Search Results for "uncommonly-good-ideas-teaching-writing-in-the-common-core-era-language-and-literacy"

Uncommonly Good Ideas

Uncommonly Good Ideas

Teaching Writing in the Common Core Era

  • Author: Sandra Murphy,Mary Ann Smith
  • Publisher: Teachers College Press
  • ISBN: 0807756431
  • Category: Education
  • Page: 168
  • View: 2991
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This innovative resource provides teachers with a road map for designing a comprehensive writing curriculum that meets Common Core State Standards. The authors zero in on several big ideas that lead to and support effective practices in writing instruction, such as integrating reading, writing, speaking, and listening; teaching writing as a process; extending the range of the students' writing; spiraling and scaffolding a writing curriculum; and collaborating. These ideas are the cornerstone of best reseach-based practices as well as the CCSS for writing. The first chapter offers a complete lesson designed around teaching narrative writing and illustrates tried-and-true practices for teaching writing as a process. The remaining chapters explore a broad range of teaching approaches that help students tackle different kinds of narrative, informational, and argumentative writing as well as complexities like audience and purpose. Each chapter focuses on at least one of the uncommonly good ideas and illustrates how to create curricula around it. Uncommonly Good Ideas includes model lessons and assignments, mentor texts, teaching strategies, student writing, and practical guidance for moving the ideas from the page into the classroom.

The Teacher-Writer

The Teacher-Writer

Creating Writing Groups for Personal and Professional Growth

  • Author: Christine M. Dawson
  • Publisher: Teachers College Press
  • ISBN: 0807758000
  • Category: Language Arts & Disciplines
  • Page: 160
  • View: 1990
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The Teacher-Writer shows how teachers can pursue and sustain personally and professionally worthwhile writing practices, even amidst the many demands associated with teaching. It meets teachers wherever they are--as novice teachers just beginning to pursue writing, as teachers emerging from a professional development experience, or as accomplished writers seeking to further their craft. Chapter by chapter, the book provides strategies to help teachers get started on projects, build energy for writing, overcome obstacles of limited time, create support systems using online technologies, and develop coherence across their writing lives. The text includes useful writing group routines, questions for framing collaborative inquiry, methods for adapting writing communities to online settings, and rich examples of conversations and texts shared in actual teacher writing group meetings.

Assessing Writing, Teaching Writers

Assessing Writing, Teaching Writers

Putting the Analytic Writing Continuum to Work in Your Classroom

  • Author: Mary Ann Smith,Sherry Seale Swain
  • Publisher: Teachers College Press
  • ISBN: 0807775541
  • Category: Education
  • Page: N.A
  • View: 9766
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Many writing teachers are searching for a better way to turn student writing into teaching and learning opportunities without being crushed under the weight of student papers. This book introduces a rubric designed by the National Writing Project—the Analytic Writing Continuum (AWC)—that is making its way into classrooms across the country at all grade levels. The authors use sample student writing and multiple classroom scenarios to illustrate how teachers have adapted this flexible tool to meet the needs of their students, including using the AWC to teach revision, give feedback, direct peer-to-peer response groups, and serve as a formative assessment guide. This resource also discusses how to set up a local scoring session and how to use the AWC in professional development. Book Features: Introduces teachers to a powerful assessment system and teaching tool to support student writing achievement.Offers a diagnostic tool for guiding students toward a common understanding of the qualities of good writing.Provides ideas for helping students learn from models and give productive feedback to peers.Illustrates ways to adjust the AWC to various grade levels and different teaching goals. “Smith and Swain reveal how the Analytic Writing Continuum assessment tool can be used as a catalyst for a deeper understanding of writing and a source for a common language for teaching and learning writing. I would recommend this book to all involved in the process of English language arts curriculum and instruction.” —Jessica Early, Arizona State University “As a teacher of diverse students in myriad grades, I've found the Analytic Writing Continuum to be an invaluable tool. If you teach writing, you need this book!” —Bob Crongeyer, codirector, Area 3 Writing Project at UC Davis

Naming What We Know

Naming What We Know

Threshold Concepts of Writing Studies

  • Author: Linda Adler-Kassner,Elizabeth Wardle
  • Publisher: University Press of Colorado
  • ISBN: 0874219906
  • Category: Language Arts & Disciplines
  • Page: 256
  • View: 4954
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Naming What We Know examines the core principles of knowledge in the discipline of writing studies using the lens of “threshold concepts”—concepts that are critical for epistemological participation in a discipline. The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the field’s most active researchers and teachers, all of whom participated in a collaborative wiki discussion guided by the editors. These entries are clear and accessible, written for an audience of writing scholars, students, and colleagues in other disciplines and policy makers outside the academy. Contributors describe the conceptual background of the field and the principles that run throughout practice, whether in research, teaching, assessment, or public work around writing. Chapters in the second part of the book describe the benefits and challenges of using threshold concepts in specific sites—first-year writing programs, WAC/WID programs, writing centers, writing majors—and for professional development to present this framework in action. Naming What We Know opens a dialogue about the concepts that writing scholars and teachers agree are critical and about why those concepts should and do matter to people outside the field.

Teaching Transnational Youth—Literacy and Education in a Changing World

Teaching Transnational Youth—Literacy and Education in a Changing World

  • Author: Allison Skerrett
  • Publisher: Teachers College Press
  • ISBN: 0807773816
  • Category: Language Arts & Disciplines
  • Page: 127
  • View: 542
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This is the first book to specifically address the needs of transnational youth, a growing population of students who live and go to school across the United States and other nations including Mexico and different Caribbean islands. The author describes a coherent approach to English language arts and literacy education that supports the literacy learning and development of transnational students, while incorporating these students’ unique experiences to enrich the learning of all students. Drawing from exemplary teachers’ classroom practice and research-based approaches, the book demonstrates how teachers can engage with transnationalism to reap the unique and significant benefits this phenomenon presents for literacy education. These benefits include a deeper appreciation of cultural and linguistic diversity, an increased awareness of world citizenship, and the development of globally informed ways of reading, writing, investigating, and thinking. Book Features: Describes a comprehensive approach to literacy education that is more inclusive, productive, and powerful for all students. Shows teachers how attending to transnationalism can fit within and enhance the work they already do with all of their students. Includes learning activities that align with best practices for building multicultural, multilingual, and other forms of border-crossing knowledge and skills. Includes specific strategies teachers can use to address the unique challenges that transnationalism poses, such as extended absences from the classroom. “Allison Skerrett shows in this book that teachers can mitigate harm through specific choices in their teaching, by viewing difference as a resource that is available to a greater degree when we are fortunate enough to have transnational students in our classrooms.” —Randy Bomer, Professor and Chair, Curriculum and Instruction, The College of Education, University of Texas at Austin “This well-researched and engagingly written book brilliantly illuminates the often hidden or sorely misunderstood life and schooling experiences of transnational youth. It is a primary text for courses on literacy theories and practices, and fills a critical gap in how we conceptualize and implement literacy instruction for all youth.” —Jabari Mahiri, professor of education, UC Berkeley

Reading Reconsidered

Reading Reconsidered

A Practical Guide to Rigorous Literacy Instruction

  • Author: Doug Lemov,Colleen Driggs,Erica Woolway
  • Publisher: John Wiley & Sons
  • ISBN: 1119104246
  • Category: Education
  • Page: 456
  • View: 5477
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In the 2010 article ?Building a Better Teacher??the article that ?launched? Teach Like a Champion, journalist Elizabeth Green compared two schools of thought?one that teaching skills were the most important driver of classroom learning, the other that content knowledge was the true driver. Some readers saw a conflict between these two perspectives. The authors of Reading Reconsidered have always thought that the answer was more complex: that technique was irreplaceable and helped teachers maximize the application of their subject knowledge but there was also no substitute for content knowledge. Moreover, they believed, there were in fact techniques specific to each of the content areas that drive results and could be delineated and learned like the general techniques in Teach Like a Champion. Reading Reconsidered is the authors' first effort to take on the challenge of defining subject specific methods. It is an anxious time for many teachers but also a time of great opportunity. This book will provide a road map from confusion to success. CONTENTS. Chapter 1: Reading the Data Chapter 2: Choosing What to Read Chapter 3: Close Reading Chapter 4: Making Non-Fiction Stick Chapter 5: The Epic Importance of Word Study and Vocabulary Chapter 6: Reading More; Reading Better Chapter 7: Interactive Reading Chapter 8: Writing for Reading Chapter 9: Intellectual Autonomy

Teaching in the Flat World

Teaching in the Flat World

Learning from High-Performing Systems

  • Author: Linda Darling-Hammond,Robert Rothman
  • Publisher: Teachers College Press
  • ISBN: 0807756474
  • Category: Education
  • Page: 120
  • View: 1165
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This book will help school systems improve their teacher workforce by drawing important lessons from nations with high-performing educational systems, as well as from successful state experiments in the United States. The authors examine common features and differences in the approaches of high-performing systems that made education a top priority and developed high-leverage strategies to meet their goals. Their varied solutions offer valuable ideas for how to create a strong teacher and school administrator ccorps from recruitment and preparation through induction, professional development, evaluation, and career advancement into leadership roles. Chapters focusing on systems in Finland, Ontario, and Singapore are coauthored by local scholars with extensive knowledge of the history and current status for policy and practice in their nation. A final chapter highlights attributes that are absolutely necessary for any education system to flourish. The book will be useful to policymakers, practitioners, and researchers interested in strengthening the quality of teaching.

The American Indian

The American Indian

Past and Present

  • Author: Roger L. Nichols
  • Publisher: University of Oklahoma Press
  • ISBN: 0806186143
  • Category: History
  • Page: 448
  • View: 2957
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Widely used in university courses on Native American history through five editions, The American Indian: Past and Present has been thoroughly revised to present an up-to-date view of Indian heritage. This timely anthology brings together pieces written over the last thirty years—most published in the past decade—that represent some of the best scholarship available. The readings offer a broad overview of indigenous peoples of North America from first contact to the present, showing how Indians relied on their cultural strengths and determination to retain their independent identities. These essays trace the ever changing situations of Indians as both tribes and individuals. They bring readers through Native victory and military defeat, relocation, mandatory acculturation, and militant protests to the present era of self-determination, when the meaning of Native identity is sometimes hotly debated. Editor Roger L. Nichols has selected the new readings and organized the collection to reflect a balance of time periods, geographic areas, and historical and political topics for the student’s first exposure to American Indian history. He also includes suggestions for further reading and study questions as aids to those interested in learning more about the subjects covered. A fresh update to a valuable classic, The American Indian: Past and Present remains an accessible resource for undergraduates and a flexible and authoritative set of readings for the instructor.

To Teach

To Teach

The Journey of a Teacher, 3rd Edition

  • Author: William Ayers
  • Publisher: Teachers College Press
  • ISBN: 0807771473
  • Category: Education
  • Page: 193
  • View: 8500
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The Vocabulary Book

The Vocabulary Book

Learning and Instruction, Second Edition

  • Author: Michael F. Graves
  • Publisher: Teachers College Press
  • ISBN: 0807757268
  • Category: Education
  • Page: 240
  • View: 7079
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This new second edition includes two entirely new chapters on selecting vocabulary words for study and vocabulary instruction for English Language Learners. In addition, every chapter has been substantially updated to incorporate discussion of next-generation standards. Incorporating the newest research in vocabulary acquisition into the four-part model of vocabulary instruction that made the first edition a bestseller, this edition emphasizes vocabulary as an important tool in meeting the needs of increasingly diverse students K-12. It also includes new instructional approaches to teaching vocabulary that have been developed and classroom-tested since the release of the first edition.

Disciplinary and Content Literacy for Today's Adolescents, Sixth Edition

Disciplinary and Content Literacy for Today's Adolescents, Sixth Edition

Honoring Diversity and Building Competence

  • Author: William G. Brozo
  • Publisher: Guilford Publications
  • ISBN: 1462530095
  • Category: Language Arts & Disciplines
  • Page: 430
  • View: 9002
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Well established as a clear, comprehensive course text in five prior editions, this book has now been extensively revised, with a focus on disciplinary literacy. It offers a research-based framework for helping students in grades 6-12 learn to read, write, and communicate academic content and to develop the unique literacy, language, and problem-solving skills required by the different disciplines. In an engaging, conversational style, William G. Brozo presents effective instruction and assessment practices, illustrated with extended case studies and sample forms. Special attention is given to adaptations to support diverse populations, including English language learners. (Prior edition title: Content Literacy for Today's Adolescents, Fifth Edition.) New to This Edition: *Shift in focus to disciplinary literacy as well as general content-area learning. *Chapter on culturally and linguistically diverse learners. *Incorporates a decade of research and the goals of the Common Core State Standards. *Increased attention to academic vocabulary, English language learners, the use of technology, and multiple text sources, such as graphic novels and digital texts. *Pedagogical features: chapter-opening questions plus new case studies, classroom dialogues, practical examples, sample forms, and more.

Literacy Tools in the Classroom

Literacy Tools in the Classroom

Teaching Through Critical Inquiry, Grades 5-12

  • Author: Gerald Campano,Brian Edmiston
  • Publisher: Teachers College Press
  • ISBN: 0807770647
  • Category: Language Arts & Disciplines
  • Page: 182
  • View: 6315
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This innovative resource describes how teachers can help students employ "literacy tools" across the curriculum to foster learning. The authors demonstrate how literacy tools such as narratives, question-asking, spoken-word poetry, drama, writing, digital communication, images, and video encourage critical inquiry in the 5-12 classroom. The book provides many examples and adaptable lessons from diverse classrooms and connects to an active Website where readers can join a growing professional community, share ideas, and get frequent updates: http://literacytooluses.pbworks.com

Inquiry-based English Instruction

Inquiry-based English Instruction

Engaging Students in Life and Literature

  • Author: Richard Beach,Jamie Myers
  • Publisher: Teachers College Press
  • ISBN: 9780807741023
  • Category: Education
  • Page: 211
  • View: 2201
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This valuable resource offers an alternative framework for middle and secondary school English instruction. The authors provide concrete strategies for engaging students in critical inquiry projects about the social worlds they inhabit or about those portrayed in literature and the media, their peer, school, family, romance, community, workplace, and virtual worlds. You will find numerous examples of middle and high school students using various literacy tools (language, genres, narratives, signs, multimedia, and drama) to study, represent, critique, and transform these worlds. Rather than simply studying about literacy practices, this new framework shows how students learn best through active participation driven by a need to critically examine and promote changes in their social worlds.

Choice and Agency in the Writing Workshop

Choice and Agency in the Writing Workshop

Developing Engaged Writers, Grades 4–6

  • Author: Fred Hamel
  • Publisher: Teachers College Press
  • ISBN: 080777586X
  • Category: Language Arts & Disciplines
  • Page: N.A
  • View: 8500
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Step into a classroom and “listen in” on the writing initiatives and motivations of students who are given significant choice and agency in the development of their writing. Discover why upper elementary children need ways to become literate as kids, not merely as prototypes of adults or teenagers. Filled with rich portraits of in-class writing interactions and challenges, this book highlights various themes that help teachers become better observers and more responsive to the complexity of writing in children’s lives. Key themes include drawing and popular media in children’s learning, the challenges of listening to students during conferences, the intersections of writing and relationships, the roles of sharing and publishing writing, and the importance of shaping a writing curriculum through dialogue. “Fred Hamel not only offers us readers insight into the text-mediated dramas of children’s lives, he allows us into the sort of pedagogical reflections that keep us all in the flow of becoming.” —From the Foreword by Anne Haas Dyson, University of Illinois “This timely book is about the experimentation, flexibility, vulnerabilities, and risks of educators when they don’t assume to always know what is best for writers. Through classroom examples, Hamel helps us to see the complex and entangled identities of teachers and students. This book asks us all to consider putting less emphasis on expected writing endpoints and think more about the social processes and relationships of literacies coming to be.” —Candace R. Kuby, University of Missouri and author of Go Be a Writer! Expanding the Curricular Boundaries of Literacy Learning with Children

Teaching U.S. History Beyond the Textbook

Teaching U.S. History Beyond the Textbook

Six Investigative Strategies, Grades 5-12

  • Author: Yohuru Rashied Williams
  • Publisher: Corwin Press
  • ISBN: 1452296030
  • Category: Education
  • Page: 160
  • View: 8428
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Aligned with national standards, these strategies and sample lessons turn learners into history detectives as they solve historical mysteries, prepare arguments for famous cases, and more.

Driven by Data

Driven by Data

A Practical Guide to Improve Instruction

  • Author: Paul Bambrick-Santoyo
  • Publisher: John Wiley & Sons
  • ISBN: 0470548746
  • Category: Education
  • Page: 298
  • View: 580
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Offers a practical guide for improving schools dramatically that will enable all students from all backgrounds to achieve at high levels. Includes assessment forms, an index, and a DVD.

Reading the Visual

Reading the Visual

An Introduction to Teaching Multimodal Literacy

  • Author: Frank Serafini
  • Publisher: Teachers College Press
  • ISBN: 0807754714
  • Category: Education
  • Page: 189
  • View: 4713
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Reading the Visual is an essential introduction that focuses on what teachers should know about multimodal literacy and how to teach it. This engaging book provides theoretical, curricular, and pedagogical frameworks for teaching a wide-range of visual and multimodal texts, including historical fiction, picture books, advertisements, websites, comics, graphic novels, news reports, and film. Each unit of study presented contains suggestions for selecting cornerstone texts and visual images and launching the unit, as well as lesson plans, text sets, and analysis guides. These units are designed to be readily adapted to fit the needs of a variety of settings and grade levels.

"You Gotta BE the Book"

Teaching Engaged and Reflective Reading with Adolescents, Third Edition

  • Author: Jeffrey D. Wilhelm
  • Publisher: Teachers College Press
  • ISBN: 0807757985
  • Category: Education
  • Page: 292
  • View: 1752
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This award-winning book continues to resonate with teachers and inspire their teaching because it focuses on the joy of reading and how it can engage and even transform readers. In a time of next generation standards that emphasize higher-order strategies, text complexity, and the reading of nonfiction, "You Gotta BE the Book" continues to help teachers meet new challenges including those of increasing cultural diversity. At the core of Wilhelm's foundational text is an in-depth account of what highly motivated adolescent readers actually do when they read, and how to help struggling readers take on those same stances and strategies. His work offers a robust model teachers can use to prepare students for the demands of disciplinary understanding and for literacy in the real world. The Third Edition includes new commentaries and tips for using visual techniques, drama and action strategies, think-aloud protocols, and symbolic story representation/reading manipulatives. Book Features: A data-driven theory of literature and literary reading as engagement. A case for undertaking teacher research with students. An approach for using drama and visual art to support readers' comprehension. Guidance for assisting students in the use of higher-order strategies of reading (and writing) as required by next generation standards like the Common Core. Classroom interventions to help all students, especially reluctant ones, become successful readers.

The ELL Writer

The ELL Writer

Moving Beyond Basics in the Secondary Classroom

  • Author: Christina Ortmeier-Hooper
  • Publisher: Teachers College Press
  • ISBN: 080775417X
  • Category: Education
  • Page: 197
  • View: 5999
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EDUCATION / Teaching Methods & Materials / Language Arts

Inclusive Literacy Teaching

Inclusive Literacy Teaching

Differentiating Approaches in Multilingual Elementary Classrooms

  • Author: Lori A Helman,Carrie Rogers,Amy Frederick,Maggie Struck
  • Publisher: Teachers College Press
  • ISBN: 080777491X
  • Category: Education
  • Page: N.A
  • View: 6365
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Responding to the need to prepare elementary teachers for the increasing linguistic diversity in schools, this book presents key foundational principles in language and literacy development for linguistically diverse students. Readers see these ideas enacted through the journeys of real students as they progress from 1st through 6th grade. What emerges is both a “big picture” and an “up close and personal” look at the successes, obstacles, and developmental nuances for students learning to read and write in a new language in inclusive classrooms. Throughout, the authors provide crucial guidance to educators that will support them in taking conscious steps toward creating educational equity for linguistically diverse students. “Resources such as Inclusive Literacy Teaching support the professional learning of emergent bilingual teachers in a respectful and practical manner.” —From the Foreword by Robert T. Jiménez, Vanderbilt University “If you are going to read just one book about working with multilingual children, this should be the book!” —Cynthia Brock, University of Wyoming “Illustrations of promising instructional strategies are shared to support teachers in making essential changes in their classroom literacy programs.” —Catherine Compton-Lilly, University of Wisconsin–Madison “This book beautifully illustrates the challenges, tensions, and opportunities faced by linguistically diverse students and their teachers and families.” —Claude Goldenberg, Stanford Graduate School of Education