of the role of the other. Making a home-school reading connection is a win-win-win situation--for readers, for parents and other family members, and for teachers. Motivating Recreational Reading and Promoting Home-School Connections: Strategies From The Reading Teacher presents the "best of the best" classroom-tested ideas and approaches for increasing student motivation for reading and for developing and maintaining home involvement in reading. The articles in this volume have been drawn from the Teaching Reading department of The Reading Teacher from 1993-1999; this section of the journal is devoted to practical reading instruction strategies for classrooms, reading clinics, and homes. The articles have been compiled by Timothy Rasinski and Nancy Padak, editors of The Reading Teacher from 1993-1999, and their team of associate editors. The ideas and strategies offered in Motivating Recreational Reading and Promoting Home-School Connections offer ways to make reading motivation and home involvement an integral part of your classroom reading program. This book is part of the Teaching Reading Collection, a four-book set that also includes: Teaching Word Recognition, Spelling, and Vocabulary: Strategies From The Reading Teacher (ISBN: 0-87207-279-7) Developing Reading-Writing Connections: Strategies From The Reading Teacher (ISBN: 0-87207-280-0) Teaching Comprehension and Exploring Multiple Literacies: Strategies From The Reading Teacher (ISBN: 0-87207-281-9)

Mosaic of Thought: Teaching Comprehension in a Reader's Workshop

Mosaic of Thought: Teaching Comprehension in a Reader's Workshop Author: Zimmermann, Susan Keene, Ellin Oliver ISBN: 0-435-07237-4 LCCN: 96053181 Dewey: 372.47 21 Number:

Category: English (ie as school subject)
User Rating: 4.0 Stars
Pages: 276

Paperback Heinemann

Review You will be reluctant to set this book aside until you have visualized, inferred, synthesized, and questioned the immediate application to your classroom.Kansas Journal of Reading Product Description You will be reluctant to set this book aside until you have visualized, inferred, synthesized, and questioned the immediate application to your classroom. - Kansas Journal of ReadingHow do students become thoughtful, independent readers who comprehend text at a deep level? To find the answers, authors Keene and Zimmermann embarked on a journey into the thought processes of proficient readers - a journey through poems and essays, classrooms and workshops, humor and reflection. Mosaic of Thought chronicles that journey, which ultimately led the authors to elaborate on eight cognitive processes identified in comprehension research and used by successful readers. These serve as models for the strategies offered in this book - strategies intended to help children become more flexible, adaptive, independent, and engaged readers. Mosaic proposes a new instructional paradigm focused on in-depth, explicit instruction in the strategies used by proficient readers. The authors take us beyond the traditional classroom into the literature based, workshop-oriented classrooms. Through vivid portraits of these remarkable environments (all participants in the Denver-based Reading Project of the Public Education ; Business Coalition), we see how explicit instruction looks in dynamic, literature-rich readers' workshops. As the students connect to background knowledge, create sensory images, ask questions, draw inferences, determine what's important, synthesize ideas, and solve problems at the word and text level, they are able to construct a rich mosaic of meaning. Straightforward and jargon-free, Mosaic of Thought has relevance to all literature-based classrooms, regardless of level. It offers practical tools for inservice teachers, as well as essential methods instruction for preservice teachers at both the undergraduate and graduate level. Indeed, anyone interested in literacy will benefit from the authors' challenge to rediscover the thought processes that inform our own comprehension.

Month-by-Month Phonics for Upper Grades: A Second Chance for Struggling Readers and Students Learning English

Month-by-Month Phonics for Upper Grades: A Second Chance for Struggling Readers and Students Learning English Author: Cunningham, Patricia Hall, Dorothy P. Shanks, Gene Vaughn, Louise (Editor) ISBN: 0-88724-473-4 LCCN: Dewey: Number:

Category: Education
User Rating: 4.5 Stars
Pages: 158

Paperback Four Blocks

Book Description This book offers monthly activities, sample lessons, and word lists to help students become fluent decoders and spellers. Students will learn how to apply reading and writing strategies.

Month-by-Month Phonics for Third Grade: Systematic, Multilevel Instruction for Third Grade

Month-by-Month Phonics for Third Grade: Systematic, Multilevel Instruction for Third Grade Author: Cunningham, Patricia Hall, Dorothy P. Hall, Dorothy P. ISBN: 0-88724-493-9 LCCN: Dewey: Number:

Category: Education
User Rating: 5.0 Stars
Pages: 176

Paperback Four Blocks

Book Description This resource will help students learn to apply reading and writing strategies, spell commonly-misspelled words, and more!

Month-by-Month Phonics for Second Grade: Systematic, Multilevel Instruction for Second Grade

Month-by-Month Phonics for Second Grade: Systematic, Multilevel Instruction for Second Grade Author: Hall, Dorothy Cunningham, Patricia M. Cunningham, Patricia M. Publishing, Carson Dellosa ISBN: 0-88724-492-0 LCCN: Dewey: Number:

Category: Education
User Rating: 5.0 Stars
Pages: 159

Paperback Four Blocks

Book Description This resource offers monthly activities, lessons, and word lists to help second grade students become better readers and writers. Students will learn to spell commonly-misspelled words and use spelling patterns.

Month-by-Month Phonics for First Grade: Systematic, Multilevel Instruction for First Grade (Month-By-Month

Month-by-Month Phonics for First Grade: Systematic, Multilevel Instruction for First Grade (Month-By-Month Author: Cunningham, Patricia M. Hall, Dorothy McIntyre, Chris ISBN: 0-88724-397-5 LCCN: Dewey: Number:

Category: General
User Rating: 5.0 Stars
Pages: 130

Paperback Four Blocks

Book Description This month-by-month approach to a balanced literacy program is packed with activities to reinforce interactive word-building and pattern-decoding.

Modifying the Four Blocks for Upper Grades: Matching Strategies to Students' Needs

Modifying the Four Blocks for Upper Grades: Matching Strategies to Students' Needs Author: Sigmon, Cheryl M. Publishing, Carson Dellosa ISBN: 0-88724-659-1 LCCN: Dewey: Number:

Category: Education
User Rating: 5.0 Stars
Pages: 240

Paperback Four Blocks

Book Description This book includes instructions for modifying strategies to meet the needs of older students; fun, age-appropriate activities for each block; tips on scheduling; reproducible to make implementation easier; and more.

Metaphors & Similes You Can Eat and 12 More Great Poetry Writing Lessons

Metaphors & Similes You Can Eat and 12 More Great Poetry Writing Lessons Author: Protopopescu, Orel ISBN: 0-439-44511-6 LCCN: Dewey: Number:

Category: Elementary
User Rating: 5.0 Stars
Pages: 64

Paperback Teaching Resources

Book Description Inspiring Mini-Lessons, Model Poems, and Reproducible Activities That Spark Creativity--and Sharpen Writing Skills Classroom tested! Teaching poetry has never been so easy or inspiring! A poet in the schools shares her classroom-tested lessons on metaphor, voice poems, "knows" poems, recipe poems, poetry revision, and lots more. Includes model poems by well-known poets, the author, and students. Also includes ready-to-use reproducibles. About the Author Orel Protopopescu is a poet who also works in schools teaching poetry writing to children. She has published several books of poems and poetry translations. This is her first book for Scholastic Teaching Resources.

Meaningful Differences in the Everyday Experience of Young American Children

Meaningful Differences in the Everyday Experience of Young American Children Author: Hart, Betty Risley, Todd R. ISBN: 1-55766-197-9 LCCN: 95003939 Dewey: 401/.93 20 Number:

Category: Sociology Of Children
User Rating: 4.5 Stars
Pages: 304

Hardcover Paul H Brookes Pub Co

Midwest Book Review This establishes a definite, studied link between early childhood experiences and later intellectual development, providing a strong study which focuses on American childhood experiences and which analyzes the strong differences to be found between children at the same age levels. An excellent, thought-provoking study. Senator Thomas Daschle ...alerts us to how much each person's future intellectual ability hinges upon his or her experience in the first year of life.

Matching Books to Readers: Using Leveled Books in Guided Reading, K-3

Matching Books to Readers: Using Leveled Books in Guided Reading, K-3 Author: Fountas, Irene C. Pinnell, Gay Su ISBN: 0-325-00193-6 LCCN: 00551708 Dewey: 372.4 21 Number:

Category: Pre-school & kindergarten
User Rating: 4.0 Stars
Pages: 416

Paperback Heinemann

Product Description Behind every successful reading program, you'll find a skilled teacher who knows how to select "just the right" books for guided, independent, and home reading. Now, with this practical new reference, the best-selling authors of do the work for you, providing the most comprehensive, up-to-date leveled reading list ever. Created with the input of hundreds of early literacy teachers, Matching Books to Readers compiles more than seven thousand caption books, natural language texts, series books, and children's literature for kindergarten through grade three.Fountas and Pinnell have significantly revised and expanded the original list of books featured in Guided Reading, adding thousands of additional titles. Books are organized by title and by level of difficulty. Word counts are provided for most books to assist teachers as they take running records. To help teachers match the right book to the reader, the authors consider text characteristics, including style, topic, and format - with several hundred suggested titles for use at each level from kindergarten through grade three. In addition to the book list itself, Matching Books to Readers includes helpful descriptions of a leveled book collection and how best to use it. There is information on using running records and benchmark books for assessment, as well as equivalence charts that compare this list to others. Other topics include how to create a school book room; how to create classroom collections and how to select quality books; information on variously priced starter sets and ordering guidelines; and how to acquire books. An easy-to-use grant-writing guide is also included to make funding a rich book collection a reality. No other leveled book list available today is as exhaustive or informative. With Matching Books to Readers, Fountas and Pinnell have made it easier than ever for teachers to teach students with texts that both challenge and delight. About the Author IRENE C. FOUNTAS , a professor in the School of Education at Lesley University in Cambridge, Massachusetts, has been a classroom teacher, language arts specialist, and consultant in school districts across the nation and abroad. She works extensively in the literacy education field and directs the Literacy Collaborative in the School of Education at Lesley University. Together with Gay Su Pinnell she hassauthored numerous books, videos, and websites with Heinemann that are now considered standards in the field of literacy instruction and staff development.sTheir latest innovation is The Fountas and Pinnell Benchmark Assessment System, a comprehensive assessment system for grades K - 8. Visit http://www.fountasandpinnellbenchmarkassessment.com sfor details. Fountas and Pinnellshavesinfluenced the classroom practices of teachers nationwide throughsbestselling books such as: The Continuum of Literacy Learning, Grades K - 8 (2007) The Continuum of Lite GAY SU PINNELL issa professor in the School of Teaching and Learning at The Ohio State University. She has extensive experience in classroom teaching and field-based research, and in developing comprehensive approaches to literacy education. She has received the International Reading Association's Albert J. Harris Award for research and the Charles A. Dana Foundation Award for her contributions to the field of education. She is also a member of the Reading Hall of Fame. Together with Irene Fountas she has authored numerous books, videos, and websites with Heinemann that are considered standards in the field of literacy instruction and staff development. Their latest innovation is The Fountas and Pinnell Benchmark Assessment System , a comprehensive assessment system for grades K - 8. Visit fountasandpinnellbenchmarkassessment.com for details. Fountas and Pinnell have influenced the classroom practices of teachers nationwide through bestselling titles

Making Big Words: Multilevel, Hands-On Spelling and Phonics Activities

Making Big Words: Multilevel, Hands-On Spelling and Phonics Activities Author: Cunningham, Patricia M Hall, Dorothy P. Heggie, Tom (Illustrator) ISBN: 0-86653-807-0 LCCN: Dewey: Number:

Category: Education
User Rating: 5.0 Stars
Pages: 146

Paperback Frank Schaffer

Product Description Best Seller. This innovative book combines phonics and spelling in 150 hands-on activities that will challenge children as they learn new words and sort them by letter patterns, prefixes, suffixes, and big word parts. With each lesson, students use pre-selected letters to make 15-20 words, starting with short words and building up to longer words. And they discover that changing just one letter or the sequence of letters in a word can change its meaning. Includes guidelines for creating lessons to suit your specific needs!

Make It Real: Strategies for Success with Informational Texts

Make It Real: Strategies for Success with Informational Texts Author: Hoyt, Linda ISBN: 0-325-00537-0 LCCN: 2002027515 Dewey: 372.6 21 Number:

Category: English (ie as school subject)
User Rating: 5.0 Stars
Pages: 336

Paperback Heinemann

Product Description Feeding students a steady diet of fiction is all too common in the classroom. Yet informational literacy is critical to success in school and beyond. In Make It Real, Linda Hoyt provides a practical, classroom-friendly guide to unlocking the treasures of informational text. What's more, she demonstrates that reading and writing nonfiction can overcome the gender gap, allowing girls and boys to share interests in any subject from bugs and magnets to gardens and cake baking. Hoyt explains the use of a range of instructional strategies, including shared and guided reading and writing, to help students understand and use nonfiction material to answer questions about the world around them. She shows teachers how to make texts more attainable, scaffold vocabulary, and deal with content-specific words. Her simple suggestions help you get started and maintain your course: having students write about the visuals in their texts, infusing informational texts into guided reading, then using these texts to teach reading strategies. For further help, she includes throughout her book: teaching points reading strategies writing exercises checklists, plans, reading logs, and other forms vignettes from teachers across the country to serve as real-life models. Do a better job linking up the curriculum. Teach skills and strategies applicable across content areas. See students' natural curiosities aroused. Take the tips from Make It Real, teach informational text, and hear comments like one from an enthusiastic first grader, "We're learning about the world and learning how to read, too!" About the Author Linda Hoyt has many years of experience teaching in elementary classrooms. She has also worked as a reading specialist, a staff developer, a curriculum specialist, and is currently a full-time consultant. Her special love is creating environments where children engage as active participants in the learning process.

Lively Discussions: Fostering Engaged Reading

Lively Discussions: Fostering Engaged Reading Author: Gambrell, Linda B. (Editor) Almasi, Janice F. (Editor) Almasi, Janice F. ISBN: 0-87207-147-2 LCCN: 96017614 Dewey: 372.41 20 Number:

Category: Educational psychology
User Rating: 5.0 Stars
Pages: 332

Paperback International Reading Association

Book Description Transform your classroom into an interactive environment where students are empowered to share ideas and explore the wonderful world of literature. "Lively Discussions!" not only emphasizes why classroom discussion is important, but also offers "how to" advice on implementing specific strategies. The contributors present excellent examples of children participating in discussion activities that emphasize collaborating with others, constructing meaning, and using a variety of texts to arrive at new understandings. Through these activities that foster peer interactions, children develop discussion skills and the confidence to discover new ideas within a supportive environment. From the Back Cover "We have discussions so that if you don't understand the story you might be able to understand it better if you talk about it," This observation by Jimmy, a fourth-grade student, reinforces this book's emphasis on the value of classroom discussion. The authors offer practical, classroom based strategies teachers can use to promote literacy development by allowing their students to play a larger role in their own development as readers. The book presents many examples of children engaging in discussion activities that emphasize collaborating, constructing meaning, foster peer interaction, children develop discussion skills that allow them to explore new ideas within the supportive environment of their peers. "Lively Discussions!" Will appeal to all teachers working with developing readers in the elementary classroom. This book expands on the possibilities of classroom discussion to promote new interpretation and comprehension of text.

Literature-Based Workshops for Language Arts: Ideas for Active Learning Grades K-2

Literature-Based Workshops for Language Arts: Ideas for Active Learning Grades K-2 Author: Morrison, Kathy Dittrich, Tina ISBN: 1-57379-091-5 LCCN: 00044900 Dewey: 372.6 21 Number:

Category: Special Education - General
User Rating: 5.0 Stars
Pages: 222

Paperback High/Scope Pr

Includes bibliographical references and index.

Literature-Based Reading Activities

Literature-Based Reading Activities Author: Yopp, Hallie Kay Yopp, Ruth Helen ISBN: 0-205-16387-4 LCCN: 95037380 Dewey: 372.6/4044 20 Number:

Category: Linguistics
User Rating: 5.0 Stars
Pages: 160

Paperback Allyn & Bacon

From the Back Cover This book provides classroom teachers with activities for developing and implementing a literature-based reading program. Numerous activities and examples of their application to a variety of genre are provided.

Literature Pockets, Nonfiction

Literature Pockets, Nonfiction Author: Norris, Jill ISBN: 1-55799-823-X LCCN: Dewey: Number:

Category: Elementary
User Rating: 4.0 Stars
Pages: 96

Paperback Evan-Moor Educational Publishers

From the Publisher The first pocket presents the Dewey decimal system and includes activities for finding books in the library. The remaining 11 pockets present activities for various types of nonfiction as they are organized according to the Dewey Decimal System: people, religion and myths, folklore, language, nature and animals, mathematics, science and technology, arts/sport/recreation, poetry and plays, history and travel, biography. Each pocket includes an illustrated chart of a favorite nursery rhyme and art and writing projects to extend the appreciation of the rhyme. The 12 rhymes included are "Jack and Jill," "My Black Hen," "A Little Bird," "Little Miss Muffet," "Little Bo Peep, Take fun, exciting literature projects. Store them in labeled construction paper pockets. Add a charming cover (we give you the patterns) and?Voila, Literature Pockets! You couldn't find a more impressive way to create portfolios to display what students Each book in the series contains 12 pockets of activities. For every pocket there are reading, writing, and "make-it" projects that extend the literature concept or book being studied. The completed projects are an authentic assessment of what each studen Synopsis The first pocket presents the Dewey decimal system and includes activities for finding books in the library. The remaining 11 pockets present activities for various types of nonfiction as they are organized according to the Dewey Decimal System: people, religion and myths, folklore, language, nature and animals, mathematics, science and technology, arts/sport/recreation, poetry and plays, history and travel, biography. Each pocket includes an illustrated chart of a favorite nursery rhyme and art and writing projects to extend the appreciation of the rhyme. The 12 rhymes included are "Jack and Jill," "My Black Hen," "A Little Bird," "Little Miss Muffet," "Little Bo Peep, Take fun, exciting literature projects. Store them in labeled construction paper pockets. Add a charming cover (we give you the patterns) and?Voila, Literature Pockets! You couldn't find a more impressive way to create portfolios to display what students Each book in the series contains 12 pockets of activities. For every pocket there are reading, writing, and "make-it" projects that extend the literature concept or book being studied. The completed projects are an authentic assessment of what each studen

Literature Discussion Groups in the Intermediate Grades: Dilemmas and Possibilities

Literature Discussion Groups in the Intermediate Grades: Dilemmas and Possibilities Author: Evans, Karen S. ISBN: 0-87207-293-2 LCCN: 2001000074 Dewey: 372.64/044 21 Number:

Category: Language & Literature
User Rating: 4.5 Stars
Pages: 156

Paperback International Reading Association

Book Description "...Having a discussion beats paper! 'Cause papers don't talk back!" (Ryan, fifth-grade student) The process of implementing literature discussion groups in grades 3-5 can be difficult. Many students may be reluctant to participate in this activity because they are accustomed to round-robin reading and whole-class discussions followed by individual workbook exercises, but these children may require extensive instructional support in order to learn to participate in more independent discussions. Students' initial reluctance to contribute can sometimes be frustrating to a teacher who truly believes in the ability of literature discussions to create "grand conversations." In Literature Discussion Groups in the Intermediate Grades: Dilemmas and Possibilities, author Karen S. Evans describes how her strong belief in the value of literature discussions helped her to deal with the dilemmas of introducing a new way of "doing reading" to students in several different classrooms. Teachers are invited to join in each step of the author's literature discussion group journey-from choosing appropriate titles to integrating skills instruction and finding workable assessment methods. Along the way, the pitfalls and possibilities inherent in each step are discussed clearly and honestly, using the voices of Evans's students to show their progression from hesitant participants to strong, independent, and responsible speakers and learners. Use these insights to support you on your journey as you navigate through the work of integrating literature discussion groups in your own classroom. The rewards will be well worth the effort. About the Author Karen S. Evans is an assistant professor of Educational Policy and Leadership Studies in the School of Education at Marquette University, Milwaukee, Wisconsin, USA.

Literature Circles: Voice and Choice in the Student-Centered Classroom

Literature Circles: Voice and Choice in the Student-Centered Classroom Author: Daniels, Harvey ISBN: 1-55138-048-X LCCN: Dewey: Number:

Category: English literature: literary criticism
User Rating: 5.0 Stars
Pages: 200

Paperback Stenhouse Publishers

Language and Learning, June 1996 Overall this is a very readable book, one which is a blend of theory and practice and which shows anyone interested in knowing about literature circles what they are and how to use them. I have really benefited tremendously from reading this book, the style is easy to follow and Daniels writes in a light-hearted and yet compelling manner. As I read the book, I found myself wanting to try out many of the ideas. Anyone interested in engaging children in literary activities in a meaningful manner in the classroom situation should read this book. English Journal, October 1995 Filled with practical ideas and clear explanations. Literature Circles is an excellent choice for all teachers who want to organize student-led grouped reading in their classes, encourage genuine discussion about books, and nourish a love of reading. Daniels also introduces perhaps the most crucial aspect of literature circles, the group roles. Role sheets for students to use appear in Chapter 5; these are "blackline masters" for easy duplication. I particularly appreciate that both English and Spanish versions are provided. While some secondary and university level teachers may be put off by the "cuteness" of the role names, I'm very taken with what students are asked to do. Consider what the literature circle students are doing compared to students in the IRE class mentioned above by Clamence McLaren.

Literacy Work Stations: Making Centers Work

Literacy Work Stations: Making Centers Work Author: Diller, Debbie ISBN: 1-57110-353-8 LCCN: 2003041568 Dewey: 372.6 21 Number:

Category: Elementary
User Rating: 5.0 Stars
Pages: 218

Paperback Stenhouse Publishers

From the Publisher This new book will help teachers solve the dilemma: What does the rest of my class do while I'm working with a small reading group? Debbie Diller offers practical suggestions for over a dozen literacy work stations that link to 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; materials to include at each station; what to model; how to solve problems; how to differentiate; how to assess and keep 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. Synopsis This new book will help teachers solve the dilemma: What does the rest of my class do while I'm working with a small reading group? Debbie Diller offers practical suggestions for over a dozen literacy work stations that link to 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; materials to include at each station; what to model; how to solve problems; how to differentiate; how to assess and keep 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 Through Literature

Literacy Through Literature Author: Johnson, Terry D. Louis, Daphne R. Louis, Daphne R. ISBN: 0-435-08451-8 LCCN: 87014831 Dewey: 372.6 19 Number:

Category: Elementary
User Rating: 5.0 Stars
Pages: 160

Paperback Heinemann

From the Publisher In recent years teachers have turned more and more to children's literature to form the basis of their classroom language program. They have recognized the importance of children reading literature that is accessible in language and meaning, literature that "speaks to them." With Literacy Through Literature, teachers will be better able to implement a literature-based language program. It provides a feast of original ideas on offering literature in the classroom as part of a whole language/literacy program for children aged five to fifteen. Synopsis In recent years teachers have turned more and more to children's literature to form the basis of their classroom language program. They have recognized the importance of children reading literature that is accessible in language and meaning, literature that "speaks to them." With Literacy Through Literature, teachers will be better able to implement a literature-based language program. It provides a feast of original ideas on offering literature in the classroom as part of a whole language/literacy program for children aged five to fifteen.

Literacy Instruction for Culturally and Linguistically Diverse Students: A Collection of Articles and Commentaries

Literacy Instruction for Culturally and Linguistically Diverse Students: A Collection of Articles and Commentaries Author: Association, International Reading (Corporate Author) Opitz, Michael F. (Editor) Opitz, Michael F. ISBN: 0-87207-194-4 LCCN: 98027561 Dewey: 370.117 21 Number:

Category: English language
User Rating: 3.0 Stars
Pages: 336

Paperback International Reading Association

Book Description This compilation of journal articles provides novice and veteran teachers with access to information that heightens understanding of culturally and linguistically diverse learners. Articles are grounded in theory yet offer clear explanations that show how this theory can be put into classroom practice. They show the need to value and celebrate diversity, viewing diversity as differences rather than deficiencies. From the Back Cover Now, more than ever, educators face extraordinary challenges resulting from an increasingly diverse student population. "Literacy Instruction for Culturally and Linguistically Diverse Students" brings together articles from "The Reading Teacher," Journal of Reading," and "Language Arts" to help teachers meet these challenges. The compilation offers practical teaching strategies, highlights the values of diversity and ways to capitalize on differences to benefit all learners in the classroom, and shows how to use multicultural literature to enhance reading instruction. The articles are grouped into the following parts: Awareness and Attitudes Toward Literacy Principles of Instruction Enhancing Reading Comprehension Using Writing to Develop Reading Selecting and Using Multicultural Literature One of the many useful features of the book is that each part is introduced by a well-known professional in the literacy field. Also, an annotated bibliography of more than 100 recently published multicultural books for children in grades K-5 is included, plus a chart that shows the themes included in each book. "Literacy Instruction for Culturally and Linguistically Diverse Students" will encourage both teachers and students to value the differences that each cultural group brings to the classroom and view these differences as springboards to learning.

Literacy Development in the Early Years

Literacy Development in the Early Years Author: Morrow, Lesley Mandel ISBN: 0-13-386541-X LCCN: 88025043 Dewey: 372.6 19 Number:

Category: Schools
User Rating: 5.0 Stars
Pages: 240

Paperback Prentice Hall

From the Back Cover **********STUDENT EDITION ONLY*********** The Fifth Edition Gets Better and Better: Maintaining past successful strategies and infusing new cutting edge research, Literacy Development in the Early Years: Helping Children Read and Write, Fifth Edition, emphasizes both constructivist and explicit strategies for teaching literacy to young children within an integrated language arts approach. With a thought-provoking and rich presentation, renowned author, Lesley Morrow explores literacy development as an active process between children and adults to create meaning and real purpose. This edition spends more time with strategies for preschool literacy, and skill development in grades K through 3. What Makes This Book the First of its Kind... Increased coverage of assessment-A new separate chapter on assessment (Ch. 2) and Strategies for assessment in all chapters. New chapter on Diversity (Ch. 3). New ELL marginal annotations. New Ideas for Classroom Use. New emphasis on the latest theories and research in early literacy development, including findings from the National Reading Panel, Preventing Reading Difficulties, Reading First, The Rand Report, and the implications of the No Child Left Behind Legislation. Book Earns High Praise From Reviewers and Students "Students like this book. It is easy to read and keeps their attention." Professor Becky Oekerman, University of Texas of the Permian Basin "I like the stressing of the foundations of literacy instruction. Also, the case studies are an interesting extra." Dr. Edith A. Norris, West Texas A&M University "There is SO MUCH to deal with in emerging literacy and this book addresses many of the issues relating to emerging literacy. " Vikki Boatman, Stephen F. Austin State University Here are some comments from students using Literacy Development in the Early Years: Helping Children Read and Write: "Yes, the text was fantastic. I have shared it with several teachers and they have expressed interest in obtaining one for themselves. I plan to keep this book and use it as future reference. " "Yes, I liked this text a lot. I kept it for future reference. I liked how it read, it was not like normal text books (well some). I also really liked the sections where it explained literacy centers. I think it would be excellent to use in a future class. " Student quotes provided by Carol J. Nelson, Lewis-Clark State College About the Author Lesley Mandel Morrow is a Professor at Rutgers University's Graduate School of Education where she is coordinator of the literacy program. Her area of research deals with early literacy development, and the organization and management of Language Arts Programs. Dr. Morrow has more than two hundred publications; one of her most recent book is The Literacy Center: Contexts for Reading and Writing, 2nd edition. She served as President of the International Reading Association in 2003-2004. ********EXAM COPY EDITION ONLY*********** The Fifth Edition Gets Better and Better: Maintaining past successful strategies and infusing new cutting edge research, Literacy Development in the Early Years: Helping Children Read and Write, Fifth Edition, emphasizes both constructivist and explicit strategies for teaching literacy to young children within an integrated language arts approach. With a thought-provoking and rich presentation, renowned author, Lesley Morrow explores literacy development as an active process between children and adults to create meaning and real purpose. This edition spends more time with strategies for preschool literacy, and skill development in grades K through 3. What Makes This Book the First of its Kind... Increased coverage of assessment-A new separate chapter on assessment (Ch. 2) and Strategies for assessment in all chapters. New chapter on Diversity (Ch. 3). New ELL marginal annotations. New Ideas for Classroom Use. New emphasis on the latest theories and research in early literacy development, including findings from the National Reading Panel, Preventing Reading Di

The Literacy Center: Contexts for Reading and Writing

The Literacy Center: Contexts for Reading and Writing Author: Morrow, Lesley Mandel ISBN: 1-57110-350-3 LCCN: 2002017593 Dewey: 372.6 21 Number:

Category: Elementary
User Rating: 5.0 Stars
Pages: 214

Paperback Stenhouse Publishers

About the Author Lesley Mandel Morrow (Ph.D. Fordham University) is Professor of Education and Coordinator of Graduate Early Childhood and Elementary Programs at Rutgers University Graduate School of Education. A recipient of many awards and a prolific author, she recently published Literacy Development in the Early Years and Family Literacy Connections in Schools and Communities. Her many professional and consulting positions include membership on the Board of Directors of the International Reading Association. Lesley's research interests center on early literacy development, family literacy, and the physical and social contexts that motivate reading and writing. --This text refers to an out of print or unavailable edition of this title.

Literacy at the Crossroads: Crucial Talk About Reading, Writing, and Other Teaching Dilemmas

Literacy at the Crossroads: Crucial Talk About Reading, Writing, and Other Teaching Dilemmas Author: Routman, Regie ISBN: 0-435-07210-2 LCCN: 96012254 Dewey: 302.2/044 20 Number:

Category: Teaching skills & techniques
User Rating: 4.0 Stars
Pages: 240

Paperback Heinemann

Review Regie's insight, practical suggestions, and can-do approach can't help but inspire teachers - and parents! This was a real page turner for me.Patricia Broderick, Teaching K8 Product Description Regie's insight, practical suggestions, and can-do approach can't help but inspire teachers - and parents! This was a real page turner for me. - Patricia Broderick, Teaching K8 From ill-informed politicians, parents, and news reporters, the message is clear: whole language is to blame for illiteracy, declining test scores, and poor spelling and grammar skills. But is whole language - when accurately understood and practiced - truly at fault? Shouldn't we first question the ways in which teachers are trained, students are assessed, educators and parents are communicating, and funds are allocated? Literacy at the Crossroads takes a hard look at these issues. By informing teachers about what's really happening in our schools, Routman opens up the educational dialogue and disproves some of the misconceptions that threaten good practice. She describes and clarifies critical concerns, suggesting actions we must take so that, in her words, "we can continue to do what's right and best for children." True, there are problems with schools in America - but, according to Routman, back-to-basics instruction is not the solution. What's needed are teachers who are clear about their goals and outspoken about their beliefs. Here is a book that shows them how.

Literacy Assessment: A Collection of Articles from the Australian Literacy Educators' Association

Literacy Assessment: A Collection of Articles from the Australian Literacy Educators' Association Author: Fehring, Heather (Editor) Association, Australian Literacy Educators' (Corporate Author) ISBN: 0-87207-004-2 LCCN: 2002154828 Dewey: 428/.007/1 21 Number:

Category: English language: reading skills
User Rating: 4.5 Stars
Pages: 199

Paperback International Reading Association

Book Description Editor: Heather Fehring In the last 10 years, the world has witnessed a massive change to the nature of what it means to be literate. Educators of English must ask themselves challenging questions, such as how can we effectively assess students' literacies, and how can we ensure that the assessment process empowers individuals? Although there are many stakeholders to consider as educators perform and report on literacy assessments-students, parents, colleagues, and government, to name a few-teachers must make informed, consistent judgments regarding students' literacy achievement. This volume presents articles published by the Australian Literacy Educators' Association (ALEA) between 1992 and 2002. Editor Heather Fehring has chosen 19 articles that present diverse viewpoints related to literacy assessment and reporting practices. The articles, which encompass a range of grade levels from elementary school to high school, explore literacy assessment from a theoretical perspective, report on applicable research studies, discuss the implications of standards and benchmarking, and demonstrate practical classroom implementation of assessment and reporting techniques. Literacy Assessment provides a rich resource of perspectives on the topic of literacy assessment, but more important, it stresses the importance of teacher judgment in relation to literacy assessment and reporting. This collection will give you the knowledge to make informed judgments about the literacy assessments and reporting practices in your own classroom. About the Author Heather Fehring is Associate Professor in Literacy Assessment at Royal Melbourne Institute of Technology University, Bundoora, Victoria, Australia

Leveling Books K-6: Matching Readers to Text

Leveling Books K-6: Matching Readers to Text Author: Weaver, Brenda M. ISBN: 0-87207-267-3 LCCN: 00024182 Dewey: 372.4 21 Number:

Category: English language
User Rating: 5.0 Stars
Pages: 76

Paperback International Reading Association

Book Description This book helps K-6 teachers match students' abilities to texts and make informed choices about suitable books for use in the classroom. It explains why leveling is important, describes the impact of new instructional techniques on leveling, provides procedures for leveling, and reviews the most widely used leveling systems available. The author presents a detailed description of her own successful leveling system. From the Back Cover In recent years, as elementary teachers have shifted from the use of basal readers to literature or trade books, the task of how to match books to students' reading levels-a process often referred to as book leveling-has become a common concern. Leveling Books K-6: Matching Readers to Text will assist teachers in making informed choices about which leveling system is appropriate, which books can be used in instruction, and how the text level of books should be matched to the reading abilities of students in the primary and intermediate grades. Author Brenda Weaver discusses the need for leveling books and the dynamics involved in this process. She explains the terminology involved in book leveling and takes readers through each step of the process. Weaver discusses her own leveling system, the Weaver Reading/Writing Stages, and compares it to other leveling systems using the criteria of instructional focus, assessment, teacher accessibility, disadvantages, and advantages. Finally, the author outlines a plan of action for beginning the challenging task of leveling books. Leveling Books K-6 will help both classroom teachers and administrators find ways to customize their literature-based programs to fit the specific needs of their students.

Leveled Books for Readers, Grades 3-6: A Companion Volume to Guiding Readers and Writers

Leveled Books for Readers, Grades 3-6: A Companion Volume to Guiding Readers and Writers Author: Fountas, Irene C. Pinnell, Gay Su Fountas, Irene C. ISBN: 0-325-00307-6 LCCN: 2002280266 Dewey: 372.4 21 Number:

Category: Education
User Rating: 4.0 Stars
Pages: 408

Paperback Heinemann

Product Description With this book, the authors build on their previous work, extending leveled books up through the elementary grades and covering all the different genres that are important to students. About the Author IRENE C. FOUNTAS, a professor in the School of Education at Lesley University in Cambridge, Massachusetts, has been a classroom teacher, language arts specialist, and consultant in school districts across the nation and abroad. She works extensively in the literacy education field and directs the Literacy Collaborative in the School of Education at Lesley University. GAY SU PINNELL is a professor in the School of Teaching and Learning at The Ohio State University. She has extensive experience in classroom teaching and field-based research, and in developing comprehensive approaches to literacy education. She has received the International Reading Associations Albert J. Harris Award for research and the Charles A. Dana Foundation Award for her contributions to the field of education. She is also a member of the Reading Hall of Fame.

Letters and Numbers for Me-Contracted Edition

Letters and Numbers for Me-Contracted Edition Author: Olsen, Jan Olsen, Jan Z. ISBN: 1-891627-10-4 LCCN: Dewey: Number:

Category: Handwriting
User Rating: 4.5 Stars
Pages: 72

Paperback Handwriting Without Tears

Let's Write

Let's Write Author: Dill, Mary Areglado, Nancy Dill, Mary ISBN: 0-590-93102-4 LCCN: 97198078 Dewey: 372.62/3 21 Number:

Category: Elementary
User Rating: 5.0 Stars
Pages: 160

Paperback Scholastic

Book Description A Practical Guide to Teaching Writing in the Early Grades Packed with ideas from kindergarten, first- and second-grade teachers, this book will help set up an exciting and effective writing program. From time-saving tips on conferences to fresh ideas for writing across the curriculum, this resource combines everything the teacher needs in one volume. Includes sample mini-lessons on the mechanics of writing and classroom-proven methods to inspire beginning writers. About the Author Mary Dill is principal of Rolling Valley Elem., (K-6) in Fairfax County, VA, where she implemented the integrated language arts philosophy throughout the school. Ms. Dill's professional career includes primary teacher, resource teacher, coordinator of the gifted-and-talented program, and human-relations specialist. Nancy Areglado is a reading specialist at Rolling Valley Elem. She is an independent language arts consultant and presents nationally. In the summer months, she is a consultant for the Bill Martin Pathways to Literacy conferences. Both authors have published numerous articles in educational journals.

Let's Learn About Story Elements: Plot

Let's Learn About Story Elements: Plot Author: O'Brien-Palmer, Michelle Stephens, Heidi ISBN: 0-590-10716-X LCCN: Dewey: Number:

Category: Teaching Methods & Materials - Reading
User Rating: 4.0 Stars
Pages: 64

Paperback Scholastic

Book Description 15 Creative Projects That Help Kids Become Better Readers and Writers Engaging art and writing activities. Invite your students to celebrate reading and learn about plot. These kid-tested projects come complete with simple how-tos, ready-to-go reproducibles, and student samples. Originally published as part of I Love to Read. About the Author Michelle O'Brien-Palmer received her undergraduate and graduate degrees at the University of Washington. She is an educational consultant and speaker. Michelle always includes children in the creation of her books.

Learning to Learn in a Second Language

Learning to Learn in a Second Language Author: Gibbons, Pauline ISBN: 0-435-08785-1 LCCN: 92040291 Dewey: 428/.007 20 Number:

Category: Language teaching theory & methods
User Rating: 5.0 Stars
Pages: 128

Paperback Heinemann

Review [This] is a readable resource book which elementary bilingual teachers will find both insightful and practical.ESLEJ Product Description [This] is a readable resource book which elementary bilingual teachers will find both insightful and practical. - ESLEJ Children from language backgrounds other than English represent a quarter of all our school population. Learning to Learn in a Second Language has been written specifically for all teachers of children for whom English is a second language, although it will be equally helpful to teachers of English speaking children. The book is based on the assumption that the classroom program is a major resource for language development, and that a responsive program takes into account the fact that children are not only learning a new language, but that they are learning in that language as well. It exemplifies current theories of second language development through a wide range of strategies and practical suggestions for the classroom teacher.

Learning Phonics and Spelling in a Whole Language Classroom

Learning Phonics and Spelling in a Whole Language Classroom Author: Powell, Debbie Hornsby, David ISBN: 0-590-49148-2 LCCN: 94199877 Dewey: 372.4/145 20 Number:

Category: Elementary School Language Arts
User Rating: 4.5 Stars
Pages: 168

Paperback Scholastic

Book Description Here's help in teaching phonics and spelling in an integrated language arts classroom. Includes specific strategies: word sorts, clusters, cumulative charts, word webs, and more. With charts, checklists, and student samples.

Learning from Teaching in Literacy Education: New Perspectives on Professional Development

Learning from Teaching in Literacy Education: New Perspectives on Professional Development Author: Pinnell, Gay Su Rodgers, Emily M. ISBN: 0-325-00483-8 LCCN: 2002006124 Dewey: 428.4/071/5 21 Number:

Category: Language learning: specific skills
User Rating:
Pages: 208

Paperback Heinemann

Product Description Nearly every public school teacher in the United States takes part in some form of professional development, according to the U.S. Department of Education's statistics. Yet very little is known about if and how these sessions bring about real change to instruction. In this book, Emily Rodgers and Gay Su Pinnell provide insights into the complexity of providing effective professional development for literacy educators and the challenges of bringing about fundamental change to literacy instruction. In each chapter, educatorsincluding Billie J. Askew, Yvonne Rodriquez, and Carol Lyonsshare their research-based findings about the structure of an effective professional development program for literacy teachers. Some chapters connect professional development initiatives to student outcomes. Others focus on changes in teachers' instructional practices and growing understandings about literacy development. All chapters clearly report the practical implications of professional development that are relevant to anyone interested in literacy education. The research and experience represented in these chapters encompass many varied models and settings. What binds them together is a common theme: true expertise means developing internal systems for learning while teaching and teaching while learning. Whether you are a classroom teacher, a school administrator, a staff developer, a college professor, or a teacher in training, there is much to be learned from Learning from Teaching. About the Author Gay Su Pinnell is a professor in the School of Teaching and Learning at The Ohio State University. She has extensive experience in classroom teaching and field-based research, and in developing comprehensive approaches to literacy education. She has received the International Reading Association's Albert J. Harris Award for research and the Charles A. Dana Foundation Award for her contributions to the field of education. She is also a member of the Reading Hall of Fame. Together with Irene Fountas she has authored numerous books, videos, and websites with Heinemann that are considered standards in the field of literacy instruction and staff development. Their latest innovation is The Fountas and Pinnell Benchmark Assessment System, a comprehensive assessment system for grades K - 8. Visit fountasandpinnellbenchmarkassessment.com for details. Fountas and Pinnell have influenced the classroom practices of teachers nationwide through bestselling titles such as: The Continuum o Emily M. Rodgers is an assistant professor in the College of Education at The Ohio State University. Before joining OSU, Emily was a teacher for ten years in Newfoundland. Her research focuses on the professional development of teachers and the nature of effective scaffolding of literacy learning. Her paper "Language Matters: When is a Scaffold Really a Scaffold" won the National Reading Conference's Outstanding Student Research Award in 1999.

Language Study in Middle School, High School, and Beyond: Views on Enhancing the Study of Language

Language Study in Middle School, High School, and Beyond: Views on Enhancing the Study of Language Author: Simmons, John S. (Editor) Baines, Lawrence (Editor) Simmons, Johns S. Baines, Lawrence ISBN: 0-87207-182-0 LCCN: 97039591 Dewey: 428/.0071/2 21 Number:

Category: Language, Literature And Biography
User Rating: 4.5 Stars
Pages: 240

Paperback International Reading Association

Book Description The contributors to this book believe that language should be the central focus for study in the reading and language arts classroom and that gaining mastery over language can be stimulating , enlightening, and enjoyable. The text presents 10 diverse viewpoints on language study that are divided into the following areas: studying language through literature and the arts, using writing and speaking to study language, language use in different academic settings, and emerging trends in language study. All the chapters recommend that language study be connected to students' lives in visceral as well as rational ways. From the Back Cover The contributors to "Language Study in Middle School, High School, and Beyond" believe that language should be the central focus for study in the reading and language arts classroom and that gaining mastery over language can be stimulating , enlightening, and enjoyable. This volume presents 10 diverse viewpoints on language study that are divided into the following areas: studying language through literature and the arts, using writing and speaking to study language, language use in different academic settings, and emerging trends in language study. All the chapters recommend that language study be connected to students' lives in visceral as well as rational ways. "Language Study in Middle School, High School, and Beyond" will appeal to English language arts teachers who agree that students can learn nothing more valuable in school than a mastery over language.

Language and Reading Success

Language and Reading Success Author: Biemiller, Andrew ISBN: 1-57129-068-0 LCCN: 99012368 Dewey: 372.62/2 21 Number:

Category: Elementary School Language Arts
User Rating: 4.0 Stars
Pages: 75

Paperback Brookline Books

Product Description This book incisively presents recent research in the area of language development and relates those findings to practices that parents and teachers can implement at home and in classrooms with theor own children and students.

Knee to Knee, Eye to Eye: Circling in on Comprehension

Knee to Knee, Eye to Eye: Circling in on Comprehension Author: Cole, Ardith Davis ISBN: 0-325-00494-3 LCCN: 2002155230 Dewey: 372.47 21 Number:

Category: English language
User Rating: 5.0 Stars
Pages: 176

Paperback Heinemann

Product Description Imagine this: First graders analyzing texts, critiquing ideas, debating points, and making connections.Third graders sharing analogies between slaves' lives in the 1800s and their own.Fifth graders synthesizing elements of foreshadowing before the term is even mentioned. This is what literature conversations are all about. And this is what Ardith Cole writes about in this book, a comprehensive, inspiring guide to the art and practice of literature conversations. Cole is committed to literature conversations because she has watched them change lives and perspectives, build confidence and compassion, and produce dramatic consequences, both in and out of the classroom. That's why she wants teachers to understand the importance of teaching children how to talk about their reading. In Knee to Knee, Eye to Eye Cole addresses text, organization, management, assessment, and the tremendous amount of learning that occurs through the powerful, engaging combination of books and talk. Most important, she offers a step-by-step guided comprehension process in which teachers have students: observe, analyze, and investigate the workings of a real conversation "wonder" with a partner after a read-aloud refine content and behaviors in one large literature conversation use the process in a small group without the teacher's presence read independently for conversation grist that will later drive interactions and assessments. Because dialogue is critical to this process, the book features plentiful examples to demonstrate the higher levels of thinking and rich discussions that occur as students move into constructing their own knowledge. An appendix includes textual resources to use during read-aloud modeling lessons and sample conversation transcriptions that are handy examples for instruction and assessment. Create a conversation community in your classroom. Invite your students into this culture of focused talk. Build relationships between and among students. And watch as they develop deep, reflective conversations as reading becomes an adventure in learning. About the Author Ardith Davis Cole has 30 years of public school experience in a range of capacities, from classroom teacher to literacy specialist. She has also worked with teachers as a literacy consultant, a university adjunct, and an officer in professional literacy organizations. A recipient of numerous professional awards, including the University of Buffalo's Outstanding Alumni Award for the Year 2000, she is the author of Better Answers: Written Performance That Looks Good and Sounds Smart and Literacy Activities for Building Classroom Communities. Read Ardith's article - "It's the Teacher, Not the Program" - which appeared in Education Week (Vol. 22, No. 26, March 12, 2003).

Kids InSight: Reconsidering How to Meet the Literacy Needs of All Students

Kids InSight: Reconsidering How to Meet the Literacy Needs of All Students Author: Dillon, Deborah R. ISBN: 0-87207-265-7 LCCN: 00035103 Dewey: 373.1102 21 Number:

Category: English language
User Rating: 5.0 Stars
Pages: 208

Paperback International Reading Association

Book Description Author Deborah Dillon shows the qualities of insightful teachers through the interpretation of research and the analysis of classroom vignettes. The author challenges herself and all educators to develop the vision, knowledge base, and skills that will allow teachers to meet the needs of all learners. This book, the foundational book in the Kids InSight series, also outlines the overarching goals and common features that run throughout the series. From the Back Cover Kids InSight is a new book series that brings to the foreground stories about children and adolescents as the basis for K-12 teachers' instructional decisions. Kids InSight: Reconsidering How to Meet the Literacy Needs of All Students is the first book in the series, the foundation on which the future volumes will build. Author Deborah Dillon begins by explaining the goals of the Kids InSight series, then highlights the threads that will run throughout all books in the series. Next she presents the goals of the book: to encourage teachers to reflect on and reconsider their instruction, to change their focus to their students, to view their students' actions in light of new data, and to renew their teaching efforts. The chapters discuss in detail the different requirements of being an insightful teacher; report the author's experiences conducting research in two classrooms; and detail the interactions of the teachers and students in these classrooms, explaining what makes these teachers insightful. Interspersed throughout this book and others in the Kids InSight series are Reflection Points, which ask the reader to reflect on his or her own practice, allowing for consideration of personal philosophies and strategies for teaching literacy. This book and others in the Kids InSight series will challenge teachers to focus on students as individuals and as learners. When students are placed in the foreground, teachers are able to glean insights about who their students are, what they know, how they learn, and what can be done to support them. Other books in the Kids InSight series are, Looking Through the Faraway End: Creating a Literature-Based Reading Curriculum With Second Graders, by Lee Galda, Shane Rayburn, and Lisa Cross Stanzi (ISBN: 0-87207-263-0), and "All the Stories That We Have": Adolescents' Insights About Literacy and Learning in Secondary Schools, by Elizabeth Birr Moje (ISBN: 0-87207-264-9).

It's Never Too Late: Leading Adolescents to Lifelong Literacy

It's Never Too Late: Leading Adolescents to Lifelong Literacy Author: Allen, Janet Romano, Tom ISBN: 0-435-08839-4 LCCN: 94041022 Dewey: 428.4/071/2 20 Number:

Category: English language: reading skills
User Rating: 4.5 Stars
Pages: 240

Paperback Heinemann

Review Any teacher of general English could read It's Never Too Late and know that he or she is definitely not alone.English Journal Product Description Any teacher of general English could read It's Never Too Late and know that he or she is definitely not alone. - English Journal It's Never Too Late is a research chronicle that offers not only proven methods but also inspiration. Anyone working with "at risk" students - those for whom school has not been a place of success - will find here a reflection of their own experiences, plus thoughtful and creative strategies for making those experiences positive ones. When Janet Allen, a respected lecturer, researcher, and award-winning teacher, began teaching in 1972, she was wholly unprepared for the challenges she encountered: motivating the unmotivated, developing a curriculum with no models to draw from, building an environment that supported strategic learning, finding creative resources with limited means, and dealing with reluctant, even rebellious students. More daunting, perhaps, was the challenge of constantly rekindling her own fervor for teaching. But she persevered and found ways to break through those obstacles. It's Never Too Late is at once a story and a "how to" book. Readers will find absorbing case studies, photographs, quotes from educators, surveys, activities, and step by-step strategies for teaching reading and writing to the most reluctant middle and secondary school students. Most important, they will find affirmation for the powerful role they play as teachers.

Issues and Trends in Literacy Education

Issues and Trends in Literacy Education Author: McKenna, Michael C. (Editor) Wedman, Judy M. (Editor) Robinson, Richard David (Editor) ISBN: 0-205-16146-4 LCCN: 95023601 Dewey: 372.6/044 20 Number:

Category: Literacy
User Rating: 5.0 Stars
Pages: 352

Paperback Allyn & Bacon

Book Description Issues and Trends in Literacy Education, Second Edition, is a unique, friendly reference designed to provide necessary information needed by both pre-service and in-service educators to better understand the various viewpoints in the ever-changing field of literacy education. Current topics of interest are identified with articles, related references, discussion questions, application ideas and an annotated bibliography of related resources. After using this book, students will be well versed in reading education and will be able to decide upon and articulate their own informed approach to reading education. For readers interested in literacy education. --This text refers to an out of print or unavailable edition of this title. From the Back Cover This unique reference provides the necessary information needed by both preservice as well as inservice educators to better understand and study the field of literacy education. Each of eleven chapters is based on a critical issue in the field of literary education, with topics such as whole language, literacy assessment, phonics, emergent literacy, and technology.

Inviting Children's Responses to Literature: Guides to 57 Notable Books

Inviting Children's Responses to Literature: Guides to 57 Notable Books Author: McClure, Amy A. (Editor) Kristo, Janice V. (Editor) ISBN: 0-8141-2379-1 LCCN: 93046088 Dewey: 372.64 20 Number:

Category: Elementary
User Rating: 5.0 Stars
Pages: 145

Paperback National Council of Teachers of English

From Booklist In the style of Book Links magazine, this is an excellent guide for library-classroom cooperation. For each of 57 books, there's a suggested grade level (preschool through middle school), a plot summary, teaching suggestions, and a list of related books. The layout is clear and attractive, with each book discussion taking up one or two pages. The books are great, from Paula Fox's One-Eyed Cat (1984) to Alexandra Day's Frank and Ernest (1988) to Virginia Hamilton's People Could Fly (1985), and exhibit a range of cultures, genres, and reading levels. Many of the contributors teach children's literature. They don't push for any "right" answer. Their open-ended questions will stimulate discussion and personal response and make kids want to read more. Hazel Rochman

Invitations: Changing As Teachers and Learners K-12

Invitations: Changing As Teachers and Learners K-12 Author: Routman, Regie ISBN: 0-435-08578-6 LCCN: 91009304 Dewey: 372.4/1 20 Number:

Category: Language teaching theory & methods
User Rating: 5.0 Stars
Pages: 672

Paperback Heinemann

Product Description This book is becoming my bible. - Instructor With this remarkably complete and well-organized resource, Regie Routman invites all teachers to reflect upon their practice, and in doing so, she makes whole language teaching and learning possible for everyone. The text provides in-depth information, as well as step-by-step demonstration lessons for topics such as: becoming a whole language teacher; shared reading and shared writing for all grades; guided reading - whole class, small group, and individualized; grouping for success; examining a basal story and using it holistically; developing literature extension activities; responding to literature through literature response logs and discussion groups; setting up an independent reading program; journal writing; teaching phonics and skills strategically; letter writing and story writing for authentic purposes; integrating spelling into the reading-writing classroom; getting the publishing process going; integrating the language arts through literature and across the curriculum; understanding and utilizing meaningful evaluation procedures - anecdotal records, grading, and self-evaluation; applying holistic strategies to L.D. and "at-risk" students; organizing and managing the whole language classroom; establishing teacher support groups and other networks. With the Blue Pages bound in, Invitations is the most exhaustive resource available for any teacher interested in professional development and changing his or her teaching. --This text refers to the Paperback edition.

Infotext: Reading & Learning

Infotext: Reading & Learning Author: Feathers, Karen M. ISBN: 0-88751-056-6 LCCN: 94162692 Dewey: 428.4/3 20 Number:

Category: Language teaching theory & methods
User Rating: 5.0 Stars
Pages: 144

Paperback Pippin Publishing

-- Curriculum Materials "...for the teacher with little experience in teaching reading skills...practical, easy to read. Valuable for teachers and parents." Susan M. Blair-Larsen at Trenton State College "...a unique addition to the school professional library."

Informational Text in K-3 Classrooms: Helping Children Read and Write

Informational Text in K-3 Classrooms: Helping Children Read and Write Author: Kletzien, Sharon Benge Dreher, Mariam Jean ISBN: 0-87207-537-0 LCCN: 2003017361 Dewey: 372.6 22 Number:

Category: English language: reading skills
User Rating: 5.0 Stars
Pages: 168

Paperback International Reading Association

Product Description Increasing evidence shows that young children benefit from reading instruction that includes informational text. Educational organizations, U.S. state mandates, and standardized tests all call for children to effectively read information, yet emphasis on using story text with young readers persists in the early literacy community. Teachers who are unsure about how to integrate informational text into their instruction will find expert guidance in this book, which demonstrates the effectiveness of this text in early reading instruction. Authors Kletzien and Dreher provide suggestions for developing classroom libraries and choosing quality informational text that can be used with all children in a variety of settings, such as inclusive classrooms and self-contained special education classrooms. The authors guide teachers in choosing informational books at appropriate reading levels for their students, featuring them in class read-alouds, and using them to teach comprehension, writing, and search strategies. Informational Text in K–3 Classrooms: Helping Children Read and Write provides ways in which teachers can strive for and maintain a more equal balance of fiction and informational text in the classroom.

Independent Reading Management Kit

Independent Reading Management Kit Author: Witmer, Laura ISBN: 0-439-44514-0 LCCN: Dewey: Number:

Category: Education
User Rating: 5.0 Stars
Pages: 112

Paperback Teaching Resources

From the Publisher Ready to use literature response and writing activities help boost reading comprehension and build key reading and writing skills. Synopsis Ready to use literature response and writing activities help boost reading comprehension and build key reading and writing skills.

In the Middle: New Understanding About Writing, Reading, and Learning

In the Middle: New Understanding About Writing, Reading, and Learning Author: Atwell, Nancie Newkirk, Thomas Graves, Donald H. ISBN: 0-86709-374-9 LCCN: 97051627 Dewey: 428/.0071/2 21 Number:

Category: English language: specific skills
User Rating: 5.0 Stars
Pages: 560

Paperback Boynton/Cook

Review The best way to teach is to learn together with the students. One of the rare breed of teachers who do know this is Nancie Atwell.The New York Times Reading this book can be revolutionary. . . . Atwell leads us to new understandings of teaching and learning in a workshop classroom.Voices from the Middle Product Description The best way to teach is to learn together with the students. One of the rare breed of teachers who do know this is Nancie Atwell. - The New York Times Reading this book can be revolutionary. . . . Atwell leads us to new understandings of teaching and learning in a workshop classroom. - Voices from the Middle When first published in 1987, this seminal work was widely hailed for its honest examination of how teachers teach, how students learn, and the gap that lies in between. In depicting her own classroom struggles, Nancie Atwell shook our orthodox assumptions about skill-and-drill-based curriculums and became a pioneer of responsive teaching. Now, in the long awaited second edition, Atwell reflects on the next ten years of her experience, rethinks and clarifies old methods, and demonstrates new, more effective approaches. The second edition still urges educators to "come out from behind their own big desks" to turn classrooms into workshops where students and teachers create curriculums together. But it also advocates a more activist role for teachers. Atwell writes, "I'm no longer willing to withhold suggestions and directions from my kids when I can help them solve a problem, do something they've never done before, produce stunning writing, and ultimately become more independent of me." More than 70 percent of the material is new, with six brand-new chapters on genres, evaluation, and the teacher as writer. There are also lists of several hundred minilessons, and scripts and examples for teaching them; new expectations and rules for writing and reading workshops; ideas for teaching conventions; new systems for record keeping; lists of essential books for students and teachers; and forms for keeping track of individual spelling, skills, proofreading, homework, writing, and reading. The second edition of In the Middle is written in the same engaging style as its predecessor. It reads like a story - one that readers will be pleased to learn has no end. As Atwell muses, "I know my students and I will continue to learn and be changed. I am resigned - happily - to be always beginning for the rest of my life as a teacher."

Improving Comprehension with Think-Aloud Strategies: Modeling What Good Readers Do

Improving Comprehension with Think-Aloud Strategies: Modeling What Good Readers Do Author: Wilhelm, Jeffrey Otto, Wayne ISBN: 0-439-21859-4 LCCN: 2002265346 Dewey: Number:

Category: Education
User Rating: 5.0 Stars
Pages: 176

Paperback Teaching Resources

Product Description Help students learn how to read better with the powerful technique that makes the reading process come alive for kids. Model predicting, inferring, visualizing, summarizing, making connections to real life and more. Card catalog description "With this book, Jeff Wilhelm gets to the heart of what it means to be a passionate teacher and reader, one who not only conveys to his students an enthusiasm for reading, but also shows them ways that they can comprehend, appreciate, and converse with texts of all kinds. Jeff's energy for teaching is palpable and infectious, yet the beauty of this book emanates from Jeff's ability to reveal the raw mechanics of the reading process both to his students and to us."--Cover, p. 4.

Ideas and Insights: Language Arts in the Elementary School

Ideas and Insights: Language Arts in the Elementary School Author: Watson, Dorothy J. (Contributor) ISBN: 0-8141-2259-0 LCCN: 87022110 Dewey: 372.6 19 Number:

Category: Elementary School Language Arts
User Rating: 4.0 Stars
Pages: 243

Paperback Natl Council of Teachers

Bibliography: p. 223-239.

I Read It, but I Don't Get It: Comprehension Strategies for Adolescent Readers

I Read It, but I Don't Get It: Comprehension Strategies for Adolescent Readers Author: Tovani, Cris Keene, Ellin Oliver (Foreword) ISBN: 1-57110-089-X LCCN: 00058798 Dewey: 428.4/3 21 Number:

Category: English language: reading skills
User Rating: 4.5 Stars
Pages: 140

Paperback Stenhouse Publishers

From the Publisher I Read It, but I Don't Get It is a practical, 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 Cris' 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. Synopsis I Read It, but I Don't Get It is a practical, 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 Cris' 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.

How to write a report

How to write a report Author: Moore, Jo Ellen ISBN: 1-55799-429-3 LCCN: Dewey: Number:

Category: Aids and devices
User Rating: 4.0 Stars
Pages: 32

Unknown Binding Evan-Moor

How to Align Literacy Instruction, Assessment, and Standards: And Achieve Results You Never Dreamed Possible

How to Align Literacy Instruction, Assessment, and Standards: And Achieve Results You Never Dreamed Possible Author: Akhavan, Nancy Freeman, Yvonne S. Freeman, Yvonne S. ISBN: 0-325-00662-8 LCCN: 2003028094 Dewey: 371.2/03 22 Number:

Category: Organization & management of education
User Rating: 3.5 Stars
Pages: 312

Paperback Heinemann

Review During this time How To Align Literacy Instruction, Assessment, and Standards is an important reminder of what's truly essential in creating a school wide literate community. Using the standards as her foundation, Nancy Akhavan teaches us not only how to triumph with the standards but how to transform a faltering school into a thriving reading and writing community. This book is much more than a "how-to" book on implementing the standards in the classroom; instead it's really about the art of teaching reading and writing.Georgia Heard, Author of Writing Toward Home, Awakening the Heart, and The Revision Toolbox How To Align Literacy Instruction, Assessment, and Standards is a precise blend of research and practice. Nancy Akhavan has created practical hands-on ideas using a real school, real kids, and real life situations. This text is an invaluable guidebook to help you create an environment where learning for understanding becomes the norm for children and adults.Jan Duke, Ed.D., BER National Presenter, Milken Educator, California Teacher of the Year Nancy Akhavan provides a brilliant demonstration of the power of classroom teachers to turn an under-achieving school into one of the best public education has to offer.Lucy Calkins, Author of The Art of Teaching Writing Product Description During this time How To Align Literacy Instruction, Assessment, and Standards is an important reminder of what's truly essential in creating a school wide literate community. Using the standards as her foundation, Nancy Akhavan teaches us not only how to triumph with the standards but how to transform a faltering school into a thriving reading and writing community. This book is much more than a "how-to" book on implementing the standards in the classroom; instead it's really about the art of teaching reading and writing. - Georgia Heard, Author of Writing Toward Home, Awakening the Heart, and The Revision Toolbox How To Align Literacy Instruction, Assessment, and Standards is a precise blend of research and practice. Nancy Akhavan has created practical hands-on ideas using a real school, real kids, and real life situations. This text is an invaluable guidebook to help you create an environment where learning for understanding becomes the norm for children and adults. - Jan Duke, Ed.D., BER National Presenter, Milken Educator, California Teacher of the Year Nancy Akhavan provides a brilliant demonstration of the power of classroom teachers to turn an under-achieving school into one of the best public education has to offer. - Lucy Calkins, Author of The Art of Teaching Writing In this book, Nancy Akhavan details the stories and strategies that enabled her school to move from "under-performing" status to one in which students achieve and teachers have a whole new understanding of targeted instruction, sensitive assessment, and meaningful curriculum. There is much to appreciate in what she says, from her attention to "thinking small" and understanding the power of the details, her emphasis on planning and goal-setting, to the seriousness with which she takes the standards and incorporates them into the life of the classroom. Drawing on the work of the best in the business, Lucy Calkins, David and Yvonne Freeman, and Tony Alvarado, Akhavan made professional development the heartbeat of her school as she helped her faculty understand that their work begins and ends with continuous assessment of their students. Now she helps readers of her book learn: how child-centered assessment leads to strategic instruction how to best support multilingual learners how to organize for yearlong learning how to think through precise workshop instruction in minilessons how to develop meaningful curriculum around units of study how to create a vibrant school community where standards and accountability stem from regular assessment and examination of instructional practices. Akhavan provides immediately useful information for any elementary teacher, principal, or curriculum

Help America Read: A Handbook for Volunteers

Help America Read: A Handbook for Volunteers Author: Fountas, Irene C. Pinnell, Gay Su ISBN: 0-435-07250-1 LCCN: 97041387 Dewey: 371.14/124 21 Number:

Category: Literacy
User Rating: 4.0 Stars
Pages: 120

Paperback Heinemann

Product Description A recent explosion of volunteerism has occurred in classrooms, libraries, boardrooms, and church basements across the nation - and nowhere has this trend been more keenly felt than in literacy programs. Here, unpaid workers want to help meet the challenge of teaching America to read. But who teaches them to work with children? With teachers' time already stretched to the limit and many volunteers lacking sufficient training, the need for a concise and practical handbook has never been greater. Help America Read fills the void, containing everything you would want a literacy volunteer to know about tutoring children. Designed to help the volunteer become more self-reliant, this handbook includes: ten specific ways of working with children, with guides and suggestions for each; many book lists, including multicultural titles, at several grade levels; concrete suggestions, without assuming that a volunteer knows how to perform basic teaching tasks; sample lesson plans; time management tips; basic information on phonics and fluency in reading and writing; and guidelines for working with individuals as well as groups. Since the authors are Gay Su Pinnell and Irene Fountas, two of our nation's leading literacy educators, teachers and leaders can be certain that they are providing a resource based upon sound research on how children learn to read and write. Literacy volunteers will learn how to gain children's trust, monitor their comfort level, and create a positive learning environment. Perhaps most important, they will feel valued and encouraged to continue their all-important work, now when we need them most. About the Author Irene C. Fountas, a professor in the School of Education at Lesley University in Cambridge, Massachusetts, has been a classroom teacher, language arts specialist, and consultant in school districts across the nation and abroad. She works extensively in the literacy education field and directs the Literacy Collaborative in the School of Education at Lesley University. Together with Gay Su Pinnell she has authored numerous books, videos, and websites with Heinemann that are now considered standards in the field of literacy instruction and staff development. Their latest innovation is The Fountas and Pinnell Benchmark Assessment System, a comprehensive assessment system for grades K - 8. Visit http://www.fountasandpinnellbenchmarkassessment.com for details.Fountas and Pinnell have influenced the classroom practices of teachers nationwide through bestselling books such as: The Continuum of Literacy Learning, Grades K - 8 (2007) The Continuum of Literacy Learning, Grade Gay Su Pinnell is a professor in the School of Teaching and Learning at The Ohio State University. She has extensive experience in classroom teaching and field-based research, and in developing comprehensive approaches to literacy education. She has received the International Reading Association's Albert J. Harris Award for research and the Charles A. Dana Foundation Award for her contributions to the field of education. She is also a member of the Reading Hall of Fame. Together with Irene Fountas she has authored numerous books, videos, and websites with Heinemann that are considered standards in the field of literacy instruction and staff development. Their latest innovation is The Fountas and Pinnell Benchmark Assessment System, a comprehensive assessment system for grades K - 8. Visit fountasandpinnellbenchmarkassessment.com for details. Fountas and Pinnell have influenced the classroom practices of teachers nationwide through bestselling titles such as: The Continuum o

Happily Ever After: Sharing Folk Literature With Elementary and Middle School Students

Happily Ever After: Sharing Folk Literature With Elementary and Middle School Students Author: Young, Terrell A. (Editor) ISBN: 0-87207-510-9 LCCN: 2003018329 Dewey: 372.64 22 Number:

Category: Fairy tales, folk tales, fables, magical tales & traditional stories
User Rating: 5.0 Stars
Pages: 368

Paperback International Reading Association

From School Library Journal Folk literature is an important component in today's curriculum, not just for its literary merits but for its ability to expose youngsters to a variety of cultures and a diversity of beliefs and lifestyles. This collaborative effort from a group of professors, storytellers, editors, school-media specialists, and authors/folklorists brings together a complete overview of the genre. The book begins with a good guide to the subgenres within the folk-literature category. Explanations, literary criticisms, and examples are given for folktales, fables, mythology, legends, and tall tales in six detailed chapters. Next, stories from a wide range of cultures are explored. An entire section is devoted to "Cinderella" and its numerous variants. Throughout the book is a wealth of classroom applications, ideas, and suggestions for interpretation outlined in the form of lesson plans, writing exercises, art projects, role playing/dramatization, and the integration of social- and global-studies units. It concludes with discussions of the validity of studying and evaluating transformed fairy- and folktales such as the fractured and twisted tale, and of exploring the timeliness and timelessness of folk literature through an evaluation of "Rumpelstiltskin" from the original Brothers Grimm to Diane Stanley's rendition. This well-written, broad approach to folk literature will be suited to not just educators and classroom teachers, but to children's literature devotees as well.–Rita Soltan, Oakland University, Rochester, MI Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved. Book Description Anansi, Cinderella, Rumpelstiltskin, and the Three Little Pigs are just a few of the beloved characters whose stories have been shared for generations. Their adventures, rooted in the oral storytelling tradition, have been recorded as folk literature in every corner of the world. Because folk literature represents a large portion of the trade books published for children and young adults, elementary and middle school teachers and librarians need a resource to help them understand and use this genre with students. Happily Ever After: Sharing Folk Literature With Elementary and Middle School Students defines folk literature and provides ideas for teaching it, making it not only a practical resource for classroom teachers and librarians but also an appropriate textbook for teacher education courses. The book is divided into four sections. Section one provides an overview of traditional literature. Section two examines the subgenres of folk literature, helping readers to better understand folk tales and fairy tales, fables, myths, legends, and tall tales. Section three deals with traditional literature across cultures and includes thought-provoking chapters dealing with African, Asian, European, Jewish, Latino, Middle Eastern and South Asian, and Native American folk literature. Section four looks at how teachers might use folk literature in their classrooms through drama, writing, comparing versions and variants of a single tale type, and collecting oral folklore and adapting it to the written form. Throughout the chapters, authors show how folk literature can extend students' literacy and love of reading through a range of classroom applications spanning the full range of the language arts. This book will be a valuable resource to guide teachers, librarians, and students in experiencing the "happily ever after" magic found in folk literature.

Handwriting Without Tears: Kindergarten Teacher's Guide - Contracted Edition

Handwriting Without Tears: Kindergarten Teacher's Guide - Contracted Edition Author: Olsen, Janice Z. Olsen, Jan Z. ISBN: 1-891627-07-4 LCCN: Dewey: Number:

Category: Handwriting
User Rating: 5.0 Stars
Pages: 81

Paperback Handwriting Without Tears

Handwriting Without Tears Kindergarten Teacher's Guide is the guide for the kindergarten workbook, Letters and Numbers for Me. In this book are: tips for K teachers, parents and therapists; lesson plans for using the manipulatives: Wood Pieces, Letter Cards, Mat and Slate; and daily games and activities to use after the workbook is completed.

Guiding Readers and Writers: Teaching Comprehension, Genre, and Content Literacy

Guiding Readers and Writers: Teaching Comprehension, Genre, and Content Literacy Author: Fountas, Irene C. Pinnell, Gay Su Pinnel, Gay Su ISBN: 0-325-00310-6 LCCN: 00712760 Dewey: Number:

Category: English language: reading skills
User Rating: 5.0 Stars
Pages: 672

Paperback Heinemann

Product Description Authors Irene Fountas and Gay Su Pinnell have already helped hundreds of thousands of K-3 teachers engage, inform, and inspire early readers and writers. Now, with Guiding Readers and Writers (Grades 3-6), Fountas and Pinnell support teachers on the next leg of the literacy journey, addressing the unique challenges of teaching upper elementary students. The product of many years of work with classroom teachers, Guiding Readers and Writers (Grades 3-6) is one of the most comprehensive, authoritative guides available today. It explores all the essential components of a quality literacy program in six separate sections: Breakthrough to Literacy: Fountas and Pinnell present the basic structure of the language/literacy program within a breakthrough framework that encompasses the building of community through language, word study, reading, writing, and the visual arts. The framework plays out as three "blocks," which can be interpreted as conceptual units as well as segments of time within the school day. Specific information on how to structure a reading and writing workshop is provided. A practical chapter on organizing and managing the classroom will help you implement the principles in your own classroom. Independent Reading: It is essential for students to develop interests and tastes as readers, selecting books for themselves every day. Fountas and Pinnell devote four chapters to independent reading, exploring how to structure teaching, minilessons, conferences, groupshare, and ways to use response journals as part of a reading workshop. Guided Reading: The chapters in this section provide detailed information on planning for guided reading, dynamic grouping for effective teaching, and selecting, introducing, and using leveled texts. Fountas and Pinnell describe characteristics of texts related to difficulty and ways to organize texts in your classroom and school. Literature Study: This section of the book discusses how to make students' experiences with literature as rich as possible. The authors offer specific suggestions for forming groups, guiding student choices, and establishing and teaching routines for literature discussion. A full chapter explores reader response and ways to help readers dig deep to uncover the meaning of texts. Teaching for Comprehension and Word Analysis: This detailed look at the reading process explores both oral and silent reading, processes and behaviors related to comprehension, and ways to help students construct meaning. Included are twelve systems for sustaining the reading process and expanding meaning, plus discussions of the important areas of phonics, spelling, and vocabulary. The Reading and Writing Connection: These chapters showcase the instructional contexts - poetry, writer's notebooks, writer's talks, genre, content literacy, and student research - that support students in connected reading and writing. An informative overview of the characteristics of fiction and nonfiction will help you teach students to read and write a variety of genre. What's more, the authors suggest ways to help students learn the "genre" of testing and perform the kinds of reading and writing tasks that tests require. They also detail the continuous thoughtful assessment that guides all aspects of effective teaching. A special feature appears at the end of each section, in which Fountas and Pinnell provide indispensable suggestions for working with struggling readers and writers. About the Author Irene C. Fountas, a professor in the School of Education at Lesley University in Cambridge, Massachusetts, has been a classroom teacher, language arts specialist, and consultant in school districts across the nation and abroad. She works extensively in the literacy education field and directs the Literacy Collaborative in the School of Education at Lesley University. Together with Gay Su Pinnell she has authored numerous books, videos, and websites with Heinemann that are now considered standards in the field of literacy instruction and staff development. Their latest innovation

Guided Reading: Making It Work

Guided Reading: Making It Work Author: Schulman, Mary Carleen, Payne Shulman, Mary Browning ISBN: 0-439-11639-2 LCCN: 00709507 Dewey: 372.4 21 Number:

Category: English language reading schemes
User Rating: 4.5 Stars
Pages: 272

Paperback Scholastic Teaching Resources

Product Description Guided reading is wonderful in theory, but how do you manage it? In this practical resource, two veteran teachers provide a step-by-step guide to guided reading, sharing their lesson plans, management strategies, and assessment tools. They show you how Card catalog description Ideas, resources, and a list of childrens' books that can be used to implement guided reading.

Guided Reading: Good First Teaching for All Children

Guided Reading: Good First Teaching for All Children Author: Pinnell, Gay Su Fountas, Irene C. Fountas, Irene C. Pinnell, Gay Su Giacobbe, Mary Ellen ISBN: 0-435-08863-7 LCCN: 96032481 Dewey: 372.4 20 Number:

Category: Literacy
User Rating: 5.0 Stars
Pages: 424

Paperback Heinemann

Review This is an important book for teachers, administrators, prospective teachers, college professors, or anyone seeking to provide quality teaching to children in their first years of schooling.Harvard Educational Review Product Description This is an important book for teachers, administrators, prospective teachers, college professors, or anyone seeking to provide quality teaching to children in their first years of schooling. - Harvard Educational Review Among the many changes to sweep American literacy education has been a move toward whole class instruction. Nonetheless, children still bring to literacy a wide range of experiences and competencies. How, then, might teachers best support a literate community yet still meet the needs of individual readers? For Fountas and Pinnell, the answer lies in guided reading, which allows children to develop as individual readers within the context of a small group. Their new book is the richest, most comprehensive guided reading resource available today and the first systematic offering of instructional support for guided reading adherents. Guided Reading was written for K-3 classroom teachers, reading resource teachers, teacher educators, preservice teachers, researchers, administrators, and staff developers. Based on the authors' nine years of research and development, it explains how to create a balanced literacy program based on guided reading and supported by read aloud, shared reading, interactive writing, and other approaches. While there is an entire chapter devoted solely to the process by which children become literate, every chapter clearly presents the theoretical underpinnings of the practices it suggests. Also included are guidelines for: observation and assessment dynamic grouping of readers creating sets of leveled books selecting and introducing books teaching for strategies classroom management. Best of all, there are well over 2,500 leveled books in the Appendixes, along with many other reproducible resources that teachers will use for years to come. "Good first teaching is the foundation of education and the right of every child," assert the authors. With the publication of this book, educators themselves will find the foundation in reading skills instruction they so rightly deserve.

Guided Reading the Four-blocks Way: The Four Blocks Literacy Model Book Series

Guided Reading the Four-blocks Way: The Four Blocks Literacy Model Book Series Author: Cunningham, Patricia Hall, Dorothy P. Cunningham, James W. ISBN: 0-88724-579-X LCCN: Dewey: Number:

Category: General
User Rating: 5.0 Stars
Pages: 224

Paperback Four Blocks

Book Description This resource provides instructions for teaching reading comprehension skills and strategies; a variety of reading activities; and variations for Kindergarten and Upper Grade students.

Guided Comprehension: A Teaching Model for Grades 3-8

Guided Comprehension: A Teaching Model for Grades 3-8 Author: McLaughlin, Maureen Allen, Mary Beth ISBN: 0-87207-172-3 LCCN: 2001005664 Dewey: 372.4 21 Number:

Category: English language: reading skills
User Rating: 5.0 Stars
Pages: 276

Paperback Intl Reading Assn

Book Description In response to the disparity between what is known about best practice for comprehension instruction and what they saw happening in classrooms, authors Maureen McLaughlin and Mary Beth Allen have developed an innovative teaching model for grades 3-8. The Guided Comprehension Model is a step-by-step teaching framework that encourages students to become active, strategic readers by providing direct and guided strategy instruction, numerous opportunities for engagement, and a variety of texts and instructional settings. Guided Comprehension: A Teaching Model for Grades 3-8 is a complete resource that provides all the necessary tools to make this classroom-tested process work with students, from detailed explanations of how each stage functions to ideas for facilitating assessment, organization, and management in the classroom. There are a variety of useful reproducibles in the appendixes, including teaching ideas and blackline masters, forms for organizing and managing comprehension centers and routines, literature response prompts, leveled book resources, assessment forms, and instruction plans. Classroom teachers, staff developers, Title I reading specialists, and teacher educators will welcome this practical guide that contains everything needed to implement the Guided Comprehension Model in grades 3-8. About the Author Maureen McLaughlin is Professor of Reading Education at East Stroudsburg University of Pennsylvania, East Stroudsburg, Pennsylvania, USA. Mary Beth Allen is Assistant Professor of Reading Education at East Stroudsburg University of Pennsylvania, East Stroudsburg, Pennsylvania, USA.

Guided Comprehension in Action: Lessons for Grades 3-8

Guided Comprehension in Action: Lessons for Grades 3-8 Author: McLaughlin, Maureen Allen, Mary Beth ISBN: 0-87207-343-2 LCCN: 2002001514 Dewey: 372.47 21 Number:

Category: English (ie as school subject)
User Rating: 5.0 Stars
Pages: 194

Paperback International Reading Association

Book Description Expand your strategies for teaching reading comprehension with this collection of lessons for using Guided Comprehension in your classroom. Written to complement Guided Comprehension: A Teaching Model for Grades 3-8, this book provides classroom-tested instructional plans and resources for teaching reading comprehension strategies within a variety of themes: multiple perspectives, mystery, favorite authors, poetry, biography and autobiography, and fantasy. Each theme-based chapter presents the components for implementing the Guided Comprehension Model in grades 3-8: a theme description, theme-based plan, planning forms and lessons, teacher commentaries and think-alouds, samples of student work, and theme-based resources including related texts, websites, performance extensions across the curriculum, and culminating activities. A final chapter suggests even more themes and resources, and provides practical forms for planning themes and lessons based on the Model. Teaching ideas and blackline masters to support strategy applications in the theme-based lessons are included in an appendix.

Grand Conversations: Literature Groups in Action

Grand Conversations: Literature Groups in Action Author: Peterson, Ralph Eeds, Maryann ISBN: 0-590-73422-9 LCCN: Dewey: Number:

Category: Teaching Methods & Materials - Classroom Planning
User Rating: 5.0 Stars
Pages: 79

Paperback Scholastic

Book Description Literature Groups in Action Teach with real books in literature groups and watch your students read aloud and discuss books enthusiastically and learn together. Includes a rationale, grouping strategies and inspiring stories from the classroom. About the Author Ralph Peterson and Maryann Eeds, experts in the field of literature and literacy, are professors at the Arizona State University.

Good-bye Round Robin: 25 Effective Oral Reading Strategies

Good-bye Round Robin: 25 Effective Oral Reading Strategies Author: Opitz, Michael F. Rasinski, Timothy Rasinski, Timothy ISBN: 0-325-00098-0 LCCN: 98037936 Dewey: 372.45/2 21 Number:

Category: English language: specific skills
User Rating: 4.0 Stars
Pages: 112

Paperback Heinemann

Product Description Is oral reading important? "Absolutely," assert Michael Opitz and Timothy Rasinski, "so important that we must put it into perspective and use it in the most effective and efficient ways possible." Opitz and Rasinski have written this book to help teachers do just that. Their aim is to show where oral reading fits in the reading program and share twenty-five of the best strategies for helping children learn to read aloud. Good-bye Round Robin is the first book of its kind, offering teachers a new alternative to traditional round robin reading - an outmoded practice that more often prohibits rather than facilitates the ability to read. The book is completely research based, demonstrating how to use oral reading to help students develop comprehension, share information, and discover effective reading strategies. All of the activities are categorized and easy to locate. For each technique, the authors provide a grade level, description, teaching procedures, suggested children's literature, classroom scenarios, and additional ideas for extending the activity. A separate chapter on oral reading as a tool for assessment provides specific strategies and guidelines teachers can use along with many reproducible forms. There are also separate chapters on teaching struggling readers and working with parents. According to the authors, silent reading should remain the mainstay of an effective reading program, but there are times when oral reading is also important. Children need both types of reading experiences to ensure that comprehension occurs. Following the strategies outlined in this book, preservice and inservice elementary teachers can be certain they are truly helping children meet this goal. About the Author Michael F. Opitz is the author of nine books, including the Heinemann titles Do-able Differentiation (2008), Books & Beyond (2007), Listen Hear! (2004), Reaching Readers (2001), Rhymes and Reasons (2000), and Good-bye Round Robin (1998).Michael is a former elementary school teacher and reading specialist. Now he is a professor of elementary education and reading at the University of Northern Colorado and the winner of its Outstanding Scholar Award in the College of Education and Behavioral Sciences. He works in classrooms in the US and abroad planning, teaching and evaluating demonstration lessons focused on different aspect of literacy in K - 5 classrooms. He is also the author of the books Flexible Grouping in Reading (1998), and Literacy Instruction for Culturally and Linguistically Diverse Students (1998) as well as Summer Success Reading (Great Source, 2001). He works as a consultant for Great Source Education Group and the US Department of Defense Schools.Mic Timothy Rasinski is a professor of curriculum and instruction at Kent State University. He has written and edited several books on reading education and is coeditor of IRAs elementary-level reading journal, The Reading Teacher.

Getting Beyond I Like the Book: Creating Space for Critical Literacy in K-6 Classrooms

Getting Beyond I Like the Book: Creating Space for Critical Literacy in K-6 Classrooms Author: Vasquez, Vivian Maria Muise, Michael R. Adamson, Susan C. Heffernan, Lee Chiola-Nakai, David ISBN: 0-87207-512-5 LCCN: 2003004933 Dewey: 372.6 21 Number:

Category: English language: reading skills
User Rating: 5.0 Stars
Pages: 120

Paperback International Reading Association

Book Description Getting Beyond "I Like the Book": Creating Space for Critical Literacy in K-6 Classrooms Vivian Vasquez, with Michael R. Muise, Susan C. Adamson, Lee Heffernan, David Chiola-Nakai, and Janice Shear Discover the potential of children's literature as a tool to teach critical literacy in K-6 classrooms. This book tells the story of eight teachers who work in a variety of schools serving diverse populations. These educators used critical literacy discourse to frame classroom conversations about children's literature, prompting students to critically examine the meaning of the texts they read. By putting this critical edge on children's talk about books, the teachers enabled students to examine and act on social issues that emerged from their conversations. The book shows critical literacy in action through many classroom vignettes and offers a variety of other resources that are the hallmarks of the Kids InSight series, including Reflection Points, examples of students' work, annotated booklists, and information boxes. ©2003 | 120 pp | ISBN: 0-87207-512-5 | 512-553 | Elementary IRA Book Club selection 05/03 About the Author Vivian Vasquez is an assistant professor at American University, Washington, D.C. USA. Michael R. Muise is an assistant professor at Wayne State University, Detroit, Michigan, USA. Susan C. Adamson is the program director at Indiana Partnership for Young Writers, Indianapolis, Indiana, USA. Lee Heffernan is a doctoral candidate at Indiana University, Bloomington, Indiana, USA. David Chiola-Nakai is a teacher librarian for the Dufferin-Peel Catholic District School Board in Mississauga, Ontario, Canada. Janice Shear is an elementary school teacher in Mississaugu, Ontario, Canada.

From Literature to Literacy: Bridging Learning in the Library and the Primary Grade Classroom

From Literature to Literacy: Bridging Learning in the Library and the Primary Grade Classroom Author: Moss, Joy F. Fenster, Marilyn F. ISBN: 0-87207-345-9 LCCN: 2002007434 Dewey: 372.64/044 21 Number:

Category: English language
User Rating: 4.0 Stars
Pages: 224

Paperback International Reading Association

Book Description Learn how elementary school teachers and librarians can collaborate to provide rich and fulfilling literary and literacy experiences for the children they teach. Teachers will find that they can observe students' responses to new challenges in a setting outside the classroom, and librarians will gain a deeper understanding of children that will help them plan literature programs and individualize their response to each child. Authors Moss, a school librarian and literature teacher, and Fenster, a teacher of a combined K-1 classroom, developed a yearlong literary/literacy program that exposed first graders to a wide range of literary selections in weekly read-aloud sessions in the school library. The dialogue that emerged as the core of the children's literary experiences enabled them to confidently explore unfamiliar territory in the world of literature. You'll witness firsthand the culmination of the program in "The Magic Library," a story that the students wrote collaboratively based on what they had discovered in the literary/literacy units. About the Author Joy F. Moss is a librarian and literature teacher at the Harley School, Rochester, New York, USA, and an adjunct/associate professor at the University of Rochester Warner Graduate School of Education and Human Development, Rochester, New York, USA. Marilyn F. Fenster is a classroom teacher of a combined K-1 classroom at The Harley School, Rochester, New York, USA.

The Fluent Reader: Oral Reading Strategies for Building Word Recognition, Fluency, and Comprehension

The Fluent Reader: Oral Reading Strategies for Building Word Recognition, Fluency, and Comprehension Author: Rasinski, Timothy V. ISBN: 0-439-33208-7 LCCN: 2004272695 Dewey: Number:

Category: Education
User Rating: 5.0 Stars
Pages: 192

Paperback Scholastic, Inc.

Product Description Oral reading strategies for building word recognition, fluency and comprehension.

Fluency Lessons for the Overhead: Grades 4-6

Fluency Lessons for the Overhead: Grades 4-6 Author: Sweeney, Alyse ISBN: 0-439-58853-7 LCCN: Dewey: Number:

Category: Elementary School Language Arts
User Rating: 4.5 Stars
Pages: 56

Paperback Scholastic Paperbacks

Product Description This resource provides 15 lessons for modeling fluency using fun passages that kids will love to read and reread. Includes excerpts from the work of J.K. Rowling, Seymour Simon, Karen Hesse, and more! Each passage is provided on an overhead and a reproducible; each lesson is complete with independent practice and comprehension activities

Flexible Grouping in Reading

Flexible Grouping in Reading Author: Opitz, Michael F. ISBN: 0-590-96390-2 LCCN: Dewey: Number:

Category: Education / Teaching
User Rating: 3.0 Stars
Pages: 128

Paperback Scholastic

Book Description Practical Ways to Help All Students Become Better Readers Avid and reluctant readers alike will love to work in flexible groups arranged by interest, ability, student choice, random selection, and genre. Strategies include anticipation guides, cut aparts, response logs, think alouds, cooperative reading, book murals, and more. About the Author Michael F. Opitz is Assistant Professor of Reading-Language Arts at the University of Southern Colorado where he teachers undergraduate and graduate courses, and also directs the reading minor for the university. He is an active consultant in several areas of language learning, and has been a teacher since 1974, when he taught a combined third and fourth grade in Hoonah, AK. His education articles have appeared in several trade and professional journals.

Family Literacy Connections in Schools and Communities

Family Literacy Connections in Schools and Communities Author: Morrow, Lesley Mandel (Editor) ISBN: 0-87207-127-8 LCCN: 94043139 Dewey: 302.2/244 20 Number:

Category: Teaching of a specific subject
User Rating: 5.0 Stars
Pages: 336

Paperback International Reading Association

Book Description How can educators involved in family literacy initiatives be confident they are providing beneficial, rather than intrusive, experiences? What role should the community play in family literacy issues? How can schools, families, and organizations better collaborate to enhance literacy development for both children and their caregivers? This volume--developed by IRA's Family Literacy Commission--presents a wide variety of school-based and organization-sponsored programs and initiatives that address these questions. With it, practitioners and researchers will learn how others are responding to the needs of families and will gain insight into how to develop new programs. Foreword by Barbara Bush. From the Back Cover Ever since the creation of the Barbara Bush Foundation for Family Literacy in 1989, people have been asking me questions about the focus we chose: What is family literacy? How does it work? What can we do to support it? And why is it different from just plain literacy? So, I was delighted to learn that the International Reading Association would be publishing this comprehensive volume of family literacy programs and practices, put together by Lesley Mandel Morrow and IRA's Family Literacy Commission and written by other experts, to answer the questions and spread the word about the truly exciting developments in family literacy... To paraphrase one of my favorite songs, it's clear to me that family literacy is her to stay. The number of programs, the amount of legislation, and even the money available to fund family literacy programs have all increased dramatically in the past six years or so. "Family Literacy Connections in Schools and Communities" gives us all an opportunity to reflect on what we've been doing and to think about what we need to be doing in the years ahead... Barbara Bush (from the foreword)

The Explicit Teaching of Reading

The Explicit Teaching of Reading Author: Association, International Reading (Corporate Author) Hancock, Joelie (Editor) ISBN: 0-87207-253-3 LCCN: 99039695 Dewey: 372.41/6 21 Number:

Category: English language: reading skills
User Rating: 5.0 Stars
Pages: 139

Paperback International Reading Association

Book Description Study guides are useful tools for enhancing instruction at any grade level and in any content area. This practical book discusses why and how study guides help students comprehend text, while emphasizing the most effective ways to use these guides in the classroom. Complete descriptions, along with examples from a wide variety of lessons in primary through secondary grades, will help teachers select the best guides for their purposes.

Essential Ingredients: Recipes for Teaching Writing

Essential Ingredients: Recipes for Teaching Writing Author: Worsham, Sandra ISBN: 0-87120-594-7 LCCN: 2001005144 Dewey: 808/.042/071 21 Number:

Category: Teaching Methods & Materials - Language Arts
User Rating: 5.0 Stars
Pages: 188

Paperback Association for Supervision & Curriculum Deve

Book Description Looking for ways to make the teaching of writing fresh? Invite your students to use the approaches in Essential Ingredients: Recipes for Teaching Writing. This book offers suggestions for writing that are appropriate across the curriculum and for students in grades K-12. Sandra Worsham treats experienced and new writing teachers to a feast of ideas for enlivening students' writing experiences, including an innovative use of the helping circle. Explore the differences between what the author calls "school" writing and "real" writing and learn to make both forms work for students. Worsham distills the qualities of successful writing, which she says must -appeal to the senses -make use of the author's locale and sense of place -spring from memory and stories -experience revision and expansion. To authenticate the suggestions, Worsham's book includes several of her mother's recipes and stories from her childhood-giving us a chance to experience the qualities of successful writing as we learn to teach it to our students. Student writing samples from actual assignments illustrate key points. A chapter on creating a warm classroom atmosphere gives practical tips on enhancing writing in a collaborative setting. In addition, writing assignments that work across the disciplines guarantee that Essential Ingredients is useful not only for writing teachers, but for all teachers who use writing as part of their curriculum.

An English Teacher's Guide to Performance Tasks & Rubrics: High School

An English Teacher's Guide to Performance Tasks & Rubrics: High School Author: Benjamin, Amy ISBN: 1-883001-93-5 LCCN: 00023506 Dewey: 428/.0076 21 Number:

Category: General
User Rating: 5.0 Stars
Pages: 189

Paperback Eye on Education,

From the Publisher This book provides step-by-step procedures, student hand-outs, and samples of student work. Synopsis This book provides step-by-step procedures, student hand-outs, and samples of student work.

English at Your Command: Level G

English at Your Command: Level G Author: No Author ISBN: 0-7362-0192-0 LCCN: Dewey: Number:

Category: Language Arts - General
User Rating: 5.0 Stars
Pages: 0

Paperback Hampton Brown Co Inc

English at Your Command!

English at Your Command! Author: No Author ISBN: 0-7362-0194-7 LCCN: Dewey: Number:

Category:
User Rating: 5.0 Stars
Pages: 336

Paperback Hampton-Brown

English At Your Command Practice Book [STUDENT EDITION]

English At Your Command Practice Book [STUDENT EDITION] Author: No Author ISBN: 0-7362-0193-9 LCCN: Dewey: Number:

Category:
User Rating: 5.0 Stars
Pages: 0

Paperback Hampton Brown

Product Description Practice book for Grade 4 or 5

Editing

Editing Author: Suid, Murray Lincoln, Wanda Gatheral, Maryann ISBN: 0-912107-00-6 LCCN: Dewey: Number:

Category: Journalism
User Rating: 4.5 Stars
Pages: 112

Paperback Monday Morning Books

Easy Strategies & Lessons That Build Content Area Reading Skills

Easy Strategies & Lessons That Build Content Area Reading Skills Author: Baltas, Joyce Graham Nessel, Denise Nessel, Denise D. ISBN: 0-439-04092-2 LCCN: Dewey: Number:

Category: Teaching Methods & Materials - Language Arts
User Rating: 5.0 Stars
Pages: 96

Paperback Scholastic

Book Description Complete Model Lesson, High Interest Reading Lesson Selections, Reproducible Activities Students will learn the skills and strategies they need to tackle content area reading with the ready-to-go lessons in this book. Each lessons features a brief introduction to a reading strategy, a complete model lessons, a reading selection you can use to teach the strategy, plus reproducible activities. Lessons include Anticipation Guides, Possible Sentence Strategy, Team Webbing, and more!

Early Literacy in the Classroom: A New Standard for Young Readers

Early Literacy in the Classroom: A New Standard for Young Readers Author: Depress, Helen Iversen, Sandra ISBN: 0-7802-2087-0 LCCN: Dewey: Number:

Category: Education
User Rating: 4.5 Stars
Pages: 0

Paperback Wright Group/ McGraw-Hill

Discovering What Works for Struggling Readers: Journeys of Exploration with Primary-grade Students (Kids Insight)

Discovering What Works for Struggling Readers: Journeys of Exploration with Primary-grade Students (Kids Insight) Author: Wirt, Bev Bryan, Carolyn Domaleski Wesley, Kathleen Davies Bryan, Carolyn Domaleski ISBN: 0-87207-008-5 LCCN: 2004020920 Dewey: 372.43 22 Number:

Category: English language: reading skills
User Rating: 5.0 Stars
Pages: 164

Paperback International Reading Association

Review "Will be invaluable and practical for anyone charged with the responsibility of helping children learn how to read with skill." --Midwest Book Review Product Description “Mrs. Wesley, I did it! I did it!” (Joshua, first-grade student) As a teacher, you know the excitement of sharing those life-changing moments with your students when they comprehend the previously unknown. This book follows the yearlong journeys of three reading teachers who discovered the challenges and rewards that come with addressing the needs of struggling readers. As the authors share their insights, you'll come to learn that good teaching requires not only knowing your craft but also knowing your students. The chapters focus on the five teaching principles that the authors consistently found to be effective with all their students-meaningful conversation, choice, pertinent instruction, consistent support, and purpose-and came to call “points of action.” The chapters recount the individual struggles and successes of three students as they become readers, specifically illustrating the points of action and how critical they are to successful reading instruction. The final chapter offers additional ideas that you can use to bring the points of action into your own classroom. The many classroom vignettes and excerpts of student dialogue throughout the chapters bring the students' voices to the forefront. Plus, Reflection Points are included to provoke thought and discussion among you and your colleagues. All students have their own unique stories from which you can learn. So join the authors on their journeys, and let this book lead you to your own discoveries.

Discovering Children's Literature

Discovering Children's Literature Author: Hillman, Judith ISBN: 0-02-355085-6 LCCN: 94004319 Dewey: 028.1/62 20 Number:

Category: Children's literature studies: general
User Rating: 4.5 Stars
Pages: 276

Paperback Macmillan Pub Co

Product Description A concise introduction to the world of literature for infants, children, and adolescents, this popular book taps the work of well-known scholars to provide its foundation in genre theory while clearly relating the books it recommends to practical teaching applications. After first defining literature and literacy, and examining relevant aspects of children's development, the author explores each of the traditional literature genres in turn; and provides a firm structure for evaluation that will serve future teachers well as they approach any form of literature. Each chapter asks the student for reflections, opinions, and participation through suggested projects and activities. For elementary and high school teachers of English and Language Arts. --This text refers to the Paperback edition. The publisher, Prentice-Hall Career & Technology A readable, succinct guide to the world of children's literature, featuring a strong evaluation focus that explores the structure and content of children's literature. Using numerous examples and suggestions, the text provides a framework to support future literature evaluation as readers discover new books. By providing a carefully-chosen range of suggestions and examples -- rather than an encyclopedic presentation of worthwhile titles -- this text encourages both instructors and students to sample and discuss the largest possible number of children's trade books.

Differentiated Literacy Coaching: Scaffolding for Student and Teacher Success

Differentiated Literacy Coaching: Scaffolding for Student and Teacher Success Author: Moran, Mary Catherine ISBN: 1-4166-0623-8 LCCN: 2007033134 Dewey: 371.14/8 22 Number:

Category: Teaching Methods & Materials - Reading
User Rating: 5.0 Stars
Pages: 185

Paperback ASCD

From the Publisher "Making sure that all students read well is a top priority for schools, and literacy coaches are playing an increasingly important role in the effort. Their challenge? To deliver the kind of instruction and support best suited to the teachers they work with and most likely to help those teachers improve the literacy of their students. In Differentiated Literacy Coaching, Mary Catherine Moran presents a solution for meeting the diverse needs of literacy coaches and their charges. The heart of the book is an exploration of the Literacy Coaching Continuum, a series of professional learning formats that coaches can use singularly or in combination to design and deliver the most effective, most appropriate support: • Collaborative Resource Management • Literacy Content Presentations • Focused Classroom Visits • Coplanning • Study Groups • Demonstration Lessons • Peer Coaching • Coteaching Moran reviews the key considerations school leaders and literacy coaches must keep in mind when determining program focus and scope; describes the roles, responsibilities, and procedures involved in each coaching format; and offers guidelines based on research findings, exemplary coaching programs, and insights from her nearly 30 years as an educator. Readers will also find more than a dozen modules for coaches' professional development, including recommended materials and step-by-step procedures to help both new and experienced coaches expand their expertise. An extensive collection of print and online resources further enhances the book's usefulness for anyone interested in learning more about establishing-orimproving-a literacy coaching program. " Synopsis "Making sure that all students read well is a top priority for schools, and literacy coaches are playing an increasingly important role in the effort. Their challenge? To deliver the kind of instruction and support best suited to the teachers they work with and most likely to help those teachers improve the literacy of their students. In Differentiated Literacy Coaching, Mary Catherine Moran presents a solution for meeting the diverse needs of literacy coaches and their charges. The heart of the book is an exploration of the Literacy Coaching Continuum, a series of professional learning formats that coaches can use singularly or in combination to design and deliver the most effective, most appropriate support: • Collaborative Resource Management • Literacy Content Presentations • Focused Classroom Visits • Coplanning • Study Groups • Demonstration Lessons • Peer Coaching • Coteaching Moran reviews the key considerations school leaders and literacy coaches must keep in mind when determining program focus and scope; describes the roles, responsibilities, and procedures involved in each coaching format; and offers guidelines based on research findings, exemplary coaching programs, and insights from her nearly 30 years as an educator. Readers will also find more than a dozen modules for coaches' professional development, including recommended materials and step-by-step procedures to help both new and experienced coaches expand their expertise. An extensive collection of print and online resources further enhances the book's usefulness for anyone interested in learning more about establishing-orimproving-a literacy coaching program. "

Dancing With the Pen: The Learner As a Writer

Dancing With the Pen: The Learner As a Writer Author: Education, New Zealand Staff Ministry Of Staff, Richard C. Owen Publ. Inc. ISBN: 0-478-05560-9 LCCN: Dewey: Number:

Category: Reference
User Rating: 5.0 Stars
Pages: 152

Paperback Richard C. Owen Publishing

Cursive Teacher's Guide-Contracted Edition

Cursive Teacher's Guide-Contracted Edition Author: Olsen, Jan Olsen, Jan Z. ISBN: 1-891627-06-6 LCCN: Dewey: Number:

Category: Handwriting
User Rating: 1.0 Stars
Pages: 84

Paperback Handwriting Without Tears

Cursive Success-Contracted Editions

Cursive Success-Contracted Editions Author: Olsen, Jan Olsen, Jan Z. ISBN: 1-891627-11-2 LCCN: Dewey: Number:

Category: Handwriting
User Rating: 5.0 Stars
Pages: 80

Paperback Handwriting Without Tears

Cursive Handwriting - Contracted Edition

Cursive Handwriting - Contracted Edition Author: Olsen, Jan Olsen, Jan Z. ISBN: 1-891627-04-X LCCN: Dewey: Number:

Category: Language Arts - Handwriting
User Rating: 5.0 Stars
Pages: 88

Paperback Handwriting Without Tears

Critical Literacy and Writer's Workshop: Bringing Purpose and Passion to Student Writing

Critical Literacy and Writer's Workshop: Bringing Purpose and Passion to Student Writing Author: Heffernan, Lee ISBN: 0-87207-541-9 LCCN: 2004002142 Dewey: 372.62/3 22 Number:

Category: English language: creative writing
User Rating: 5.0 Stars
Pages: 96

Paperback International Reading Association

Book Description Do you feel like your students are capable of more when it comes to writing? You've probably read numerous pieces of writing-about new pets, baby sisters, or the latest video games-that reflect students' personal lives rather than new understandings about themselves and the world around them. This book shows upper elementary-grade teachers how incorporating critical literacy into writer's workshop will take their students' writing to the next level. Author Lee Heffernan shares her story of a yearlong project that changed the type of writing that third-grade students produced as they learned to bridge their personal lives and social issues through social-narrative writing. This critical literacy approach to writer's workshop allows students to question multiple viewpoints, explore sociopolitical issues, and take action to promote social justice. The chapters provide insight into each step of the author's journey to help you take the first steps toward implementing this type of workshop in your classroom. Plus, you'll discover how integrating critical literacy into writer's workshop allows students to engage in a form of social action as they actively critique the connections between their personal lives and society. Use Critical Literacy and Writer's Workshop to reimagine your teaching and redefine students' writing. From Critical Literacy and Writer's Workshop: Bringing Purpose and Passion to Student Writing, by Lee Heffernan. © 2004, International Reading Association.

Creating Young Writers: Using the Six Traits to Enrich Writing Process in Primary Classrooms

Creating Young Writers: Using the Six Traits to Enrich Writing Process in Primary Classrooms Author: Spandel, Vicki Lane, Barry (Foreword) ISBN: 0-205-37953-2 LCCN: 2003051719 Dewey: 372.62/3 21 Number:

Category: English language: writing skills
User Rating: 4.5 Stars
Pages: 260

Paperback Pearson / Allyn & Bacon

From the Back Cover Creating Young Writers by Vicki Spandel This long-awaited text offers a most comprehensive exploration of Spandel's effective 6-trait approach to writing for K-3 teachers. The perfect complement to its phenomenally successful parent text, Creating Writers, Third Edition, this new text provides clear guidelines on helping young students draft, assess, and revise their writing, as well as explicit criteria to show students precisely what they must do to succeed as writers in virtually any situation-including state tests. Features Loaded with lesson ideas suitable for students K-3 will help teachers understand exactly how to teach writing to very beginning writers. (Chs. 3 & 4.) Samples of actual student work, both text and art, offers teachers a clear understanding of how to recognize strengths and growth in student work (Chs. 2 & 5). Specific examples of how to model writing for students encourage teachers to try modeling and to write with students as a teaching technique (Ch. 6). Samples of simple student portfolios take the mystery out of creating student portfolios by showing that portfolios need not be complex or long to work (Ch. 5). Explanation of how revision looks/works at beginning levels gives teachers (and students) in-depth understanding of what revision is and how to teach it (Ch. 5). Step-by-step review of the publishing process offers teachers and students options for "publishing" text at the classroom level (Ch. 5). Recommended books for teaching key traits of writing at primary level reinforce the link between reading and writing and gives even non-writers a way into the traits (Ch. 7). Analysis of classroom versus large-scale assessment from a primary education perspective strengthens teachers' understanding of what good assessment should look like at various levels (Ch. 8). Inside look at four classrooms that use process and trait-based writing in various ways helps current or prospective teachers see how many individual forms trait-based writing can take (Ch. 9). "I really enjoyed reading this book...I think this is an essential read for primary writing teachers!" Wendy Ellis, Literacy Specialist, Arkansas State Dept. of Education 'Creating Young Writers will be a powerful resource for the primary teachers in my class...I find so many great ideas that I can also recommend this text to my 4-8 teachers. So much applies directly to the needs of students in middle grades.' Dennis O'Connor, Certified Online Instructor, Milken National Educator Author Bio Vicki Spandel is a former language arts teacher, journalist, technical writer, and co-director of the teacher team that developed the original 6-trait model. She has written or co-authored more than 25 books for teachers and students, including-most recently-Creating Writers, 3rd edition (Allyn and Bacon), the Daybooks of Critical Reading and Writing for Grades 2-5 (Great Source Education Group) and The Write Traits Classroom Kits, Grades 3-8 (also published by Great Source). In the course of developing educational materials, Vicki serves as a visiting teacher in classrooms K-12. She has been the scoring director for more than 80 state, county and district writing assessments. She is currently the lead trainer for Write Traits, teacher in-service specialists who offer training and consultation in process-based 6-trait instruction and assessment throughout the country. About the Author Vicki Spandel is a master teacher and was the co-director of the original teacher team that developed the 6 Trait model. She has designed instructional materials for all grade levels and is the author of numerous books on writing and writing assessment including Creating Writers - Linking Writing Assessment and Instruction. Vicki is a former language arts teacher, journalist, technical writer, consultant and scoring director for dozens of state, county, and district writing assessments. She also serves as contributing editor to r.w.t, the magazine for reading, writing, thinking.

Creating Support for Effective Literacy Education: Workshop Materials and Handouts

Creating Support for Effective Literacy Education: Workshop Materials and Handouts Author: Gillmeister-Krause, Lorraine Weaver, Constance Vento-Zogby, Grace ISBN: 0-435-08894-7 LCCN: 96033994 Dewey: 372.4/14 20 Number:

Category: Teaching of a specific subject
User Rating:
Pages: 324

Spiral-bound Heinemann

Review Designed for workshop presentation and replete with illustrations, this very practical manual on literacy strategies will be valuable to teachers as well as parents. Materials, culled from many sources, from whom permission to reproduce has been secured, are an asset to this publication.The New Advocate Product Description Designed for workshop presentation and replete with illustrations, this very practical manual on literacy strategies will be valuable to teachers as well as parents. Materials, culled from many sources, from whom permission to reproduce has been secured, are an asset to this publication. - The New Advocate In helping others to understand how reading and writing flourish in whole language classrooms, have you ever wished for materials that clearly convey what we know about effective teaching and learning of literacy? This indispensable resource provides everything you need, including just the right transparencies, brochures, and fact sheets. It's been proven that by treating reading and writing as gradually emerging processes rather than skills to be taught and mastered in isolation, children not only become proficient, but also develop a lifetime love of reading and writing. But when parents and administrators hear only about literacy activities without details on how teachers "teach" children to read and write, they understandably become concerned. "What about phonics and spelling?" they ask. This book addresses the need, then, to help others understand the nature of learning and the processes of language and literacy development, as well as some of the specific things teachers do to nurture independent and competent readers and writers. Part I contains eight sections, made up of materials that can be copied directly onto transparencies, on learning theory, language acquisition, the reading process, teaching and learning reading, phonics, reading strategies, writing, and assessment. Each set is accompanied by suggestions for using the transparencies, relevant anecdotes about the authors' experiences using them, background information from research, and sources and resources. The transparencies can be selected and organized in any order to fit your individual needs. Part II includes fliers, letters, brochures, and fact sheets on various topics relating to emergent literacy and teaching practice, all of which can also be copied and distributed as needed. Though designed primarily for workshops and weekend courses, Creating Support for Effective Literacy Education is also appropriate for regular college courses focusing on professional development and inservice teacher training.

Creating Strategic Readers: Techniques for Developing Competency in Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension

Creating Strategic Readers: Techniques for Developing Competency in Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension Author: Ellery, Valerie ISBN: 0-87207-561-3 LCCN: 2004024963 Dewey: 372.41 22 Number:

Category: English language: reading skills
User Rating: 4.5 Stars
Pages: 252

Paperback International Reading Association

Education Librarian Well-organized, thoughtful, and provides a comprehensive framework to aid any teacher in effectively teaching to state standards and Reading First. Product Description The days of stressing the acquisition of reading skills in isolation are in the past. To develop lifelong readers, it is vital for teachers to also show students how to apply these reading skills strategically to acquire meaning from text. This book is a comprehensive resource you can use to better equip yourself in the craft of teaching reading. Author Valerie Ellery first lays the groundwork for a comprehensive literacy classroom, detailing appropriate curriculum, assessment, and instruction. She then focuses on the five essential components of reading instruction identified in the 2000 National Reading Panel report-phonemic awareness, phonics, fluency, vocabulary, and comprehension-to align instruction with current standards. You will learn how to implement the components into your instruction with techniques that foster active, strategic reading. Each technique identifies corresponding multiple intelligences and developmental levels of reading so you can determine which approach is best suited for each student's specific learning style and reading need. Because scaffolding and teacher talk are essential to successful instruction, procedures for modeling the techniques and examples of teacher talk are provided throughout the book. Ultimately, you will learn how to gradually release responsibility for learning to students and guide them in becoming strategic, independent readers.

Creating Classrooms for Authors and Inquirers

Creating Classrooms for Authors and Inquirers Author: Harste, Jerome C. Short, Kathy Gnagey Burke, Carolyn Harste, Jerome C. Burke, Carolyn ISBN: 0-435-08850-5 LCCN: 95018854 Dewey: 372.6 20 Number:

Category: Literacy
User Rating: 4.5 Stars
Pages: 640

Paperback Heinemann

Review Perhaps the richest source of practical, concrete structures for running a whole language classroom.Rethinking Schools on the first edition Product Description Perhaps the richest source of practical, concrete structures for running a whole language classroom. - Rethinking Schools on the first edition How do you set up supportive classrooms in which children can become real readers, writers, and inquirers? Can it be done every day, across the curriculum? In the first edition, Short, Harste, and Burke presented practical theory of literacy instruction based on their work with classroom teachers. Their aim was to show practicing and preservice elementary teachers how to create the best possible literacy-learning environment. In this second edition, the authors offer more ideas and rich descriptions of how their curriculum moved from writing and reading to include inquiry. Creating Classrooms for Authors and Inquirersrepresents their latest thinking, along with lingering questions and new concerns. The first half of the book focuses on the authoring cycle and the ways in which Short, Harste, Burke, and other teacher-researchers have used the cycle as a curricular framework. The authors share their work within the writing curriculum, then move to the reading curriculum, and finally to rethinking curriculum as inquiry. They also discuss issues related to maintaining a community of inquirers. The second half of the book contains more detailed descriptions of curricular engagements within the authoring cycle framework, such as authors folder, bookmaking, and readers theatre. These classroom strategies have already worked for hundreds of teachers, and Short, Harste, and Burke are at their practical best as they share them with you. Extensive samples of student work are included. The ideas and experiences expressed in this volume are the result of a group of people who have worked together, thought together, and built from the work of others over time. Creating Classrooms for Authors and Inquirers is a resource you will refer to again and again.

Creating an Integrated Approach to Literacy Instruction

Creating an Integrated Approach to Literacy Instruction Author: Raphael, Taffy E. Hiebert, Elfrida H. ISBN: 0-03-051554-8 LCCN: 95081597 Dewey: 372.6/00044 20 Number:

Category: Literacy
User Rating: 5.0 Stars
Pages: 319

Paperback Wadsworth Publishing

Product Description Presents a social constructivist approach to the teaching of reading. Includes theory, curriculum, two case studies, and material on comprehension and assessment within whole literary environments.

A Coordinator's Guide to Help America Read: A Handbook for Volunteers

A Coordinator's Guide to Help America Read: A Handbook for Volunteers Author: Fountas, Irene C. Pinnell, Gay Su Pinnell, Gay Su ISBN: 0-435-07252-8 LCCN: 97228514 Dewey: 371.14/124 21 Number:

Category: Charities & voluntary services
User Rating: 4.0 Stars
Pages: 144

Paperback Heinemann

Product Description If you have the challenging task of coordinating literacy volunteers, you want the best information available on building a high-quality program along with practical suggestions on effective training. This outstanding resource from Gay Su Pinnell and Irene Fountas offers both. It provides everything you need to know to run a successful program, no matter who the volunteers are or where they are working. Research has shown that to run an effective volunteer program, the coordinator must provide strong leadership, solid training, and careful monitoring. Pinnell and Fountas help you achieve these goals, offering: specific training in ten ways to help children read and write; practical advice on recruiting, orienting, organizing, supervising, and advising volunteers; an extended training program, detailing twelve training sessions; a single session training program - for coordinators who must provide training quickly; thirty-nine transparencies, sample letters to parents, and recognition certificates; and specific instructions on how volunteers can connect with children's families. Well-planned volunteer service will greatly enhance our efforts to make literacy a reality for all children. And the leader's contribution is of immeasurable value. This guide will help you make that experience worthwhile for everyone involved - the children served as well as those who serve them. About the Author Irene C. Fountas, a professor in the School of Education at Lesley University in Cambridge, Massachusetts, has been a classroom teacher, language arts specialist, and consultant in school districts across the nation and abroad. She works extensively in the literacy education field and directs the Literacy Collaborative in the School of Education at Lesley University. Together with Gay Su Pinnell she has authored numerous books, videos, and websites with Heinemann that are now considered standards in the field of literacy instruction and staff development. Their latest innovation is The Fountas and Pinnell Benchmark Assessment System, a comprehensive assessment system for grades K - 8. Visit http://www.fountasandpinnellbenchmarkassessment.com for details.Fountas and Pinnell have influenced the classroom practices of teachers nationwide through bestselling books such as: The Continuum of Literacy Learning, Grades K - 8 (2007) The Continuum of Literacy Learning, Grade Gay Su Pinnell is a professor in the School of Teaching and Learning at The Ohio State University. She has extensive experience in classroom teaching and field-based research, and in developing comprehensive approaches to literacy education. She has received the International Reading Association's Albert J. Harris Award for research and the Charles A. Dana Foundation Award for her contributions to the field of education. She is also a member of the Reading Hall of Fame. Together with Irene Fountas she has authored numerous books, videos, and websites with Heinemann that are considered standards in the field of literacy instruction and staff development. Their latest innovation is The Fountas and Pinnell Benchmark Assessment System, a comprehensive assessment system for grades K - 8. Visit fountasandpinnellbenchmarkassessment.com for details. Fountas and Pinnell have influenced the classroom practices of teachers nationwide through bestselling titles such as: The Continuum o

Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education, 2nd edition

Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education, 2nd edition Author: Kendall, John S. Marzano, Robert J. ISBN: 0-87120-301-4 LCCN: 97037866 Dewey: 379.1/58 21 Number:

Category: Finance
User Rating: 5.0 Stars
Pages: 651

Paperback McRel

Book Description Are you familiar with the education standards developed by the National Council of Teachers of Mathematics? The science standards developed by the National Research Council? The science "literacy goals" proposed by the American Association for the Advancement of Science? In Content Knowledge you'll find information on all the major subject areas, organized to allow you and others in your school or district to quickly and easily explore the variety of education standards and benchmarks in use today. The authors have consulted 116 national and state-level documents that address standards and benchmarks. By putting all the standards in a clear, consistent format, they have streamlined the process of developing standards-based curriculum and instruction in K-12 mathematics, science, history, language arts, the arts, technology, civics, economics, foreign languages, health, physical education, behavioral studies, and life skills. In each subject, you'll find clear and succinct summaries of standards and benchmarks at various grade levels, K-12. Benchmarks are keyed to three broad categories of knowledge (procedural, declarative, or contextual knowledge), making it easy to identify targets for learning at every level. There are more than 250 standards and 3,900 benchmarks in all. Whether used as a resource for creating new standards or as a reference for validating existing standards, Content Knowledge is an indispensable resource for every school.

Content Area Literacy: An Integrated Approach [ILLUSTRATED]

Content Area Literacy: An Integrated Approach [ILLUSTRATED] Author: Readence, John E. Bean, Thomas W. Baldwin, R. Scott Bean, Thomas W. Baldwin, R. Scott ISBN: 0-7872-7648-0 LCCN: 00110678 Dewey: 428.4/071/2 21 Number:

Category: Literacy
User Rating: 3.0 Stars
Pages: 356

Paperback Kendall/Hunt Publishing Company

Book Description A book/CD-ROM package focused on promoting literacy education to preservice and inservice middle and secondary school teachers. Part A contains five chapters introducing content area literacy, discussing multiple literacies, technology and literacy, the sociopolitical nature of textbooks, and assessment. Part B consists of seven chapters of strategies for teaching and learning in content areas, with material on lesson planning, multicultural literature, and writing. The companion CD-ROM is new to this edition and contains some 500 pages of original source material and professional articles, The Call of the Wild in its entirety, short stories and poems, and video and audio clips demonstrating instructional strategies. Readence teaches education at the University of Nevada. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Comprehensive Reading Instruction Across the Grade Levels: A Collection of Papers from the Reading Research 2001 Conference

Comprehensive Reading Instruction Across the Grade Levels: A Collection of Papers from the Reading Research 2001 Conference Author: (2001), Reading Research Conference Roller, Cathy M. (Editor) Roller, Cathy M. ISBN: 0-87207-347-5 LCCN: 2002009342 Dewey: 372.4 21 Number:

Category: English language: reading skills
User Rating: 4.0 Stars
Pages: 184

Paperback International Reading Association

Book Description Comprehensive reading instruction across the grade levels is necessary for our schools to produce a literate population, although defining the concept has proven complicated for researchers, teacher educators, and classroom teachers alike. Based on papers presented at the Association's Reading Research 2001 Conference of the same name, this volume provides snapshots of comprehensive reading instruction, highlights gaps in the knowledge base, and serves as an impetus to further investigation. This collection provides a wide range of perspectives about a variety of topics relevant to reading instruction at each stage of children's development. It also discusses areas of reading education in which more research is necessary. About the Author Cathy M. Roller is Director of Research and Policy for the International Reading Association, Newark, DE, USA.

Comprehensive Reading Assessment

Comprehensive Reading Assessment Author: No Author ISBN: 1-56936-895-3 LCCN: Dewey: Number:

Category: Language Arts - General
User Rating: 4.5 Stars
Pages: 0

Paperback Options Pub Inc

Comprehension Strategies for Middle Grade Learners: A Handbook for Content Area Teachers

Comprehension Strategies for Middle Grade Learners: A Handbook for Content Area Teachers Author: Sadler, Charlotte Rose ISBN: 0-87207-292-4 LCCN: 2001003584 Dewey: 428.4/071/2 21 Number:

Category: Literacy
User Rating: 4.5 Stars
Pages: 81

Paperback International Reading Association

Book Description When students have poor reading comprehension skills, educators across the curriculum face a daunting task. Help is at hand in this new collection of easy-to-use classroom-tested strategies for middle school teachers in the content areas. Comprehension Strategies for Middle Grade Learners: A Handbook for Content Area Teachers arms teachers in all curricular areas with practical tools to help students understand their assigned readings. Each of the 56 strategies includes a brief description and easy-to-follow procedures, content area examples, and suggestions for assessment. Depending on the reading differences in the classroom, these strategies can be used with individuals, small groups, or the entire class. About the Author Charlotte Rose Sadler is a classroom teacher in the Gwinnett County Public Schools, Lawrenceville, Georgia, USA

Comprehension Instruction: Research-Based Best Practices

Comprehension Instruction: Research-Based Best Practices Author: Block, Cathy Collins (Editor) Pressley, Michael (Editor) Pressley, Michael ISBN: 1-57230-692-0 LCCN: 2001040933 Dewey: 428.4/3 21 Number:

Category: Cognition & cognitive psychology
User Rating: 5.0 Stars
Pages: 414

Paperback The Guilford Press

Review