Shell Education Catalogue 2018 by CrossCan Educational Solutions

Resources and Professional Development for Every Educator www.tcmpub.com/shell-education â&#x20AC;¢ (800) 858-7339

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We continue to focus on preparing students for college and career with resources that provide teachers with creative, research-based instructional strategies to bring rigor and excitement to the classroom. In this catalog you will find new products to support reading, writing, mathematics, science, and social studies instruction. Our Shell Education authors and editors work tirelessly to ensure that we only create resources that support teacher and student success. Everything we do is created by teachers for teachers and students to make teaching more effective and learning more fun. This critical principle is foundational to everything that we publish at Shell Education. Here’s to another successful year in the classroom,

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Corinne Burton President

Table of Contents What's New! .............................................................3 Instructional Methods Cultural Responsiveness .......................................4 Motivation and Engagement ................................5 Arts Integration ....................................................6 Best Practices........................................................7 Differentiated Instruction ......................................8 Leadership and Change ........................................9 Higher-Order Thinking Skills ..........................10–11 Daily Practice ................................................12–13 Reading Literary/Informational Text ............................14–18 Comprehension ............................................19–22 Fluency ...............................................................23

Writing .............................................................24–26 Vocabulary/Language ........................................27–29 English Language Development .........................30–32 Mathematics .....................................................33–38 Guided Math ................................................34–35 Science .............................................................39–40 Social Studies....................................................41–43 Early Childhood .......................................................44 Instructional Technology ..........................................45 Professional Development ................................46–53 Index ................................................................54–57 Connect with Us!....................................................58 Order Form .............................................................59

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What’s New!

At Shell Education we provide teachers and students with the best instructional tools possible to develop the skills they need. Designed with all skill levels in mind, our resources are preferred by teachers and feature easy-to-use formats, classroom-ready lessons and activities, relevant topics, and content that teachers need, including: ✔

National and state standards alignment

✔

Current research

✔

21st-century skills

✔

Assessment

p. 4

pp. 5 & 25

p. 16

p. 13 p. 12

p. 14 p. 25 p. 34

p. 17

p. 18

p. 33

Professional Development We offer a wide range of professional development topics and delivery options, including critical topics, sought-after presenters, and rich, practical content. And when paired with key professional resources from Shell Education, our training will help you meet your goals and sustain your professional learning. See pages 46–53 for more information on our Professional Development, including authors who are available for keynote presentations.

For samples and online ordering, visit: www.tcmpub.com/shell-education

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Culturally and Linguistically Responsive Teaching and Learning

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Practice

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By Sharroky Hollie Foreword by Becky Allen All Grades

This resource features active learning strategies and suggestions to support culturally and linguistically diverse students. It addresses five pedagogical areas: classroom management, use of text, academic vocabulary, situational appropriateness, and learning environment. 304 pp. • ISBN 9781425817312 • $31.99

Audiobook also available

Culturally and Linguistically Responsive Teaching and Learning Audiobook Authored and Narrated by Sharroky Hollie

Length: 5 hours and 45 minutes Abridged (includes digital resources) ISBN 9781493884872 • $31.99 Get Up, Stan d Up

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Strategies for Culturally and Linguistically Responsive Teaching and Learning By Sharroky Hollie Forewords by Andreal Davis and Eric Andrews All Grades

Provide teachers with concrete strategies and effective tools to support instruction for students with culturally and linguistically diverse backgrounds with this timely resource. Notebook • 336 pp. • Digital Resources • ISBN 9781425814625 • $99.99

Professional Development Available Culturally and Linguistically Responsive Teaching and Learning See page 52 for details.

Author Available to Keynote

Sharroky Hollie See page 53 for details.

To order, call 800.858.7339

Motivation and Engagement Interactive Notetaking for Content-Area Literacy By Judith Goodman All Grades

This helpful resource provides students with creative ways to remember the content they are learning and focus on comprehension skills. It includes grade-range-specific content lessons for teachers.

New!

168 pp. • Digital Resources • $29.99 each Level

Levels K–2 Levels 3–5 Secondary

ISBN

9781425817329 9781425817336 9781425817343

Available Spring 2018 Talking Partne rs

Seasons

While stude nts are find partners, dis ing rs, tribute their Notebooks. Interactive As studen finding ts finish g all of their clock partn have have them them attach ers, their comp paper plate leted plate to an empt y Les Input Input page son page of the ir Interactiv Notebooks. e

Strategies for Interactive Notetaking

By Judith Goodman Foreword by Lin Kuzmach All Grades

Use interactive notetaking strategies to engage students and support deep learning. This resource provides students with creative ways to learn and retain content. Notebook • 360 pp. • Digital Resources • ISBN 9781425810689 • $99.99

Creativity and the Standards

Distribute ute copies o f the O ur Seasons ac ns tivity s heet (page to to stu stude dents xxx) nts.. Prov ide student few few m minut inutes s a es to illustrate depicting th pictures ting the e season la each each box. beled in Depending o reading read n students’ g readin iness, ess, you m read read tthe ay wish to he lab labele eled b d oxes, guidance a or provide nce ass stud ents illustra box att a tim box a te one a time. e.

When stude students ar nts e finis them cut ou them hed, have cut outt their activity she along the d the dashe et ashed d lines and g onto a blank onto a lue it blank Less Lesso on Inp n their Intera their I ut page in nteracctive tive Notebo review the fo ok. Then, the four ur seasons Discuss the as a class. ss the vario variou us eve s activities th nts and ies that at occur at e (e.g., chang occur (e.g., ach season e of lothin e of c weather). g, holidays, er).

Write the fo Write the follow llowin ing g words on board: leaf, : leaf the leaf, flowe flowerr, sno cold, rain, a cold, w, sun, hot, rain, and rain nd co coat at. Discuss word word with s with stude each tuden nts ts and, if po provide visu e visual ssible, als to s to repre word. sent each

Explain in to s to stude tuden nts ts that they meet meet with th with their will eir 3 o 3 o’cloc ’clockk partn With t With this his pa er. partne rtner, r, they w they ill revi ew #51068—Strat

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the words w ritten on the and write th board e words tha into the wint t would fall er category Our Seaso on their ns activity s appropriate heet in the box. Allow a few minut students es to meet partner and with their brainstorm a their answer nd record s.

10. Repeat step 9 with

the remaini seasons. H ng ave student each seaso s complete n with differ partners. ent clock

Assessment

During the conversatio clock partne ns between rs, walk aro room and li und the sten to the discussion taking place between s Words such tudents. as leaf, flo and the othe wer, snow, r seasonal v words that w ocabulary ere listed on should be n the board oticeable in conversatio the studen n. Positivel ts’ the correct u y reinforce se of the co vocabulary. ntent-area As the stud words into t ents write th he categori e words that a es, highligh t re in the co and place a rrect catego dot or dash ry words that a next to re in the wr Encourage s ong catego ry. tudents to d a clock part iscuss with ner the wor marked with ds that were a dot or da the category sh and reth ink in which th be placed. e word sho Those revis uld can be writ ed answers ten on the S page for thi tudent Outp s activity. ut

Notetaking © Shell Educat ion

Author Available to Keynote

By John Dacey and Wendy Conklin Foreword by Dave Burgess All Grades

Judith Goodman See page 53 for details.

Learn how to merge teaching the standards, creative-thinking strategies, and 21st-century learning skills, preparing students for college and career. Students will be empowered to solve problems, think effectively, and be innovative. 224 pp. • ISBN 9781425809966 • $29.99

Bringing Joy Back into the Classroom By Danny Brassell Foreword by Lori Oczkus All Grades

Instructional Methods

A Baker's Dozen of Lessons Learned from the Teaching Trenches By Danny Brassell Foreword by Will Hobbs All Grades

Aimed at motivating teachers to create a welcoming and appropriately challenging environment for their students, suggestions are told through a series of anecdotes and stories.

This informative guide is filled with practical strategies and valuable insights to help teachers maximize their effectiveness in the classroom. 144 pp. • ISBN 9781425805203 • $29.99

152 pp. • ISBN 9781425807566 • $24.99

Author Available to Keynote

Danny Brassell See page 53 for details. For samples and online ordering, visit: www.tcmpub.com/shell-education

Arts Integration Strategies to Integrate the Arts in the Content Areas All Grades

Use the arts to inspire, engage, and motivate students to interact with content-area materials and enhance their learning experience. These practical arts-based strategies help teachers integrate creative movement, drama, music, poetry, storytelling, and visual arts into content-area lessons. 256–280 pp. • Digital Resources • $45.99 each Content Area

Mathematics Language Arts

ISBN

9781425810887 9781425810900

Content Area

ISBN

Science Social Studies

9781425810863 9781425810924

Integrating the Arts Across the Content Areas By Lisa Donovan and Louise Pascale All Grades

This engaging resource provides arts-based activities to use in language arts, mathematics, science, and social studies instruction. Teachers will gain a better understanding of why and how to use the arts to reach and engage students as well as to support the implementation of standards-based instruction.

High school students presenting their movement score documenting the character pathways of Sam Spade (Jacob’s Pillow Curriculum in Motion® residency).

Creative Movement in Social Studies Use movement to explore the personal experience of people throughout history; for example, have students embody the emotions of being a slave on the Underground Railroad. Ask students to create a word or phrase with symbolic movement to show particular aspects of a time period, such as the Civil War. Students could create short creative movement pieces about the forces at work during World War II, or the range of emotions triggered by a government policy. “A dance of anger can be explosive…it can be passive anger twisting in on itself and being still and quiet” (Priscilla Harmel, pers. comm.). Have students use movement to represent processes, such as how an ear of corn makes its way from a farmer’s field to a bowl of cornflakes (Peggy Barnes, pers. comm.) or how mail makes its way from one address to another. Have them create a flow chart and bring the process to life through movement. 170

224 pp. • ISBN 9781425808457 • $31.99

Common Sense Assessment in the Classroom By Lynda Rice Foreword by Margot Kinberg All Grades

This comprehensive guide will give you the tools to effectively implement assessment in the classroom and empower you to use assessment more efficiently to inform and strengthen instruction. It includes helpful evaluation tools, rubrics, and graphics to support student learning and help teachers make good decisions about the types of assessments to use.

Instructional Methods

200 pp. • ISBN 9781425806903 • $29.99

Understanding Learning Styles

Active Learning Across the Content Areas

Making a Difference for Diverse Learners

By Wendy Conklin and Andi Stix Foreword by LaVonna Roth All Grades

By Kelli Allen, Jeanna Scheve, and Vicki Nieter, Foreword by Gregory J. Kaiser All Grades

Integrate active learning with practical, research-based strategies. Use strategies to actively engage students in creating their own knowledge.

This resource helps teachers determine the learning style of each student and plan the appropriate instructional delivery methods to target and address the needs of those styles.

208 pp. • ISBN 9781425810504 • $31.99

176 pp. • ISBN 9781425800468 • $29.99

To order, call 800.858.7339

Best Practices Effective Teaching in Today's Classroom

Organizer Poster Graphic Figure 4.4 Slave

e in Creator’s purpos : making this source

4. Stu dents red Os need to keep tra wh ow n gu en their par tne ck of hit s with ess red Xs r and mi go aga in. es of hit s and guesses, and gre X sses with misses. en X If not, it Xs and If stu is their par tners’ dents get a “h Os for their 5. The it,” they tur n. wi nner may is the firs t per son who sin ks all fiv e ships.

All Grades say What does this about that time in history?

say What does this about that time in history?

6 5 4 l 3 l 2 l 1 –6 –5 –4 –3 l l –2 –1 0 1 2 –1 3 4 l 5 6 –2 l –3 l l l l l –4 l –5 l–6 l

Novice and experienced teachers will want to keep these professional development resources close at hand! These up-to-date, research-based books detail classroom practices, approaches, and strategies to support today's rigorous standards. These books are perfect for staff development sessions and book studies.

Select any detail ng and tell the meani behind it.

Mathem atics Cl

assroo

Every m Proc edures celebratio successfu l cla ssro effect ive ns, and conseq om needs ly est abl ish under sta set these up uences. Every ed norm in the nd teacher s, pro cla be est abl ing of what is expect ssroom. Cla ssro has a dif ferent cedures, ished ear to see, ed from om norm ly in the way to in the cla schoo fol low ing add ition to cel ss. These s are a sha red ebrations l yea r and cle , them. norm arly po and con sted for s should sequences of fol low everyone ing, or not

Classroom Management for Successful Instruction by J. Roth All Grades 168 pp. ISBN 9781425811952 $29.99

Helping English Language Learners Succeed, 2nd Edition by Carmen Zuñiga Dunlap All Grades 256 pp. ISBN 9781425811884 $29.99

Fostering Writing in Today’s Classroom by Richard Gentry, Jan McNeel, and Vickie Wallace All Grades 216 pp. ISBN 9781425811907 $29.99

Integrating Technology into the Curriculum, 2nd Edition by Kathleen Kopp All Grades 224 pp. ISBN 9781425811921 $29.99

Teaching Mathematics Today, 2nd Edition by Erin Lehmann All Grades 240 pp. ISBN 9781425812072 $29.99

Teaching Science Today, 2nd Edition by Kathleen Kopp All Grades 176 pp. ISBN 9781425812096 $29.99

Differentiating the Curriculum for Gifted Learners, 2nd Edition by Wendy Conklin All Grades 160 pp. ISBN 9781425811860 $29.99

Instructional Methods

Teaching Social Studies Today, 2nd Edition by Kathleen Kopp All Grades 208 pp. ISBN 9781425812102 $29.99

Effective Teaching in Today's Classroom 8-Book Set

Buy all 8 titles! ISBN 9781425817275 • $239.92 For samples and online ordering, visit: www.tcmpub.com/shell-education

Differentiated Instruction Applying Differentiation Strategies 2nd Edition Teacher’s Handbook By Wendy Conklin and Christi Sorrell All Grades

Multiple Levels Provided

These resources provide a practical beginner's guide for applying differentiation theories to real classrooms. Teachers will learn how to differentiate through content, process, and product. ◗ A variety of instructional strategies are included to help meet the learning needs of all students. ◗ Key classroom-management approaches are provided to make implementing differentiation easier. Notebook • 304 pp. • Digital Resources • $99.99 each Grade

Below Level

At Level

Above Level

Grades K–2 Grades 3–5

ISBN

Grade

9781425806385 9781425806392

Professional Development Available Reaching and Teaching All Learners: Strategies for Differentiated Instruction See page 52 for details.

ISBN

Secondary

9781425806408

Author Available to Keynote

Wendy Conklin See page 53 for details.

Differentiation Strategies for the Content Areas Developed By Wendy Conklin All Grades

◗ Lessons are based on various differentiation strategies, including tiered assignments, tiered graphic organizers, leveled questions, problem-based learning, and more. ◗ Model lessons are vertically aligned and provided at four grade ranges in each notebook: K–2, 3–5, 6–8, and 9–12. Notebook • 304 pp. • Digital Resources • $99.99 each Multiple Levels Provided

Instructional Methods

Below Level

At Level

Content Area

Language Arts Mathematics

ISBN

9781425800123 9781425800130

Content Area

Science Social Studies

ISBN

9781425800147 9781425800154

Above Level

Differentiating the Curriculum for Gifted Learners 2nd Edition By Wendy Conklin Foreword by Kristie Kraynak All Grades

Learn strategies for identifying gifted students, modifying content, and differentiating instruction. ◗ Addresses effective research-supported ways to differentiate instruction ◗ Provides strategies for immediate implementation, including how the curriculum can be extended, accelerated, and enriched for gifted children ◗ Explores explanations on why and how to foster gifted students’ learning 160 pp. • ISBN 9781425811860 • $29.99 For more titles in this series, see page 7.

To order, call 800.858.7339

Leadership and Change Chapter

The Synergy of Inquiry Engaging Students in Deep Learning Across the Content Areas By Paul Jablon Foreword by Michelle Nye All Grades

Reflecting With Inquiry Teachers

the with whom I have had meet 10 exceptional teachers inquiry In this chapter, you will their experiences with will hear them describe these dreams. I met some of privilege of working. You insights, fears, hopes, and teaching—the joys, struggles, Middle College High School. teachers while I taught at wrote original plays at this high school, students codirected I other to program them a of toured As part the year, studied, and at times during an effective based on subjects they colleagues at becoming years of working with my between classes at our school public schools. After 13 we d teacher, I forgot the differences City. However, whenever inquiry-and project-base other schools in New York and and those at most of the classrooms at other schools and would spend days in various toured students’ plays, I understandings, creativity, in level of engagement, taught at three universities was reminded of the difference have I then Since and ours. of classrooms and work with energy between those classes to visit countless numbers moving opportunity are the had teachers have I where where Whenever I enter a classroom and teachers throughout the country. a certain atmosphere—that level of intellectual I detect out and negotiating ideas. towards inquiry teaching, elation stemming from figuring emotional engagement and

The Voices of Inquiry Teacher

This book helps teachers understand how to embed the inquiry process in their instruction across the content areas. Students will learn vital inquiry tools for success outside the classroom with stories and examples from real teachers of all grade levels.

has been an English teacher Nurenberg who for 14 years period We first hear from David has evolved during this tts. His use of inquiry teaching has thought deeply about his in Concord, Massachuse he his description of his classroom, he reflects on the challenges and, as you can see from like, what inquiry teaching looks practice. After he reviews he has faced using inquiry. public inner-city an teacher in started as a fourth-grade • Andrea Egitto, who York, explains how she section of Brooklyn, New school in the Brownsville 15-year career. Currently, teaching throughout her in Northampton, was inspired to use inquiry in her first-grade classroom Andrea uses inquiry teaching Massachusetts.

of Inquiry #51212—The Synergy

107

272 pp. • Digital Resources • ISBN 9781425812126 • $39.99

Orchestrating School Change Transforming Your Leadership

8 Can I See an Example of in Action?

By Michael Murphy Foreword by Stephanie Hirsch All Grades

This guide provides concrete examples and strong research models as well as practical applications that school leaders and administrators at any level can use to support the implementation of any strategic initiative. With the recent shift in implementing important standards, including College and Career Readiness, this timely resource provides the necessary tools to successfully orchestrate change.

This

help us all see how school-wide example might At this point, an actual come to life in actual skills on these pages can all of the knowledge and and contemplate the the following case study orchestrated practice. Read her initiative forward. by the leader to advance deliberations and actions the concepts in this book, not inclusive of all of support to strategic While this example is in of how to layer but put them into it provides a realistic framework the necessary changes help people not only embrace results-focused practice.

and Middle The Endeavor Elementary School: A Case Study The First Year of Work

EEMS from y and Middle School, called The Endeavor Elementar with a diverse school in a suburban district than English this point on, is a K–8 other Several family languages population of students. rests in the middle of homes, and the school Hodges, are spoken only in the . Endeavor’s principal, Serena home and apartment complexes enjoys favorable relationships with years and has been there for five involved her faculty of the students. She has four years, the teachers and parents data analysis. For at least for years in their own student has been the widening achievement analysis a major concern in this 139

160 pp. • ISBN 9781425813154 • $29.99 Author Available to Keynote

Michael Murphy See page 53 for details.

Backwards Planning Building Enduring Understanding Through Instructional Design By Harriet Isecke Foreword by Wendy Conklin All Grades

Increase student achievement with a systematic approach to lesson design using the instructional-design principles of Backwards Planning. Learn how to identify enduring understanding, set goals, and establish benchmarks.

Instructional Methods

Simple Overview of Backwards

Planning Principles

Results worthy of Stage One: Identify Desired be able to do? What is know, understand, and McTighe What should my students are desired? (Wiggins and enduring understandings design understanding? What of study? The following at the heart of your unit 1998). What are the goals identify your end results: principles will help you Goals) (Established Determine the Content Standard(s) for the coursework you are national) state, (local, • What are the standards teaching? to learn? • What are students expected ng(s) or Enduring Understandi Determine the Big Idea(s) at the have enduring relevance) (universal concepts that • What are the big ideas which you are teaching? heart of the subject or topic need to be addressed? misunderstandings that • What are the likely

or Guiding Question(s) Determine the Essential will foster disciplined inquiry thought-provoking questions • What open-ended, ? and investigation? their own experiences and call upon students to examine • What questions will content knowledge? time? knowledge effectively over build and use help students • What questions will Determine the Student Objectives outcomes can you assess? measurable and • What observable Learning Targets Knowledge the Determine reach need to learn in order to and principles do students • What facts, concepts, the goals? Learning Targets a Determine the Procedural students be able to use as methods, and skills will • What procedures, strategies, result of this unit of study?

Activity Design the Culminating and can apply the big that they really understand • How will students demonstrateprojects, presentations, performance assessments, (e.g., ideas of the unit of study assignments, or tasks)? so that it has relevance beyond experience be authentic • How can this culminating the classroom? 26

192 pp. • ISBN 9781425806330 • $29.99

For samples and online ordering, visit: www.tcmpub.com/shell-education

Higher-Order Thinking Skills Example

Higher-Order Thinking Skills to Develop 21st Century Learners

ing flow

of a learn

the sam e questio ns primary source? Wh (e.g., What was on high the creator’s at does er-order thinking this say about that purpose in mak content . In , but stud ing this ents ana time in history? a runawa this example, lyze the ) y know wha slave poster that above-grade-lev different mat based t is really goin demands they el students are erials or poster that analyzing g on. The read betw challenges read a een the ontheir thin grade-le pict lines to king vel Once stud ure created by abolitio . The below-g students have ents a hav rade-lev groups el students and hav e studied their nists and exp lain its e them pos that ever meanin share wha ters, the teac yone gets g. her t slavery. Students the benefit of all they studied in can jigsaw the student can shares wha fill out grap three primary sou new groups so Boredom hic orga the belo rces rela nize w-grade t they studied. ting to -lev somethi This help rs or take notes ng importa el students, as s all each stud to benefit, the teac nt to share that feel valued bec ents, especially her oth amount ause they Skills of time. has been able to ers need to lear Low Students’ n. As an have cover a useful lot of con added is most tent in a Fig. 7.3 growth and on feedback shorter Social Stud for brain operates ies Exam s and is necessary . The brain ple—Jigsa ce the stres feedback wed Grou te feedback feedback to redu eases. Are they Finally, ps edia HowTier is imm th incr need hers in ed tent theCon when it wor Students brain grow ng? Teac can ld ressi ced, 5). I 199 prog redu ten kee writ stress is (Harth Are they When groups p track of dgement, . When , usin on track? wh acknowle erencing uncertainty job? Are they groups, g cooperative a hard-e en I have g verbal and conf a few stud nou doing a good feedback by givin erative learning, end up keeping gh time coop ide doing all ents track of can prov peer evaluations, the individ ts, work. ual wor commen e a few. k? just to nam ts

Anxiety

By Wendy Conklin Foreword by R. Bruce Williams All Grades

Challen Activity’s

High

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Chapter

Gain a better understanding of the higher-order thinking skills that 21st-century learners need to possess. This book provides: ◗ Concrete examples of what effective strategies for higher-order thinking look like in each of the content areas. ◗ Strategies for differentiating higher-order thinking skills and developing these skills in English language learners.

■ ▲▲ ■ ● ●

by group, ces are must and all e students opriate. content, students represented in each entally appr can challengbe taught within share. Groupi Teachers developm KEY ng s need to should be student ▲ Abo ful, and These skill s is ve-Grade meaning Level unfair. something 42

All stud ents sho do the uld hav exa e to if some ct same work, eve are doing mo more capable n of re com plex wor k.

anaging a classroo teac experie hers face, esp m can be one nce efficien d teachers canecially new teacof the most tly. On diff ideas are the foll use fresh idea hers. But eve icult things owi in their discussed to help ng pages, diffs to make thin n the most classroo gs run erent kin teacher compac ms mo s make ting, anc all that it using hig ds of managem re can grouping hor acti ent her-ord vities, be. Teachers er thinkin all their strategies to coo can g per kee use cur student ativ p things riculum s. fresh and e learning, and to consist ently cha varied llenge 125

184 pp. • ISBN 9781425808228 • $31.99 Professional Development Available Raising Rigor in the Classroom See page 49 for details.

Author Available to Keynote

Wendy Conklin See page 53 for details.

Budgets and

ge ess Challen

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Running a Bu

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Strategies for Developing Higher-Order Thinking Skills

_________

__________

_____ Date:

__________

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Name_______

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___________ successful? Date________ ____________ _ _________ __________ ssful. _____ Direction will be succe s: ______ to it as needThis sheet will help that you think __________ you keep __________ ed. the business __________ track of your ____ 1. Choose __________ __________ business _____ _____ 1. _____ Star t‑up Cost spending be successful? __________ . Make chan s ______ business will __________ this ges _____ think • _____ you List the thing __________ 2. Why do ______ s you will ne __________ __________ lemonade ed to run __________ __________ stand, yo your busine __________ __________ u may ne ______ and a pitch ss. (For e you work? ed to buy __________ er.) xample, if yo /hours will things su __________ __ ch as lem __________ u have a 3. What days • How muc __________ onade mi __________ h does ea __________ x, su __________ _____ ch it gar, ? _____ cups, em cost? Fin _____ ess have ______ your busin d out and __________ write the lems could __________ Items Need cost next to e __________ 4. What prob _____ ed __________ __________ ach item. __________ n? __________ __________ competitio ______ ess handle __________ Cost your busin __________ _ __________ 5. How will __________ __________ __________ __________ ess? _____ _ __________ busin _____ for your __________ do you have __________ __________ 6. What goals __________ __________ __________

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_ __________ 2. Funding ______ _____ • Where w re will ill yo you u ge gett thi thiss mo __________ _ mon ney? a loan ey? ey? __________ __________ need a lo an to Do Do you to get _____ _____ you have get started? _____ _____ 3. _____ ed? mon money a ey alrea ____________ __________ lread dy y sav save __________ ed? ____________ d? W d? ______ Will ill you __________ you __________ ____________ ____________ 4. __________ __________ ____________ __________ ____________ _____ _____ ____________ ____________ __________ 3. Plan for ____________ ____________ 5. __________ What You _ ____________ Make ____________ • Amount I (3–5) unt I’ll ’ll ne _ Thinking Skills need ed to -Order to keep keep bus ping Higher busiines • Debts to nesss go s for Develo goin s to pay: ing: g: ________ )—Strategie (i6266 0 ____ ____________ ____________ 98 #5082 ____________ ____________ 4. From the ____________ ___ Amount of Money That ____________ • Amount ( Is Left Ove ________ unt (%) %) I’ r I’ll ll sav save e: : ________ • Amount ____________ unt ((%) %) I’ I’ll ____________ ll do dona nate te to c to char ____________ harit • Amount ( ity: y: ________ unt (%) %) I’ _________ ____________ I’ll ll sp spen end: d: ________ ____________ © Shell Educa ____________ tion __________ ____________ ____________ #50820—St rategies for ________ __________

1. __________

__________

Instructional Methods

2. __________

__________

_____ __________

__________

_____ __________

Developin

g Higher-Ord

er Thinking

Skills

By Wendy Conklin Forewords by Stanley Pogrow and Lynda Williams All Grades

Help students become college- and career-ready by developing their higher-order thinking skills. This resource provides educators with strategies to build every student’s mastery of high-level thinking skills. ◗ Model lessons are provided in the following strategy categories: ✔ questioning ✔ idea generating ✔ problem solving ✔ creative thinking ✔ decision making ◗ The strategies included will promote active learning and encourage students to analyze, evaluate, and create. Notebook • 272–296 pp. • Digital Resources • $99.99 each Grade

Grades K–2 Grades 3–5 Grades 6–12

ISBN

9781425808198 9781425808204 9781425808211

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Higher-Order Thinking Skills Brain-Powered Strategies to Engage All Learners By LaVonna Roth Foreword by Eric Jensen Grades K–8

Discover research-based, engaging strategies that provide insight into how students learn most effectively. This resource: ◗ Provides an alternative to standard worksheets while incorporating proven research to positively affect student achievement. ◗ Incorporates movement, kinesthetic learning, organization, graphic organizers, brainstorming, critical thinking, and writing. Notebook • 344 pp. • Digital Resources • ISBN 9781425807726 • $99.99

Brain-Powered Lessons to Engage All Learners

Professional Development Available Brain-Powered Learning See page 49 for details.

By LaVonna Roth Grades K–6

These easy-to-use books provide teachers with ready-to-use lessons, based on current brain research, across the content areas. Strategies incorporate movement, kinesthetic learning, organization, brainstorming, critical thinking, and writing. ◗ Includes formative assessment checks to ensure that students understand the lesson content ◗ Correlated to College and Career Readiness and other standards

Author Available to Keynote

LaVonna Roth

See page 53 for details.

152–160 pp. • Digital Resources • $19.99 each Level

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Level K

Level

Level 4 Level 5 Level 6

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Instructional Methods

Level K Level 1 Level 2 Level 3

Level 3

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Daily Practice

180 Days of Practice Grades K–6

Practice Makes Perfect! Our 180 Days series of books offers a variety of brief daily practice activities with necessary concepts and information geared toward immersing students in each subject and forming good habits. Each practice allows students the opportunity to evaluate their understanding of a concept and celebrate their improvement success. 208–248 pp. • Digital Resources • $19.99 each See individual titles on pages 12–13.

New!

180 Days of Social Studies Helps students learn and understand the four social studies disciplines: geography, economics, civics, and history 208 pp. • Digital Resources

Instructional Methods

Grade

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First Grade

9781425813932

Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade

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Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade

WEEK 2 DAY

Directions

Read the text and then answer the questions.

Surfing is a very fun sport for people who enjoy thrilling rides. Surfers ride waves on their surfboards. They learn how to stand up. They ride the best parts of a wave. They are always looking for a fun ride!

2. 4.

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180 Days of Reading Gives students practice in reading comprehension, word study, phonics, and written response to literature 240–248 pp. • Digital Resources Grade

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180 Days of Language Builds student’s grammar skills by practicing punctuation, capitalization, parts of speech, and spelling 208 pp. • Digital Resources Grade

WEEK 12 DAY

Chihuahuas

180 Days of Writing Helps students become enthusiastic and efficient writers through daily practice of the writing process 208–224 pp. • Digital Resources

Time to Improve!

DAY

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180 Days of High-Frequency Words Helps students build reading skills and increase their abilities to recognize sight words instantly 216 pp. • Digital Resources Grade

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18 24 36 72

Visualize It!

180 Days of Problem Solving Provides students with daily practice to increase their problem-solving abilities 216–232 pp. • Digital Resources

1 3 9

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Literary/Informational Text Prove It! Using Textual Evidence By Melissa Cheesman Smith and Terri Schilling Grades 3–8

Provides easy-to-use strategies to teach students how to cite textual evidence when writing ◗ Includes lessons on how to annotate, use MLA formatting, finding and using credible sources, and avoiding plagiarism ◗ Helps students learn how to paraphrase and use direct quotations as supportive evidence to make their point 136 pp. • $17.99 each

New!

Level

Levels 3–5 Levels 6–8

Practice Student

Leveled Text-Dependent Question Stems

___

gs s, Different Thin Different Atom re. Then,

study the pictu this text and Directions: Readions below. answer the quest

Identifying Point of

View

stems to develop your

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HIGH

Identifying Point of Use these question

LOW

COMPLEXITY

s in the different thing There are many is made of different iron bar world. Each thing know what an atoms. Do you made of iron atoms. is is made of? It en gas? That is easy. How about oxyg en atoms. oxyg It is made of

own questions for students.

How many different narrators are in the text? Use text example show how you know s to this information.

erties. They get Things have prop s they are made How does ______ (charact character’s/person's) atom them. That point of view differ them from the ______ (character’s/per flow through from let electricity son's) point of view? s grab other Support your answer Oxygen atom of. Iron atoms examples from the with text. bar does, too. en gas does the means an iron all the time. Oxyg it do They atoms. How does the author use point of view to help the reader learn same thing. the characters/people? of atom. about Use the text to explain. than one kind s and more of atom are made Some things s.How does the author It has both iron show the point of view of two kinds. new propertie Rust is made atoms. It has of ______ (charact person)) over the course character/ s. It is a mix of of the story/passage? oxygen atom Use the text to explain. it? e do you find How would this story/pa the text? Wher ssage differ if it were main idea of person perspective? told from the first-/th the is What Explain. ird1. _________ _______________ _____ _____ __________ Based on the events _______________ in the story/passage, ______________ how (character’s/person's) _______________ ) attitude cause/create/a does ______ _______________ details from the text ffect the problem? _______________ Use in your answer. the text to Use ined? en atoms expla What is the narrator ’s/author’s point of 2. How are oxyg view? What words let know? tell how. you ______________ _______________ _______________ How is ______ (charact _______________ er’s/person's)) viewpoi ____ _____ nt revealed through conversations he/she _______________ _____ the has? Use the text to _____ __________ tell how you know. 13 _______________ dent Question Stems #51475—Leveled

Available Spring 2018

Questions

______________ _____ Date:

______________

_______ Name: _______

ISBN

9781425817008 9781425817015

How does the narrator ’s/speaker’s point of view influence how events are explaine the d? Use the text to prove your answer. What culture does this story/passage come from? How does it the development of affect the story/passage?

Text-Depen

110

#51475—Leveled Text-Dependen

t Question Stems © Shell Education

for the Content Areas By Debra Housel, Lisa Sill, Melissa Edmonds, and Niomi Henry All Grades

Increase student comprehension through in-depth examinations of content-area texts. ◗ Supports learning in various content areas by focusing on essential skills in language arts, mathematics, social studies, and science ◗ Provides teachers with effective and engaging text-dependent question stems to help students deeply analyze texts and/ or mathematic word problems 160 pp. • $19.99 each Content Area

Language Arts Mathematics Problem Solving Science Social Studies Informational

Text

Name: _____ __________ __________ __________ _______

The Brain

Directions: Use the

Inference

Date: _____

__________

(cont.)

text to ans wer the que stions belo w.

1 Reread the fourth sentence. you mak

Reading

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What the skull pro inference can tects the bra in?

of the sen you feel whe ten this senten n you cut your finge ce “How do r?” How doe ce help you the text? make infe rences abo s ut

n #51449—TDQs: Strategies for Building

Text-Dependent Questions

Strategies for Building Text-Dependent Questions By Jessica Hathaway All Grades

2 What is the purpos e

Professional Development Available Diving into Text-Dependent Questions See page 47 for details.

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Literary/Informational Text Leveled Texts Grade-Level Series

States of Matter

Grades K–5

Solids

These unique books help teachers differentiate instruction for all students with language arts, mathematics, science, and social studies content written at multiple reading levels. ◗ Students will feel confident and secure about the texts they receive as all content appears the same and only the text varies for each reading level. ◗ Capture student attention with pictures, images, and diagrams that support the comprehension of the content-area topics introduced in the text. ◗ Digital resources include all texts in black and white, as well as in color.

Solids can be hard or soft. They can be big or small. Wood is solid matter. Plastic, meta l, straw, and sand are all solids. Hum anmade solids include every thing from computers to a common solid clothes. Ice is . It is the solid of water. Obje state cts in a solid state don’t change shap e easily.

States of Matter

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade

ISBN

9781425816278 9781425816285 9781425816292 9781425816308 9781425816315 9781425816322

For more titles in this series, see pages 36, 39, and 43.

Science Texts

Liquids Unlike solid s, liquids do change They can flow, Sol pour, and evenids shape. spill. They change their shape to fill the space aroun them. Milk, d oil, and ink are all liquids. Have you ever knocked over a cup of juice ? It probably came flowing out of the cup and spilled. It may have run off the table and onto the floor . This is because liqui d flows is the most comm freely. Water on liquid foun on Earth. It does d n’t have a defin shape. Instead, ite it takes the shap its container. e of Liq If there isn’t uidiner, s a conta water keeps flowing. Wate r is made of the same mole cules found in ice. But the molecules in water move more freely.

States of Matter

Science Texts

Solids

tion

1 SEP 51630— Leveled Texts for Third

place. It may have run off the table and onto the floor . This is beca use liquid flows freely. Water is the most common liquid found on Earth. It does n’t have a definite shap e, like ice has. Instead, it takes the shap Liq e of its conta uid s iner. isn’t a conta If there iner, water keep s flowing, just like the spilled juice . Water is made the same mole of cules found in ice. But the molecules in water move more freely.

Grade

tion

3 SEP 51630— Leveled Texts for Third

of the cup and spilled all over the place. It may have run off the table and onto the floor because liquid flows freely. Water the most comm is on liquid foun d on Earth. It doesn’t have a definite shap e, like ice has. Instead, it takes the shape of its container. there isn’t a If container, wate r keeps flowi just like the ng, spilled juice . Water is made same molecules of the found in ice, but the mole in water move cules more freely.

144 pp. • Digital Resources • $39.99 each Grade

Science Texts

Matter can take a gas. Each state the form of a solid, a liqui d, or of matter has properties. its own uniqu e

Mu p e Leve s P ov ded Symbo beh nd he page numbe ep e en he ead ng eve ange o each ex o he p eache d e en a e n uc on

Grade

tion

Be ow Leve

A Leve

5 SEP 51630— Leveled Texts for Third

Grade

Above Leve

T heseus and th e Minotaur retold by Step hanie Paris

In ancient times, there was a city called won. As tribut e men and seven after the war, every nine Crete. It went to war with Athen years, Athen young wom s. Crete Minotaur. s had to send The Minotaur en to Crete on a boat. seven youn They was half bull g the city. He and half man. were to be sacrificed was the guard to the ian of Crete to feed him He was kept . But he was with its own in a maze unde children. So bloodthirst r y. Crete they used Athen “Father,” said ian blood inste did not wish Thes ad! eus, the princ Crete for the e of Athens, Minotaur. “soon you I will be one will send the of them.” sacrifices to “No, my son! I could In ancie not nt Theseus was bear to lose times sure.war, , Crete you!” He every cried went told his to war the with kill the Mino frightAthen fathe nine ened s. r, “Fear years taur! toI will king. Athen not, Butwon. Crete I shall s had Crete put to send not be onan end toThes As tribut a boat. away seven this eterrib forglong. youn youth lesoutra men and I willseven e after the The king was and half man, the weregetofor beall time! young wom sacrifi fearsome still ” to the afraid. But ced of Crete en Athenians Minotaur. he saw that Minotaur was kept went to Crete . But he Half bull Thes in a labyrinth. eusy had with Princewas a blood thirst his guard He was the mind Theseus amon ian. made Crete guardian didup. g them. The Cretan not The wish14 to feed him king also had with its Ariadne. She a was both smar child. Her name was Minotaur! t and kind. She did not She hated the wish to have city that woul anyth d keep such an awful mons ing to do with a Theseus with the youth ter! Ariadne Theseus s. She saw wasthoug determine ht upd.a cleve away for long. r plan. Athen He reass “Psst, come ured his fathe I will kill s, and Crete with me!” she had won. As r, saying, “Fear being watch whispered. the Minotaur! I will tribut not, I shall ed. Ariadne They were put an end e after the not be war, every The pulle not group. Quic to this outra king d nine years Thes was still eus kly, she told ge for all time! away afraid Athens was from . He thethat Thes him what she fears saw help you to ” Mino kill the Mino hadome eus could not taur in was kept mind. “I can taur,” she said. was a blood promise to in an intric be dissuaded take me with thirsty guard ate labyrinth . And so ian. Crete you when you “But, you must as a guardit did not wish ian of Crete leave!” to feed him . But he Theseus agree with its own d. Ariadne hand children, so a candle, and ed him a spoo his sword. l of thread, Then she led “Tie the end him to the of the string maze. to the be able to find your way out,” door. That way, you will In ancient times the candle she told him to light your , the city-state softly in . Thes “Use way. a great war. not turn left of Crete had Go always eus was deter As tribute after or right. It vanquished send d. He reass fromdown is still . Domine their defeat, be sleeping. seven the city-state you ward for long. younured every nine g menhis You can catch daylight. The creat of Athens fathe I inten and r, “Fear Thes d to slay the ure will seven e youth not have the him in his room younnot, I shall not years Athens was s were toMino advantage. taur and put g wom required to en on be taken be sacrifi will the fearsome The . He was You will be ced to the Good luck!” an viciou end to this a somber boat trip into Minotaur able to king still afraid, outra s Mino Crete. defeat him! he was a but taur.ge!” he saw thatwas kept in an intric Half bull and blood thirsty guard Theseus could half man, labyrinth as ian. Crete not ate a guardian be dissuaded did not of Crete, but wish . And so to feed him © Shell Educa with its own tion children, #5098

Leveled Texts for Classic Fiction

T heseus and th e Minotaur

Grades 3–8

Use leveled texts to differentiate instruction while ensuring that all students have access to the same content. Each book includes: ◗ 15 leveled passages written at four different reading levels. ◗ Digital resources of all passages in full color plus editable versions in Microsoft Word.

T heseus and th e Minotaur

7—Le veled

Adventure Fantasy and Science Fiction Historical Fiction Humor Mystery Mythology Shakespeare

ISBN

9781425809836 9781425809843 9781425809867 9781425809881 9781425809850 9781425809874 9781425809829

Complete 7-Book Set • ISBN 9781425810696 • $279.99 For more titles in this series, see pages 36, 39, and 43.

7—Le veled

Texts for Classi c Fictio

n: Mythology a candle, and his sword. She led him labyrinth. “Tie the end to the entra nce of the of the string be able to find to the door your way out,” so you will candle to light she told him your way. softly. “Use Go downward nor right as the you travel. , turni ng neither left It is still dayli will be sleep ght, ing. Catch him in his cham so the creature have the adva ber. He will ntage, and you will defea not t him! Good © Shell Educa luck!” tion #50987—Le

veled Texts for Classic Fiction: Mytho logy

entrance of the labyrinth. “Attach the to the door so you will end of the string be able to find told him softly your way out,” . “Using the she downward, candle to light turni your way, go the nocturnal ng neither left nor right. creature will It is daylight, chamber, he be sleeping. so will not have Catch him in his the advantage able to defea t him! Good , and you will luck!” be

#50987—Le

Multiple Levels Provided Symbols behind the page numbers represent the reading level range of each text to help teachers differentiate instruction.

ELL

For samples and online ordering, visit: www.tcmpub.com/shell-education

Reading

152 pp. • Digital Resources • $39.99 each Title

Texts for Classi c Fiction:

of the maze Mythology . “Tie the end of the string “No, my will be able to to find your I could not doorson, so you way out,” shewasthe the candle bear to lose to light your tolddeter you!” him mine and he reass softlyd, way. Go alway . “Use neither left ured his fathe cried the frightened king. nor right as s downward r, “Fear not, But Theseus you walk. , turning creature will I shall not It is still dayli be sleeping. be taken from so the If he will not The kingght, you was still have the adva you can catch him in his roomafraid, but he ntage. You And so it was him! Good , recognized will be able that luck!” that Theseus 14 to defeathe sacrifi cial Athenians t could not be dissuaded. arrived in Crete © Shell Educa with Prince tion Theseus. #5098

Below Level

At Level

veled Texts for Classic Fiction: Mytho logy

Above Level

Literary/Informational Text Dive into Close Reading By Diane Lapp, Barbara Moss, Kelly Johnson, and Maria Grant Foreword by Lori Oczkus Grades K–5

Provide teachers with a practical guide to understanding and implementing close reading with any rich, complex text ◗ Offers teachers a step-by-step process for analyzing and selecting a text, preparing students to be successful, and applying support strategies in response to student performance ◗ Includes a set of grade-specific sample lessons, giving teachers all the materials they need to get started right away ◗ Provides clear explanations and differentiation options to give teachers the expertise they need to sustain and apply their implementation to all students and types of text 272–280 pp. • Digital Resources • $45.99 each Grade

Grades K–2 Grades 3–5

ISBN

9781425815400 9781425815578

Author Available to Keynote

Lori Oczkus

See page 53 for details.

Just the Facts!

Close Reading and Comprehension of Informational Text By Lori Oczkus Foreword by Pam Allyn Grades K–8

Effectively use informational text in the classroom to support close reading and comprehension with this resource. 256 pp. • Digital Resources • ISBN 9781425813161 • $45.99

Science Texts

Super Storms By Jodene Smith There are many different types of storms, but two of the most powerful are tornadoes and hurricanes. They different in many ways, but can both be very destructive.

New Level!

Tornadoes A tornado is a bad storm that acts like a huge vacuum. It moves at a high speed. It can go as fast as 31 miles (50 kilometers) per hour. It smashes everything in its path. Tornadoes pick up everything in their paths and drop them far away. Even heavy items like a truck are no match for a tornadoes strength.

By Lori Oczkus and Timothy Rasinski Grades K–8

Tornadoes start as thunderstorms over land. These huge storms can form supercells, which start to turn. The supercells are huge rainstorms that can have thunder and lightning. They can cause hail and strong winds. Strong winds blow around the storm. The air inside the clouds starts to spin. The spinning winds can touch the ground. Once that happens, it is a tornado.

Hurricanes Each year, hurricanes cause more damage than all other storms combined. Hurricanes start as tropical storms over warm water in late summer or fall. They are rotating storm systems with strong winds and heavy rains. Hurricanes have wind speeds over 75 miles per hour.

Reading

The center of a hurricane is called the eye. Clouds rush toward it. But they start to spin due to Earth’s rotation. As a result, the eye stays calm. It has no clouds and no wind.

51359—Close Reading Activities

Close Reading with Paired Texts

Closely analyze rich pairs of fiction and nonfiction texts to build students’ fluency and comprehension skills. This easy-to-use resource: ◗ Encompasses reciprocal teaching strategies, text sets, text-dependent questions, and activities to build each student’s vocabulary, reading fluency, writing skills, and comprehension skills. ◗ Provides teacher modeling to help teachers guide students as they clarify the meanings of texts. ◗ Includes 24 texts across the content areas. 128 pp. • $19.99 each Level

Professional Development Available Strategies for Close Reading See page 47 for details.

Kindergarten Level 1 Level 2 Level 3

ISBN

9781425813567 9781425813574 9781425813581 9781425813598

Level

ISBN

Level 4 9781425813604 Level 5 9781425813611 Secondary* NEW 9781425817350 *Available Spring 2018

To order, call 800.858.7339

Literary/Informational Text Activity 3

Student Reproducibles

Name: ______________________________________ Date: ____________________

Library Information Sheet Directions: Fill in the appropriate information for at least three libraries you visit, whether physically or online. For location, indicate a physical address for local libraries or URLs for online libraries.

By Sara Armstrong and Pamela Brunskill Grades 3–8

This timely resource helps teachers guide students in locating information sources, critically thinking about the content, and applying their thinking to make informed decisions.

Library Name

Location

Special Features

Contact Info.

Library Name

Location

Special Features

Contact Info.

Library Name

Location

Special Features

Contact Info.

New! © Shell Education

216 pp. • ISBN 9781425817565 • $29.99

Taming the Wild Text

Finding inFormation

Information Literacy Separating Fact from Fiction

51756—Information Literacy: Separating Fact from Fiction

Reading Purposefully

Literacy Strategies for Today’s Reader

Podcast Listening Activity Listening skills are essential for students in every environment. As citizens in a digital world children will be asked to gather and evaluate information from sources that ask them to listen closely and intently. We are big fans of podcasts since they provide a way for listeners of all ages and abilities to digest information. In the classroom, podcasts can be used in listening centers, for small-group instruction, or for whole-class activities. You won’t play the same hour-long podcast you listen to on your commute to work, but short audio clips can help students pause and think critically about an idea. Depending on the group of students you are working with and the topics you are exploring, you may choose clips that are geared toward a wide audience or recorded specifically for children.

By Pam Allyn and Monica Burns Grades K–8

Steps for Success: 1. Introduce students to the idea of podcasts as

a way to gather information. You may decide to make connections to your own learning life and share examples of podcasts you listen to.

This popular resource provides strategies to develop Five Habits of Reading: reading widely, reading critically, reading deeply, reading closely, and reading socially. It addresses the blended needs of today's readers, teaching how to read on every platform, in every genre, to become nimble readers ready to navigate any text.

Capturing Multiple Book Title:

Perspectives Activity

Character: Situation :

What would your

character say in

this situation?

2. With students, compile a list of things that

strong listeners do. This list may include: finding a comfortable spot to sit, doodling or drawing pictures, being respectful of other listeners, etc.

Why would your

What in the text

character say or

write this?

supports your thinking?

Include page or

paragraph numbers.

3. Choose a podcast clip to play for your

class and set a purpose for listening by saying something like, “We are listening to this podcast to learn more about bioluminescence, a topic we explored when reading about marine ecosystems,” or, “Let’s listen to an interview with one of our favorite authors to learn a bit more about her life.” #51696 — 21st

4. For this activity, you may have a set of discussion questions or response

prompts prepared for students to work on with a partner. This will provide accountability for the task and a place for students to record their thinking before having a whole class discussion.

120

Century Literacy

183

New!

#51696 — 21st Century Literacy

184 pp. • ISBN 9781425816964 • $39.99

Connect to Text

Teaching with Text Sets

Strategies for Close Reading and Writing

By Mary Ann Cappiello and Erika Thulin Dawes All Grades

By Jessica Hathaway All Grades

This standards-based resource supports teachers as they help students analyze text and effectively use close reading strategies, improving reading comprehension and writing skills.

This must-have resource walks you through the steps to create and use multigenre, multimodal text sets for content-area and language arts study. It provides detailed support as you choose topics, locate and evaluate texts, organize texts for instruction, and assess student learning.

208 pp. • Digital Resources • ISBN 9781425815059 • $45.99

304 pp. • Digital Resources • ISBN 9781425806880 • $45.99

Reading

Successful Strategies for Reading in the Content Areas, 2nd Edition These resources help students increase their comprehension of nonfiction material and meet important reading goals. 272–280 pp. • Digital Resources • $39.99 each Grade

Pre·K–K Grades 1–2

ISBN

9781425804671 9781425804688

Grade

Grades 3–5 Secondary

ISBN

9781425804695 9781425804701

Successful Strategies Set • ISBN 9781425805449 • $159.96 Includes one of each book for Grades Pre·K–12, 4 books total.

For samples and online ordering, visit: www.tcmpub.com/shell-education

Literary/Informational Text Spanish Available!

Great Works: Instructional Guides for Literature Grades K–12

Up-to-date guides for the exploration of rich, complex literature, this series has everything teachers need, including these research-based strategies: ◗ Close reading tasks ◗ Story elements comprehension tasks ◗ Text-dependent questions ◗ Reader response writing prompts ◗ Text-based vocabulary practice ◗ Diverse and relevant assessments ◗ Cross-curricular activities ◗ Leveled comprehension questions Students make cross-curricular connections with the novels. Text-based assessments prepare students for today’s rigorous standardized tests.

New!

72 pp. • $9.99 each Title

ISBN

Reading

Suggested Grade Levels K–3 Titles Alexander and the Terrible, Horrible, No Good, Very Bad Day Are You My Mother? Cat in the Hat, The Day the Crayons Quit, The Fire Cat, The Frog and Toad Together Great Kapok Tree, The Green Eggs and Ham Henry and Mudge: The First Book Hi! Fly Guy Hundred Dresses, The ▲ If You Give . . . Series Guide Last Stop on Market Street Newbery Little Bear Magic Tree House Series Mitten, The My Father's Dragon ▲ One and Only Ivan, The ▲ Newbery Owl at Home Pigeon Books, The Poppleton in Winter Put Me in the Zoo Sarah, Plain and Tall Newbery Stories Julian Tells, The Thunder Boy Jr. Very Hungry Caterpillar, The

9781480769106

Because of Winn-Dixie ▲ Charlotte's Web Freckle Juice How to Eat Fried Worms In the Year of the Boar and Jackie Robinson

9781425889555 9781480769953 9781480769939 9781480769946 9781425817190

Suggested Grade Levels 3–5 Titles

9781425889630 9781425889548 9781480785069 9781480769113 9781425889647 9781425889586 9781425889654 9781425889593 9781425889562 9781425817213 9781480769915 9781425816476 9781425889661 9781480785106 9781425889678 9781425889685 9781425889692 9781425889579 9781480769922 9781425889616 9781425889623 9781425889708 9781425889715 9781425817206 9781425889722

Newbery = Based on Newbery Medal Winner *Great for High School ▲ Spanish Available NEW Titles Available Summer 2018

Title

ISBN

Suggested Grade Levels 4–8 Titles A Wrinkle in Time Newbery Adventures of Tom Sawyer, The Bound NEW Boy in the Striped Pajamas, The Bridge to Terabithia Newbery Bud, Not Buddy Newbery Crossover, The Newbery Dark Is Rising, The Dragonwings Esperanza Rising Flora & Ulysses: The Illuminated Adventures Newbery Giver, The Newbery Hatchet Holes Newbery Hunger Games, The Island of the Blue Dolphins Newbery Lion, the Witch and the Wardrobe, The M.C. Higgins, the Great Newbery Maniac Magee Newbery My Brother Sam Is Dead Number the Stars Newbery Out of My Mind Roll of Thunder, Hear My Cry Newbery Tuck Everlasting Watsons Go to Birmingham–1963, The

9781425889906 9781425889739 9781425817695 9781480785076 9781425889746 9781425889753 9781425816483 9781425889760 9781425889777 9781480785120 9781480782341

Fahrenheit 451* Great Gatsby, The* Hamilton: An American Musical* Lord of the Flies NEW Odyssey, The* Of Mice and Men* Outsiders, The Their Eyes Were Watching God* To Kill a Mockingbird Westing Game, The NEW

9781425889920 9781425889937 9781425816957 9781480785168 9781425889944 9781480785083 9781425889951 9781425889975 9781425889999 9781480785182

Suggested Grade Levels 6–12 Titles

9781425889784 9781425889791 9781425889807 9781480785151 9781425889814 9781480769137 9781425889821 9781425889838 9781425889845 9781425889852 9781480785113 9781425889876 9781425889883 9781425889890

To order, call 800.858.7339

Comprehension Strategies for Effective Balanced Literacy By Mary Jo Fresch Foreword by Michael Opitz Grades K–8

Incorporate elements of a rigorous and comprehensive balanced literacy framework with flexible, effective strategies; model lessons; and teacher support. ◗ Provides teachers with an understanding of the developmental readiness needed for reading, writing, vocabulary, and spelling ◗ Helps teachers assess students to meet their needs with the best approach for each balanced literacy element 344 pp. • Digital Resources • ISBN 9781425815196 • $45.99 Professional Development Available Implementing a Comprehensive Balanced Literacy Framework See page 48 for details.

Author Available to Keynote

Mary Jo Fresch See page 53 for details.

Creating Strategic Readers Techniques for Supporting Rigorous Literacy Instruction

Co-Published with

3rd Edition By Valerie Ellery Foreword by Lori Oczkus Grades K–5

This updated best-seller focuses on core literacy concepts required by today’s standards, helping teachers meet the challenges of educating 21st-century learners. This resource includes over 125 enhanced classroom-tested techniques for word study, vocabulary, fluency, and comprehension. 304 pp. • Digital Resources • ISBN 9781425811853 • $45.99 Author Available to Keynote

Valerie Ellery

See page 53 for details.

Reading

The How-to Guide for Integrating the Common Core in Language Arts By Wendy Conklin and Debby Murphy Foreword by Debi Crimmins All Grades

Finally an easy-to-use Common Core resource that shows teachers how to integrate the standards! It empowers teachers to construct their own lessons with easy-tofollow strategies and ideas to effectively teach while meeting the Common Core. 224 pp. • ISBN 9781425813116 • $34.99

For samples and online ordering, visit: www.tcmpub.com/shell-education

Comprehension The Reading Intervention Toolkit By Laura Robb Foreword by Mary Howard Grades 4–8

This resource provides interventions that focus on a variety of text genres—narrative, expository/explanatory, informational, and opinion/argument. ◗ Helps teachers utilize practical strategies for 5, 10–15, and 30–40 minute interventions for struggling readers ◗ Uses reading techniques that support students at every stage, from analyzing texts to drawing logical conclusions ◗ Includes tips and suggestions for assessment, management, and implementation of high-quality interventions to meet the needs of all students 272 pp. • Digital Resources • ISBN 9781425815134 • $39.99

The Reading Makeover By Danny Brassell and Mike McQueen All Grades

Ignite a passion for readers of all levels, bringing the joy of reading to life with tips and strategies that build confidence for struggling readers. This resource helps teachers make reading fun with activities that will engage even the most reluctant readers. 208 pp. • ISBN 9781425814762 • $29.99

Author Available to Keynote

Danny Brassell See page 53 for details.

Reading

You Can't Just Say It Louder! Differentiated Strategies for Comprehending Nonfiction By Debby Murphy All Grades

This dynamic book provides the foundation to confidently and successfully teach comprehension to a diverse population of students. It is filled with innovative classroom-tested models for differentiating instruction and strategies to scaffold complex text. 296 pp. • ISBN 9781425805197 • $29.99

To order, call 800.858.7339

Comprehension Reading Strategies for the Content Areas and Fiction By Jessica Hathaway, Trisha Brummer, and Stephanie Macceca Grades 1–12

Help students read and understand fiction, science, social studies, and mathematics content with practical, standards-based strategies. 256–288 pp. • Digital Resources • $39.99 each Content Area

ISBN

Fiction, 1st Edition Mathematics, 2nd Edition Science, 2nd Edition Social Studies, 2nd Edition

9781425810054 9781425811518 9781425811556 9781425811594

Fiction

Mathematics Developing Vocabulary

Root Word Map

(cont.)

Grades 3–5 Example Using Prediction and Inference

Picture Prediction

Name: ___________________________________________________ Date: __________________

Vocabulary Diagram

rect (rule, right, straight)

rectangle

correct

direction

Related Words People or Things

(cont.)

Grades 1–2 Example

Drawing

Words: factory, machines, workers, corn on the cob, cans, grocery store, buy My Prediction: I think this section is going to be about how canned corn is made in a factory.

Grades 3–5 Example

Grades 6–8 Example

vert (to turn)

vertex

Synonyms

Word

Antonyms

Part of Speech

Words: potato, horses, corn, oceans, food, resources, helped, improved My Prediction: I think the reading is about what things were brought to the Americas from Europe and what things were brought to Europe from the Americas.

Parts

invert

Grades 6–8 Example

= vertical

convert

= =

vertices

Words: World War I, Great War, Central Powers, Allies, trench warfare, United States, poison gas, guns, shooting, death My Prediction: This section is going to be about WWI and trench warfare.

#51151—Reading Strategies for Mathematics Second Edition

Grades 9–12 Example

Original Sentences

Sentence from Text

Words: stock market, crash, depression, shantytown, Hoover, Franklin D. Roosevelt, poverty, manual labor, workers Prediction: This unit is going to be on the Great Depression. I think we are going to learn about what caused the Great Depression, its effects, and the measures taken to end it.

#51155—Reading Strategies for Science Second Edition

Fiction

#51159—Reading Strategies for Social Studies Second Edition

111

Social Studies

Science

Chapter

How to Differentiate Instruction for Student Comprehension

Comprehension That Works By Danny Brassell and Timothy Rasinski Foreword By Hallie Kay Yopp All Grades

Integrate current research findings with real-life observations of diverse students in action with unique classroom-tested strategies. This book also includes engaging activities to tap into students’ multiple intelligences.

José shows up 10 minutes late to class every day. He never has a pencil, and he does not seem to have the ability to sit in his seat for longer than eight minutes.

Reading

Taking Students Beyond Ordinary Understanding to Deep Comprehension

Llesenia arrives to the classroom nearly an hour before the first bell rings. She has completed all of her homework perfectly, organized her desk in preparation for the day’s lessons, and helps herself to different learning center activities to occupy herself while she awaits the start of school.

Anthony completes math exercises well ahead of his classmates, but he struggles during reading time and usually acts up. Welcome to Ms. Kwon’s fourth-grade classroom. It could be just about any classroom in America. One of the epiphanies teachers reach within their first week of teaching is how, no matter what, every classroom is filled with students of mixed abilities and interests. Every student is different. This is the challenge all teachers face: how to differentiate instruction to meet the needs of every student. In aiding students’ comprehension, teachers can create classrooms that meet state and federal standards and maintain high student expectations by supporting all students’ learning modalities and differentiating through content, activities (i.e., process), and product, based on students’ readiness, interests, profiles of learning, and environments. That can be a lot to remember. A simple mnemonic trick can help teachers always keep differentiation in mind: each student is RIPE for learning when the teacher uses his or her thinking CAP. RIPE stands for readiness, interests, profiles of learning, and environments; CAP stands for content, activities (i.e., process), and product.

#50264—Comprehension #50264 Comprehension That Works #50264—

144 pp. • ISBN 9781425802646 • $31.99

For samples and online ordering, visit: www.tcmpub.com/shell-education

Comprehension Practicing for Today's Tests: Language Arts Grades 2–6

Broaden students' knowledge base and prepare them for Next Generation assessments by incorporating these engaging, rigorous practice exercises into their daily learning. ® ◗ Each resource features content from TIME FOR KIDS . ◗ Text types include informational text, literature passages, reader’s theater scripts (grades 4–6), and poems. 112–120 pp. • $24.99 each Level

ISBN

Level

9781425814748 9781425814366 9781425814373

Level 5 Level 6

ISBN

9781425814380 9781425814397

_____________ Date: _____________________ _______

Exercise Literature Practice

____________

______ Date: ____________

Directions: Fill in the

bubble of each correc t answer choice. 1. What might happe n if ocean warming and pollution are not controlled? A Underwater cities may be formed. B There may be more pollution. C Coral polyps may stick together. D Most coral reefs may die in 20 years.

(cont.) Eat Your Veggies!

Directions: Fill in

the bubble of each

correct answer choic

from the 5. Which sentence r to story helps the reade ing of understand the mean the word sprouted? ed “The students water E day.” the seeds every take “Bailey helped to F ” them. of care

nce from 4. Read this sente plants paragraph 4: “Tiny does the sprouted.” What ? word sprouted mean h sent out new growt A reached B flowed out C

“The seedlings G and grew.”

died D

(cont.)

2. What is the author ’s purpose for writing this ar ticle? A to inform readers about ocean pollution

grew

“The tomatoes got H r.” bigger and bigge

B to teach readers about coral reefs C to tell readers about the troubles coral reefs face D to end fishing in the oceans

plant 7: “‘Maybe you can nce from paragraph Bailey’s father mean? 6. Read this sente he said.” What did some beans next,’ . not try to eat beans will Bailey He thinks A tomatoes. He does not like B delicious together. and tomatoes are He thinks beans C she grows them. will eat beans if He thinks Bailey D

Exercise

________________

______ Name: ____________

The Coral Reef Crisis

3. Which sentence from the article supports the answer for number 2? E “Scientists are worrie d about the world’s coral reefs.” F “One problem is when people throw dynam ite into the water.” G “Coral seems like rock.” H “These underwater cities are called coral reefs.”

Dolphins Call

#51436—TIME For Kids: Practicing for Today’s Tests

Each Other By

Name (cont.)

ly captured 14

team temporari

wild dolphins. e new

his tists mad this, Janik and e calls. Then the scien ged the 4 To test s, they chan their nam

e.” rding dolphin’s “voic They recorded names. In the new reco the disguise each responded to was done to recordings of d, the dolphins whistles. This sound of the ged recordings were playe p members. They ignored and close grou When the chan their relatives . did not know the names of have they They hins rt. dolp . are very sma the names of they live in pods other dolphins, e dolphins, like ly learn tasks. In the wild, whistles help 5 Bottlenos and can quick ge. Dolphins’ distinctive h faster than large brains grow and chan to cry for help. This is muc or These groups a pod member underwater world. that’s them to find dark ing. It’s a skill through the trying to see ires vocal learn can elephants, it. So idual calls requ up with indiv course, humans can do that young 6 Coming study suggests on the animals. Of . This recent seen in few es based e types of seals their own nam use whistles bats, and som s, come up with nd them. They learn to complete calve or arou ga dolphins, adult dolphins is not the same as havin the of tles that. this whis other. But humans have to signal to each as scientists know, only Scientists have far language. As chatty dolphins. and not the only white‑sided, e dolphins are ture whistles in spotted, 7 Bottlenos be signa found what couldtoo. hins, dusky dolp

ting” together. d dolphins “chat

Two bottle-nose

ng E For Kids: Practici

#51438—TIM

on © Shell Educati

for Today’s Tests

Level 5

Level 3

Informational Practice

Name: ______________ _______

Informational

Practice Exercis

Level 2 Level 3 Level 4

Tests Kids: Practicing for Today’s #51474—TIME For

Level 6

Level 2 Strategies for Building Vocabulary

Name:_________________________________________ Date: ______________________________________

Word Ladder for “Original Thirteen Colonies” Directions: Starting at the bottom of the ladder, read the clues in the left column to figure out the missing words in the right column.

Reading

The colonists risked everything so they could . (change: first letter) be

10. ___________________

These grow outside and provide shade on a sunny day. (change: add one letter)

9. ___________________

A golfer hits the ball from a (change: last two letters)

8. ___________________

Metal used in cans (change: drop one letter)

7. ___________________

A prong on a fork (change: the first letter)

6. ___________________

In school, everyone walks down the hallway . (change: one letter) in a straight

5. ___________________

These little critters can live in people’s hair. (change: first letter)

4. ___________________

You might eat this food as a side dish with your dinner. (change: one letter)

3. ___________________

The sun does this every morning. (change: last letter)

2. ___________________

When the people came to the New World, . they knew they were taking a

1. ___________________

#51467—Rhymes for the Times

Rhymes for the Times Literacy Strategies through Social Studies By Timothy Rasinski and David L. Harrison Grades 4–8

Integrate poetry and social studies to improve students' skills in a fun and engaging way. ◗ Improves reading comprehension, word study, speaking, and writing through grade-appropriate poetry ◗ Includes 60 poems that focus on the 50 states, U.S. history, and ancient civilizations ◗ Incorporates strategies for building fluency, vocabulary, and word play as well as content-based strategies for connecting poetry and writing 168 pp. • Digital Resources • ISBN 9781425814670 • $29.99

To order, call 800.858.7339

Fluency Fluency Through Practice & Performance By Timothy Rasinski and Lorraine Griffith Foreword By Lori Oczkus Grades K–6

Discover the step-by-step process of teaching fluency and a continuum of lessons that gradually release responsibility from the teacher to the student through an emphasis on coaching. 152 pp. • ISBN 9781425802622 • $29.99

Strategies for Building Fluency By Debra Housel Foreword By Timothy Rasinski All Grades

Use practical research-based strategies to support fluency with this strategy notebook featuring supported leveled readings. Notebook • 304 pp. • Digital Resources • ISBN 9781425802479 • $99.99

Building Fluency Through Practice & Performance By Timothy Rasinski and Lorraine Griffith Grades 1–6

Increase students’ fluency through repeated readings of traditional poems, songs, reader’s theater, and monologues. 128 pp. • Digital Resources • $29.99 each Grade

ISBN

Grade 1 9781425804411 Grade 2 9781425804428

Grade

ISBN

Grade 3 9781425804435 Grade 4 9781425804442

Grade

ISBN

Grade 5 9781425804459 Grade 6 9781425804466

American History 176 pp. • Digital Resources • Grades 3–12 • ISBN 9781425801137 • $29.99

Increasing Fluency with High Frequency Word Phrases By Timothy Rasinski, Edward Fry, and Kathleen Knoblock Grades 1–5

Using Dr. Fry’s Instant Words and Dr. Rasinski’s research, these books provide a powerful tool for building fluency. Teach students to recognize words, read phrases with expression, and ultimately improve their comprehension. 96 pp. • Digital Resources • $29.99 each ISBN

Grade 1 9781425802882 Grade 2 9781425802776

Grade

ISBN

Grade 3 9781425802783 Grade 4 9781425802790

Grade

ISBN

Reading

Grade

Grade 5 9781425802899

The Poet and the Professor: Poems for Building Reading Skills By Timothy Rasinski, Karen McGuigan Brothers, and Brod Bagert Levels 1–8

Each full-color book includes 30 original poems that address key literacy skills through standards-based lesson plans. 144 pp. • Digital Resources • $29.99 each Level

Level 1 Level 2

ISBN

9781425806750 9781425806767

Level

Level 3 Level 4

ISBN

9781425806774 9781425802387

Level

ISBN

Level 5 9781425802394 Levels 6–8 9781425802400

For samples and online ordering, visit: www.tcmpub.com/shell-education

Writing Content-Area Writing that Rocks and Works!

Social Media Summaries Background

Procedure for Hashtag Summaries

One way to address the skill of summarizing is by using social media influences. Because many students are fluent in using social media, (hashtags, Instagram®, and/or tweets) Social Media Summaries are engaging ways to get students to interact with content-specific material. While there are several social media examples for this skill, tweets and Instagram captions are fantastic vehicles for initiating Social Media Summaries. These summaries can be used as hooks for lessons or as the actual product you want students to create.

Benefits • This activity will interest students who like and use social media. • This activity is informal. • Students are encouraged to apply their informal communication skills in an academic context.

1. Introduce students to hashtag summaries. Explain the main purpose of a hashtag summary (to summarize the material into a word or a short phrase).

By Rebecca Harper Grades 3–12

2. Model some hashtag summaries. 3. Give students time to think of an overarching hashtag that summarizes the message or main idea of the material taught. The template on page 116 can be used to present students final Hashtag Summaries. 4. Ask students to share their Hashtag Summaries. 5. In a longer unit or lesson, create a classroom display of all hashtags for later use and review.

This unique resource provides teachers with innovative and contemporary strategies to engage students in the writing process. ◗ Helps students develop their writing skills and motivate them to enjoy writing using their interests in technology, social media, and other topics ◗ Includes practical strategies that allow teachers to help their students learn to utilize writing as a tool for processing and understanding content material

This image shows how hashtags are used in a science classroom.

51560—Content-Area Writing That Rocks (and Works!)

120 pp. • ISBN 9781425816506 • $29.99 Publishing Checklist

Include main idea with interesting and important details.

Check organization of writing to include an introduction, body, and conclusion.

Read your writing aloud to yourself and someone else. Listen carefully for parts that may be confusing or where something may have been left out.

Strategies for Implementing Writer's Workshop By Richard Gentry, Jan McNeel, Vickie Wallace-Nesler Grades K–8

Edit for capitalization, grammar, punctuation, and spelling.

Use your best handwriting to create a final copy or type a final copy.

Place page numbers at the bottom of each page.

Add illustrations/pictures/photographs to your writing for the final copy.

If making a cover, select the materials for the cover and back of your publication.

Design the cover page. Remember to capitalize the title and include the names of the author and illustrator.

Develop an “About the Author” page.

Arrange all pages in order.

Teach effective strategies to enhance student writing using the Writer’s Workshop model. ◗ Learn classroom-tested techniques and strategies to organize and manage Writer’s Workshop. ◗ Use sample lessons and activities in three grade level spans: K–2, 3–5, and 6–8.

Consider these optional pages:

Dedication page

Table of contents

Glossary

51517—Strategies for Implementing Writer’s Workshop

256 pp. • Digital Resources • ISBN 9781425815172 • $45.99

Getting to the Core of Writing

Level 3 Managing Lesson 5

Essential Lessons for Every Student

Mini Posters © Shell Education

Traits Team

op WriterÕs Worksh

By Richard Gentry, Jan McNeel, and Vickie Wallace-Nesler Levels K–6

Ida Idea Creator

of Writing—Level

about? What is my writing an interesting ✔ Did I choose topic? on my idea? ✔ Did I focus

Simon Sentence Builder

of Writing—Level

I use?

#50917—Core

sentences will

medium, ✔ Did I use long, ? and short sentences s ✔ Did I use statement ? and questions different ✔ Did I use dif s? sentence beginning flow smoothly ✔ Do my sentences aloud? when I read them

104

What kinds of

#50917—Core

✔ Did I include supporting details? my topic? ✔ Did I stick to

55 © Shell Education

#50917—Getting

el 3 to the Core of Writing—Lev

Assists teachers in becoming familiar with College and Career Readiness Standards for Writing and provides engaging and creative lessons to support the implementation of these standards ◗ Provides the how-to in establishing a daily writing workshop ◗ Digital resources include reproducible teacher-resource materials and student activity pages 256–296 pp. • Digital Resources • $29.99 each Level

Writing

Level K Level 1 Level 2

ISBN

9781425809140 9781425809157 9781425809164

Level

Level 3 Level 4

ISBN

9781425809171 9781425809188

Level

ISBN

Level 5 Level 6

9781425809195 9781425809201

Fostering Writing in Today's Classroom

Professional Development Available Inspiring Excellent Writing See page 48 for details. Author Available to Keynote

Richard Gentry See page 53 for details.

By Richard Gentry, Jan McNeel, and Vickie Wallace-Nesler Foreword by Laura Robb All Grades

Develop enthusiastic and efficient writers with proven, up-to-date, research-based strategies to meet the needs of all students. A practical guide for novice and experienced educators, this resource provides proven best practices in writing instruction. 216 pp. • ISBN 9781425811907 • $29.99 For more titles in this series, see page 7.

To order, call 800.858.7339

Writing Interactive Notetaking for Content-Area Literacy By Judith Goodman Grades K–12

This helpful resource provides students with creative ways to remember the content they are learning and focus on comprehension skills. Teachers will enjoy the grade-range-specific content lessons included in each book.

New!

168 pp. • Digital Resources • $29.99 each Level

Levels K–2 Levels 3–5 Secondary

ISBN

9781425817329 9781425817336 9781425817343

See page 5 for complementary resource notebook Strategies for Interactive Notetaking.

My View, My Voice

21 Strategies For Powerful Persuasive Writing By Rebekah Coleman and Carolyn Greenberg Grades K–8

This series allows teachers to dive deeply into essential persuasive writing strategies to help students learn how to research topics, form and support opinions and arguments, and present their ideas in a variety of engaging ways. ◗ Enables teachers and students to engage with persuasive writing with expertise and confidence ◗ Helps students examine multiple views on a topic and develop and write their own informed opinions and effective arguments

New!

160 pp. • $39.99 each Level

Levels K–2 Levels 3–5

ISBN

9781425816971 9781425816988

Level

ISBN

Levels 6–8

9781425816995

Available Spring 2018

Writing Strategies for the Content Areas and Fiction By Trisha Brummer, Sarah Kartchner Clark, and Jessica Hathaway Grades 1–12

Writing

Help students to write and understand fiction, science, social studies, and mathematics content by using standards-based strategies. ◗ Includes graphic organizers to facilitate the writing process and build comprehension of content ◗ Provides suggestions for differentiating instruction—perfect for English language learners, gifted students, and struggling learners ◗ Correlated to College and Career Readiness and other state standards ◗ Digital resources include correlations, graphic organizer templates, student activities pages, and assessments 256 pp. • Digital Resources • $39.99 each Content Area

Fiction Mathematics

ISBN

9781425810061 9781425811532

Content Area

Science Social Studies

For samples and online ordering, visit: www.tcmpub.com/shell-education

ISBN

9781425811570 9781425811617

Writing Strategies for Writing from Sources

Name _______________________________________ Date _________________

Argument Planner

Directions: Use the categories below to plan your argument text using your research notes. Main Argument

Claims

By Jessica Hathaway All Grades

Counterclaims

Help students analyze mentor texts to learn techniques for use in their own writing. ◗ Follow this how-to guide to help students analyze and write from informational texts, argument/opinion texts, narrative texts, diverse media sources, and multiple sources. ◗ Use the sample writing topics and lessons provided for each genre to strengthen student writing in all grade levels.

Conclusion

135

#51546—Strategies for Writing from Sources

296 pp. • Digital Resources • ISBN 9781425815462 • $45.99

Chapter

Writing Is Magic, Or Is It?

Using Mentor Text to Develop the Writer's Craft

Opinion/Argument Writing During a collaborative meeting of teachers, one first-grade teacher, Debby, explained that her student had written a letter to his family stating the claim that he should have his own bedroom. He supported his claim with reasons. For example, his brother talked to him a lot at night and that kept him from sleeping, so he thought he would get more sleep if he had his own room. After his parents agreed that he could have his own room, he invited his older brother to join him in his new bedroom! Debby then told the story of another student who had convinced her mother, through writing, to let her repaint her bedroom lavender. Not long after the letter went home, Debby received a photograph of the student with her mother, gliding paint rollers along fresh lavender walls. Whether stating a claim for a new bedroom, for a fresh paint color, or for a positive action that will make the world a better place, it is important to keep in mind that “letter letter writers see the world as it is, imagine what it could be, and use writing to make dreams come true” (Picard Taylor 2008, 17). There are everyday opportunities all around us that call for opinion/argument writing.

By Mary C. McMackin and Jennifer M. Bogard Foreword by Melissa Cheesman Smith All Grades

As the Common Core State Standards explain, “although although young children are not able to produce fully developed logical arguments, they develop a variety of methods to extend and elaborate their work by providing examples, offering reasons for their assertions, and explaining cause and effect” effect (Appendix A, 23). Providing students with opportunities to communicate their opinions through writing is important, as “these these kinds of expository structures are steps on the road to argument” argument (Appendix A, 23). In fact, the Common Core State Standards assign the term opinion to these types of developing arguments written by students in Kindergarten through fifth grade.

Support students’ writing by helping them integrate strategies from mentor texts. ◗ Dive deeply into multiple genres: narrative fiction, narrative nonfiction, poetry, opinion/argument, and informative/explanatory. ◗ Each chapter includes mentor texts that align to each genre and support students’ understanding of the texts and the strategies that authors use to convey their messages.

However, the use of the terms opinion,, persuasion, persuasion, and argument in the Common Core State Standards can be puzzling, and defining each term allows us to understand their differences. Opinion writing often, “takes takes a stand on a topic and supports opinions with facts, definitions, and details” (writestepswriting.com 2013). However, opinion writing does not necessarily require facts to support the opinion presented. For example, opinion is also defined as “aa view or judgment formed about something, not necessarily based on fact or knowledge” (Google search, “opinion”). “opinion opinion ). For young children, opinion writing opinion”). is about sharing their personal beliefs. Persuasive writing,, on the other hand, “focuses focuses on convincing the reader to agree with the author” and the author, “uses uses logic and facts to persuade the reader reader”” (writestepswriting.com 2013). © Shell Education

#51482—Writing is Magic, Or is It?

127

192 pp. • Digital Resources • ISBN 9781425814823 • $39.99 A Process for Close Reading In a close reading, teachers select a text and read it aloud or have students read it independently or in pairs, depending on the students’ instructional needs. Then, students can engage in multiple readings. Here are suggestions for guiding students’ first reading, second reading, and third reading of a text, as well as sample questions to use with each reading. Some questions are text dependent, while others are more open-ended.

Reading, Writing, and Rhythm

First Reading A key feature of the first close reading is that students initially read the text independently before discussing it. The first reading focuses primarily on comprehending the text at a basic level with questions such as: • What are the conflicts and how are the conflicts resolved? How do you know? ? How

• What are two things that you learned on page do you feel about what you learned?

Engaging Content-Area Literacy Strategies

Second Reading In the second reading students explore how the text worked and the techniques the author used. Students should be encouraged to explore deeper-level questions and support their responses with evidence from the text. In some cases, it may be appropriate for students to reread only selected salient passages of the text. Some possible questions to ask are:

By Rosalie Fink Foreword by Timothy Rasinski All Grades

• How did the author organize this text? • What literary devices did the author use and how effective were they? • What was the quality of the evidence in this book?

Writing

Work creatively with students to master concepts in English language arts, social studies, science, and mathematics in order to meet College and Career Readiness and other standards. This resource includes rap and other engaging art forms to connect to important content concepts and literacy skills. Practice Cursive

248 pp. • ISBN 9781425809997 • $29.99

Name: _______________________ Date: ______________

Fun Vacation Activities

Directions: Read the paragraph about vacations. Then, use cursive writing to answer the questions.

There are many places w˙ere yoü can våcatioñ. Some places include the Carib∫éan, Italy, and Japan. There are many activîties that yoü can do oñ våcation. Yoü might go oñ a hike to a wåterfall. Yoü might enjoy skiing on a mountain. You may evén like büying soüvénirs at a gift shoπ. No matter where yoü decide to go oñ vacatioñ, bé sure to take pho†o©raphs.

Using Cursive Today

1. Which activity above sounds the most fun to you?

By Stephanie Bernard and Amber Goff Grades 2–5

2. Where would you like to go on vacation?

3. What is an activity that you could do on your trip from number 2?

#51544—Using Cursive Today

Introduce students to cursive writing through fun and engaging activities. Students will be introduced to individual letters and letter combinations, and master their skills through the use of real-world connections that include reading and writing friendly letters, postcards, and checks. 80 pp. • ISBN 9781425815448 • $9.99

To order, call 800.858.7339

Vocabulary/Language Greek & Latin Roots Chapter

Keys to Building Vocabulary

From the Classroom: Roots in Action

By Timothy Rasinski, Nancy Padak, Rick M. Newton, and Evangeline Newton Foreword By Karen Bromley All Grades

In the last chapter, we shared some effective classroom-tested instructional activities that will give your students practice with roots. We noted that a good activity should provide students with practice at appropriate difficulty levels. It should provide you with ways to support students by modeling strategies, guiding assignments, leading discussions, and even participating with them in word play activities that are both fun and good instruction. We know that sometimes the best support comes from peers, so activities in which students can work in pairs and/or share their thoughts with others through discussion also provide excellent vocabulary practice. As we noted, a good activity should also be “authentic,” providing practice with words in many different contexts. Such practice creates an awareness of the meaning and structure of words that will fascinate students and help make them lifelong word lovers. In this chapter, we will peek in on some classroom activities where students and their teachers are learning new words—and learning about words—together!

This engaging, teacher-friendly guide provides the latest research on strategies, ideas, and resources for using Greek and Latin roots to teach vocabulary as directed in the College and Career Readiness Standards.

Root of the Week In Joanna Newton’s second-grade classroom, words are everywhere. There are math and social studies word walls, as well as a student-created word wall that explores word families. One bulletin board of student writing has a bold banner that asserts, “Your Words Matter.” Many of the students in Joanna’s classroom have learned English as a second language. They © Shell Education

#50472—Greek and Latin Roots

208 pp. • ISBN 9781425804725 • $29.99

“...this book offers practical activities and ideas for incorporating vocabulary study into grades one through eight classroom lessons.”

Author Available to Keynote

Timothy Rasinski See page 53 for details.

—School Library Journal

Prefix and Suffix Practice By Timothy Rasinski, Nancy Padak, Rick M. Newton, and Evangeline Newton Grades 2–8

These resources present the most frequently encountered Latin prefixes and introductory Greek prefixes and suffixes to help build students’ vocabularies. ◗ Provides explanations, instructional guidelines, and student activities ◗ Helps meet the requirements of College and Career Readiness Standards for using word roots 216–240 pp. • Digital Resources • $24.99 each Title

Grade

Starting with Prefixes and Suffixes Practice with Prefixes

Grades 2–4 Grades 5–8

ISBN

9781425811037 9781425808822

Lesson 4 Base port-

Name: ________________ ________

__________________

Getting to the Roots of Content-Area Vocabulary

2. If ex- means “out,” what

Level 3 Level 4 Level 5 Levels 6–8 Levels 6–8 Levels 6–8

does export mean?

Respond Directions: Read the passage on page 41. Then answer the question below. 3. Talk with a partner. Why do you think importin g and exporting are important for our country?

176–192 pp. • Digital Resources • $19.99 each Content-Area Vocabulary Content-Area Vocabulary Content-Area Vocabulary Mathematics Vocabulary Science Vocabulary Social Studies Vocabulary

Vocabulary

Activate Directions: Think about the questions below. Discuss them with a partner. 1. If -port- means “carry” and trans- means “across, ” what does transport mean?

Use root words to teach and reinforce vocabulary across content-area instruction. Reinforce student practice in word roots with engaging activities and informational text. Level

Base port-

By Timothy Rasinski, Nancy Padak, Rick Newton, and Evangeline Newton Grades 3–8

Title

Date: ________________

About the Root:

_____________________

___________

_____________________

ISBN

9781425808631 9781425808648 9781425808655 9781425808662 9781425808679 9781425808686

For samples and online ordering, visit: www.tcmpub.com/shell-education

___________

_____________________

___________

_____________________

___________

_____________________

___________

_____________________

___________

_____________________

#50863—Getting to the

Roots of Content-Area

___________

Vocabulary © Shell Education

Vocabulary/Language Go Figure! Exploring Figurative Language By Timothy Rasinski, Jerry Zutell, and Melissa Cheeseman Smith Levels 2–8

English language learners will especially benefit from the explicit teaching of both literal and figurative meanings. ◗ Provides teachers with engaging, literacy-based activities to enhance student understanding of idioms, proverbs, and other figures of speech through different content areas ◗ Encourages students to explore figures of speech and increase their skills in writing, word study, and using context clues ◗ Includes 20 units, 5 units each for science, social studies, mathematics, and additional themes such as animals or holidays 136 pp. • $15.99 each

Date

______

_________

Name

rect figu te the cor

s: Wri

Direction

___

g the

tence usin

figure of

___

With a partner, pretend you work for a news organization and have to write one paragraph about something that happened in your town. The story should contain at least two of this week’s figures of speech.

________

_________

______ _________

___

________

_________

______ _________

_________

________

_________

Critical Thinking Create a piece of artwork with symbols and pictures that represent the meaning of one of the figures of speech. You may not use any words in the piece. Share your picture with a partner or group to see if they can guess which figure of speech you chose.

Read All About It!

it.

_________

______ _________

___

_________

__ _________

about talk to him _______ and ve. used abo speech not

_________

mer.

_________

decided to

_________

___

_________

Write a sen

_________

Sing Me a Song

over the sum

ir friends

, so Clare

_________

the rest is history

With a partner, write a simple song to a familiar tune. Include at least one of the figures of speech in your song. Share your song by singing it or reading the lyrics aloud like a poem.

the contest

_________

______ _________

______

Challenge:

fou

missing the

re feel bad

made Cla

_________

go down in history

blast f rom the past

_____

_________

won nd out she

_________

o were students wh

for the

_________

live in the past

the movies

take us to

_________

______

ool was a

n 4. Jefferso

decided to

r she _______ afte

_________

g sch 3. Startin

____________

________

_________

______ _________

___

_________ 2. Kimi was

Date

Directions: Choose two activities to complete.

______

my mom

________

______

______________________

______ _________

_________

______ _________

Name

History—Say —Say What? Extensions

history repeats itself

y, _________

nda 1. Last Mo

Social Studies

f resh air breath of in the air leav e it up

air clear the air floating on sky clear blue out of the

ISBN

9781425816254 9781425816261

_________

gure! se That Fi Us—Choo y Around Sk h sentence. d eac an in r Ai re of speech Science

Level

Levels 2–4 Levels 5–8

blast from the past

tion © Shell Educa

Language ring Figurative o Figure! Explo

51625—G

Levels 2–4

51625—Go Figure! Exploring Figurative Language

Levels 5–8

Levels 2–4

Vocabulary

Vocabulary Ladders Understanding Word Nuances By Timothy Rasinski and Melissa Cheesman Smith Grades 2–6

Teach related words in 10 minutes a day with this cluster approach to help students learn semantically related words and how they can be effectively used in reading and writing. 144 pp. • Digital Resources • $15.99 each Level

Level 2 Level 3 Level 4

ISBN

9781425813017 9781425813024 9781425813031

Level

Level 5 Level 6

ISBN

9781425813048 9781425813055

To order, call 800.858.7339

WORD HUNT: RESOURCE

PAGE

Vocabulary/Language

Strategies for Building Academic Vocabulary

Name: ________________ ________

___________

Directions: Do a Word Word

Word Hunt Hunt. Use this page to record Word Part

Definition

your findings. Where It Was Found

By Christine Dugan Grades 1–8

Give students a boost with effective and easy-to-implement strategies! Vocabulary words from standards-based, content-specific units of study are utilized.

#50127 (i3468)—Strategies

for Building Academic Vocabulary

in Mathematics

Each notebook includes: ◗ 25 research-based strategies with differentiation suggestions for each strategy ◗ Assessment strategies ◗ Sample word lists including both specialized content and general academic words ◗ Digital resources such as teacher and student resource pages, sample word lists, assessment pages, and parent letters Notebook • 280 pp. • Digital Resources • $99.99 each Content Area

Language Arts Mathematics

ISBN

Content Area

9781425801281 9781425801274

Science Social Studies

ISBN

9781425801298 9781425801304

"... it was the best professional development they had experienced..." Professional Development Available Strategies for Building Academic Vocabulary See page 50 for details.

—Laura L. D’Anna Principal, Eager Street Academy

Vocabulary

Vocabulary Instruction for Academic Success By Hallie Kay Yopp, Ruth Helen Yopp, and Ashley Bishop Foreword By Peter J. Fisher All Grades

This user-friendly resource includes an explanation of how students acquire and develop their vocabularies, the academic necessity of a wide vocabulary, and important approaches on how best to help students build their vocabularies. This book is perfect for staff development sessions and book studies. 216 pp. • ISBN 9781425802660 • $29.99

For samples and online ordering, visit: www.tcmpub.com/shell-education

English Language Development The Socia

Compreh

ensible

Output

Rotations

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Too often, writing instru and we ask ction is incid students to ental, not teach dy ric attribut of angles and line lines). them how write but do geomet lar ions es to write. We direc tions Un it of Stu Translat cific typ and perpendicu give to create brain the spe ons, and and to conv storming webs e Reflecti te angles, ert their webs the sam two acu Rotation, draw Stud to a draft. lay, ents are given , and of the disp feedback on reflected laining correct their right side when rotated, the exp draft pape , the s s until it is accep rs, recopy, and repea , le you draw 2. On as it look rd: t Sta ndard triangle aloud whi terms ng Standa problem with table for the teach d. Think er. The Listeni ns of the translate ng and ings, and ly, do not alwa this process is that stude Speaki ic definitio tion, find ys see the nts concise the bas informa correction on. e clearly, slation Present s they drawings are making. They do evidenc ners can and tran triangle not understan ussed the teacher suppor ting such that liste and the the new g cally examine components disc h angle simply recopmarked up their pape d why and logi line of reasonin substance, ents to rs; they eac ric y stud and of s met t, follow Ask direc tions. the teacher’s moved location follow the n, developmen purpose, 3. and locate the geo In ponents the new to atio not always addition, many stude Highlight how these com ion. ropriate organiz awar nts slat uss in step 1. e are app like, dependin e of what a draft looks are and tran and disc and styl and task and side tion, reflection, e, they are writing on the genre in whic nitions audienc h elop defi ions g. during rota rd: Dev pes . Have translat t Standa metric Sha pe on the card The Conten s, reflections, and pendicular d support that Engli sha te one Geo per translate sh language instru and Distribu to examine the , on ction of rotation angles, circles, segments es in written learners often 4. Ask them reflected ve box of disco struc ture, need when a rotated, in the respecti in terms llel lines, and line and the organ urse. This includes draw writing pe ents understan ideas are put e sha ization of the stud lines, para ding the elemincludes explicit together to piece of writin of the sam ents of a genr langu meet a given version age g. It includes pes learn e, the sha . ers, purp theirTypic the card ally, students it is often best to scaff ose and communica understanding how be defining ing this the te effec tively old the draft they will classmates durwithi n a given genrspend a great deal of . For English s and ents that time in the stage of the writing e. However, card to their craft own Tell stud process. them ions pre-w r we mat thei into or riting do y not always 5. and transfor a written piece ents stud show them stage, preparing to the shapes . . Scaffoldin write how to take Have stud ns about vity . To g the stio make acti vity draft s acti those g que means writin inning the writin learning relevant and clarifyin Mater ial g in chunks. ideas and g. Where in meaningfu ask any before beg pes ions real l, Sha stude mat life will ric opinion/argum nts should transfor see the auth entative writin they see informatio • Geomet –187) connectio nal/explan entic reaso g? Help (pages 185 n to writin atory, narra ns for g shows them ing students unde of the class tive, and rstan room. It is that writin not solely g is something d the authentic, real-l form, in and for school ife beyond scho they will enco but for comm ol. unter outsi unicating de their think ing in writt en w and disp

de in the sha ., right angle, e it. Gui 1. Dra s (e.g es present to describ

To ma ke lea rni releva nt and ng meani ngf ul, students should see the aut hen tic reasons for wr iting.

#51203 © Shell

Education

Strat (i10551)—

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267

Writing

Strategies for Connecting Content and Language for English Language Learners By Eugenia Mora-Flores and Angelica Machado Grades K–12

Empower teachers with the knowledge and guidance they need to create the rich and rigorous learning environment all students deserve. ◗ Looks at language from a holistic perspective— listening, speaking, reading, and writing—that is integrated in complex ways as students access information and share their thinking ◗ Ensures comprehensible input and promotes students’ oral language development with practical guides that provide research-based instructional strategies Notebook • 320–336 pp. • Digital Resources • $99.99 each Content Area

Language Arts Mathematics Science Social Studies

Professional Development Available Connecting Content for English Language Learners See page 52 for details.

English Language Development

"Materials and training appear to be designed by professionals who have a clear understanding of the students’ needs as well as those of the teachers."

ISBN

9781425812027 9781425812034 9781425812041 9781425812058

Author Available to Keynote

Eugenia Mora-Flores See page 53 for details.

—Gloria Cruz Bilingual/ESL/World Languages Supervisor Camden City School District

C H A P T E R

Language Development “The limits of my language are the limits of my world” -Ludwig Wittgenstein, 1953

anguage is powerful because it allows people to access knowledge. It is how we communicate and learn from others, it is how we make meaning from text and share our thoughts with the world through written and oral forms. Language is powerful because it connects us to one another. It connects us to our families, our community, and our friends. Language in its simplest definition has been defined as, “a body of words and the systems for their use common to a people who are of the same community or nation, the same geographical area, or the same cultural tradition (Webster’s dictionary).” As simple as this may seem, language is complex and for those of us who have tried to learn a second language or teach language we have experienced the complexities of language. Children have an amazing ability to acquire a first language quickly and subconsciously. Stephen Krashen and Tracy Terrell (1983) discuss the difference between acquiring language and learning language. They share that language acquisition is a, ‘natural’ way to develop linguistic ability, and is a subconscious 5

Connecting Content and Language for English Language Learners By Eugenia Mora-Flores Foreword by Lindsey Guccione Grades K–8

Put research into practice and instruct English language learners with strategies that meet their needs in language development and literacy. 168 pp. • ISBN 9781425808006 • $31.99

To order, call 800.858.7339

English Language Development Helping English Language Learners Succeed 2nd Edition By Carmen Zuñiga Dunlap Foreword by Sonja Bloetner All Grades

Provide best practices and research-based strategies that support listening and speaking, vocabulary development, reading comprehension development, and writing development. This book includes tips and suggestions for integrating strategies into classroom instruction. 256 pp. • ISBN 9781425811884 • $29.99 For more titles in this series, see page 7.

Strategies for Formative Assessment with English Language Learners By Sonja Bloetner Forewords by Sara Sahr and Eugenia Mora-Flores Grades K–5

This resource includes a variety of assessment techniques and resources designed specifically to assist teachers in addressing the linguistic needs of their students. In addition, it aids in monitoring their success towards developing English language proficiency. ◗ Assessment strategies are provided in specific grade spans including K–2 and 3–5. ◗ Samples are provided to ensure that teachers properly assess their students' language proficiency levels and academic development. Notebook • 248 pp. • Digital Resources • ISBN 9781425805159 • $99.99

English Language Development

Building Academic Language through Content-Area Text Strategies to Support English Language Learners By Erica Bowers and Laura Keisler Grades 1–8

This must-have resource integrates academic language strategies that are designed specifically for English language learners to support content-area reading of informational text. Each strategy features examples for different grade levels and content areas. 200 pp. • Digital Resources • ISBN 9781425806316 • $31.99

For samples and online ordering, visit: www.tcmpub.com/shell-education

English Language Development Idioms and Other English Expressions By Timothy Rasinski, Kathleen Knoblock, and Kathleen N. Kopp Grades 1–6

Based on Dr. Rasinski's research, these books introduce students to common idioms and other expressions, including hyperbole, simile, metaphor, and personification. ◗ Idioms provided in context with stories and activities to teach usage and meanings ◗ Idioms grouped by themes for ease in teaching and learning ◗ Helps English language learners build language skills ◗ Correlated to the College and Career Readiness standards 96pp. • Digital Resources • $24.99 each Grade

Grades 1–3 Grades 4–6

chapter

Activating Language Through Engage

ISBN

9781425801588 9781425801595

Science for English Language Learners

Developing Academic Language Through Inquiry-Based Instruction

You May Wonder: • What do I need to think about when designing an engaging science activity for English language learners? • In what ways can I support the development and understanding of language and science in Engage?

By Dolores Beltran, Eugenia Mora-Flores, and Lilia Sarmiento Foreword By Alan J. McCormack All Grades

• How can I assess students’ language and prior knowledge?

he following chapters guide the teacher through a professional inquiry into the 5E model as a vehicle for supporting the English language development of English language learners. To that end, carefully selected classroom instructional scenarios that capture the best of teacher decision making and ELD practices are embedded in inquiry-based science instruction. Each chapter presents a stage of the 5E model through the lens of second-language development with in-depth discussion of ELD instructional features and strategies. Each chapter closes with a discussion of ELL assessment practices for the stage and a summary of tips for implementing the stage with ELLs. A final reflective section guides the reader through a series of questions that will support instructional planning for each stage.

Cultivate students’ language abilities in science while developing their content knowledge and employing the 5E instructional model.

103

English Language Development

352 pp. • ISBN 9781425808594 • $24.99

Idiom Pictures

Standards Grades K–2 (Writing Standard 8.5; ELD Standard 3.1) Grades 3–5 (Writing Standard 8.6; ELD Standard 3.1)

Language Objective Students will use English to discuss idioms and then draw pictures that represent the literal and figurative meaning of their idioms.

Learning Objective Students will learn the meaning of idioms by comparing the literal and figurative meanings.

Activities for English Language Learners Across the Curriculum

Activity Length Approximately 30 minutes Activity Format Whole group and independent

Materials • copies of page 70, one per student • crayons or markers for each student

Procedure 1. Discuss the meaning of idiom (a phrase that has a figurative meaning different from the literal meaning of the individual words in the phrase). 2. Give some examples, such as tip of the iceberg, fork in the road under the weather, and face the music. Discuss both the road, literal and figurative meanings. Have students help create a list of idioms. Write their responses on the board. 3. Distribute copies of page 70. Have students draw pictures on their paper of idioms with the literal meaning in the left box and the figurative meaning in the right box. Ask students to write at the bottom of their paper what the idiom means. If students cannot think of an idiom to draw, have them select one from the examples. 4. When students have finished, ask them to trade drawings and guess each others’ idioms.

Teacher Tip • Ask students to create new idiom drawings from a list you have provided. Post students’ drawings on the wall, for other students to guess.

Differentiating by Proficiency Level Beginning: Allow students to act out their responses. Intermediate: Give students multi-step directions to complete the activity. Advanced: Ask students to draw conclusions about the drawings and idioms.

To differentiate by proficiency level, see pp. 11–15 for Bloom’s Taxono my Questions and pp. 19–24 for detailed examples.

Assessment The following is a checklist of items to informally assess students after they complete this activity. Students should be able to: • understand figurative language • practice grammar skills by using idioms correctly • participate in a classroom discussion pertaining to the definition of idiom © Shell Education

#50203—Activities for English Language Learners Across the Curriculum

By Stephen A. White Grades K–5

Featuring activities to help students improve their English skills, this resource includes lessons that can be modified based on the students’ levels of language proficiency. 136 pp. • Digital Resources • ISBN 9781425802035 • $24.99

To order, call 800.858.7339

Mathematics Mathematical Discourse Chapter 3

Let the Kids Talk!

Teacher Mo ves Promote Eff That ec Student Disco tive urse

By Barbara Blanke Foreword by Steve Leinwand All Grades

Building a Com munity of Lea

Support equitable learning environments by encouraging active listening, clear communication, justification of strategies, and acknowledgement of student experiences. ◗ Creates opportunities for students to think constructively, communicate effectively, and ultimately increase mathematics proficiency ◗ Helps teachers develop a new set of pedagogical skills and strategies to assess, plan, and organize their classroom discussions

A teacher’s rners knowledge of students’ supports the social and acade facilitation of mathemati The decisions, mic needs cal discourse planning, and in the classr based on a specifically oom. teacher’s level chosen teach knowledge of familiarity er and learning with students’ moves are all styles. So, just deep know mathemati ledge of the cal how do teach social First and forem ers acquire and academic ost, teachers beginning of have to choos needs of students? the year buildi e classroom, ng relationship to spend time at the gettin s with stude discourse comm g to know each one nts in the while worki unities. To engag ng toward discussions e students effective , it is imper in produ ative welcomes student involv to establish a learning ctive mathematics environmen ement and students to includes expec t that contribute to the disco tations for urse comm all Establishing unity. classroom community beginning of norms and the school agreement year everyone in s at the the classroom— will support learning opportunities Teachers can including the for begin this proce teach er—is param learning exper ss by sharin ount. iences that g personal the teacher feeling comfo stories past believes will rtable to also assist stude making proce share their nts in stories. Throu ss, past mathemati it is important to explo gh this agree mentre students’ cal learning feelings about via conversatio their ns and journ aling, alway s

New! 5

200 pp. • Digital Resources • ISBN 9781425817688 • $31.99 Available Spring 2018

Clothesline Math The Master Number Sense Maker By Chris Shore Foreword by Andrew Stadel Grades K–12

New!

Equip teachers with the theoretical ground work for intentionally teaching number sense in both elementary and secondary classrooms. ◗ Includes tips and strategies for facilitating the mathematical discourse that naturally ensues among students when implemented ◗ Provides teachers with everything they need to prepare, implement, and assess Clothesline Math lessons 256 pp. • Digital Resources • ISBN 9781493885145 • $45.99 Available Spring 2018

What's Your Math Problem!?!

Strategies for Explaining Thinking

Getting to the Heart of Teaching Problem Solving

By Gregory A. Denman Foreword by Linda Dacey Grades 3–8

By Linda Gojak Foreword by Laney Sammons All Grades

Provide step-by-step strategies for developing students’ clear, concise writing and discussion skills about math problems, supported by student activity sheets, rubrics, and exemplar writing samples.

Dig into rich problem solving and learn to incorporate effective math teaching practices.

Mathematics

Think It, Show It Mathematics:

240 pp. • ISBN 9781425807887 • $24.99

192 pp. • Digital Resources • ISBN 9781425810511 • $39.99 For more titles in this series, see pages 40 and 41. For samples and online ordering, visit: www.tcmpub.com/shell-education

Guided Math D Multiples Tic-Tac-Toe:

Guided Math Workstations eveloping Fluency

• Number Cards (page 204; numbercards.pdf) • Multiples Tic-Tac-Toe Game Board (page 205; multiplesboard.pdf)

Students attempt to claim three spaces in a row on the game board by finding multiples of a given factor.

• dry-erase markers in two colors • Alternate Number Cards (optional) (page 206; altcards.pdf )

Objectives Determine whether

Procedure

a given whole number

is a multiple of a given

one-digit number.

Chapter 5

Note: Prior to introducing the workstation task, copy the Number Cards on cardstock, cut, and (page laminate. 1. Distribute materials

New!

204; numbercards.pdf)

to students.

2. Players place number cards facedown in a pile, turn over the top number in the star card, and write the labeled Multiples of… on the Multiples Tic-Tac-Toe multiplesboard.pdf). Game Board (page 205; 3. Players decide who will go first. Then, players take turns claiming factor in the star by spaces by multiplying the factor in the space the and writing the product in the space. 4. The first player to claim three spaces in a row wins. 5. Students may record the multiples for each factor in a math journal Students may also explain or on a recording sheet. patterns they notice in the multiples of the numbers. Differentiation Have below-level learners still learning the concept build each multiple. of multiplication use concrete objects to Instruct above-leve l learners to use the Alternate Number Cards with multiples of ten. (page 206; altcards.pdf ) and work

102

51654—Guided Math

By Donna Boucher and Laney Sammons Grades K–8

Materials

Grades 3–5

Overview

Workshop

Help students practice, review, and maintain mathematical concepts and skills with effective and easy-to-implement workstation tasks. These resources provide teacher instructions to help guide planning and student directions to support independence. 136–144 pp. • Digital Resources • $19.99 each Grade

Grades K–2 Grades 3–5

Data Collection

and Analysis Math

on activity can also

be used as a way

Grade

ISBN

Grades 6–8

9781425817305

Guided Math

Stretch

The National Council of Teachers of increased emphasis Mathematics (2000) on placed standard states that data analysis in their mathema tics standards. The students in elementa ry school should be able to: • formulate question s organize, and displaythat can be addressed with data and collect, relevant data to answer them • select and use appropriate statistica l methods to analyze • develop and evaluate inference data s and predictions data that are based on

This data-collecti

ISBN

9781425817282 9781425817299

A Framework for Mathematics Instruction By Laney Sammons Foreword by Janis K. Fackler Grades K–8

of taking attendance.

Students have enormous curiosity especially their immediate world. about the world around them, this characteristic Teachers can take by posing question advantage of they arrive at the s for students to classroom, thus respond to as collection and analysis. providing opportun ities for data simple. In a kinderga For younger students, the question rten class, it may today?” For older be, “How did you s are quite students get to school and reflect the interests , the questions presented are more of the students. a favorite sport, They may be asked complex entertain to choose Students are delighted er, author, or movie from several choices. to be asked question answering and s that they feel are eager to take confident part in the data collection.

Use a practical approach to teaching mathematics that integrates proven literacy strategies.

264 pp. • ISBN 9781425805340 • $31.99

"On a scale of 1–10, I would give them higher than a 10 if possible! I would use them again. They are the first ones I call for help on materials and training."

—Lisa Wills Executive Director of Curriculum and Instruction, ECISD

Professional Development Available Guided Math See page 50 for details.

Author Available to Keynote Figure 1.8 Sample

Workstation Choice

Management

Board with Clothespi

Chapter 1

One way this might be done is by having clothesp workstation attached ins that are color-co to a workstation ded to match color indicates management each the number of board. The number students the correspo student chooses of clothespins of each nding station a station, he takes can accommodate. a clothespin of attaches it to When a his clothing. If the station of there are no clothesp his choice from workstation is the board and ins of that color full—the student on the board, must make another it means the choice.

Guided Math Workshop

Donna Boucher See page 53 for details.

Mathematics

By Laney Sammons and Donna Boucher Foreword by Kimberly Rimbey Grades K–8

This resource helps teachers successfully plan, organize, implement, and manage Guided Math Workshop.

Another option for the manage ment board is indicate how having Velcro® many students dots for each may work there gingerbread figure workstation that at one time. Each with her name student has a on it. In choosing the Velcro dots Velcro backed for the workstat a station, she places her figure ion of her choice. student must on one of If all the dots make another for a station are choice. already filled, the © Shell Education 51654—Guided

Figure 2.1 Creating a Mathematics

Professional

Establish ing

Creating a Professio nal Communi ty

Tools for Educational Leaders

Empower ing Communi ty Members

By Laney Sammons Grades K–8

Collabora tion

Establishing Trust

Imperat ive in the establish ment is nurturing of professional trust among commun ity membercommun ities in schools administrative staff and teachers s—not only too long, math between , teachers worked but also between teachers. For much classroom s of others, planning on their own—never venturin independently, g into the teach their young and yet learners in their been territorial own ways. Some doing their best to about teachers have to observe, reluctan their classroom s—reluctant even to have t to share their These teachers successes or struggle others come in may engage in s with their friendly chitchat breaks or after school, but are with other teachers peers. unwilling professional discussio during ns. In that climate, to engage in rich and construc on mathem atics tive professional education initiativ es fail to thrive. commun ities focused

This comprehensive guide provides educational leaders with a clear path to support teachers’ implementation of the Guided Math framework.

◆

232 pp. • Digital Resources • ISBN 9781425816544 • $45.99

Implementing Guided Math

Community

Trust

Building Teams

Encourag ing

Math Workshop

264 pp. • ISBN 9781425815127 • $31.99

To order, call 800.858.7339

Guided Math Strategies for Implementing Guided Math By Laney Sammons Foreword by Barbara Blanke Grades K–8

Strategies for Math Warm-Ups

We Are All Parts of the Whole Sample Chart We Are All Parts of the Whole Chart Examine this picture of 24 students. Write a fraction that represents a part of this group (for example, girls, smiling students, students wearing shorts) on a sticky note, add your initials, and post it on the chart. Make your fractional group different from any already posted.

Insert class photo here.

This resource delves into the strategies necessary to effectively implement the Guided Math Framework. ◗ Provides specific strategies for implementing the seven elements of the Guided Math Framework, including whole-class instruction, small-group instruction, Math Workshop, and assessment ◗ Sample lessons, activities, and classroom snapshots of strategy implementation provided at three grade-level spans: K–2, 3–5, and 6–8

4 24 wears glasses LS

11 13 are boys

8 24 have striped shirts

124

19 5 are smiling

13 24 are girls

#50531—Strategies for Implementing Guided Math

Notebook • 344 pp. • Digital Resources • ISBN 9781425805319 • $99.99

Building Mathematical Comprehension Using Literacy Strategies to Make Meaning By Laney Sammons Foreword by Ruth Harbin Miles All Grades

Provide familiar reading comprehension strategies to help students ask good questions, visualize mathematics, and synthesize their understanding. This resource helps teachers facilitate student learning to build schema and make connections among concepts. 304 pp. • ISBN 9781425807894 • $29.99

Guided Math Conferences By Laney Sammons Foreword by Deborah Allen Wirth Grades K–8

This resource provides teachers with suggestions, tips, management, and implementation methods to effectively conference with students within the Guided Math framework. Templates, planning tools, and other resources are included to help teachers stay organized and effective while conferring.

Conferring with Young Mathematicians Just as students come in all shapes and sizes, with distinctive personalities, quirks, senses of humor, and sensitivities, they also come into our classrooms with unique background knowledge and instructional needs. Somehow we manage to adapt our instruction each year as these young learners enter our classrooms—not only adapt, but to truly delight in the diversity that enriches the learning environment we so carefully construct. Realistically, however, the vast differences in foundational knowledge and skills of students pose challenges—challenges that are intrinsic to the profession of teaching. How do we gain insights into the thinking of our students, discover what they know, what they can do, what misconceptions they have, what struggles they face, and what concerns they harbor? The intimate nature of small classes allows astute teachers to establish close relationships with their students in which they acquire something of a true measure of their students’ learning strengths and needs through observation and discussions. Building on that measure, differentiation of instruction f lows naturally. With larger class sizes, the task of accurately assessing the complex and unique individual learning needs of our students is more difficult. Opportunities to closely observe their work are limited, as are in-depth student-teacher conversations during lessons, especially during whole whole-class lessons. In some ways, a classroom full of students is analogous to an orchestra. When 25 or 30 students are each playing their own scores, the blended sound of the whole orchestra makes it almost impossible to

◆

232 pp. • ISBN 9781425811877 • $29.99

Mathematics

Daily Math Stretches Building Conceptual Understanding By Laney Sammons, Michelle Windham, and Pamela Dase Grades K–8

Each book features step-by-step lessons, assessment information, and samples of what the warm-ups look like in the classroom. Digital resources feature interactive whiteboard files for each stretch. 192 pp. • Digital Resources • $24.99 each Level

Levels K–2 Levels 3–5 Levels 6–8

ISBN

9781425806361 9781425807863 9781425807870

For samples and online ordering, visit: www.tcmpub.com/shell-education

Mathematics Leveled Texts for Mathematics Grades 3–12

Multiple Levels Provided Symbols behind the page numbers represent the reading level range of each text to help teachers differentiate instruction.

Lesson Sample

ELL

Below Level

At Level

Above Level

Grades K–2

Cluster(s):

Present the Problem/Cluster

Understand place value. Major

Supporting

Additional

Standards: • Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. (2.NBT.4) • Attend to precision. (MP6) • Look for and make use of structure. (MP7)

Learning Objective: Students will be able to compare numbers using place value meaning.

9781425807160 9781425807559 9781425807856

Title

Geometry Measurement Number and Operations

ISBN

9781425807177 9781425807542 9781425807153

Leveled Texts for Mathematics 6-Book Set • ISBN 9781425805647 • $239.99 For more titles in this series, see pages 15, 39, and 43.

Effective Math Instruction

Sticky Situation

Emphasis:

ISBN

Algebra and Algebraic Thinking Data Analysis and Probability Fractions, Decimals, and Percents

Shifting to Meet Today's Standards

1. Present the following mathematical scenario and cluster for students to investigate. Say, “We are also working as mathematicians to notice the structure of numbers and attend to precision, or noting all details. John and Maria each have stickers that come in different packs. Pack A stickers contain 100 stickers in each pack. Pack B stickers contain 10 stickers in each pack. Pack C stickers contain one sticker per pack. John has 3 pack A stickers, 5 pack B stickers, and 17 pack C stickers. Maria has 2 packs of A stickers, 15 packs of B stickers, and 18 packs of C stickers. Who has the most stickers? Explain your reasoning by drawing pictures, writing numerical sentences using >, =, and < symbols. Justify using place value explanation.”

By Jared DuPree Foreword by Ruth Harbin Miles Grades K–8

2. Allow students time to discuss the intended meaning of the cluster and ask clarifying questions about the problem scenario. A question students may ask would be: How will place value help me solve this problem?

Solicit Questions 3. Ask students to generate questions for exploration based on the task. Record questions that students generate. Some questions may be: • How do the tens compare to the hundreds in our total number of stickers?

Effectively implement the key shifts in mathematics instruction: focus, coherence and rigor. Build meaningful lessons and assessments, enabling students to develop factual, conceptual, procedural, and meta-cognitive knowledge.

• Did I answer all parts of the problem? • Are there other ways to solve this problem? • Is it possible to open the pack of stickers and group them differently? • Why does Pack C only have one sticker in the pack? 4. If needed or desired, ask the following strategic questions to prompt exploration: • What mathematical language can you use to explain ______? (MP6) • Have you considered all parts of the problem in your argument? (MP6) • What patterns do you notice? (MP7)

224 pp. • Digital Resources • ISBN 9781425815080 • $45.99

4. Students need to keep track of hits with red X Xs and misses with red Os when their partner guesses, and green X Xs and Os for their own guesses of hits and misses. If students get a “hit,” they may go again. If not, it is their partners’ turn. 5. The winner is the first person who sinks all five ships. y 6

5 4

l l

1 0 –6 –5 –4 –3 –2 –1 –1 l –2 –3

l l

1 2 3

4 5

l l

–4

l l

–5

Teaching Mathematics Today, 2nd Edition By Erin Lehmann Forewords by Sharon Rendon and Diana Wilson All Grades

l–6

Mathematics Classroom Procedures Every successful classroom needs established norms, procedures, celebrations, and consequences. Every teacher has a different way to effectively set these up in the classroom. Classroom norms are a shared understanding of what is expected from the class. These norms should be established early in the school year and clearly posted for everyone to see, in addition to celebrations and consequences of following, or not following, them.

Learn effective research-based strategies to differentiate instruction and enrich curriculum for mathematics standards.

Mathematics

This up-to-date guide builds a thorough understanding of current math standards and promotes the development of students’ critical-thinking skills. Best-practice instruction strategies are provided to implement in today’s classroom. 240 pp. • ISBN 9781425812072 • $29.99 For more titles in this series, see page 7. Common

ers Core Clust

Readi ng

Details Ideas & • Key re & Structu • Craft dge & tion of Knowle • Integra Ideas g & Level of Readin • Range xity of Comple

Langu age

rd tions of Standa • Conven English ge dge of Langua • Knowle quisition &

Writin g

pes & Purposes • Text Ty ion tion & Distribut • Produc h to Build & • Researc Knowle dge Present ing of Writing xxxx ?? of Writ • xxxx ??

Speaking

ing & Listen

& hension • Compre ration Collabo dge ation of Knowle • Present & Ideas

lary Ac • Vocabu s, thereby Use within lesson ies easily overlap into literacy activit strands can standards connect the within the te multiple focuses on text to and Standards r to integra listening, Core the teache speaking, Common rds, enabling g, writing, lum . The of the standa curriculum other . Readin in the structure other across the ined rds to each blend . blend literacy standainterrelated and intertw through this ve practice are to language ing effecti information advanc nal and additio supporting dices with e three appen also provid es the The CCSS teachers . rds It explor rds . t the standa rements further suppor research behind ers the various measu the es g consid A provid exity and for the readin ations ✏ Appendix ✏ of text compl ments and support and explan dimensions charts Supple es ess, exity . exity includ of text compl skills for grades K-5 nces, phonological awaren text rds’ three r foundational apheme corresponde ions of the standa h that furthe for phoneme-gr as well as the definit dix A is researc ge along raphy ed in Appen ng and langua and orthog g . Also includ ng and listeni for speaki types of writin rds rds . standards the standa supports the of terms related to ponding ry lars and corres required by with a glossa text exemp ts ers are not ts reading levels Teach text lists and excerp levels . dix B presen grade Appen all the for ✏ ✏ but tasks texts, performance use these particular to the CCSS

The How-to Guide for

Integrating the Common Core in Mathematics By Linda Dacey and Karen Gartland Forewords by Anne Collins and Gregory A. Denman Grades K–8

Provide teachers with strategies and ideas to effectively teach while meeting the expectations of the Common Core in mathematics. 288–304 pp. • $34.99 each Grade

Grades K–5

ISBN

9781425811976

Grade

Grades 6–8

ISBN

9781425811969

To order, call 800.858.7339

Mathematics Strategies for Teaching Mathematics

Strategies for Teaching Procedures

Teacher Resources

Alternative Algorithm for Multiplication

By Deborah V. Mink Foreword by Earlene J. Hall Grades K–8

Standard • uses basic and advanced procedures while performing the processes of computation

Grades 3–5 Lesson

Choose from a wide range of easy-to-implement strategies and model lessons that enhance mathematics instruction.

Strategies Used in This Lesson

Materials • paper

• Modeling

• Multiplication Grids (page 144; page144.pdf)

• Visual Aids • Acronyms

Procedure 1. Tell students that they will be learning how to use the grid method for multiplication. In this method, students break one of the numbers into tens and ones and then multiply. 2. Distribute a piece of paper to each student. Instruct students to fold their papers into four equal sections.

Topics include: ✔ using manipulatives ✔ developing mathematical vocabulary ✔ teaching procedures ✔ developing problem-solving abilities ✔ using games ✔ assessing mathematical thinking

3. Review multiplication by having students use mental math to multiply single-digit numbers by 10. 4. Write the problem 24 × 7 on the board or overhead. Below it, draw a grid like the one shown below. Have students set up the problem in the top left box on their papers. 24

5. Have students identify the single-digit number and the two-digit number. Tell them that in the grid method of multiplication, the single-digit number belongs on the left side of the grid. 6. Next, have students break the two-digit number into tens and ones. (20 and 4) Tell students that if you add the two pieces together, the sum is still 24; 20 + 4 is simply a different way to represent the number 24. Place the addition sentence above the grid as shown below. Have students do the same on their papers. 24 20

× +

7 4

142

SEP 50249 (i3423)—Strategies for Teaching Mathematics

Notebook • 300 pp. • Digital Resources • ISBN 9781425802493 • $99.99 ____________

__________________ ________________ Date:

Name: __________________

Practice Exercise 1 (cont.)

Directions: Read and

solve each problem carefully.

Name: __________________

________________ Date: __________________

Practice Exercise 2 (cont.) Directions: Read and

4. Which decimal represents the shaded pieces of the model shown?

Practicing for Today's Tests: Mathematics

____________

solve each problem carefully. 5. A puppy at the pet store weighs 7 pounds, 12 ounces. How many total ounces does the puppy weigh?

A 19

Grades 2–6

B 84

Each book includes 25 practice sets featuring multiple choice, multi-answer multiple choice, open-ended, multi-step, and performance-based mathematics problems. ◗ Provides an effective resource to help students develop critical-thinking skills needed to succeed with today’s college and career mathematics standards ◗ Uses best practice strategies and question types from major standardized tests and formats

A 0.1

C 112

B 0.4

D 124

C 0.8 D 1.4

How many more students to prefer playing soccer flying kites?

are in 8. How many students Mr. Lee’s class? 6. Plot the fractions on the number line. 20 E

3 A

23 F

5 B

25 G

8 C

27 H

12 41 86 8 0 1

128 pp. • $24.99 each Level

Level 2 Level 3 Level 4

ISBN

Level

9781425815561 9781425814427 9781425814434

ISBN

Level 5 Level 6

9781425814441 9781425814458

Mathematics

50 Leveled Math Problems By Linda Dacey and Anne Collins Levels 1–6

Provide effective research-based strategies to help teachers differentiate problem solving in the classroom. ◗ Includes 50 leveled math problems at three levels each; 150 problems total ◗ Provides 50 mini-lessons, each with a problem tiered at three levels ◗ Correlated to College and Career Readiness standards 144 pp. • Digital Resources • $21.99 each Level

Level 1 Level 2

ISBN

9781425807733 9781425807740

Level

Level 3 Level 4

ISBN

9781425807757 9781425807764

For samples and online ordering, visit: www.tcmpub.com/shell-education

Level

Level 5 Level 6

ISBN

9781425807771 9781425807788

Mathematics Essential Math Skills: Over 250 Activities to Develop Deep Understanding By Bob Sornson Grades Pre∙K–3

Provide a rich level of targeted activities that include the use of manipulatives, exploration, inquiry, and play. ◗ Allows teachers to systematically monitor student progress toward proficiency in every essential skill ◗ Correlated to College and Career Readiness standards 168 pp. • Digital Resources • ISBN 9781425812119 • $24.99

Anchors Array

Math Games

Anchors Array Prepare Standard Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Concept Explanation Students need to clearly understand the relationship between multiplication - fact families that are based upon repeated addition. With the idea of an array or objects, students can separate objects into groups such as 20 objects into five groups of four. On the array, students observe the rows and columns relationship.

Game Overview In this game, students will create arrays with to represent selected numbers.

Materials The resources to play this game are found on the Digital Resource CD (anchorsarray.pdf). • manipulatives (e.g., square tiles, counters, cubes; handful per student)

Copy the Anchors Array Sailboat Game Board Mat, one per student. Copy and cut out the Anchors Array Game Cards, one set per pair of students.

Set the Stage Work with students to understand arrays and how arrays represent multiplication through repeated addition. Take the time to have students count out 15 unit tiles, and place the tiles in a 5 by 3 array. Show students how the 5 by 3 array can be used to identify two factors of 15 and that 15 can be separated into five rows with three squares per row as well as three rows with five squares per row. Ask students to count out 20 unit tiles and form an array. Move around the room observing the various arrays students create. After a few minutes, ask students to share their array dimensions and record their answers on the whiteboard. Then, ask students to form a different array, using the same 20 tiles.

• crayons or colored pencils • Anchors Array Homelink (page 87) 84

#51013 (i8225)—Math Games

Getting to the Core of Conceptual Understanding By Ted H. Hull, Ruth Harbin Miles, and Don S. Balka Foreword by Anne Collins Grades K–8

Use concept-building games to support student learning and understanding of essential mathematical concepts. ◗ Provides opportunities for students to reflect and check understanding of what they’ve learned and engage in the Standards for Mathematical Practice ◗ Correlated to College and Career Readiness standards Notebook • 320 pp. • Digital Resources • ISBN 9781425810139 • $99.99

Math Games Skill-Based Practice Mathematics

By Ted H. Hull, Ruth Harbin Miles, and Don S. Balka Grades K–6

These books provide fun and engaging skill-based games to reinforce key mathematical concepts! ◗ Facilitates mathematics instruction through engaging games that can be played in pairs or in small groups ◗ Provides activities that can be done in the classroom or at home, using easy-to-access materials ◗ Uses game results for formative assessment 120–160 pp. • Digital Resources • $15.99 each Grade

Kindergarten First Grade Second Grade Third Grade

ISBN

9781425812874 9781425812881 9781425812898 9781425812904

Grade

ISBN

Fourth Grade Fifth Grade Sixth Grade

9781425812911 9781425812928 9781425812935

To order, call 800.858.7339

Science The 5Es of Inquiry-Based Science

Figure 7.1 Differentiation Strategies for Each Phase of 5E Phase

By Lakenna Chitman-Booker and Kathleen Kopp Foreword By Steve Rich All Grades

Engage

Explore

Create an active learning environment using the 5E inquiry-based science model. This resource provides teachers with strategies, tips, suggestions, and lesson ideas for stimulating inquiry. 168 pp. • ISBN 9781425806897 • $29.99

Differentiation Strategy • conduct paired conversations • provide simple hands-on experiences • allow students to draw ideas instead of writing them • allow students to provide oral or written summaries • allow students to make oral or written predictions • • • • • • •

allow students to work in homogeneous groups pair students homogeneously or heterogeneously assign group roles for investigations modify requirements for group lab sheets allow students to create demonstrations or models allow students to provide verbal explanations allow students to label and create pictures and illustrations instead of writing summaries • create visual models to support each step of the investigation

Explain

• simplify vocabulary • provide varied reading materials • provide leveled reading materials and graphic organizers • utilize small-group instruction • embed definitions with vocabulary • provide additional support for reading strategies and explanation of text structures • utilize cloze activities • provide thinking stems • utilize leveled notes or outlines

Elaborate or Extend

• provide independent study projects • allow for differentiated follow-up activities • provide small-group, paired, or independent activities • allow choices for activities that provide varying levels of complexity and hands-on opportunities • allow for group summaries • allow for varied presentation formats • allow students to create demonstrations or models • support use of verbal explanations instead of written responses • allow students to respond with labeled pictures and illustrations • provide visual models for each step of the Elaborate activity

Evaluate

• modify test items • make assessment accommodations • provide differentiated summative assessments • utilize project-based activities • utilize choices boards

■

Teaching Science Today, 2nd Edition

125

Figure 6.12 Sample Mine, Yours, Theirs

By Kathleen N. Kopp Foreword by Alan McCormack All Grades

Mine, Yours, Theirs Plate Tectonics The multi-million dollar seismic equipment was helpful. But the geologist relied more on her understanding of plate tectonics to help predict the next major earthquake. My Definition: Something that helps scientists predict earthquakes

My Neighbor’s Definition: Parts of the earth, like rocks and dust

Glossary Definition: A scientific theory. It explains the way that land separated into today’s continents from Pangaea. It is also the study of land movement, which causes earthquakes.

How These Definitions Compare:

Enhance science instruction with proven strategies and suggestions to engage learners and support science standards in a teacher-friendly format.

I really had no idea what plate tectonics were. My neighbor and I figured out that it had something to do with the earth and earthquakes. It really is about how the earth moves.

Writing Standards in Science Writing promotes learning through the use of ref lection and discussion. Writing Across the Curriculum states “Only by practicing the thinking and writing conventions of an academic discipline will students begin to communicate effectively within that discipline” (Michigan Science Teachers Association 2014, 3). Science teachers may consider themselves to be in a prime position to help students see the value of writing for a specific purpose and to help them perfect this craft. The Common Core State Standards Initiative also supports writing within the science classroom by stating “To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events” (CCSSO 2010, 41). The following are some examples of options available to utilize writing as a means to learn.

This resource includes ideas and tips to create engaging science lessons that intrigue, motivate, and prepare students to be scientifically literate in a global society.

176 pp. • ISBN 9781425812096 • $29.99 For more titles in this series, see page 7.

Leveled Texts for Science Earth and Space Science • Physical Science • Life Science Grades 4–12

Earth and Space Science

ISBN

9781425801601

Subject

Life Science Physical Science

ISBN

Multiple Levels Provided Symbols behind the page numbers represent the reading level range of each text to help teachers differentiate instruction.

9781425801625 9781425801618

Leveled Texts for Science 3-Book Set • ISBN 9781425805876 • $119.99

ELL

Below Level

At Level

Above Level

Science

For more titles in this series, see pages 15, 36, and 43.

Strategies for Teaching Science By Barbara Houtz Grades K–12

Strategies and model lessons are provided in each of the following umbrella topics: ✔ inquiry and exploration ✔ assessment ✔ critical thinking and ✔ integrating the content questioning areas and technology Notebook • 376–384 pp. • Digital Resources • $99.99 each Level

Levels K–5

ISBN

9781425806491

Level

Levels 6–12

For samples and online ordering, visit: www.tcmpub.com/shell-education

ISBN

9781425806514

Science Think It, Show It Science: Strategies for Demonstrating Knowledge By Gregory A. Denman Foreword by Alan McCormack Grades 3–8

Guide students in communicating their scientific thinking. ◗ Provides specific step-by-step strategies for developing students’ clear, concise writing and discussion skills about scientific concepts ◗ Includes student activity sheets, rubrics, and exemplar writing samples 176 pp. • Digital Resources • ISBN 9781425810535 • $39.99 For more titles in this series, see pages 33 and 41.

Science for English Language Learners Developing Academic Language Through Inquiry-Based Instruction By Dolores Beltran, Eugenia Mora-Flores, and Lilia Sarmiento Foreword by Alan McCormack All Grades

Cultivate students’ language abilities in science while developing their content knowledge. This resource helps teachers understand how to model, activate prior knowledge, question, and explicitly develop students’ language while employing the 5E instructional model. 352 pp. • ISBN 9781425808594 • $29.99

Standards-Based Investigations: Science Labs Grades K–8

Improve students’ critical-thinking skills with hands-on lab activities that help teach scientific concepts using the inquiry process. ◗ Teaches students to use words and pictures to create inquiry notebooks to record their developing science knowledge ◗ Digital resources provide all labs as printable PDFs 176–192 pp. • Digital Resources • $29.99 each Grade

ISBN

Science

Grades K–2 Grades 3–5 Grades 6–8

Grade

9781425801632 9781425801649 9781425801656

ISBN

Forensic Science Grades 6–8

9781425801670

Printed passages are in black and white. Full-color passages are available in digital format.

Can We Balance an

Ecosystem?

Can We Balance an

_______________

Ecosystem? (cont.)

Name ________________

• hole punch • yarn • colored pencils or markers • scissors • calculator

What To Do: (cont.)

web cards What You Need: • food

organism much energy your to represent how between 1 and 10 out how much 5. Pick a number population to find that number by the to the card. needs. Then multiply Add these numbers population needs. the energy the whole is how much energy need by 10. This energy top of n’s the to 6. Divide the populatio eat it. Add that number other organisms that population provides the the card. the bottom, then the producer on group’s cards with consumer. r, then the tertiary 7. Now line up your consume y r, then the secondar the cards with yarn. primary consume of the cards. Connect tops and bottoms Punch holes in the are provided by the n’s energy needs to see if the populatio a hole on the 8. Check each card more energy, punch that population needs card below it. If bottom of the card. than its energy more n provides d, punch a to see if the populatio than is being consume 9. Check each card energy more If it provides consumers require. the card. hole on the top of to make new repeat steps #2–#6 with open holes, cards Then do steps any yarn. have 10. If you to the web with holes. Attach them energy and that there organisms to fill those enough get s that all the organism needs no more #8 and #9 to check Repeat until the web being produced. isn’t any extra energy

What To Do:

card. Decide who should take one blank a of four. Each student r, who will draw 1. Get in a group primary consume , who will draw a r. will draw a producer a tertiary consume r, and who will draw secondary consume give it a name. and space in the blank 2. Draw a picture

provides

name

organisms.

population in ecosystem

× one weighs

population

× one needs

population

population weighs population needs

. Write that number s are in the ecosystem of your organism 3. Decide how many ecosystem.” in “population in that number by the weighs. Then multiply much one organism numbers to the 4. Estimate how n’s weight. Add these the whole populatio population to find card. © Shell Education

Grades 3–5

ased Investigations:

#50164—Standards-B

101

Science Labs—3-5

Grades 3–5

CTION NOTES

PRODU DO NOT DELETE BOARD ON THE PASTE

Notebook Reflection

Question you took to make Describe the steps Was it easy or hard? d food web. What a balanced web. Look at your complete s or hard? How did one of those organism What made it easy would happen if you found? ? What would you solve the problems was suddenly removed organism got dropped happen if a new web? the into the middle of © Shell Education NOTES Labs—3-5 PRODUCTION Investigations: Science DO NOT DELETE Standards-Based #50164— BOARD 102 ON THE PASTE

Grades 3–5

To order, call 800.858.7339

Social Studies Political Cartoon

s and Comic

Strips

Bowery Boy Comic Boo k Cover

Analyzing and Writing with Primary Sources By Wendy Conklin All Grades

This resource supports complex thinking in the classroom and provides teachers with text-dependent, thought-provoking questions to help students perform in-depth analysis of various types of primary sources. 176

320 pp. • Digital Resources • ISBN 9781425814786 • $45.99

#51478— Analyzin

g and Writing

with Primary

Think It, Show It Social Studies:

Chapter 3

Strategies for Communicating Understanding

Categor ies of Writing Purposes • opinion, persuasiv e, and argumentative • informat ive/expla natory • narrative

By Gregory A. Denman Foreword by Dylan Barth Grades 3–8

• descriptive • cause and effect • compare and contrast

Opinion, Persuasive, and

Argumentative

Opinion pieces are where a writer aims and stating what he to share his or her or she thinks and opinion, relying on why. In a persuasiv convince or persuade feelings e piece, the reader to agree with opinion. Only with his or her perspectithe writer aims to the writer’s point ve by blending facts of view is presented formal argument . Unlike persuasiv addresses multiple e writing, a sides of an their sides by presentin g claims and counterc issue. Writers aim to get readers to data that support the accept argument. Argumen laims. The piece relies on reasons and third-per son points ts are more formal credible of view. and maintain objective

Support the teaching of writing in the social studies classroom and guide students in communicating their historical thinking through writing and speaking. ◗ Provides specific step-by-step strategies for developing students’ clear, concise writing and discussion skills about historical documents, events, and other primary sources using text structures ◗ Digital resources include student resources, rubrics, graphic organizers, and exemplar writing samples

Opinion Pieces Opinion pieces will be an easy purpose reasons that support for students to grasp, students’ opinions as the writing provides . The organizat ion this writing purpose. the of the The student must be given the structure opinion is key to success of opinion pieces. First, students must introduce with which they build they provide the reasons their the topics they are writing about. Then, that support their they should include opinions in the bodies closing of the texts. Finally, this pattern with beginnin statements to their opinion pieces. You can follow the g students: opinion sentence. steps of sentence, reason sentences , and summary

Topic Quest ion Opinion Sentence

Reason Sentences

Summ ary Sentence

51652—Think It, Show It Social Studies

200 pp. • Digital Resources • ISBN 9781425816520 • $39.99 For more titles in this series, see pages 33 and 40.

Figure 2.2—Tools and Technology of American Indians in Florida

Social Studies

Teaching Social Studies Today, 2nd Edition By Kathleen Kopp Foreword by Alice L. Reilly All Grades

Immediately implement best-practice instruction with practical strategies. ◗ Discusses how the curriculum can be extended, accelerated, and enriched to better support the C3 framework ◗ Addresses effective research-supported ways to differentiate instruction

American Indians in Florida

Anchor Charts

Anchor charts combin e the pretest and students to collabor concept map ideas, atively generate ideas inviting set of anchor charts, about a single topic. write subtopics or To create a support ing question chart paper. Then, post the charts around s on sheets of as many groups as there are charts, and the room. Divide the class into ask each group to read and write

208 pp. • ISBN 9781425812102 • $29.99 For more titles in this series, see page 7.

For samples and online ordering, visit: www.tcmpub.com/shell-education

Social Studies Name ______ ______

____________

___________

The ThreeFift

The Constitu

tion and New

Government

hs Compro mis

Directions: Answer the following questi your answe rs on a separa ons about this te sheet of paper. document and inform

ation. Write

Census Popu

lation Coun

Library of Congress Source: The

Southern States • large percen tage of the Northern States population slaves were • small percen • favore tage of the d counti population slaves were state’s popula ng slaves as part of a tion • oppos ed counti • oppos ed counting state’s popula ng slaves as part of a slaves for taxatio tion n • favore d counting slaves for taxatio n QUE

STIONS

1. How many total slaves lived in the 2. Give one reason why the southern population. Explain your answer.

In this teacher-friendly guide, multiple social studies topics are explored in sections for grade spans K–3, 4–8, and 9–12. Each social studies topic culminates with a document-based writing task. Digital resources are included. Notebook • 320 pp. • Digital Resources • ISBN 9781425806101 • $99.99

of the

Document-Based Assessment Activities By Cynthia Boyle, Blane Conklin, Jeanne Dustman, and Kathleen Vest All Grades

t from 1800

#50610 (i4044)— Documen

t-Based Assessm

ent Activities

Political Cartoo

ns and Comic

183

Strips

Model Lesson s and Activit ies

Political Cartoo n Model Lesson 1 for Grades 9–12

(cont.)

Using Primary Sources in the Classroom Examining Our Past, Understanding Our Present, Considering Our Future

Figure 6.17

“The Macmillio n” Source: The Library of Congress

Backgro

und Informa This cartoo tion n of Andrew Carnegie (1835 appeared in –1919) as the Punch maga “Macmillion” zine in 1901 kilt. Carne and shows gie was a Scott Carnegie dress ish immigrant fortune in the ed in a to the Unite steel indus d States who try. Carnegie J.P. Morgan made his sold his comp for $480 million any in 1900 and began his money. to a new adven Part of his ture of giving money went Carnegie was to Scottish away one of the charities and great universities est philanthrop network of . public librari ists of all time, es and music creati ng halls in the a United State #8238 Using Primary Sources s. in the Classroo

Deductive Reasoning Strategies

By Kathleen Vest All Grades

This resource offers effective, creative strategies for integrating primary source materials and provides rich cross-curricular ideas. 176 pp. • Digital Resources • ISBN 9781425803674 • $34.99

Teacher Reference

Sample Candidate Profile Cards Candidate #1: “The Young Napoleon” Born: December 3, 1826, Philadelphia, Pennsylvania Present age: 36 years Personality/Physical Appearance He was not very tall, yet he always looked like a soldier. He was considered to be a go-getter and looked like he would be able to do the job. He was always in disagreement with his superiors, and he was conceited and totally unable to compromise. He often twisted the truth and began to believe it. He could make people feel unimportant. Education Admitted to the University of Pennsylvania at the age of 13, he entered West Point at the age of fifteen and a half. He was a member of the Dialectic Society, the smartest of the West Point upperclassmen, and graduated from West Point second in his class in 1846. Military Experience Mentioned for bravery in the Mexican War with Winfield Scott at the taking of Mexico City, he served on a special military committee in Europe to study the military. While abroad, he studied European armies and wrote about what he observed. When the South seceded, he was made a general of Ohio troops and volunteers and won West Virginia for the Union, scoring a minor military victory. Background He left the army in 1856 and worked for the railroads as a manager.

Candidate #2: “A Fighter” Born: 1814 in Massachusetts Present age: 48 years of age Personality/Physical Appearance He had a military style, especially on horseback when reviewing his troops. He was a bachelor. While serving in the peacetime army in California, there was a rumor that he drank and gambled. He enjoyed the good life, partied hard, and loved the company of women at the local bars. He had a big mouth and bragged a lot; he usually was sorry later for what he said. Education He graduated from West Point 29th of 50 students in the class of 1837. Many people reported he was a brilliant student, but his behavior was bad and pulled him down in ranking. Military Experience He fought in the Mexican War from 1846–1848. During the war, he was rewarded three times for gallantry and bravery on the battlefield. He was chief-of-staff to five different generals, and he managed their commands, gaining a wide range of experience. He left the army in 1853. Background Congress made him a Brigadier General (in command of a brigade) after the Civil War broke out. He served bravely in every major battle in those early months. He fought and won more battles than any other general during his 16-month leadership.

#3881 Social Studies Strategies for Active Learning

136

Social Studies Strategies for Active Learning By Andi Stix Grades 3–12

Use an engaging 21st-century skills approach to active learning in social studies. ◗ Includes powerful strategies for brainstorming, language arts integration, discussion, primary sources, and deductive reasoning ◗ Features digital resources as modifiable student pages and assessment materials Notebook • 304 pp. • Digital Resources • ISBN 9781425802615 • $99.99

Social Studies

Primary Source Fluency Activities Grades 1–8

Use primary sources from specific time periods to help students learn important fluency strategies, make content-area connections, and discover key people and events. 176–192 pp. • $29.99 each Title/Level

Early America Gr. 3–8 Expanding & Preserving the Union Gr. 3–8 The 20th Century Gr. 3–8 World Cultures Through Time Gr. 3–8 My Community Then and Now Gr. 1–3 (This title includes digital resources.)

ISBN

9781425803650 9781425803667 9781425801038 9781425801021 9781425803681

To order, call 800.858.7339

Social Studies Leveled Texts for Social Studies Grades 1–12

Level

American Biographies Symbols, Monuments, and Documents Early America Expanding & Preserving the Union The 20th Century World Cultures Through Time

Gr. 1–8 Gr. 1–8 Gr. 4–12 Gr. 4–12 Gr. 4–12 Gr. 4–12

ISBN

9781425808945 9781425808969 9781425800819 9781425800826 9781425800840 9781425800833

Multiple Levels Provided Symbols behind the page numbers represent the reading level range of each text to help teachers differentiate instruction.

For more titles in this series, see pages 15, 36, and 39. ELL

Active History By Andi Stix and Frank Hrbek Grades 4–8

136–176 pp. • Digital Resources • $19.99 each Title

American Revolution Civil War Ancient Egypt

ISBN

9781425810757

Grades 3–8

Enhance history and civics programs with primary sources and promote critical-thinking skills. The lessons provide interactive opportunities through discussions, simulations, and extension activities. 112–120 pp. • $15.99 each Grades K–2 Grades 3–5

For samples and online ordering, visit: www.tcmpub.com/shell-education

Above Level

Hands-on History

By Torrey Maloof Grades K–5

Grade

9781425811747 9781425811730

At Level

ISBN

9781425813529 9781425813536

Promote an active learning environment with game-formatted activities. ◗ Engages both low-performing and high-performing students with hands-on and extension activities ◗ Incorporates assessment ideas and suggested rubrics to gauge student progress

Social Studies

Provide easy-to-implement simulations to help history come alive for students. Activities encourage students to think critically and creatively to make decisions and solve problems.

Understanding Elections

Below Level

176–204 pp. • $24.99 each Title

American History Ancient Civilizations Geography World History

ISBN

9781425803704 9781425803698 9781425803834 9781425803827

Early Childhood Word Awareness

Five Little Monkeys

(cont.)

Other Chants, Songs, and Rhymes Chant

Word Repetition

“The Bear Went Over the Mountain” (Wells 1998)

bear, mountain, see, other, side

“The Wheels on the Bus” (Zelinsky 2000)

wheels, bus, round, town, swish, doors, open, shut, horn, beep

“Five Little Ducks” (Ives 2002)

ducks, hill, quack, mother, back

“It’s a Small World” (Sherman and Sherman 1965)

world, share, small, all

“Mr. Sun” (Raffi 1996)

By Hallie Kay Yopp and Ruth Helen Yopp Grades Pre·K–1

Mister, golden, sun, me, shine

g on the Bed”

ys Jumpin “Five Little Monke ow by Eileen Christel

bed s jumping on the Five little monkey bumped his head One fell off and doctor said, the doctor and the So Momma called bed!” s jumping on the “No more monkey , , three little monkeys monkeys little four (repeat verse with last verse.) and so on, until the bed s jumping on the No little monkey bumped their heads None fell off and said, doctor the and the doctor So Momma called s back in bed!” “Put those monkey

#50665—Playing with Sounds

Purposeful Play for Early Childhood Phonological Awareness

This resource provides 70 activities designed to help students detect and manipulate the sounds of language. Whether through singing songs, engaging in role-playing games, or tossing balls of yarn, every activity provides fun ways for children to interact with phonological awareness and language. Includes digital resources featuring templates, letters, picture cards, and lyrics. 196 pp. • Digital Resources • ISBN 9781425806651 • $29.99

Rhythm & Rhyme Literacy Time By Timothy Rasinski, Karen McGuigan Brothers, and Gay Fawcett Grades K–3

Improve phonemic and phonological awareness, as well as collaborative learning, through the use of grade-appropriate poetry. ◗ Introduces poetry (traditional and original) to students to develop key skills such as rhyming, phonics, onset and rime, syllables, words with multiple meanings, writing, alliteration, comprehension, and fluency ◗ Engages students after reading each lesson’s poem with at least three activities that focus on word skills 144 pp. • $15.99 each Level

Level K Level 1

ISBN

9781425813369 9781425813376

Level

Level 2 Level 3

ISBN

9781425813383 9781425813390

Digraph Ch

Early Childhood

Name: ______________________________ ______________________________Date: _____________

Directions: Name each picture below. Write the missing ch digraphs. Then color the pictures.

ain icken eese

#51098—Phonics Activities for First Grade

air erries

Foundational Skills: Phonics By Jodene Smith, Chandra Prough, Suzanne Barchers, Mary Rosenberg, and Christine Dugan Grades Pre·K–2

Support students’ phonetic development with fun and engaging activity pages that are research based and aligned with College and Career Readiness and other standards. 96 pp. • Digital Resources • $12.99 each Grade

Grade Pre·K Grade K

ISBN

9781425810948 9781425810962

Grade

Grade 1 Grade 2

ISBN

9781425810986 9781425811006

To order, call 800.858.7339

Instructional Technology Integrating Technology into the Curriculum, 2nd Edition By Kathleen Kopp All Grades

Provide information on topics such as flipped instruction, simulations, distance learning, apps, and social networking. This book includes website suggestions for free tools and resources to make lessons fun, interactive, and challenging. 224 pp. • ISBN 9781425811921 • $29.99 For more titles in this series, see page 7.

Using Google Earth™ Bring the World into Your Classroom By JoBea Holt Levels 1–8

Learn to use Google Earth and incorporate technology across the content areas.Digital resources include a how-to guide, student activity pages, and literature links to make getting started easy. 256 pp. • Digital Resources • $29.99 each Level

Levels 1–2 Levels 3–5

ISBN

9781425808242 9781425808259

Level

Levels 6–8

ISBN

9781425808266

Creating a Google Apps™ Classroom By Kyle Brumbaugh, Elizabeth Calhoon, Ramsey Musallam, Robert Pronovost, and Catlin Tucker All Grades

Instructional Technology

Provide both the beginner and the seasoned Google-using teacher with lessons and activities to use and share. This resource offers teaching strategies with Google Apps for Education™ to enhance learning. 128 pp. • ISBN 9781425813123 • $21.99

What Every Educator Should Know About Using Google™ By Kathryn Martin Foreword By Hall Davidson All Grades

This book uncovers the many applications available through Google™—from shared documents, presentations, and spreadsheets to calendars and social networking tools—that offer a myriad of possibilities for instructional support and engagement. 128 pp. • ISBN 9781425808235 • $24.99

For samples and online ordering, visit: www.tcmpub.com/shell-education

Professional Development With the introduction of new standards, teachers need ongoing and effective professional development more than ever. Teacher Created Materials has been providing teachers and administrators with solutions to their professional development needs for over 20 years. We keep current in all content areas as well as school improvement strategies. For a complete list of our topics and expert presenters as well as video clips of our presenters in action, visit us at www.tcmpub.com/professional-development. For more information on our Professional Development and to get a complimentary eBook of Strategies for Building Text-Dependent Questions, visit www.tcmpub.com/pd/free-ebook.

Delivery Options

Onsite Professional Development Onsite Workshops Pick the topic and locationâ&#x20AC;&#x201D; we provide the training for small groups or an entire staff. Product In-Service We help you successfully implement your Teacher Created Materials or Shell Education resources.

Ongoing Coaching We provide ongoing coaching support that is targeted to specific professional learning goals and designed to keep educators on the path to success.

Keynote Speaker Professional Development

Our well-known authors are recognized for their educational expertise and for providing inspiring and powerful presentations to motivate educators and address crucial topics.

Webinars Our cost-effective webinars are the most flexible option for providing professional developmentâ&#x20AC;&#x201D;especially beneficial for districts and schools struggling to get educators together.

View our presenters in action! Go to www.tcmpub.com/pd-videos to see samples of our PD and hear what educators are saying.

Call (800) 858-7339 for pricing on customized Professional Development Plans.

To order, call 800.858.7339

Professional Development Topics Teacher Created Materials' professional development and coaching sessions embed best practices with hands-on application, so participants are able to utilize the skills and strategies learned immediately in their classroom instruction. In addition to the popular session topics listed on pages 47–52, we have a wide variety of workshops for all grade levels and content areas. We will work closely with any school and/or district to tailor the topic and content to meet the needs of the audience. Contact us to find out more about these options or to plan and schedule your next professional development! Or, visit us at www.tcmpub.com/professional-development.

Diving into Text-Dependent Questions This session provides teachers with the tools they need to: Teach students to cite textual evidence to support conclusions, reinforcing the critical skill of validating claims made in response to text. ◗ Design and sequence a progression of text-dependent questions to help students strengthen their understanding of text and respond to increasingly complex questions. ◗

I truly was impressed on how well the children were responding and comprehending. My knees nearly buckled when a student I have been trying to get to pay attention, let alone respond in some way, answered my question I asked. —Amy Julian 3rd Grade Teacher

Strategies for Close Reading

Professional Development

Close reading is an important part of the College and Career Readiness Standards for both informational and literary text. This professional development session helps teachers: ◗ Motivate students to read and reread challenging texts with purpose and discovery. ◗ Examine key features of close reading, including text-dependent questions, annotation, frontloading, modeling, and citing evidence. ◗ Identify the steps for preparing and planning a close reading lesson, how to choose appropriately complex text, and how to measure the effectiveness of close reading instruction. Teachers attending these sessions provided

overwhelmingly positive feedback

on both the program and the professional development experience. —Janise Lane Director of Literacy Academic Content Liaisons Baltimore City Schools

For pricing on customized Professional Development Plans, call 800.858.7339 or visit www.tcmpub.com/professional-development

Professional Development Topics Implementing a Comprehensive Balanced Literacy Framework ◗

Explore the elements that comprise each component of a comprehensive balanced literacy classroom: ✔ Phonics/Word Study ✔ Shared, Guided, and Independent Reading ✔ Writing

Discover how to create balanced assessments that align with instruction for each balanced literacy element. ◗ Learn how to effectively utilize technology during instruction. ◗

I have a better understanding of the components of a balanced literacy program. I'm

excited to get back to my classroom and do some restructuring. —2nd Grade Teacher Chicago Public Schools

Inspiring Excellent Writing Guide students to find their written voice and give them the skills to articulate their ideas. ◗ Develop a systematic writing routine to guide students through the writing process, integrating research-based methods for daily writing across the content areas. ◗ Discover innovative ways to help all students master the four main genres of writing: narrative nonfiction, expository/informative, persuasive/argument, and fiction/poetry. I developed an understanding of writing instruction and feel confident that

this will help me teach my students the writing process. Professional Development

—Erin Boettcher Elementary School Teacher

To order, call 800.858.7339

Professional Development Topics Brain-Powered Learning Get students’ synapses firing with easy-to-implement, brain-based learning strategies that foster higher-order thinking skills. Gain valuable insight into how students learn most effectively using these practical approaches. Acquire high-yield, student-centered lessons for integrating: movement kinesthetic learning ◗ graphic organizers

brainstorming critical thinking ◗ writing

◗

Raising Rigor in the Classroom Learn effective strategies for developing students’ higher-order thinking skills while understanding the pedagogy underlying the instructional approaches. Employ model lessons and step-by-step how-to guides to explore high-yield strategies for: questioning problem solving ◗ decision-making ◗

◗

idea generation creative thinking

Project- and Problem-Based Learning Uncover strategies to motivate and teach students to solve problems and develop higher-order thinking skills through the use of technology. ◗ Explore new ways to help students become confident critical thinkers and users of information from all the sources they encounter. ◗ Implement a problem- and project-based approach to develop 21st-century skills and design lessons with challenging, real-life problems that utilize technology as one means to find a solution. ◗

Professional Development

For pricing on customized Professional Development Plans, call 800.858.7339 or visit www.tcmpub.com/professional-development

Professional Development Topics Strategies for Building Academic Vocabulary This workshop investigates and delineates the steps that teachers can take to ensure that students have the appropriate academic background knowledge to understand the vocabulary they will encounter in multiple domains by providing them with direct instruction in these terms. With these tools and strategies embedded in instructional practices, vocabulary development will no longer be an afterthought in content-area classrooms. The tiered implementation strategies offered in this session will enhance students’ agility with increasingly complex vocabulary to improve their listening, speaking, reading, and writing proficiencies.

Teacher Created Materials provided

the best professional development we've experienced. —Laura L. D’Anna Principal, Eager Street Academy

Guided Math Discover methods for increasing student achievement and relevance in mathematics by applying the research-based, classroom-tested Guided Math framework for delivering instruction to meet the needs of all students. ◗ Differentiate mathematics instruction while increasing the depth and complexity of the content to move students toward mastery of standards. ◗ Learn how to maximize learning opportunities through whole-class instruction, small-group instruction, and math workshops.

Professional Development

◗

Teacher Created Materials worked with our teachers and Campus Curriculum Facilitators to make sure our rollout of Guided Math was a smooth transition. On a scale of 1–10,

I would give them higher than a 10 if possible!

—Lisa Wills Executive Director of Curriculum and Instruction, ECISD

To order, call 800.858.7339

Professional Development Topics Integrating Technology into the Curriculum Discover strategies to motivate and teach students to solve problems and develop higher-order thinking skills through the use of technology. ◗ Understand how to manage technology effectively to enhance learning with popular devices and application tools. ◗ Learn quick and easy strategies for using a variety of technologies to support instruction and drive student technology use. ◗ Discover tips, tools, suggestions, and lesson ideas to support the purposeful integration of technology into instruction across the content areas. ◗

Data-Driven Instruction Improve the quality of instruction through use of a continuous cycle of assessments, data analysis, and data-driven curriculum planning. ◗ Learn to quickly and easily analyze data for efficacy of instruction and student learning outcomes. ◗ Foster continual professional learning, with a focus on student achievement, through the implementation of Professional Learning Communities. ◗ Set norms for professional learning goals to design and structure action plans. ◗

Teachers are using what they learned and the students are talking about it!

For pricing on customized Professional Development Plans, call 800.858.7339 or visit www.tcmpub.com/professional-development

Professional Development

—Sandy Mason Principal, Baltimore IT Academy

Professional Development Topics Connecting Content for English Language Learners Designed to provide teachers with research-based instructional methods that accelerate both content and language learning for students who are English language learners, this standard- and research-based professional development model will develop the pedagogy, academic language strategies, and differentiation strategies to address the diverse needs of English language learners including Newcomers and Long-Term English Language Learners, while integrating the ELD strategies into lesson planning and instructional delivery.

Culturally and Linguistically Responsive Teaching and Learning Build educators’ background knowledge around what it means to be culturally and linguistically responsive in a way that transforms the instructional dynamic in the classroom and the culture of the school and district overall. Participants will gain a solid understanding of the socio-historic connection of culture to school, the present-day systemic failure of schools, and why culturally and linguistically responsive teaching is absolutely necessary. This session will provide practical strategies including student engagement, attention signals, read-aloud activities, literacy strategies, and writing activities for teachers to easily implement in their classroom.

Professional Development

Reaching and Teaching All Learners: Strategies for Differentiated Instruction This session will help teachers meet the needs of all students through practical differentiation strategies that yield real results. Focus on the “how” of differentiation, supported by current theory and pedagogy. Discover how to differentiate lessons across the content areas using a variety of strategies based on the research of key experts in the field.

My experience has been a positive one, not only because of the quality of

the instructional materials they offer but also due to their level of professionalism and knowledge. Most of all, the ESL teachers learned how to implement the materials to address the needs of their students effectively! —Gloria Cruz Bilingual/ESL/World Languages Supervisor, Camden City School District

To order, call 800.858.7339

Keynote Speakers At Teacher Created Materials, we are proud to work with some of the most well-known and in-demand authors and experts in the field of education. Our authors are available to keynote at your next professional development event. Contact us for more information, (800) 858-7339.

Donna Boucher

Sharroky Hollie, Ph.D.

Donna Boucher has been an educator for more than 20 years. Donna serves as a K-5 math interventionist, putting theory into practice on a daily basis. She has spoken at numerous state and national conferences. See Donna’s books on page 34.

Sharroky Hollie is the Executive Director of the Center for Culturally Responsive Teaching and Learning, which is a non-profit organization dedicated to providing stellar professional development for educators desiring to become culturally responsive. See Sharroky’s books on page 4.

Danny Brassell, Ph.D. Danny Brassell is an experienced classroom teacher and author. Using humor, music, and games, Danny has motivated audiences across the country to create cultures in homes, schools, and businesses that stimulate innovation through widespread reading. See Danny’s books on pages 5, 20, and 21.

Wendy Conklin, M.A. Wendy Conklin is an award-winning author, editor, educational consultant, and teacher. She runs staff development workshops across the country, writes curriculums, and has taught diverse groups of children. See Wendy’s books on pages 5, 6, 7, 8, 10, 19, and 41.

Valerie Ellery, M.A.Ed., NBCT Valerie Ellery has served the field of education for more than 25 years as a National Board Certified Teacher, curriculum specialist, mentor, literacy coach, staff developer, and awardwinning international author and consultant. See Valerie’s book on page 19.

Mary Jo Fresch, Ph.D.

Richard Gentry, Ph.D. Richard Gentry is nationally recognized for his work in spelling, phase theory, beginning reading and writing, and teaching literacy in elementary school. He has spoken at state and national conferences and has provided teachers with inspiring strategies to use in their classroom. See Richard’s books on pages 7 and 24.

Linda Gojak, M.A.Ed. Linda Gojak is a leader in mathematics education and has taught for over 35 years. She has served as president of the Ohio Council of Teachers of Mathematics and the National Council of Supervisors of Mathematics. See Linda’s book on page 33.

Judith Goodman M.A.Ed.

Diane Lapp is a Distinguished Professor at San Diego State University. Her major areas of research and instruction are issues related to the planning and assessment of very intentional instruction and learning. See Diane’s books on page 16.

Eugenia Mora-Flores, Ed.D. Eugenia Mora-Flores is an associate professor of clinical education in the Undergraduate and Teacher Education program at the University of Southern California (USC). She has authored several books on balanced literacy and writing instruction for English learners. See Eugenia’s books on pages 30, 32, and 40.

Michael Murphy, Ed.D. Mike Murphy is a national educational coach, facilitator, author, and consultant. He draws from 36 years of educational experience as he trains and works with teachers, teacher coaches, school leaders, and district leaders across the United States. See Michael’s book on page 9.

Lori Oczkus, M.A. Lori Oczkus is an accomplished educator, author, and popular speaker. She worked as a bilingual elementary teacher, reading intervention specialist, staff developer, and literacy coach. Lori was inducted into the California Reading Association Hall of Fame for her many contributions to the field of reading. See Lori’s book on page 16.

Timothy Rasinski, Ph.D. Timothy Rasinski is the author of numerous books and articles on reading education and is a frequent presenter nationwide. His research on fluency has been cited by the National Reading Panel. See Tim’s books on pages 16, 21, 22, 23, 27, 28, 32, and 44.

LaVonna Roth, M.S.Ed. LaVonna Roth is an internationally known author, keynote speaker, and consultant. Her passion is bridging neuroscience and education. Educators and students have benefited from her practical, applicable, and down-to-earth strategies for the most common issues in education. See LaVonna’s book on page 11.

Judith Goodman spent over 30 years serving as an Instructional Specialist and teacher of social studies and writing for the elementary grades. She helped to develop numerous staff development sessions in her district. See Judith’s books on pages 5 and 25.

For pricing on customized Professional Development Plans, call 800.858.7339 or visit www.tcmpub.com/professional-development

Professional Development

Mary Jo Fresch is an author, international speaker, and professor at the Ohio State University at Marion, Department of Teaching and Learning. She has taught elementary school, adult literacy, and literacy methods courses. See Mary Jo’s book on page 19.

Diane Lapp, Ed.D.

Index Instructional Methods 180 Days of Geography 12 180 Days of High-Frequency Words 13 180 Days of Language 13 180 Days of Math 13 180 Days of Problem Solving 13 180 Days of Reading 12 180 Days of Science 12 180 Days of Social Studies 12

Differentiation Strategies for the Content Areas 8 Effective Teaching in Today's Classroom 7 Fostering Writing in Today’s Classroom 7, 24 Helping English Language Learners Succeed, 2nd Edition 7, 31 Higher-Order Thinking Skills to Develop 21st Century Learners 10 Integrating Technology into the Curriculum, 2nd Edition 7, 45 Integrating the Arts Across the Content Areas 6

180 Days of Writing 13

Interactive Notetaking for Content-Area Literacy 5, 25

A Baker’s Dozen of Lessons Learned from the Teaching Trenches 5

Orchestrating School Change: Transforming Your Leadership 9

Active Learning Across the Content Areas 6

Strategies for Culturally and Linguistically Responsive Teaching and Learning 4

Applying Differentiation Strategies, 2nd Edition Teacher’s Handbook 8

Strategies for Developing Higher-Order Thinking Skills 10

Backwards Planning: Building Enduring Understanding Through Instructional Design 9

Strategies for Interactive Notetaking 5

Brain-Powered Lessons to Engage All Learners 11

Strategies to Integrate the Arts in the Content Areas 6

Brain-Powered Strategies to Engage All Learners 11 Bringing Joy Back into the Classroom 5 Classroom Management for Successful Instruction 7 Common Sense Assessment in the Classroom 6 Conquering the Grades 13 Creativity and the Standards 5

Teaching Mathematics Today, 2nd Edition 7, 36 Teaching Science Today, 2nd Edition 7, 39 Teaching Social Studies Today, 2nd Edition 7, 41 The Synergy of Inquiry: Engaging Students in Deep Learning Across the Content Areas 9 Understanding Learning Styles: Making a Difference for Diverse Learners 6

Culturally and Linguistically Responsive Teaching and Learning: Classroom Practices for Student Success, 2nd Edition 4 Differentiating the Curriculum for Gifted Learners, 2nd Edition 7, 8

To order, call 800.858.7339

Index Reading Building Fluency Through Practice & Performance 23 Close Reading with Paired Texts 16 Comprehension That Works: Taking Students Beyond Ordinary Understanding to Deep Comprehension 21 Connect to Text: Strategies for Close Reading and Writing 17 Creating Strategic Readers: Techniques for Supporting Rigorous Literacy Instruction, 3rd Edition 19 Dive into Close Reading 16 Fluency Through Practice & Performance 23 Great Works: Instructional Guides for Literature 18 Increasing Fluency with High Frequency Word Phrases 23 Information Literacy: Separating Fact from Fiction 17 Just the Facts!: Close Reading & Comprehension of Informational Text 16 Leveled Text-Dependent Question Stems for the Content Areas 14 Leveled Texts for Classic Fiction 15 Leveled Texts Grade-Level Series 15 Practicing for Today’s Tests: Language Arts 22 Prove It! Using Textual Evidence 14 Reading Strategies for the Content Areas and Fiction 21

Strategies for Effective Balanced Literacy 19 Successful Strategies for Reading in the Content Areas, 2nd Edition 17 Taming the Wild Text: Literacy Strategies for Today's Reader 17 Teaching with Text Sets 17 The How-to Guide for Integrating the Common Core in Language Arts 19 The Poet and the Professor: Poems for Building Reading Skills 23 The Reading Intervention Toolkit 20 The Reading Makeover 20 You Can’t Just Say It Louder!: Differentiated Strategies for Comprehending Nonfiction 20

Writing Content-Area Writing that Rocks and Works! 24 Fostering Writing in Today’s Classroom 7, 24 Getting to the Core of Writing: Essential Lessons for Every Student 24 Interactive Notetaking for Content-Area Literacy 5, 25 My View, My Voice: 21 Strategies For Powerful Persuasive Writing 25 Reading, Writing, and Rhythm: Engaging Content-Area Literacy Strategies 26 Strategies for Implementing Writer's Workshop 24 Strategies for Writing from Sources 26 Using Cursive Today 26

Rhymes for the Times: Literacy Strategies through Social Studies 22

Writing Is Magic, Or Is It?: Using Mentor Text to Develop the Writer's Craft 26

Strategies for Building Fluency 23

Writing Strategies for the Content Areas and Fiction 25

Strategies for Building Text-Dependent Questions 14

For samples and online ordering: www.tcmpub.com/shell-education

Index Vocabulary Getting to the Roots of Content-Area Vocabulary 27 Go Figure! Exploring Figurative Language 28 Greek & Latin Roots: Keys to Building Vocabulary 27 Prefix and Suffix Practice 27

Effective Math Instruction: Shifting to Meet Today's Standards 36 Essential Math Skills: Over 250 Activities to Develop Deep Understanding 38

Strategies for Building Academic Vocabulary 29

Guided Math: A Framework for Mathematics Instruction 34

Vocabulary Instruction for Academic Success 29

Guided Math Conferences 35

Vocabulary Ladders: Understanding Word Nuances 28

Guided Math Workshop 34

English Language Development Activities for English Language Learners Across the Curriculum 32 Building Academic Language through Content-Area Text: Strategies to Support English Language Learners 31 Connecting Content and Language for English Language Learners 30 Helping English Language Learners Succeed, 2nd Edition 7, 31

Guided Math Workstations 34 Implementing Guided Math: Tools for Educational Leaders 34 Leveled Texts for Mathematics 36 Mathematical Discourse: Let the Kids Talk! 33 Math Games: Getting to the Core of Conceptual Understanding 38 Math Games: Skill-Based Practice 38 Practicing for Todayâ&#x20AC;&#x2122;s Tests: Mathematics 37 Strategies for Implementing Guided Math 35

Idioms and Other English Expressions 32

Strategies for Teaching Mathematics 37

Science for English Language Learners: Developing Academic Language Through Inquiry-Based Instruction 32

Teaching Mathematics Today, 2nd Edition 7, 36

Strategies for Connecting Content and Language for English Language Learners 30 Strategies for Formative Assessment with English Language Learners 31

Mathematics 50 Leveled Math Problems 37 Building Mathematical Comprehension: Using Literacy Strategies to Make Meaning 35 Clothesline Math: The Master Number Sense Maker 33

Daily Math Stretches: Building Conceptual Understanding 35

The How-to Guide for Integrating the Common Core in Mathematics 36 Think It, Show It Mathematics: Strategies for Explaining Thinking 33 Whatâ&#x20AC;&#x2122;s Your Math Problem!?! Getting to the Heart of Teaching Problem Solving 33

Science Leveled Texts for Science 39 Science for English Language Learners: Developing Academic Language Through Inquiry-Based Instruction 40

To order, call 800.858.7339

Index Standards-Based Investigations: Science Labs 40 Strategies for Teaching Science 39 Teaching Science Today, 2nd Edition 7, 39

Instructional Technology Creating a Google Apps™ Classroom 45

The 5Es of Inquiry-Based Science 39

Integrating Technology into the Curriculum, 2nd Edition 7, 45

Think It, Show It Science: Strategies for Demonstrating Knowledge 40

Using Google Earth™: Bring the World into Your Classroom 45

Social Studies

What Every Educator Should Know About Using Google™ 45

Active History 43 Analyzing and Writing with Primary Sources 41 Document-Based Assessment Activities 42 Hands-on History 43 Leveled Texts for Social Studies 43 Primary Source Fluency Activities 42 Social Studies Strategies for Active Learning 42 Teaching Social Studies Today, 2nd Edition 7, 41 Think It, Show It Social Studies: Strategies for Communicating Understanding 41

Professional Development Brain-Powered Learning 49 Connecting Content for English Language Learners 52 Culturally and Linguistically Responsive Teaching and Learning 52 Data-Driven Instruction 51 Diving Into Text-Dependent Questions 47 Guided Math 50 Implementing a Comprehensive Balanced Literacy Framework 48

Understanding Elections 43

Inspiring Excellent Writing 48

Using Primary Sources in the Classroom: Examining Our Past, Understanding Our Present, Considering Our Future 42

Integrating Technology into the Curriculum 51

Early Childhood Foundational Skills: Phonics 44 Purposeful Play for Early Childhood Phonological Awareness 44 Rhythm & Rhyme Literacy Time 44

For samples and online ordering: www.tcmpub.com/shell-education

Keynote Speakers 53 Project- and Problem-Based Learning 49 Raising Rigor in the Classroom 49 Reaching and Teaching All Learners: Strategies for Differentiated Instruction 52 Strategies for Building Academic Vocabulary 50 Strategies for Close Reading 47

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Check out our professional development opportunities for you and your team! See page 53 for available keynote speakers.

See pages 46â&#x20AC;&#x201C;52 for available professional development topics and delivery options. www.tcmpub.com/shell-education â&#x20AC;˘ (800) 858-7339