<ul>
Deborah Appleman is a dynamo.... [A] positive energy of possibility is reflected in all her work, including the book you hold in your hands now. - Jeffrey D. Wilhelm, coauthor of Reading Don't Fix No Chevys
</ul>
Just as adolescents aren't only students, literate behaviors aren't only for school. Engaging students in reading for pleasure through extramural book clubs can promote both lifelong literacy habits and improved in-school performance. Reading for Themselves shows you how to create and make the most of out-of-class book clubs. Based on five years of research in urban and suburban schools, Reading for Themselves provides a theoretical rationale for starting out-of-school book clubs and practical strategies for nurturing them. Deborah Appleman shows you how book clubs simultaneously give teenagers a positive reading experience and give you insights about their reading and useful information for instruction. With numerous examples drawn from student book clubs, Appleman offers smart suggestions for: <ul>
<li>helping reluctant readers become enthusiastic, lifelong readers</li> <li>giving students a structure within which to discover an extracurricular reading life as they transition toward adulthood</li> <li>using alternative instructional practices to encourage students as they read </li> <li>understanding how gender affects literacy practices and how it can inform your teaching practices </li> <li>building bridges between kids by using contemporary literature as a starting point for discussions of issues of race, class, and culture</li> </ul>
Reading for Themselves gives you, the teacher, all the tools you need to play the role of facilitatorincluding book lists and facilitator's tipsin a book club motivated by student choice and interest. As your book club reads on, Appleman is there with ways to help readers negotiate the passage between adolescent and adult literacy, the border between school-sponsored and self-sponsored reading, and the differences in identity between groups from diverse geographical, social, and cultural backgrounds. Pleasure is the most compelling purpose for reading, and there's no better way to introduce students to the joys of lifelong reading than with out-of-school book clubs. Read Deborah Appleman today and get your students Reading for Themselves.

Reading for Themselves: How to Transform Adolescents into Lifelong Readers Through Out-of-Class Book Clu bs

Appleman, Deborah

Teen & Young Adult

Heinemann

"Wow, wow, and wow! At the time when we most need it, with the advent of the Common Core State Standards and in the midst of a documented crisis in adolescent literacy, here come Deborah Appleman and Michael Graves with a very smart, very practical, very flexible model for professional, responsive, critical teaching of reading called the SRE (Scaffolded Reading Experience)." Jeffrey Wilhelm, author of Going with the Flow "I wish I could change one thing about Reading Better, Reading Smarter: I wish I could have demanded that Appleman and Graves had written it sooner. When you start using their SREs (Scaffolded Reading Experiences), it won't only be that your students are reading better and most certainly reading smarter, it will be that your teaching changes. This won't just be a book you read; this will be a book you use." Kylene Beers, author of When Kids Can't Read, What Teachers Can Do "Everyone preparing students to meet Common Core Standards needs this book. Appleman and Graves explain how to scaffold instruction for challenging readings without taking the pleasure out of teaching. They demonstrate classroom approaches that engage students in powerful discussion and foster a love of thinking. Let's keep our eye not on the test but on the text!" Carol Jago, author of With Rigor for All, Second Edition "Our purpose in writing this book is to introduce the SRE approach to both preservice and inservice English teachers so that students in all secondary language arts classrooms can become better, smarter readers." Deborah Appleman and Michael Graves Reading Better, Reading Smarter addresses all areas of planning and implementing Scaffolded Reading Experiences and prepares teachers to create their own SREs to scaffold their students' reading. An SRE is a flexible instructional framework composed of pre-, during-, and postreading activities tailored to a specific instructional situation. Deborah Appleman and Michael Graves combine the theory and research behind the Scaffolded Reading Experience (SRE) to create this very practical guide showing preservice and inservice teachers how to use this flexible approach to ensuring that each and every student can read, learn from, and enjoy each and every text he or she reads. By considering the text, their students, and the purpose of the lesson, teachers will be able create appropriate scaffolding for each reading experience their students face. This widely applicable text includes: <ul>
<li>Twenty two types of pre-, during-, and postreading activities designed to lead students to success</li> <li>Examples of each activity along with information on how to create each type of activity</li> <li>Detailed classroom lesson plans and explanations of what an SRE is and what it is supposed to do as well as what it is not supposed to do</li> <li>Guidance for evaluating and assessing the difficulty of text and formal and informal ways for evaluating student performance. </li> </ul>

Reading Better, Reading Smarter: Designing Literature Lessons for Adolescents

Reference

Graves, Michael

Words, Language & Grammar

Teaching Literature to Adolescents

"Now in its fourth edition, this popular textbook introduces prospective and practicing English teachers to current methods of teaching literature in middle and high school classrooms. This new edition broadens its focus to cover important topics such as critical race theory; perspectives on teaching fiction, nonfiction, and drama; the integration of digital literacy; and teacher research for ongoing learning and professional development. It underscores the value of providing students with a range of different critical approaches and tools for interpreting texts. It also addresses the need to organize literature instruction around topics and issues of interest to today's adolescents. By using authentic dilemmas and contemporary issues, the authors encourage pre-service English teachers and their instructors to raise and explore inquiry-based questions that center on the teaching of a variety of literary texts, both classic and contemporary, traditional and digital. New to the Fourth Edition: Expanded attention to digital tools, multimodal learning, and teaching online New examples on teaching contemporary texts Expanded discussion and illustration of formative assessment Revised response activities for incorporating young adult literature into the literature curriculum Real-world examples of student work to illustrate how students respond to the suggested strategies Extended focus on infusing multicultural and diverse literature in the classroom Each chapter is organized around specific questions that pre-service teachers consistently raise as they prepare to become English language arts teachers. The authors model critical inquiry throughout the text by offering authentic case narratives that raise important considerations of both theory and practice. A Companion Website, a favorite of English education instructors, [http://teachingliterature.pbworks.com] provides resources and enrichment activities, inviting teachers to consider important issues in the context of their current or future classrooms"--

Beach, Richard

Fecho, Bob

Simon, Rob

Routledge

Now in its fourth edition, this popular textbook introduces prospective and practicing English teachers to current methods of teaching literature in middle and high school classrooms. This new edition broadens its focus to cover important topics such as critical race theory; perspectives on teaching fiction, nonfiction, and drama; the integration of digital literacy; and teacher research for ongoing learning and professional development. It underscores the value of providing students with a range of different critical approaches and tools for interpreting texts. It also addresses the need to organize literature instruction around topics and issues of interest to today’s adolescents. By using authentic dilemmas and contemporary issues, the authors encourage preservice English teachers and their instructors to raise and explore inquiry-based questions that center on the teaching of a variety of literary texts, both classic and contemporary, traditional and digital. 
New to the Fourth Edition: 
Expanded attention to digital tools, multimodal learning, and teaching online 
New examples of teaching contemporary texts 
Expanded discussion and illustration of formative assessment 
Revised response activities for incorporating young adult literature into the literature curriculum 
Real-world examples of student work to illustrate how students respond to the suggested strategies 
Extended focus on infusing multicultural and diverse literature in the classroom 
Each chapter is organized around specific questions that preservice teachers consistently raise as they prepare to become English language arts teachers. The authors model critical inquiry throughout the text by offering authentic case narratives that raise important considerations of both theory and practice. A companion website, a favorite of English education instructors, http://teachingliterature.pbworks.com, provides resources and enrichment activities, inviting teachers to consider important issues in the context of their current or future classrooms.

Incarcerated bodies, liberated minds: a narrative of literacy education behind bars.Words No Bars Can Hold provides a rare glimpse into literacy learning under the most dehumanizing conditions. Deborah Appleman chronicles her work teaching college- level classes at a high- security prison for men, most of whom are serving life sentences. Through narrative, poetry, memoir, and fiction, the students in Appleman’s classes attempt to write themselves back into a society that has erased their lived histories. The students’ work, through which they probe and develop their identities as readers and writers, illuminates the transformative power of literacy. Appleman argues for the importance of educating the incarcerated, and explores ways to interrupt the increasingly common journey from urban schools to our nation’s prisons. From the sobering endpoint of what scholars have called the “school to prison pipeline,” she draws insight from the narratives and experiences of those who have traveled it.

Words No Bars Can Hold: Literacy Learning in Prison

Politics & Social Sciences

Social Sciences

W.W.Norton&Company

Designed to introduce prospective English teachers to current methods of teaching literature in middle and high school classrooms, this popular textbook explores a variety of innovative approaches that incorporate reading, writing, drama, talk, and media production. Each chapter is organized around specific questions that English educators often hear in working with preservice teachers. The text engages readers in considering the dilemmas and issues facing literature teachers through inquiry-based responses to authentic case narratives. A Companion Website, http://teachingliterature.pbworks.com, provides resources and enrichment activities, inviting teachers to consider important issues in the context of their own current or future classrooms. New in the second edition: <ul>
<li>more attention to the use of digital texts from use of online literature to digital storytelling to uses of online discussion and writing tools incorporated throughout </li> <li>new chapter on teaching young adult literature</li> <li>new chapter on teaching reading strategies essential to interpreting literature </li> <li>more references to examples of teaching multicultural literature. </li>
</ul>

Education & Teaching

Schools & Teaching

Designed to introduce prospective English teachers to current methods of teaching literature in middle and high school classrooms, this popular textbook explores a variety of innovative approaches that incorporate reading, writing, drama, talk, and media production. Each chapter is organized around specific questions that English educators often hear in working with preservice teachers. The text engages readers in considering the dilemmas and issues facing literature teachers through inquiry-based responses to authentic case narratives. A Companion Website, http://teachingliterature.pbworks.com, provides resources and enrichment activities, inviting teachers to consider important issues in the context of their own current or future classrooms. New in the second edition: <ul>
<li>more attention to the use of digital texts from use of online literature to digital storytelling to uses of online discussion and writing tools incorporated throughout </li> <li>new chapter on teaching young adult literature</li> <li>new chapter on teaching reading strategies essential to interpreting literature </li> <li>more references to examples of teaching multicultural literature. </li>
</ul>

Literature & Fiction

History & Criticism

Statement by Bab: It is only just and fair that the Upper House at least should know of the injustice of my exile and that it is all the result of Circumstances over which I had no controll.

Elements of Literature, Grade 6 Introductory Course: Holt Elements of Literature Pennsylvania (Eolit 2009)

Children's Books

Christenbury, Leila

Jago, Carol

Beers, Kylene

Kajder, Sara

Education & Reference

Holt; Rinehart; Winston

Short excerpt: For ten years no man of them had set eyes upon the face of the boy-king who had been hastened to the grim castle of Blentz upon the death of the old king his father.

Elements of Literature, Grade 7 First Course: Holt Elements of Literature Ohio (Eolit 2009)

Short excerpt: SIR CHARLES is an upright well-groomed grey-moustached red-faced man of sixty-seven with a keen eye for molehills and none at all for mountains. LADY DEDMOND has a firm thin face full of capability and decision not without kindliness...

Elements of Literature, Grade 11 Fifth Course: Holt Elements of Literature Pennsylvania (Eolit 2009)

See the best price to sell, buy, or rent books by Appleman, Deborah. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Appleman, Deborah

See the best price to sell, buy, or rent books by Appleman, Deborah. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Reading for Themselves: How to Transform Adolescents into Lifelong Readers Through Out-of-Class Book Clu bs

Reading Better, Reading Smarter: Designing Literature Lessons for Adolescents

Teaching Literature to Adolescents

Teaching Literature to Adolescents

Words No Bars Can Hold: Literacy Learning in Prison

Teaching Literature to Adolescents

Teaching Literature to Adolescents

Elements of Literature, Grade 6 Introductory Course: Holt Elements of Literature Pennsylvania (Eolit 2009)

Elements of Literature, Grade 7 First Course: Holt Elements of Literature Ohio (Eolit 2009)

Elements of Literature, Grade 11 Fifth Course: Holt Elements of Literature Pennsylvania (Eolit 2009)