I expect to see dog-eared copies of this book on many classroom teachers’ desks for years to come. –Frank Serafini, Author of Around the Reading Workshop in 180 Days Targeted intervention for targeted instruction. That’s the goal. But in busy, unpredictable classrooms where students have a variety of needs, a simple, smart idea like that can seem impossible to achieve. You need to isolate the source of readers’ difficulties and determine the best way to address them. Complicating matters is an education climate with ever-increasing calls for accountability. You need assessment strategies that lead to both effective, differentiated instruction and that document individual student progress. You need Scientific Reading Assessment. Scientific Reading Assessment is both a practical guide to the whys and wherefores of assessment and a goldmine of more than thirty-five follow-up reading lessons. First Manning, Underbakke, and Hurt-Chumley ask and answer some of the toughest questions about the types, uses, and pitfalls of various assessment instruments. They offer big-picture thinking about the small observations that lead you to new insights about your readers. Then the authors show you how to map your assessments onto planning and instruction, offering not only thirty-five proven, effective lessons, but also strategies for identifying exactly which works best for specific kinds of reading difficulties. These powerful lessons incorporate widely known children’s literature, include specific instructional cues and reproducible forms, are based on psycholinguistic theory and research, and offer extensions that get families and other caregivers involved in a child’s literacy learning.

Scientific Reading Assessment: Targeted Intervention and Follow-Up Lessons

Reference

Manning, Maryann

Chumley, Shelly

Underbakke, Clark

Words, Language & Grammar

Heinemann

Personable and practical, Theme Immersion is invaluable for classroom teachers who want to make their teaching so exciting and relevant that their students will become lifelong learners. The book shows how themes should emerge from the experiences and current needs of students, rather than adhere to the seasons or follow prepackaged models. While basing theme immersion on a sound theoretical framework provided by Dewey, Piaget, Vygotsky, and Wells, the authors always translate that theory into practice, carefully illustrating aspects of theme immersion with teacher profiles, interviews, and classroom vignettes.

Theme Immersion: Inquiry-Based Curriculum in Elementary and Middle Schools

Education & Teaching

Long, Roberta

Manning, Gary

Schools & Teaching

Teachers committed to the theme approach to social studies have discovered that the most successful curriculums are those generated from the interests of their students. But they've also discovered that implementing those themes is not always an easy task.The Theme Immersion Compendium remedies this issue with both specific ideas for focusing students' inquiries and practical, clearly organized steps for exploring them.
Four broad categories are suggested as starting points: Conflict, Settlements of the United States, Global Awareness, and Cultural Diversity in the United States. Then, twenty-two specific subtopics are further suggested for theme immersion. These areas represent subjects widely studied in grades K-8 and cover ideas recommended in the National Council of Social Studies standards.
Once students identify the themes that most interest them, teachers can consultThe Theme Immersion Compendium for explicit guidelines for implementation. Included features such as fiction and trade book references, activities for expression of knowledge, media and technological resources, assessment and evaluation forms, and camera-ready appendixes serve as valuable time-savers as the process moves forward. 
Intended not as a prescriptive but as a support, The Theme Immersion Compendium will be invaluable to inservice social studies teachers, curriculum developers, and graduate and undergraduate students in social studies, language arts, and curriculum.

Theme Immersion Compendium for Social Studies Teaching

Literacy scholar Maryann Manning together with Nationally Board Certified teachers Deborah Camp and Gayle Morrison bring new energy, efficiency, and effectiveness into the 60-90-minute literacy block with a flexible 3-part framework that supports intentional teaching, peer interactions, and independent engagement. The authors provide an in-depth explanation of the framework and devote separate chapters to showing what a literacy block looks like at each grade level, K–3. Additionally, they share assessment tools, guidelines for classroom organization and management, strategy lessons, foundational research, and more than 80 reproducibles. For use with Grades K-3.

Creating the Best Literacy Block Ever: A Framework for Successfully Managing, Teaching, and Assessing in an Extended Literacy Block

Camp, Deborah

Morrison, Gayle

Scholastic Teaching Resources (Theory an

Reading and Teaching (Reflective Teaching and the Social Conditions of Schooling Series)

Reading and Teaching raises questions and provides a context for preservice and practicing teachers to understand and to reflect on the complex issues surrounding the teaching of reading in the schools. It presents real teachers in their classrooms, dialogues about that teaching, and exercises for further clarification. The purpose is to help teachers make informed choices about their teaching of reading. The text considers the different types of decisions teachers might make in the teaching of reading and the knowledge upon which they rely in making those decisions—not simply factual information about using certain materials and methods to teach reading, but also knowledge about the mind, the political climate, the broader social and cultural circumstances of their students and schools and the communities in which they teach. Reading and Teaching is designed to engage teachers in beginning to evolve their own practical theories, to help them explore and perhaps modify some basic beliefs and assumptions, and to become acquainted with other points of view. Readers are encouraged to interact with the text and to develop their own perspective on the teaching of reading. This is the fifth volume in Reflective Teaching and the Social Conditions of Schooling: A Series for Prospective and Practicing Teachers, edited by Daniel P. Liston and Kenneth M. Zeichner. It follows the same format as previous volumes in the series. *Part I includes four real-life cases of teachers’ experiences in the classroom: “Teaching Reading Via Direct Systematic Instruction”; “A New Teacher Learns About Teaching Reading and Culture”; “A Teacher-Constructed Whole Language Program”; and “Critical Literacy in an Urban Middle School.” Each case is followed by space for readers to write their own reactions and reflections, educators’ dialogue about the case, space for readers’ reactions to the educators’ dialogue, and a summary and additional questions. *Part II presents three public arguments representing different views about the teaching of reading: direct instruction, whole language, and critical literacy. *Part III offers the authors’ own interpretations of the issues raised throughout the text and some suggestions for further reflection. A list of resources is provided. This text is pertinent for all prospective and practicing teachers at any stage in their teaching careers. It can be used in any undergraduate or graduate course that addresses the teaching of reading.

Meyer, Richard

Routledge

Early Literacy: A Constructivist Foundation for Whole Language (Early Childhood Education Series)

Kamii, Constance

Natl Education Assn

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