Books

Organising terms into semantic clusters and subject areas, Dr Robert J Marzano creates a powerful and unique framework to ensure students develop a strong foundation for literacy development and academic achievement.

The Power of Teacher Talk investigates the connections between two persistent educational challenges: high numbers of students who drop out and of teachers who leave the profession. Based on a study of thousands of daily interactions between new justice-oriented English teachers and their students, this book proposes that teachers who show a commitment to equity in their communications can positively affect student retention and are more likely to remain in the profession. Deborah Bieler urges teachers to be aware of and intentional about the power of their interactions with students - in everything from their classroom décor and informal corridor chats to their responses to challenging moments during class and in after-class discussions.

The think-aloud approach to classroom writing assessment is designed to expand teachers' perspectives on adolescent students as writers and help them integrate instruction and assessment in a timely way. Emphasising learning over evaluation, it is especially well-suited to revealing students' strengths and helping them overcome common challenges to writing such as writer's block or misunderstanding of the writing task. Sarah Beck describes how to implement the think-aloud method and shows how this method is flexible and adaptable to any writing assignment and classroom context. The book also discusses the significance of the method in relation to best practices in formative assessment, including how to plan think-aloud sessions with students to gain the most useful information.

In order for students to acquire new knowledge and learning, they must be able to understand what they read, hear and are asked to do in the classroom. Students must comprehend academic vocabulary in order to understand instruction and academic texts. This series provides definitions and practice opportunities for specific instructional verbs so students can comprehend and follow directions with greater understanding and accuracy. Teachers are also given strategies that will help them teach academic vocabulary used in all learning areas. All reading passages have been Lexile levelled.

In order for students to acquire new knowledge and learning, they must be able to understand what they read, hear and are asked to do in the classroom. Students must comprehend academic vocabulary in order to understand instruction and academic texts. This series provides definitions and practice opportunities for specific instructional verbs so students can comprehend and follow directions with greater understanding and accuracy. Teachers are also given strategies that will help them teach academic vocabulary used in all learning areas. All reading passages have been Lexile levelled.

In order for students to acquire new knowledge and learning, they must be able to understand what they read, hear and are asked to do in the classroom. Students must comprehend academic vocabulary in order to understand instruction and academic texts. This series provides definitions and practice opportunities for specific instructional verbs so students can comprehend and follow directions with greater understanding and accuracy. Teachers are also given strategies that will help them teach academic vocabulary used in all learning areas. All reading passages have been Lexile levelled.

In order for students to acquire new knowledge and learning, they must be able to understand what they read, hear and are asked to do in the classroom. Students must comprehend academic vocabulary in order to understand instruction and academic texts. This series provides definitions and practice opportunities for specific instructional verbs so students can comprehend and follow directions with greater understanding and accuracy. Teachers are also given strategies that will help them teach academic vocabulary used in all learning areas. All reading passages have been Lexile levelled.

In order for students to acquire new knowledge and learning, they must be able to understand what they read, hear and are asked to do in the classroom. Students must comprehend academic vocabulary in order to understand instruction and academic texts. This series provides definitions and practice opportunities for specific instructional verbs so students can comprehend and follow directions with greater understanding and accuracy. Teachers are also given strategies that will help them teach academic vocabulary used in all learning areas. All reading passages have been Lexile levelled.

Literacy Strong All Year Long: Powerful Lessons for Grades 3-5 equips intermediate educators with engaging lessons that motivate students and help them develop the solid foundation of literacy skills that are essential to learning. Thoughtfully designed lessons linked to specific literacy standards create a seamless flow of learning throughout the seasons of the school year. Each chapter offers 10 lessons that strengthen comprehension, fluency, word work and vocabulary. The 40 interactive lessons are presented in an accessible and comprehensive format that includes sections on preparation, active engagement and reflection. The lesson design intentionally guides teachers to gradually release responsibility to students as they grow into self-regulated, literacy-strong learners.

For nearly two decades, Looking Together at Student Work and The Power of Protocols have sustained educators in their professional learning. Protocols in the Classroom expands the scope of those books from teachers' professional learning to include students' learning, providing teachers with the tools they need to use discussion protocols to support students in developing crucial skills and habits as readers, writers, critical thinkers and active participants within the classroom community. For each protocol the authors provide a clear set of steps, tips for teachers and students in facilitating the protocol, and a story of a teacher using the protocol with students.

The power of peer models is undeniable. When students see others taking risks in their writing, persevering, problem-solving and succeeding, they been empowered. The models reassure them that they, too, are writers with important ideas to share and the ability to write well. They, too, can do this! Nothing motivates like peer models. Classroom writing expert Janiel Wagstaff brings the power of peer mentors to cross-genre, original student texts covering more than 70 critical teaching points, including the following: Address key writing standards and writing types. Highlight skills, strategies, writing elements and craft moves. Make instructional content real!

It's been a decade since Lynne Dorfman and Rose Cappelli wrote the first edition of Mentor Texts. The second edition includes brand-new "Your Turn Lessons", built around the gradual release of responsibility model, offering suggestions for demonstrations and shared or guided writing. Reflection is emphasised as a necessary component to understanding why mentor authors chose certain strategies, literacy devices, sentence structures and words. The book is organised around the characteristics of good writing - focus, content, organisation, style and conventions. Rose and Lynne write in a friendly and conversational style, employing numerous anecdotes to help teachers visualise the process and offer strategies that can be immediately implemented in the classroom.