Catalog Search Results
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English
Description
Reading is interpreting; interpreting is reading, which is why it's more crucial than ever to ensure that our students are able to make meaning as they read. But do we know how to integrate best practices in reading instruction into our classrooms? In “Adolescent Literacy and the Teaching of Reading: Lessons for Teachers of Literature”, Deborah Appleman dismantles the traditional divide between secondary teachers of literature and teachers of...
2) Writing in the Dialogical Classroom: Students and Teachers Responding to the Texts of Their Lives
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English
Description
In the dialogical classroom, students use writing to explore who they are becoming and how they relate to the larger culture around them. Dialogical writing combines academic and personal writing; allows writers to bring multiple voices to the work; Involves thought, reflection, and engagement across time and space; and creates opportunities for substantive and ongoing meaning making. How can we, as teachers, carve out space in our literacy classrooms...
3) Beyond Standardized Truth: Improving Teaching and Learning through Inquiry-Based Reading Assessment
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Series
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English
Description
Beyond Standardized Truth, included in the Principles in Practice imprint, is the result of the author's own efforts to bridge the gap between valuing reading and being able to respond with appropriate instruction or evaluate growth in reading.
Scott Filkins brings us into his classroom and the classrooms of his colleagues to demonstrate how high school teachers across the disciplines can engage in inquiry-based reading assessment to support student...
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English
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Through case studies of individual students and lively portraits of elementary classrooms, editor Diane Stephens and colleagues explore how artful preK-5 teachers come to know their students through assessment and use that knowledge to customize reading instruction.
Throughout the book, the educators profiled-classroom teachers, reading specialists, and literacy coaches-work together to take personal and professional responsibility for knowing their...
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English
Description
At the heart of Rethinking the "Adolescent" in Adolescent Literacy is a call to English language arts teachers to examine the very assumptions of adolescence they may be operating from in order to reimagine new possibilities for engaging students with the English curriculum.
Relying on a sociocultural view of adolescence established by scholars in critical youth studies, the book focuses on classrooms from diverse contexts to explain adolescence as...
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English
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Engaging with critical questions such as What counts as language? and How can I know when a student is struggling with language? Melinda J. McBee Orzulak explores how mainstream ELA teachers might begin to understand language in new ways to benefit both English language learner and non-ELL students learning in the same classroom.
Offering supportive teaching resources and ways to notice and understand the strengths of ELL students, McBee Orzulak outlines...
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English
Description
Imagine being asked to write an essay in a language you don't know well or at all, to have to express yourself-your knowledge and analysis-grammatically and clearly in, say, three to five pages. How is your Spanish, your Urdu, your Hmong?
This is what teachers ask their ELL and multilingual students to do every day in middle and high school, especially in English classes, leading to expectations both too great and too small. Teachers often resort...
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English
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The authors share classroom vignettes, strategies, and resources for "going public" with literacy assessment through teacher collaboration with colleagues, with families, and with the community.
Teachers want assessment tools and strategies that inform instruction, engage students in the process, and invite families and community members to enter into the conversation about student learning and progress. When teachers work collaboratively with one...
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English
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A reflective and practical guide for secondary school teachers on using innovative technologies in the classroom to support multimodal literacy development.
Living in a multimodal, multimedia, and multi-sensory world can be overwhelming. To prepare students to produce and consume the multimodal texts made possible through modern technologies, Schmidt and Kruger-Ross advocate for a slower and more deliberate approach to thinking and planning for teaching...
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English
Description
Grounded in NCTE's position statements "The Students' Right to Read" and "NCTE Beliefs about the Students' Right to Write," this book focuses on high school English language arts classes, drawing from the work of seven teachers from across the country to illustrate how advocating for students' rights to read and write can be revolutionary work.
Drawing from the work of high school teachers across the country, Adventurous Thinking illustrates how...
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English
Description
The authors show how English teachers can think and plan using a restorative justice lens to address issues of student disconnection and alienation; adult and youth well-being in schools; and inequity and racial justice through writing, reading, speaking, and action.
How do teachers educate responsibly in an age of mass incarceration? And why should English teachers in particular concern themselves with unequal treatment and opportunity and the school-to-prison...
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English
Description
“Already Readers and Writers: Honoring Students' Rights to Read and Write in the Middle Grade Classroom” is meant to help all middle school educators encourage their students to build literate lives both within the classroom and well beyond it.
Veteran middle school teacher Jennifer Ochoa has brought together middle school teachers and teacher leaders, children's author and We Need Diverse Books cofounder Ellen Oh, children's literature scholar...
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English
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“Writing Can Change Everything” invites all of us to consider how the principles outlined in NCTE's Professional Knowledge for the Teaching of Writing position statement weave throughout the best practices on display as students write through creative self-expression, narrative, inquiry, and project-based learning.
Identifying writing as central to what makes us human, editor and teacher educator Shelbie Witte has gathered a diverse group of middle...
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English
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In “Growing Writers”, veteran teacher educator Anne Elrod Whitney explores how the principles defined in NCTE's Professional Knowledge for the Teaching of Writing position statement can support high school writers and teachers of writing through knowledge and a conscious search for meaning in our writing activities.
When principles guide our teaching, we can better understand our teaching purposes, make decisions about approaches and content,...
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English
Description
As a high school teacher, Ricki Ginsberg realized that a truly student-centered classroom requires student input. To foster a more ethical, community-based approach to curriculum design and instruction, she worked with her students to reimagine and co-design existing, grade-level courses, and in doing so, they integrated young adult literature as central to the curriculum and course design. In this book, Ginsberg, along with more than a dozen teacher...
Author
Series
Language
English
Description
Even from the earliest grades, children have the rights to read and write, not just in dominant American English, but also in their own languages and dialects.
Young children make meaning and make sense from the earliest years. They read facial expressions, engage in interactions, and read symbols across a variety of named languages. Historically narrow definitions of reading and writing, however, often prevent children of color and immigrants from...
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