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Between the Commas
"To improve his students' writing, the author returns to neglected research in sentence instruction to explicitly teach the possibilities of sentences: how various moves affect sentences and how sentences build on each other"--
Teach Me, Teacher
The Power to Save a Life Jacob Chastain grew up in an environment filled with drugs and violence. Inside the home that should have felt safe, fear and anxiety were the desperate norm. Stability and security eluded him as he was shuffled between family and friends that would take him in. But at school, things were different. There, day after day, year after year, Chastain's teachers saved him. Teach Me, Teacher is the true story of a childhood marked by heartache--a story that may be similar to that of the children sitting in your classroom. It's the story that shaped Jacob Chastain into the educator he is today. Lessons learned from his experiences as a child and as a growing educator offer ...
Teaching for Thinking
Teaching our children to think and reason mathematically is a challenge, not because students can't learn to think mathematically, but because we must change our own often deeply-rooted teaching habits. This is where instructional routines come in. Their predictable design and repeatable nature support both teachers and students to develop new habits. In Teaching for Thinking, Grace Kelemanik and Amy Lucenta pick up where their first book, Routines for Reasoning, left off. They draw on their years of experience in the classroom and as instructional coaches to examine how educators can make use of routines to make three fundamental shifts in teaching practice: Focus on thinking: Shift attenti...
The Locked Room
The untold story of a radical approach to the teaching of sculpture at Saint Martin's School of Art. In 1969, four tutors at Saint Martin's School of Art in London undertook a radical experiment in the teaching of sculpture. Students in the ”A” Course were placed together in a large white room, locked from the inside. They were given projects that specified only what they could not do, not what they were required or assigned to do. Students were not permitted to speak to each other or to their instructors while in the Locked Room. Instructors gave students no feedback or evaluation. Discussing the course outside the Locked Room was discouraged. Not surprisingly, this approach was controv...
Literacy in American Lives
This book addresses critical questions facing public education at the twenty-first century.
Point-Less
"An exploration of moving away from traditional letter or number grades as an assessment and as a result producing more thoughtful students whose learning is more authentic"--
The ESL / ELL Teacher's Survival Guide
A much-needed resource for teaching English to all learners The number of English language learners in U.S. schools is projected to grow to twenty-five percent by 2025. Most teachers have English learners in their classrooms, from kindergarten through college. The ESL/ELL Teacher?s Survival Guide offers educators practical strategies for setting up an ESL-friendly classroom, motivating and interacting with students, communicating with parents of English learners, and navigating the challenges inherent in teaching ESL students. Provides research-based instructional techniques which have proven effective with English learners at all proficiency levels Offers thematic units complete with reproducible forms and worksheets, sample lesson plans, and sample student assignments The book?s ESL lessons connect to core standards and technology applications This hands-on resource will give all teachers at all levels the information they need to be effective ESL instructors.
"I Heard You Paint Houses"
"I Heard You Paint Houses" will soon be a major motion picture directed by Martin Scorsese. The working title for the movie is "The Irishman". The first words Jimmy Hoffa ever spoke to Frank "the Irishman" Sheeran were, "I heard you paint houses." To paint a house is to kill a man. The paint is the blood that splatters on the walls and floors. In the course of nearly five years of recorded interviews Frank Sheeran confessed to Charles Brandt that he handled more than twenty-five hits for the mob, and for his friend Hoffa. Sheeran learned to kill in the U.S. Army, where he saw an astonishing 411 days of active combat duty in Italy during World War II. After returning home he became a hustler ...
Story Matters
When we read a nonfiction text, what is the difference between one that keeps us interested and one that merely informs? Especially when the topic may be a bit, well, dry? The difference is narrative. The writer who threads a story throughout her text - using the tools of human connection, of narrative - is the writer who brings information to life. The argument she makes is compelling and real, because we care about the story within her story. This writer understands the power of narrative. In Story Matters, Liz Prather provides activities, lessons, exercises, mentor texts, and student samples to help teens learn to seamlessly weave narrative into their nonfiction writing. She provides concrete ideas for using the tools and techniques of narrative, including: - finding stories within any topic - using characters - creating tension - exploring structure - selecting details - crafting words and sentences. Give Liz's ideas a try and watch your students' writing rise to new levels. Because story matters.
Parenting Forward
A progressive Christian parenting book with a social-justice orientation How do we build a better world? One key way, says Cindy Wang Brandt, is by learning to raise our children with justice, mercy, and kindness. In Parenting Forward Brandt equips Christian parents to model a way of following Jesus that has an outward focus, putting priority on loving others, avoiding judgment, and helping those in need. She shows how parents must work on dismantling their own racial, cultural, gender, economic, and religious biases in order to avoid passing them on to their children. “By becoming aware of the complex ways we participate in systems of inequality or hierarchy,” she says, “we begin to resist systemic injustice ourselves, empower our children, and change our communities.”
