Classroom Events Through Poetry

Literature & Fiction

Swartz, Larry

Poetry

Stenhouse Pub

<p>Book by Coucill, Irma, Councill, Irma</p>

Canada's Prime Ministers, Governor Generals, and Fathers of Confederation

History

Coucill, Irma

Councill, Irma

Americas

The Literacy Center: Contexts for Reading and Writing

Reference

Lesley Mandel Morrow

Words, Language & Grammar

<p>Teaches techniques designed to improve reading skills, covering how children can learn by making connections, asking questions, visualization, inferring answers, extracting ideas, and synthesizing information.</p>

Strategies That Work: Teaching Comprehension to Enhance Understanding

Education & Teaching

Harvey, Stephanie

Goudvis, Anne

Schools & Teaching

Taking Inquiry Outdoors: Reading, Writing, and Science Beyond the Classroom Walls

Barbara Bourne

In her previous books, Literacy Work Stations and Practice with Purpose, Debbie Diller showed teachers how to productively occupy the “rest of the class while meeting with small groups. Now Debbie turns her attention to the groups themselves and the teacher's role in small-group instruction. Making the Most of Small Groups grapples with difficult questions regarding small-group instruction in elementary classrooms such as:How do I find the time? How can I be more organized?How do I form groups? How can I differentiate to meet the needs of all of my students?Structured around the five essential reading elements—comprehension, fluency, phonemic awareness, phonics, and vocabulary—the book provides practical tips, sample lessons, lesson plans and templates, suggestions for related literacy work stations, and connections to whole-group instruction. In addition to ideas to use immediately in the classroom, Debbie provides an overview of relevant research and reflection questions for professional conversations.

Making the Most of Small Groups: Differentiation for All

Debbie Diller

Offers advice for teachers on defining their own principles and values and applying them to teaching practices, covering such topics as classroom set up, lesson plans, and assessments.

Teaching With Intention: Defining Beliefs, Aligning Practice, Taking Action, K-5

Miller, Debbie

Faced with a vast list of roles and responsibilities and answering to a broad array of stakeholders, school administrators can feel like they must constantly play the role of invincible superhero. Rarely do they have the opportunity to engage in the kind of reflection, inquiry, and collegial sharing that is so effective in teacher professional development. In Leading and Learning, Fred Brill draws on personal narratives from new and experienced school administrators to examine common themes, concerns, successes, and failures. From these stories, practices and protocols emerge to help administrators navigate the complexity of their jobs, and better manage their own professional development.Leading and Learning examines the administrative roles of school leaders from 'enforcer' to 'system-builder,' to 'instructional leader' as well as the psychological, emotional aspects of the position, and the impact of school culture. Fred shares research on the success and structures of professional learning communities and shows how the power of combining PLCs with the practice of reflective storytelling results in better school leadership and professional growth. Woven throughout the book are stories from over 260 interviews with school administrators that will energize readers while generating chuckles and knowing nods.The book's goal is to provide a model that inspires change in schools and in administrator induction programs. By offering a detailed analysis of effective (and ineffective) leadership, Leading and Learning gives readers a new method for making decisions, solving problems, and working to get things done in their school communities. And by demonstrating the power of reflective storytelling and collaborative learning, it provides school leaders with an effective process for more clearly translating belief into action.

Leading and Learning: Effective School Leadership Through Reflective Storytelling and Inquiry

Brill, Fred Steven

In their first book, Mentor Texts, Lynne Dorfman and Rose Cappelli demonstrated how teachers can use children s literature to guide and inspire student writers of narrative fiction and poetry. Now, they have turned their focus to nonfiction, identifying a wide range of mentor texts and showing how these models illustrate the key features of good writing.Lynne and Rose guide teachers through a variety of projects, samples, and classroom anecdotes that demonstrate how teachers can help students become more effective writers of good nonfiction. The Your Turn lessons at the end of each chapter use the gradual release of responsibility model to guide and empower student writers. Teachers will find especially helpful the information on how to select appropriate mentor texts from among the sometimes overwhelming offerings of children s literature. Each Your Turn lesson encourages reflection and motivates students to think about what they've learned, the purpose of learning and practicing a skill or strategy, and how they might use this technique in the future. Additionally, An Author s Voice provides encouragement and advice from published authors of childrens nonfiction. One of the most valuable features of Nonfiction Mentor Texts is the treasure chest of books organized according to chapter. This list includes every title mentioned in the book, as well as a host of other titles that teachers can use to help students learn about quality nonfiction writing building content, organizing text, developing voice, enhancing style, using punctuation effectively and from which students can draw topic ideas. Lynne and Rose have either read or used all of the featured books in their classrooms and have selected titles that meet the needs of students at varying levels. Teachers will be able to find the just-right book for each student.

Nonfiction Mentor Texts: Teaching Informational Writing Through Children's Literature, K-8

Dorfman, Lynne R.

Cappelli, Rose

Literacy in the twenty-first century means more than just reading and writing. Today s students must learn how to interpret and communicate information through a variety of digital and print-based media formats, using imagery, online applications, audio, video, and traditional texts. In Engaging the Eye Generation, library media specialist and National Board Certified Teacher Johanna Riddle draws on twenty-five years of education experience to show teachers how to update the curriculum for twenty-first century learners. Technology neophytes need not despair. Johanna suggests enhancements ranging from low-tech to high-tech and explains how teachers, even those with limited technology skills, can effectively guide students to proficiency. Each chapter filled with meaningful and motivating activities thoughtfully explains how to elevate traditional learning and add new layers to students reading comprehension, critical thinking, and communication skills. Through proven methods and practical examples, teachers will discover how to:·         use multiple literacies to weave together standards and disciplines ·         identify and apply appropriate tools to ensure relevant information literacy ·         integrate information and research skills; and ·         design rubrics collaboratively with students so all learners can effectively assess the learning process. To help students meet the challenges of a rapidly evolving world, teachers must become comfortable in the twenty-first-century learning community. Engaging the Eye Generation isaccessible, manageable, and inspiring; it will help teachers bridge the generational gap with enthusiasm and savvy. Engaging the Eye Generation takes a fresh approach to infusing twenty-first century skills into the classroom. In addition to practical examples of lessons and units, Johanna shares her own learning process, which will allow the reader to easily adopt the best practices outlined in the book] Her attention to sound pedagogical practices, with an emphasis on both visual and information literacy, will support teachers as they move their students toward the skills they will need to succeed! Kathy Schrock, Creator of Kathy Schrock's Guide for Educators and Administrator for Technology for the Nauset Public School.

Engaging the Eye Generation: Visual Literacy Strategies for the K-5 Classroom

Riddle, Johanna

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