Includes the following information: Classroom vignettes that demonstrate how read-aloud conversations are teachable moments, Suggestions for choosing books, Examples of teaching strategies that work especially well during read-alouds, and Discussion of the role of evaluation and assessment in read-aloud.

Authors Franki Sibberson and Karen Szymusiak are back with an updated version of Still Learning to Read: Teaching Students in Grades 3-6, 2nd Edition. In the years since the first edition, prevalence of testing and Common Core State Standards have redefined requirements and what is expected of both teachers and students.This new edition focuses on the needs of students in grades 3-6 in for the following areas: reading workshops, read-alouds, classroom design, digital tools, fiction and nonfiction, and close reading. The authors examine current trends in literacy and introduce a new section on intentional instructional planning, as well as a new chapter on scaffolding for reading nonfiction. Expanded examples of lessons and routines to promote deeper thinking about learning are also included.In Still Learning to Read, you'll also find online videos that provide insight into classrooms. Students make book choices, work in small groups, and discuss their reading notebooks. Finally, updated and expanded book lists, recommendations for digital tools, lesson cycles, and sections for school leaders round out this foundational resource.

In Reading in the Wild, reading expert Donalyn Miller continues the conversation that began in her bestselling book, The Book Whisperer. While The Book Whisperer revealed the secrets of getting students to love reading, Reading in the Wild, written with reading teacher Susan Kelley, describes how to truly instill lifelong "wild" reading habits in our students. Based, in part, on survey responses from adult readers as well as students, Reading in the Wild offers solid advice and strategies on how to develop, encourage, and assess five key reading habits that cultivate a lifelong love of reading. Also included are strategies, lesson plans, management tools, and comprehensive lists of recommended books. Copublished with Editorial Projects in Education, publisher of Education Week and Teacher magazine, Reading in the Wild is packed with ideas for helping students build capacity for a lifetime of "wild" reading. "When the thrill of choice reading starts to fade, it's time to grab Reading in the Wild. This treasure trove of resources and management techniques will enhance and improve existing classroom systems and structures." —Cris Tovani, secondary teacher, Cherry Creek School District, Colorado, consultant, and author of Do I Really Have to Teach Reading? "With Reading in the Wild, Donalyn Miller gives educators another important book. She reminds us that creating lifelong readers goes far beyond the first step of putting good books into kids' hands." —Franki Sibberson, third-grade teacher, Dublin City Schools, Dublin, Ohio, and author of Beyond Leveled Books "Reading in the Wild, along with the now legendary The Book Whisperer, constitutes the complete guide to creating a stimulating literature program that also gets students excited about pleasure reading, the kind of reading that best prepares students for understanding demanding academic texts. In other words, Donalyn Miller has solved one of the central problems in language education." —Stephen Krashen, professor emeritus, University of Southern California

This third book in the four-book Children's Book Corner set provides a complete program for those starting a read-aloud program in their classroom, their school or public library, or their home. This volume focuses on read-alouds for children in grades 3 and 4. It provides book lists, book selection ideas, as well as pre-reading, while-reading, and post-reading questions and activities. Parent Pull-Out Pages with helpful tips are provided for duplication. Helpful appendices and an index furnish additional aides to structure a great read-aloud program. New in this book is a section, Up Close and Personal, of personal notes from children's authors discussing their books featured in the read-aloud section. Also new to the section is Write Away, providing writing tips and activities. This third book in the four-book Children's Book Corner set provides a complete program for those starting a read-aloud program at home, in their classroom or school, or their public library. This volume focuses on read-alouds for children in grades 3 and 4. It provides book lists, book selection ideas, as well as pre-reading, while-reading, and post-reading questions and activities. Parent Pull-Out Pages with helpful tips are provided for duplication. Helpful appendices and an index furnish additional aides to structure a great read-aloud program. New in this book, is a section, Up Close and Personal, of personal notes from children's authors discussing their books featured in the read-aloud section. Also new to the section is Write Away, providing writing tips and activities. Grades 3 and 4.

Presenting beautifully illustrated picture book biographies, this book pairs narrative nonfiction biographies rich in language and illustrations with national content standards in the social studies, science, and the arts. The current focus on promoting nonfiction reading at all ages has brought to attention the value of narrative nonfiction in the form of new picture book biographies. But which of the thousands of these types of titles will have maximum teaching impact and be interesting to students? This book identifies the "best of the best" in new picture book biographies that are rich in language and illustrations and best support national content standards in science, social studies, and the arts. Written by authors with a combined experience of more than 50 years in teaching as well as extensive knowledge of children's literature and the review of such books, the book provides—in a single resource—the best in recently published picture book biographies that rely on primary and secondary sources, the best in storytelling styles, and the most engaging illustrations. The unit and lesson ideas within can be used as is or modified as needed. The selected biographies enable connections between the stories of individuals' lives in history and required areas of study.

• Fully updated research and inclusion of recent children’s book titles, including more diverse and inclusive literature such as LGBTQ children’s books • New Read, Watch, Listen resources within each chapter; new Activities for Professional Development and Print and Online Resources sections • New emphases and expanded attention to censorship and diversity.

This practical book grows out of a recent report written by the RAND Reading Study Group (RRSG), which proposed a national research agenda in the area of reading comprehension. Here, RRSG members have expanded on their findings and translated them into clear recommendations to inform practice. Teachers gain the latest knowledge about how students learn to comprehend texts and what can be done to improve the quality of instruction in this essential domain. From leading literacy scholars, the book explains research-based ways to: *Plan effective instruction for students at all grade levels *Meet the comprehension needs of English-language learners *Promote adolescents' comprehension of subject-area texts *Understand the complexities of comprehension assessment *Get optimal benefits from instructional technologies *And much more!

This collection reflects the stance that a truly balanced approach to reading instruction will focus not only on reading but on literacy; integrate language and literacy across disciplines; attend to reading, writing, and other skills and strategies in context; and reflect a coherent integration of as broad a research base as possible. Following a foreword by Diane Stephens, an introduction, an article on reading and literacy, and a note on terms (phonics and whole language), articles in the collection and their authors are, as follows: (1) "Toward a Balanced Approach to Reading" (Constance Weaver); (2) "Learning about Literacy: A 30-Year Journey" (P. David Pearson and Diane Stephens); (3) "To Err Is Human: Learning about Language Processes by Analyzing Miscues" (Yetta M. Goodman and Kenneth S. Goodwin); (4) "Considering the Research on Phonological Awareness and Phonics" (Constance Weaver); (5) "Reconceptualizing Phonics Instruction" (Margaret Moustafa); (6) "Orthographic Analogy Training with Kindergarten Children: Effects on Analogy Use, Phonemic Segmentation, and Letter-Sound Knowledge" (Margareth E. Peterson and Leonard P. Haines); (7) "A Comparison of Children's Development of Alphabetic Knowledge in a Skills-Based and a Whole Language Classroom" (Ellen McIntyre and Penny A. Freppon); (8) "Phonological Awareness Training of Kindergarten Children: Three Treatments and Their Effects" (Linda R. Ayres); (9) "Literacy Learning in a Whole Language Classroom: Reading Concepts and Reading Strategies First Graders Know and Use" (Penny A. Freppon and Ellen McIntyre); (10) "A Comparison of Innercity Children's Interpretations of Reading and Writing Instruction in the Early Grades in Skills-Based and Whole Language Classrooms" (Karin L. Dahl and Penny A. Freppon); (11) "Experimental Research: On Phonemic Awareness and on Whole Language" (Constance Weaver); (12) "Using 'Real' Books: Research Findings on Literature Based Reading Instruction" (Michael O. Tunnell and James S. Jacobs); (13) "Successful Dyslexics: A Constructivist Study of Passionate Interest Reading" (Rosalie Fink); (14) "The Case for Late Intervention: Once a Good Reader, Always a Good Reader" (Stephen Krashen and Jeff McQuillan); (15) "Every Person a Reader" (Stephen Krashen); (16) "The California Reading Situation: Rhetoric and Reality" (Jeff McQuillan); (17) "California, Whole Language, and the National Assessment of Educational Progress (NAEP)" (Kenneth S. Goodman); and (18) "The Schools We Have. The Schools We Need" (Richard L. Allington). (Contains 55 references.) (NKA)

Teaching reading to children in a language that is not their own is a daunting task. Balancing Reading and Language Learning: A Resource for Teaching English Language Learners, K-5 provides the strategies proven to be effective in a balanced reading program, while at the same time valuing the native culture and first-language skills of the English language learner. Combining the best classroom practices and research on teaching reading and language acquisition, author Mary Cappellini integrates effective reading instruction with effective language instruction. Through the framework of a balanced reading program, she emphasizes the importance of constantly listening for and assessing children's language and reading strategies during read aloud, shared reading, guided reading, and independent reading, including literature circles. Included in this text are: How to set up an environment that will allow all English language learners to succeed Stages of English language proficiency and stages of reading development—how they compare and how to use them to assess and plan for individual children A focus on tapping into children's prior knowledge in their primary language while teaching reading in English and using Spanish/English cognates to help develop academic language A collection of in-depth lessons and mini-lessons based on children's language proficiency and reading strategy needs with ongoing assessment, teacher reflection, and with an emphasis on choosing the right books to match their reading and language level How to manage numerous guided reading groups with children of all stages of reading and language proficiency Thematic planning, with sample units for primary and upper grades, to support academic language and meet content standards Ideas for literacy evenings, school tours, and other events to involve parents with the learning community Extensive resources: numerous forms and checklists—observation sheets, planning sheets, literature response sheets, focus sheets for shared and guided reading, and more. Regardless of how many or how few ELL students a teacher has, this invaluable resource helps them meet the challenges and reap the rewards of teaching children to read as they learn the language.

Rethinking Globalization offers an extensive collection of readings and source material on critical global issues.