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Children's Language
The more teachers understand about how children learn to talk, the more they can help children become avid, joyful readers and writers. Drawing on a large body of research and her own volunteer work at a family shelter, Lindfors concisely identifies several important commonalities across oral and written language. Taking the compelling perspective that it’s all language, she traces children’s emergent literacy from infancy through the early school years. The book incorporates abundant examples from a diverse range of children engaged in authentic literacy experiences. Lindfors describes a set of principles that teachers can build on as they help young students learn to read and write usi...
Children's Inquiry
This fascinating exploration of children's inquiry -- what it is, how it develops, and how it contributes to children's learning -- will help teacher educators and elementary teachers to understand, appreciate, and foster children's inquiry in classrooms. In this volume. Lindfors introduces a theoretical framework for understanding children's inquiry language -- not as linguistic forms (questions), but as communication acts in which the child brings another into the act of sense-making.
Becoming Readers in a Complex Society
The Eighty-Third Yearbook of the National Society for the Study of Education, Part I
A Call to Creativity
In this age of standardization, many English teachers are unsure about how to incorporate creative writing and thinking into their classroom. In a fresh new voice, Luke Reynolds emphasizes that “creativity in our lives as teachers and in the lives of our students is one of our most vital needs in the 21st century.” Based on his own journey as an English teacher, A Call to Creativity is a practical guide that shows teachers how they can encourage and support students’ creativity in the English/language arts classroom. The book offers both the inspiration and practical steps teachers need to engage their students through a variety of hands-on projects and worksheets that can be used imme...
Summer Reading
Summer reading loss accounts for roughly 80 percent of the rich/poor reading achievement gap. Yet far too little attention is given to this pressing problem. This timely volume now offers not only a comprehensive review of what is known about summer reading loss but also provides reliable interventions and guidance. Written by acknowledged experts and researchers on reading, remedial reading, and special education, this collection describes multiple models of innovative summer reading and book distribution initiatives as well as research-based guidelines for planning a successful summer reading program, including tips on book selection, distribution methods, and direction for crucial follow-up. Most important, the authors clearly show how schools and communities can see greater academic gains for students from low-income families using the methods described in this book than they can from much more costly interventions.
Letting Go of Literary Whiteness
Rooted in examples from their own and others’ classrooms, the authors offer discipline-specific practices for implementing antiracist literature instruction in White-dominant schools. Each chapter explores a key dimension of antiracist literature teaching and learning, including designing literature-based units that emphasize racial literacy, selecting literature that highlights voices of color, analyzing Whiteness in canonical literature, examining texts through a critical race lens, managing challenges of race talk, and designing formative assessments for racial literacy and identity growth. “Sophia and Carlin’s book is startling in how openly and honestly it takes up the problem of ...
Translanguaging for Emergent Bilinguals
Translanguaging for Emergent Bilinguals is a thorough examination of the development, evolution, and current realities of educating emergent bilinguals in U.S. classrooms. Through engaging vignettes, readers follow the experiences of emergent bilinguals in a variety of monolingual settings, tracing the challenges encountered by both the students and the schools that serve them. The authors argue that the future of emergent bilingual education lies in an inclusive translanguaging pedagogy. By embracing home languages and cultures, this approach nurtures the development of multiple literacies, enabling individuals to thrive academically, socially, linguistically, and intellectually. The text b...
Preparing English Learners for College and Career
How do school communities create environments that fully prepare both English learners and dual-language learners for colleges and careers? Profiling six high-performing high schools, the authors identify design elements and shared values that were key factors in yielding extraordinary results.
Literacy and History in Action
This book offers a solid research and theoretical foundation for combining social studies and literacy instruction. A collaboration between a literacy scholar, two classroom teachers, and a school librarian, this volume also shows teachers how to engage middle and high school students in historical inquiry that incorporates literacy skills like reading complex texts and writing elaborated arguments. The authors present extended simulation actitvities that immerse students in three eras of US history: European incursions into North America, pre-Revolutionary War Colonialism, and the Civil War and Reconstruction. These simulations allow learners to experience these major periods of U.S. history while they discuss, read, and write in ways that align closely with the Common Core State Standards. The final chapter guides teachers in constructing their own classroom simulations and identitfies useful resources.
Pose, Wobble, Flow
This book proposes a pedagogical model called “Pose, Wobble, Flow” to encapsulate the challenge of teaching and the process of growing as an educator who questions existing inequities in schooling and society and frames teaching around a commitment to changing them. The authors provide six different culturally proactive teaching stances or “poses” that secondary ELA teachers can use to meet the needs of all students, whether they are historically marginalized or privileged. They describe how teachers can expect to “wobble” as they adapt instruction to the needs of their students, while also incorporating new insights about their own cultural positionality and preconceptions about...
