Teaching reading vocabulary

Reference

Johnson, Dale D.

Words, Language & Grammar

HOLT. RINEHART AND WINSTON

Teaching Reading Vocabulary

Politics & Social Sciences

Pearson, P. David

Social Sciences

Holt; Rinehart; Winston

Words: The Foundation of Literacy

Written by respected authorities in the fields of education and literacy studies, Words: The Foundation of Literacy is a groundbreaking book for teachers, administrators, and education students. Dale and Bonnie Johnson present a fresh, inspiring reminder of why studying language (from word origins to word structure) is such a vital first step in the development of students' vocabulary, literacy, writing skills, and overall ability to learn.At a time when high-stakes testing has squeezed substance from many curricula, Johnson and Johnson provide ways to enhance students' understanding, interest, and appreciation of language and all its subtleties. Words explores how meaning in language is created by the use and interrelationships of words, phrases, and sentences, their denotations, connotations, implications, and ambiguities. From birth, most children exhibit a natural interest in language: its sounds, nuances, and unpredictable qualities. It is important to sustain, stimulate, and recapture that natural interest in the classroom, and Words provides a multitude of creative and practical techniques for doing so.

Education & Teaching

Schools & Teaching

Routledge

World of Language 7: Spelling Connection Activity Book

Hodges, Richard E.

Silver Burdett Ginn Religion

A reader with a variety of stories, poems, articles and exercises.

Glad to Meet You (Level Seven)

Clymer, Theodore

Venezky, Richard L.

Indrisano, Roselmina

Children's Books

Mystery Sneaker

High Stakes: Children, Testing, and Failure in American Schools

High Stakes Testing, Poverty, and Failure in American Schools is a critical ethnography of one year in one of the most impoverished schools in America. Redbud Elementary School in Redbud, Louisiana has 611 students, 95 percent of whom qualify for free breakfast and free lunch. Many of the children who attend Redbud are the poorest of the poor. Their homes are substandard and include trailers, shotgun houses, and housing project apartments. Some lack electricity, running water, and flooring. Most of the children, 80 percent of whom are African American, live with a single parent, an aunt, or a grandmother who hold minimum-wage jobs. Many of the children do not receive medical or dental care. Their neighborhoods teem with alcohol and drug abuse. Several pupils have witnessed shootings and other types of violence. Louisiana was the first state and is now one of eight states in the nation that mandates failure and grade repetition for elementary and middle school students who do not pass an end-of-year high stakes test. The authors taught third and fourth grade full time for one school year at Redbud Elementary, and this book tells the story of that year. Three major themes are addressed throughout the book: the grinding effects of acute poverty on all aspects of life, the negative consequences of the continuing drive for higher test scores in public schools, and the unreasonable demands placed on children, teachers, and administrators. Other issues surface in the book: the rising growth of for-profit ventures feeding off the accountability movement, the developing alliances between policymakers and corporate profiteers, and the federal government's increasing domination of public schooling. Readers may note similarities between Redbud Elementary and underfunded public schools in their own states. The story of Louisiana's Redbud typifies the unfolding national tragedy in the way poor children are being 'educated' because of self-serving political and corporate interests.

History

Johnson, Bonnie

Americas

Rowman & Littlefield Publishers

High Stakes Testing, Poverty, and Failure in American Schools is a critical ethnography of one year in one of the most impoverished schools in America. Redbud Elementary School in Redbud, Louisiana has 611 students, 95 percent of whom qualify for free breakfast and free lunch. Many of the children who attend Redbud are the poorest of the poor. Their homes are substandard and include trailers, shotgun houses, and housing project apartments. Some lack electricity, running water, and flooring. Most of the children, 80 percent of whom are African American, live with a single parent, an aunt, or a grandmother who hold minimum-wage jobs. Many of the children do not receive medical or dental care. Their neighborhoods teem with alcohol and drug abuse. Several pupils have witnessed shootings and other types of violence. Louisiana was the first state and is now one of eight states in the nation that mandates failure and grade repetition for elementary and middle school students who do not pass an end-of-year high stakes test. The authors taught third and fourth grade full time for one school year at Redbud Elementary, and this book tells the story of that year. Three major themes are addressed throughout the book: the grinding effects of acute poverty on all aspects of life, the negative consequences of the continuing drive for higher test scores in public schools, and the unreasonable demands placed on children, teachers, and administrators. Other issues surface in the book: the rising growth of for-profit ventures feeding off the accountability movement, the developing alliances between policymakers and corporate profiteers, and the federal government's increasing domination of public schooling. Readers may note similarities between Redbud Elementary and underfunded public schools in their own states. The story of Louisiana's Redbud typifies the unfolding national tragedy in the way poor children are being "educated" because of self-serving political and corporate interests.

High Stakes: Poverty, Testing, and Failure in American Schools

High Stakes brings the voices of students and teachers to our national debates over school accountability and educational reform. Recounting the experiences of two classrooms during one academic year, the book offers a critical exploration of excessive state-mandated monitoring, high-stakes testing pressures, and inequities in public school funding that impede the instructional work of teachers, especially those who serve children of poorer families.Redbud Elementary has no playground, no library, no hot water, and no art classes. Ninety-five percent of the children qualify for a free breakfast or lunch. Most of the children live with a single parent or relative; some live in homes without electricity, running water, or floors. The authors, who moved from comfortable college professor positions to teach in a poor school district, offer an eye-opening examination of the daily school lives of children who live in crushing poverty and teachers who work under extraordinary stress. Their tale is at times heartbreaking, heartwarming, or infuriating. They explain why many recent educational reforms are off track and argue for more meaningful reforms that can empower teachers and students and better meet the challenges of our communities and the national interest.This second edition updates the story of Redbud Elementary and takes a hard look at the national expansion of accountability from preschool through college. A new final chapter focuses on the national effects of the No Child Left Behind Act as well as states' experiences with mandates and the role of big business in the testing process. This edition concludes with coverage of the so-called silent professionals and opposition to high-stakes testing, and a consideration of the future prospects for American education.

High Stakes brings the voices of students and teachers to our national debates over school accountability and educational reform. Recounting the experiences of two classrooms during one academic year, the book offers a critical exploration of excessive state-mandated monitoring, high-stakes testing pressures, and inequities in public school funding that impede the instructional work of teachers, especially those who serve children of poorer families. Redbud Elementary has no playground, no library, no hot water, and no art classes. Ninety-five percent of the children qualify for a free breakfast or lunch. Most of the children live with a single parent or relative; some live in homes without electricity, running water, or floors. The authors, who moved from comfortable college professor positions to teach in a poor school district, offer an eye-opening examination of the daily school lives of children who live in crushing poverty and teachers who work under extraordinary stress. Their tale is at times heartbreaking, heartwarming, or infuriating. They explain why many recent educational reforms are off track and argue for more meaningful reforms that can empower teachers and students and better meet the challenges of our communities and the national interest. This second edition updates the story of Redbud Elementary and takes a hard look at the national expansion of accountability from preschool through college. A new final chapter focuses on the national effects of the No Child Left Behind Act as well as states' experiences with mandates and the role of big business in the testing process. This edition concludes with coverage of the so-called silent professionals and opposition to high-stakes testing, and a consideration of the future prospects for American education.

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

Books by Johnson, Dale D.