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Forty evidenced-based strategies for integrating literacy instruction into the content areas  Providing unique content on assessment, differentiated instruction, technology, and reflective practice, Developing Content Area Literacy, Second Edition is designed to help busy middle school and secondary teachers meet the challenge of addressing the literacy learning needs of all students, including English language learners. Each of the 40 evidence-based strategies is organized around eight essential areas of literacy instruction: academic vocabulary, reading fluency, narrative text, informational text, media and digital literacies, informational writing, critical thinking, and independent learning. Each topic has five strategies from which to choose, giving teachers ample variety to meet the diverse needs of the classroom.  

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This practical, reader-friendly textbook for pre-service early childhood educators describes all of the major approaches and strategies for teaching beginning literacy to young children. It provides classroom-tested games, strategies, and reproducibles for teaching all of the word identification and comprehension techniques, including graphophonic (phonic) analysis and higher levels of comprehension. Strategies and materials for teaching listening skills, oral language skills, writing skills, and spelling skills to young children are included. Norm-referenced and informal means of assessment including authentic assessment are described. Strategies and materials for teaching literacy skills to children with many types of special needs is a major strength of the text as is the comprehensive description of all the major literacy approaches including the whole language approach , the language experience approach, the basal reader approach, and systematic phonics.

′Developing Early Literacy presents an interesting range of literacy-related topics which address issues of current importance to early years practice and, in places, question current thinking. There is an excellent balance of theoretical background and case study examples which would make this a relevant and practical text for both students and early years professionals.′ - Mary-Louise Maynes, Lecturer in Early Childhood Studies, Bishop Grosseteste University Providing clear guidance on how to develop early literacy, this book offers support with the planning and teaching of this vital aspect of the curriculum using innovative and exciting methods. Linking theory with practice, topics covered include: babies and very early communication the importance of role play corners outdoor learning and literacy how rhyme and repetition help to develop literacy teaching literacy to children who have English as an Additional Language (EAL) literacy and diversity using picture books to develop literacy supporting transitions different approaches to the teaching of phonics and early reading. Each chapter has learning objectives, case studies featuring younger and older children from the Birth to 8 age range, a summary and suggested Further Reading. This text is essential reading for those on Early Childhood Studies, Early Years, Primary PGCE and Early Years teacher education courses. Virginia Bower is Senior Lecturer at Canterbury Christ Church University.

Forty evidenced-based strategies for integrating literacy instruction into the content areasProviding unique content on assessment, differentiated instruction, technology, and reflective practice, Developing Content Area Literacy is designed to help busy middle school and secondary teachers meet the challenge of addressing the literacy learning needs of all students. Each of the 40 evidence-based strategies is organized around 8 essential areas of literacy instruction: academic vocabulary, reading fluency, narrative text, informational text, media and digital literacies, informational writing, critical thinking, and independent learning.Key FeaturesSpecific approaches to differentiating instruction for striving or struggling readers and writers as well as English language learners are included.[b1] Easy-to-follow, step-by-step procedures for each strategy are organized around “before,” “during,” and “after” reading and writing instruction.New and innovative ways to implement technology in the classroom are included along with coverage of media and digital literacies.

What does it mean to be white in a society that proclaims race meaningless, yet is deeply divided by race? In the face of pervasive racial inequality and segregation, most white people cannot answer that question. In the second edition of this seminal text, Robin DiAngelo reveals the factors that make this question so difficult: mis-education about what racism is; ideologies such as individualism and colorblindness; segregation; and the belief that to be complicit in racism is to be an immoral person. These factors contribute to what she terms white racial illiteracy. Speaking as a white person to other white people, DiAngelo clearly and compellingly takes readers through an analysis of white socialization. Weaving research, analysis, stories, images, and familiar examples, she provides the framework needed to develop white racial literacy. She describes how race shapes the lives of white people, explains what makes racism so hard to see, identifies common white racial patterns, and speaks back to popular narratives that work to deny racism. Written as an accessible overview on white identity from an anti-racist framework, What Does It Mean to Be White? is an invaluable resource for members of diversity and anti-racism programs and study groups, and students of sociology, psychology, education, and other disciplines. This revised edition features two new chapters, including one on DiAngelo’s influential concept of white fragility. Written to be accessible both within and without academia, this revised edition also features discussion questions, an index, and a glossary.

Early literacy instruction typically emphasizes foundational skills--often at the expense of engaging young children in reading and supporting their comprehension of different types of texts. This book explains the essential elements of comprehension and shares a wealth of classroom-tested instructional practices. It presents developmentally informed strategies for scaffolding comprehension skills, using content to promote engagement, and implementing high-level discussions and writing tasks. Ways to teach and assess English learners and other diverse students are highlighted throughout. The book features explicit links to the Common Core State Standards (CCSS) as well as helpful reproducible forms. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size.

An invaluable tool for current and aspiring literacy leaders, The Literacy Leadership Handbook by Cindy Lassonde and Kristine C. Tucker presents clear advice and guidelines for fostering collaboration among colleagues, improving teacher effectiveness by involving teachers as learners, and engaging teachers in planning for their own growth and development. Included are contributions from classroom teachers across grade levels, literacy coaches and reading specialists working in school districts, representatives from outside agencies, teacher educators, administrators, and parents in both urban and rural school settings. Also included are connections to the Common Core State Standards and Response to Intervention, and discussions of how ethical literacy leaders face and solve problems.   Note: This is the standalone book, if you want the book and access card order the ISBN below:   0133449211 / 9780133449211 Literacy Leadership Handbook, The: Best Practices for Developing Professional Literacy Communities Plus Children's and Young Adult Literature Database -- Access Card * Package consists of:    013301388X / 9780133013887 Literacy Leadership Handbook, The: Best Practices for Developing Professional Literacy Communities 0133016226 / 9780133016222 Children's and Young Adult Literature Database -- Access Card  

Forty evidenced-based strategies for integrating literacy instruction into the content areasProviding unique content on assessment, differentiated instruction, technology, and reflective practice, Developing Content Area Literacy is designed to help busy middle school and secondary teachers meet the challenge of addressing the literacy learning needs of all students. Each of the 40 evidence-based strategies is organized around 8 essential areas of literacy instruction: academic vocabulary, reading fluency, narrative text, informational text, media and digital literacies, informational writing, critical thinking, and independent learning.Key FeaturesSpecific approaches to differentiating instruction for striving or struggling readers and writers as well as English language learners are included.[b1] Easy-to-follow, step-by-step procedures for each strategy are organized around “before,” “during,” and “after” reading and writing instruction.New and innovative ways to implement technology in the classroom are included along with coverage of media and digital literacies.

This text explores fundamental issues relating to student literacies and instructor roles and practices within academic contexts. It offers a brief history of literacy theories and argues for "socioliterate" approaches to teaching and learning in which texts are viewed as primarily socially constructed. Central to socioliteracy, the concepts "genre" and "discourse community," are presented in detail. The author argues for roles for literacy practitioners in which they and their students conduct research and are involved in joint pedagogical endeavors. The final chapters are devoted to outlining how the views presented can be applied to a variety of classroom texts. Core curricular design principles are outlined, and three types of portfolio-based academic literacy classrooms are described.

Partnering for Content Literacy: PRC2 in Action instructs teachers how to successfully develop students’ interests in and strategies for reading and comprehending informational texts that support content learning. Written by a team of teachers, literacy leaders, and university project members, this book tackles the challenges students have with language learning and content area reading. Partnering for Content Literacy:  PRC2 in Action was based around teacher concerns that students floundered when confronted with difficult textbooks and the need to use academic vocabulary and language. Teachers and literacy leaders wanted to develop ways to insure these students could be successful in learning. What evolved is a practical and powerful set of assessments and instructional practices focused on partners reading short books and articles together in a process called Partner Reading and Content, Too (PRC2). This book provides ideas about how to create a rich program in informational reading, including descriptions of specific assessments and ways to modify them for teachers’ own students.   Take a look inside...   Learn from teachers who explicitly share their experiences in classroom management routines, guided reading groups, centers, and games and activities to focus students’ attention on the distinctive features of informational texts and academic vocabulary. Discover the importance of teachers and school personnel working together with foundations, university personnel and parents for student success. Track improvements in students’ learning through assessments–an essential component to good instruction. Enhance learning with a DVD containing video of students engaged in PRC2 in urban classrooms.

This book provides a practical understanding of digital literacy and information on integrating digital technology into English Language Arts and literacy instruction at the K-6 grade levels. Cross-disciplinary connections are also provided to bridge literacy and language arts and other content areas for a more integrated approach to literacy instruction. This text not only introduces readers to various types of digital tools and resources, but also provides practical approaches for using digital tools in instruction to help students read and write multimodal digital texts. Each chapter contains key elements that prompt brainstorming about digital tools, connections to the Common Core State Standards in Language Arts, and resources for teachers to plan instruction that incorporates digital tools. Comprehensive sample lesson plans that are aligned to the Common Core State Standards and English Language Proficiency Standards are provided throughout the text. Information about digital citizenship, digital copyright, lesson planning, and long-range planning is also provided.

Pushing the field forward in critically important ways, this book offers clear curricular directions and pedagogical guidelines to transform foreign language classrooms into environments where stimulating intellectual curiosity and tapping critical thinking abilities are as important as developing students’ linguistic repertoires. The case is made for content-based instruction―an approach to making FL classrooms sites where intellectually stimulating explorations are the norm rather than the exception. The book explicitly describes in detail how teachers could and should use content-based instruction, explains how integration of content and language aims can be accomplished within a program, identifies essential strategies to support this curricular and pedagogical approach, discusses issues of assessment within this context, and more. Content-Based Foreign Language Teaching provides theoretical perspectives and empirical evidence for reforming curricula and instruction, describes models and curriculum planning strategies that support implementation of well-balanced FL programs, explores the transformative potential of critical pedagogy in the FL classroom, and offers illustrations of secondary and post-secondary language programs that have experimented with alternative approaches. Advancing alternatives to conventional curriculum design, this volume posits meaning-oriented approaches as necessary to create language programs that make a great difference in the overall educational lives of learners

What does it mean to be white in a society that proclaims race meaningless yet is deeply divided by race? In the face of pervasive racial inequality and segregation, most whites cannot answer that question. Robin DiAngelo argues that a number of factors make this question difficult for whites miseducation about what racism is; ideologies such as individualism and colorblindness; defensiveness; and a need to protect (rather than expand) our worldviews. These factors contribute to what she terms white racial illiteracy. Speaking as a white person to other white people, Dr. DiAngelo clearly and compellingly takes readers through an analysis of white socialization. She describes how race shapes the lives of white people, explains what makes racism so hard for whites to see, identifies common white racial patterns, and speaks back to popular white narratives that work to deny racism. Written as an accessible introduction to white identity from an anti-racist framework, What Does It Mean To Be White? is an invaluable resource for members of diversity and anti-racism programs and study groups and students of sociology, psychology, education, and other disciplines.

Developing Language and Literacy: Effective Intervention in the Early Years describes successful intervention programmes to improve the phonological skills, vocabulary, and grammar of young children at risk of reading difficulties. Presents two structured intervention programmes to provide support for young children with language and literacy difficulties Describes clearly how to improve the language and foundation literacy skills of young children in the classroom Includes information about how to assess research, and how to monitor and design intervention strategies for use with individual children Helps teachers to develop an understanding of the intervention and research process as a whole Additional journal content to support this title is available click here

Readers are leaders. Leaders are readers.Literacy impacts every aspect of life—from schoolwork and test scores to the way we relate to others and to the career paths we and our students pursue. But learning to read—and teaching students to read—isn’t always easy, which is why the most important tenet of developing a culture of reading in your school is to foster a love of reading.In Lead with Literacy, educator and elementary school principal Mandy Ellis offers practical, immediately actionable, fun ideas and strategies that will deeply embed books, reading, and literacy into your school culture. You’ll learn . . .Who should decide which books students should be readingWhat it takes to create a culture of readingWhere books can and should be found in your schoolWhy books need to come with a “no strings attached” policyHow to lead the way by sharing what you are reading now Rather than focusing exclusively on Lexile scores and reading levels, Ellis encourages leaders to integrate literacy everywhere. The ultimate goal is to make reading a joy for every member of the school community—starting with the lead reader.

Book is in Used-Good condition. Pages and cover are clean and intact. Used items may not include supplementary materials such as CDs or access codes. May show signs of minor shelf wear and contain limited notes and highlighting. 0.4

Now in its fourth edition, this classic textbook offers theory and practice for creating and implementing holistic, literature-based approaches to the teaching of reading. The author uses a proven research base and examples from actual classroom practices to present teachers with numerous practical suggestions for incorporating these approaches into existing literacy programs, including information on small-group discussion techniques, questioning, ways of eliciting response, record-keeping, evaluation, book selection, and appropriate methods of presentation. This bestselling text has helped countless numbers of teachers, language arts supervisors, and curriculum specialists to create effective reading programs that are fun and inspiring for both the student and the educator. The completely updated Fourth Edition features: A new chapter discussing the significance of contemporary literary theories for classroom practice. An expanded list of children’s authors that includes Russell Hoban’s classic, The Mouse and His Child plus many recently published books, such as Deborah Ellis’s Parvana’s Journey, Avis Harley’s Fly with Poetry: An ABC of Poetry, and Ben Mikaelsen’s Red Midnight. A new section on storytelling, demonstrating how to “talk” a story so that children hang on every word. An expanded poetry section, showing teachers how to get started teaching poetry in their classroom. Advice on assessments and suggestions for facilitating writing. Ideas for guiding the reading experience, with particular attention to intertextuality and inquiry. Praise for the Third Edition!“May every teacher of literature, from pre-school through graduate school, read this book and live and teach accordingly.”―The CLA Bulletin (now the Journal of Children’s Literature)“Sloan reminds us that ‘Literacy begins in hearts, not heads.’... She describes concrete examples (of instructional strategies) for primary, upper elementary, and middle school grades.”―Language Arts