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The Essentials for Achieving Rigour series of instructional guides helps educators become highly skilled at implementing, monitoring and adapting instruction. Readers can put the guides to practical use immediately, adopting day-to-day examples as models for application in their own classrooms.

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What Every Secondary School Teacher Needs to Know About Reading Tests (From Someone Who Has Written Them) Offers extensive, practical strategies to help students perform well on tests. This ready-to-use, easy-to-understand resource provides a wealth of information about reading tests, including high-quality preparation materials, samples of the most frequently assessed types of reading standards and engaging core-reading activities. This book provides a wealth of resources that can be incorporated into a teacher's everyday reading work, including vocabulary development, literary techniques, interpretation, comprehension and more.

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Research shows that vocabulary is the best support for students’ comprehension of narrative and information texts. Often, vocabulary instruction focuses on a few target words in specific texts. However, to understand the many new words in complex texts students need to know how words work. This book, written by an award-winning authority on reading instruction, shows teachers how to make small changes to teach more words and also how words work. Many of these small changes involve enrichments to existing vocabulary practices, such as word walls and conversations with students. Each chapter includes descriptions of teachers’ implementation of small changes to support big gains in students’ vocabulary. This book offers practical steps that F-8 teachers can use in any reading program.

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How Do I Get Them to Write? Investigates the vital connection between reading and writing. This remarkable book argues that reading, writing and the inevitable discussions that follow lead students to appreciate the experiences of others, open their minds to new possibilities, gain a glimpse into unknown worlds, make connections to their own live and reflect on their own choices and learning. How Do I Get Them to Write? is committed to helping teachers get all students writing regardless of their attitudes or their current abilities. Based on the premise that all students can learn to write with appropriate teaching, modelling and practice, this is an ideal resource for teachers who love writing as well as for those who find it a challenging process.

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“They’re All Writers” will help teachers explore the power of writing centres. In elementary school classrooms across the country, writing instruction (not grammar worksheets or spelling drills) is still the neglected “R”. In this book, classroom teachers will find foundational information about the writing process with everything they need to begin and facilitate a peer tutoring writing center. Student-led writing centers harness the social and instructional power of students working and learning together, and this book includes specific lessons to teach students how to be effective peer tutors and how to be better writers. Learn More

In So What Do They Really Know? Cris Tovani explores the complex issue of monitoring, assessing and marking students' thinking and performance with fairness and fidelity. Like all teachers, Cris struggles to balance her student-centred instruction with school system mandates. Her recommendations are realistic and practical; she understands that what isn't manageable isn't sustainable.

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Ten years ago, Reading Power was launched in an elementary school in Vancouver. Since then, it has evolved into a recognised approach to comprehension instruction and has been implemented across Canada, the US, the UK, Sweden and China. This ground-breaking approach showed teachers how to make thinking more visible to their students through explicit instruction of five comprehension strategies: connect, visualise, question, infer and transform. Adrienne Gear has continued to reflect and refine her understanding of metacognition, comprehension instruction, and the reading power strategies.

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Writing test scores indicate that boys have fallen far behind girls across the year levels. Many teachers report that, in general, boys don't enjoy writing as much as girls. What's wrong? How can we do a better job of creating 'boy-friendly' classrooms so their voices can be heard? In Boy Writers: Reclaiming Their Voices, Ralph Fletcher draws upon his years of experience as a staff developer, children's book author and father of four boys. He also relates the insights shared by dozens of writing teachers around the US and abroad. Boy Writers asks teachers to imagine the writing classroom from a boy's perspective and to consider specific steps we might take to create stimulating classrooms for them.

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In What Every Primary Teacher Needs to Know About Reading Tests, Fuhrken takes the mystery out of reading tests, explaining how reading tests are created, how standards are interpreted and assessed, and how students can apply their knowledge of reading to standardised tests. This book sets the record straight about the myths and realities of tests and offers extensive, practical strategies that help students perform well on test day. This ready-to-use, easy-to-understand resource provides a wealth of information about reading tests, including high-quality preparation materials, samples of the most frequently assessed types of reading standards and more than thirty engaging core-reading activities.

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ASCD Arias publications provide concise answers to challenging questions that you need to solve today—in a convenient format that you can read in one sitting and immediately put into practice. They’re the next-generation, immediate-need resources for everyone committed to the success of each learner.

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The New Art and Science of Teaching by Robert J. Marzano is more than a revision of The Art and Science of Teaching. It is a greatly expanded volume, offering a framework for substantive change based on Marzano's fifty years of education research and observation. In The New Art and Science of Teaching, Marzano identifies ten design areas within three categories of teaching - (1) feedback, (2) content and (3) context - that form a road map for F-12 teachers' lesson and unit planning. Also included in the series are The New Art and Science of Classroom Assessment, The New Art and Science of Teaching Writing and The New Art and Science of Teaching Reading - companion books that focus on improving students' literacy skills and showing teachers how to make the most of feedback.

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This resource will help F-2 teachers revitalise and restructure their classroom literacy instruction based on Marie Clay’s ground-breaking and transformative literacy processing theory. Clay’s theories have created literacy success for more than 2 million struggling year-one readers internationally through the Reading Recovery program. This practical volume gives primary-level teachers specific suggestions for using these principles and includes rich, robust instructional examples to ensure that all children meet new and rigorous standards in all facets of literacy learning. Replete with explicit depictions of classroom practice, the book addresses critical aspects of F-2 literacy instruction.

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