Teachers College Press
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Language &Literacy SPRING/SUMMER 2016
FE ATUR E D FOR SPR I N G
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New Ways to Engage Parents
Strategies and Tools for Teachers and Leaders, K–12
Patricia A. Edwards is professor of language and
literacy in the Department of Teacher Education at Michigan State University and former president of the Literacy Research Association and the International Reading Association. Foreword by Catherine Compton-Lilly
New May 2016/176 pp./PB, $26.95/5671-3
“With lots of practical suggestions and resources, this book will help readers immediately update, expand, and enhance their parent engagement efforts.”
—Laurie Elish-Piper, Northern Illinois University
“Loaded with practical advice that can help educators engage with families in respectful and culturally sensitive ways. With strategies ranging from teacher notes to classroom blogs, every teacher should find a wealth of ideas for building home–school partnerships. “
—Deborah Wells Rowe, Peabody College, Vanderbilt University
“Professor Edwards presents scores of practical ideas and resources, including details on effective open house nights, new technologies for two-way communications between teachers and parents, designs for student-led parent–teacher conferences, and more.”
—Joyce L. Epstein, Johns Hopkins University
“Patricia Edwards helps us think critically about outmoded practices that often distance diverse parents from schools and shows us how to replace them with up-to-date strategies for engaging contemporary families.”
—Judy Carson, Connecticut State Department of Education
Just as populations change, ideas about how to encourage and work with parents also need to evolve. This practical resource by bestselling author Patricia Edwards provides school leaders and classroom teachers with new and creative ways in which to welcome, encourage, and involve parents. Enacting these types of practices requires a special kind of commitment from teachers and school leaders, which often coincides with a particular kind of mindset about families and one’s responsibility to engage them. Educators often develop this mindset as they deepen their understanding of families, literacy/language, culture/race/ class, and themselves. Edwards pulls these understandings together and presents them in a straightforward, concise, and easy-to-use guide that is perfect for professional learning communities and teacher preparation courses. Book Features:
• A clear view of the changing community demographics and what that means for teachers and administrators. • Strategies for communicating with parents, including the use of technology. • Examples of how to bring parents together for meaningful activities. • The importance of understanding parental constraints and the need to meet them halfway. • Approaches for overcoming “school ghosts” as well as negative histories and perceptions in the community. • Additional resources available online, including an extended example of a parent-teacher-student conference. ALSO BY PATRICIA A. EDWARDS
Bridging Literacy and Equity
The Essential Guide to Social Equity Teaching Althier M. Lazar, Patricia A. Edwards, and Gwendolyn Thompson McMillon 160 pp./PB, $31.95/5347-7/HC, $68/5348-4
Change Is Gonna Come: Transforming Literacy Education
for African American Students Patricia A. Edwards, Gwendolyn Thompson McMillon, and Jennifer D. Turner 224 pp./PB, $26.95/5084-1/HC, $59/5085-8
PROFESSORS Request Exam Copies at www.tcpress.com/form1.html
FE ATUR E D FOR SPR I N G
Revitalizing Read Alouds
Interactive Talk About Books with Young Children, PreK–2
New
ccss Apr 2016/168 pp. PB, $29.95/5763-5
The Common Core State Standards in Literacy Series
“This book is a great read, filled with raise-the-bar opportunities for teaching and learning with literature, information text, poetry, and ebooks. If you choose to teach like this, children won’t say they didn’t learn anything in school today.”
—From the Foreword by Sharon Walpole, University of Delaware ”Offers exceptionally comprehensive and clear guidance about developing young children’s oral language and thinking through conversations during read alouds.”
—Judith A. Schickedanz, Boston University
“Revitalizing Read Alouds is a teacher-friendly text and addresses important issues for improving oral language and comprehension development through a read aloud context. The teaching examples, particularly for supporting children’s thinking, will be useful for new and seasoned teachers alike!”
—Tanya Christ, Oakland University
Lisa Hammett Price, professor, Department of Communication Disorders, Special Education, and Disability Services, Indiana University of Pennsylvania, and Barbara A. Bradley, associate professor in the Department of Curriculum and Teaching, University of Kansas. Foreword by Sharon Walpole
How can educators and other professionals caring for children extend the learning potential of read alouds? This book is designed to help teachers, special education specialists, and speech-language pathologists achieve two objectives: 1. How to interact with children around books in ways that are instructive in nature but also responsive to children’s verbal contributions. 2. How to use literature, informational texts, and poetry to achieve the goals of the Common Core State Standards. The authors provide specific recommendations for structuring read aloud routines in the early childhood classroom, making the read aloud interactive, using instructional strategies that enhance children’s vocabulary and content knowledge, and supporting and extending children’s verbal contributions through scaffolding during the activity. This practitionerfriendly text also includes methods for supporting children with special needs, as well as English language learners. Book Features:
• Recommendations for how to choose quality books in each of the three genres— informational, literature, and poetry. • The most useful interactive instructional strategies. • The types of visual supports and props that can augment the read aloud. • Methods for extended learning opportunities. • Examples and excerpts from actual read alouds to illustrate the methods. • Read aloud activities that align with the Common Core State Standards. • The benefits and challenges of using digital texts.
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Partnering with Immigrant Communities
Action Through Literacy
Gerald Campano is associate professor and chair of the Reading/Writing/
Literacy Division at the University of Pennsylvania’s Graduate School of Education. María Paula Ghiso is assistant professor of literacy education at Teachers College, Columbia University. Bethany J. Welch is the founding director of Aquinas Center in South Philadelphia and a nonprofit management consultant. Foreword by María E. Fránquiz
New
“Supported by theory and written with clarity, this inspiring account sets the gold standard for research that is both committed and ethical.”
—Hilary Janks, emeritus professor, Wits University
“In this game-changing text, lives and relationships are the sites of expansive theory and practice of the ‘transnational local’ in community-university partnerships.” —Elizabeth Dutro, University of Colorado Boulder “A powerful portrait of a longitudinal, culturally sustaining, and ethically collaborative engagement for educational justice and immigrant rights.” —Ernest Morrell, Teachers College, Columbia University This book demonstrates how to draw on the knowledge and interests of a multilingual community to inform literacy teaching and learning, both in and out of school. It is based on a 5-year university partnership with members from Indonesian, Vietnamese, Latino, Filipino, African American, and Irish American communities. Apr 2016/176 pp./PB, $32.95/5721-5/HC, $72/5722-2 Language and Literacy Series
Untangling Urban Middle School Reform Clashing Agendas for Literacy Standards and Student Success
Cynthia D. Urbanski is a Writing Project teacher consultant at the
University of North Carolina at Charlotte and ethnographic researcher with the Renaissance West Community Initiative. Foreword by Elyse Eidman-Aadahl
New
“This is a story of life at Rosa Parks Middle School as teachers, administrators, and consultants take up a school improvement project, but it is also the story of life in an urban middle school under No Child Left Behind (NCLB) and its larger operational context of generalized, bureaucratized distrust.”
—From the Foreword by Elyse Eidman-Aadahl, executive director, National Writing Project
At Rosa Parks, a middle school in a crime-ridden neighborhood, students are advised to “do as they are told” and they will succeed. Unfortunately, “doing what they are told” often translates into repeating information given to them by the teacher, especially when it comes to writing. Meanwhile, students in an affluent neighborhood nearby are encouraged to be creative and think critically. This book examines the experience of one school’s resistance to the deficit model of education and how it represents the overall story of urban school reform. Highlighting the consequences of the implementation of the Common Core State Standards in literacy, the author weighs the perspectives of teachers, National Writing Project consultants, and administrators. Her up-close analysis illuminates how rigid accountability structures shift power away from the teachers and administrators who know the students best. As such, it illustrates the complex nature of writing instruction in urban schools. Jul 2016/144 pp. (tent.)/PB, $32.95/5771-0
Copublished with NWP (National Writing Project)
PROFESSORS Request Exam Copies at www.tcpress.com/form1.html
FE ATUR E D FOR SPR I N G Young Meaning Makers
Teaching Comprehension, Grades K–2
New
“This is a must-read for teachers and educators as they strive to meet the new literacy standards and improve reading comprehension outcomes for their students.” —Linda B. Gambrell, Clemson University, coeditor, Reading Research Quarterly
D. Ray Reutzel is the dean of the College of Education, University of Wyoming, and a member of the Reading Hall of Fame. Cindy D. Jones is an associate professor and director of the Literacy Clinic in the Department of Teacher Education and Leadership at Utah State University. Sarah K. Clark is an associate professor in the Department of Teacher Education and Leadership at Utah State University. Sandra L. Gillam is a professor in the Department of Communicative Disorders and Deaf Education at Utah State University. Foreword by P. David Pearson
One of the most critical elements in the Common Core State Standards (CCSS) is the effective teaching of reading comprehension in the early years. This timely resource provides evidence-based practices for teachers to use as they work to meet standards associated with comprehending complex literature and informational texts. The authors offer a practical model, with classroom applications drawing on the Construction-Integration (CI) model of text comprehension. Illustrating why comprehension is so important in the CCSS framework, the book distills six key principles for meeting CCSS and other high-challenge standards. Chapters show teachers how to build oral language and text comprehension skills with young readers, including selecting texts, organizing materials, scheduling time, and assessing the acquisition of knowledge. ccss Jun 2016/176 pp. (tent.)/PB, $35.95/5760-4/HC, $72/5761-1
The Common Core State Standards in Literacy Series
Reading, Writing, and Talk
Inclusive Teaching Strategies for Diverse Learners, K–2 Mariana Souto-Manning is an associate professor and coordinator of the
Early Childhood Education Program, Teachers College, Columbia University;
Jessica Martell is an elementary school teacher with over 17 years of
New
“Offers us a great opportunity to explore pedagogical strategies that are diverse and inclusive.” —From the Foreword by Gloria LadsonBillings, University of Wisconsin–Madison
experience working with diverse student populations in New York City’s public schools. Foreword by Gloria Ladson-Billings
“Readers will discover a treasure of teacher and student collaborative experiences to engage diverse learners.” —Yetta and Ken Goodman, University of Arizona “The authors offer rich vignettes and pragmatic guidance for learning about, responding to, and respectfully building community among children. We readers are in their debt.” —Anne Haas Dyson, University of Illinois Unique in its focus on inclusive and culturally relevant language and literacy teaching, this book will help K–2 teachers (re)think and (re)conceptualize their practices. Hands-on examples and strategies will help educators expand their thinking and repertoires regarding what is possible—and needed—in the language and literacy education curriculum for young children. May 2016/176 pp./PB, $32.95/5757-4/HC, $72/5758-1
Language and Literacy Series
ALSO BY MARIANA SOUTO-MANNING
Multicultural Teaching in the Early Childhood Classroom
Approaches, Strategies, and Tools, Preschool–2nd Grade
2013/168 pp./PB, $29.95/5405-4/HC, $60/5406-1 photos
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FE ATUR E D FOR SPR I N G Inclusive Literacy Teaching
Differentiating Approaches in Multilingual Elementary Classrooms
New
Lori Helman is associate professor at the University of Minnesota in the Department of Curriculum and Instruction and director of the Minnesota Center for Reading Research. Carrie Rogers is assistant professor at Western Carolina University in the School of Teaching and Learning. Amy Frederick is assistant professor at the University of Wisconsin–River Falls in the Teacher Education Department. Maggie Struck is a doctoral candidate in critical literacy in the Department of Curriculum and Instruction at the University of Minnesota. Foreword by Robert T. Jiménez
Responding to the need to prepare elementary teachers for the increasing linguistic diversity in schools, this book presents key foundational principles in language and literacy development for linguistically diverse students. Readers see these ideas enacted through the journeys of real students as they progress from 1st through 6th grade. What emerges is both a “big picture” and an “up close and personal” look at the successes, obstacles, and developmental nuances for students learning to read and write in a new language in inclusive classrooms. Throughout, the authors provide crucial guidance to educators that will support them in taking conscious steps toward creating educational equity for linguistically diverse students. Jun 2016/160 pp. (tent.)/PB, $35.95/5786-4/HC, $84/5787-1 Language and Literacy Series
Word Study in the Inclusive Secondary Classroom
Supporting Struggling Readers and Students with Disabilities Melinda Leko is an assistant professor in the Department of Special Education at the University of Kansas.
New
Word study integrates decoding/phonics, spelling, and vocabulary instruction to help struggling readers identify unfamiliar words in order to improve reading comprehension. This book provides secondary teachers with practical strategies to embed word study instruction in content area classes and support the needs of adolescent readers, particularly those with disabilities. The text includes many useful teaching resources, such as sample lesson plans, reproducible teaching tools, web resource lists, and tips about technology-based learning tools. This comprehensive, hands-on volume will also appeal to teachers who are new to word study, especially those who have students with disabilities in their classrooms. Book Features:
• Outlines how word study techniques can help teachers address students’ reading challenges. • Focuses on the inclusion of adolescents with disabilities in content area courses. • Offers techniques for understanding content-dense, multisyllabic words that are commonly found in disciplinary texts. • Includes many user-friendly features, such as classroom examples, discussion questions, teaching tips, and resource lists. Jun 2016/144 pp./PB, $29.95/5778-9/HC, $68/5779-6
PROFESSORS Request Exam Copies at www.tcpress.com/form1.html
FE ATUR E D FOR SPR I N G Go Be a Writer!
Expanding the Curricular Boundaries of Literacy Learning with Children Candace R. Kuby is assistant professor of early childhood education at the University of Missouri. Tara Gutshall Rucker is an elementary school teacher in Columbia Public Schools, Missouri. Foreword by Jennifer Rowsell
New
“Documenting choices, materials, and practices, the authors give readers a language and conceptual framework for multimodal meaning making.” —From the Foreword by Jennifer Rowsell, Brock University
“This book will surely open up classrooms to playful ways of being with materials and one another, and to divergent ways of doing what has been called literacy teaching and learning.” —Stephanie Jones, The University of Georgia “Readers will question, struggle, celebrate, and re-envision the writing process through this study of pedagogy, philosophy, collaborative conversations, and the voices of children.” —Jenine Loesing and Linda Wycoff, public school teachers, Columbia, Maryland Go Be a Writer! provides an introduction to poststructural and posthumanist theories in order to imagine new possibilities for expanding literacy education. The authors put these theories to work in the context of an elementary school classroom, examining literacy-based activities that occur as students participate with materials in a multimedia writers’ studio. Apr 2016/256 pp./PB, $56.95/5774-1/HC, $118/5775-8 Language and Literacy Series
Preparing to Teach Social Studies for Social Justice (Becoming a Renegade)
New
“This inspiring book invites us into conversations that cannot help but to make our teaching more collective, impactful, and profound.” —Kevin Kumashiro, University of San Francisco
Ruchi Agarwal-Rangnath is adjunct professor at San Francisco State University and vice president of the National Association of Multicultural Education, California chapter. Alison G. Dover is assistant professor, Department of Educational Inquiry and Curriculum Studies, Northeastern Illinois University. Nick Henning is associate professor in the Department of Secondary Education at California State University, Fullerton. Foreword by Rick Ayers
“Teachers’ voices matter! Kudos for a work that highlights the intellectual depth and breadth of dedicated classroom teachers.” —Tyrone C. Howard, University of California, Los Angeles “What a wonderful book! Veteran teachers candidly show how they have been able to meld standards with rich, demanding, and authentic social justice content and pedagogy. “ —Christine Sleeter, California State University, Monterey Bay This practical book shows three ways that veteran, justiceoriented social studies teachers are responding to the Common Core State Standards by “embracing, reframing, and resisting” them. Focusing on how they build curriculum, support students’ literacy skills, and prepare students to think and act critically, each chapter includes exemplary lesson plans drawn from diverse grades and classrooms. ccss Apr 2016/160 pp./PB, $27.95/5766-6 ALSO BY RUCHI AGARWAL-RANGNATH
Social Studies, Literacy, and Social Justice in the Common Core Classroom: A Guide for Teachers ccss 168 pp./PB, $31.95/5408-5 large format
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NE W FOR TE ACHE R E DUC ATI ON Teaching Disciplinary Literacy
Using Video Records of Practice to Improve Secondary Teacher Preparation
New
Charles W. Peters is professor of educational practice and coordinator of the Arts with Certification (MAC) Program at the School of Education, University of Michigan. Deanna Birdyshaw is professor in the Department of Educational Studies at the School of Education, University of Michigan. Amy Bacevich is clinical faculty lecturer at Northern Kentucky University. Foreword by Karen Wixson
“It is unlikely that there are many people who have as much experience with video records at this level as these authors.” —Karen Wixson, University of North Carolina at Greensboro This guide will help pre- and inservice secondary teachers and their instructors to use videos as a resource to improve teaching. The book focuses on five disciplinary literacy strategies to help teachers develop high-leverage teaching practices across a range of subject areas. The text includes sample lessons, protocols, and transcripts from video discussion groups. June 2016/176 pp./PB, $37.95/5767-3
Teach On Purpose!
Responsive Teaching for Student Success
New
Leslie David Burns is associate professor of literacy for the Department of Curriculum and Instruction at the University of Kentucky, and a winner of the Edward Fry Book Award from the Literacy Research Association. Stergios G. Botzakis is associate professor of reading education at The University of Tennessee, Knoxville, and is known for his work in multimodal literacies.
“Teach on Purpose! will energize you and remind you why you joined the teaching profession in the first place.” —Renee Boss, teacher and education blogger The authors provide secondary teachers with scientifically proven strategies for creating learning environments that increase student engagement and academic achievement. The text features model units authored and taught by practicing classroom teachers in math, science, social studies, and language arts that can be used in any classroom. Jul 2016/168 pp. (tent.)/PB, $29.95/5788-8
Invite! Excite! Ignite!
13 Principles for Teaching, Learning, and Leading, K–12
New
Robin J. Fogarty is president of Robin Fogarty & Associates, a Chicago-based educational publishing/consulting company. Robin has trained educators around the world and has taught at all levels, from kindegarten to college. Foreword by Charlotte Danielson
“Will be a valued supplement to any introduction to teaching course as well as an appreciated gift from coach or mentor to a new or developing teacher.” —From the Foreword by Charlotte Danielson, Danielson Group Educational consultant Robin Fogarty offers 13 guiding principles for new teachers and school leaders. These seminal ideas, along with the stories that accompany them, will help teachers from kindergarten to college invite, excite, and ignite their students’ learning. Each chapter includes a description of the guiding principle, classroom examples, teaching tips, and discussion questions. Apr 2016/160 pp./PB, $31.95/5752-9
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BESTSELLERS! Uncommonly Good Ideas
Teaching Writing in the Common Core Era Sandra Murphy and Mary Ann Smith “You will love the way this book gives you permission to take time to do the intellectual work you went into this profession for. I know I did.” —From the Foreword by Carol Jago, chair, College Board’s English Academic Advisory Committee ”This book is slender, readable, and well worth the ride.” —Arthur Applebee, University at Albany The authors zero in on several “big ideas” that lead to and support effective practices in writing instruction, such as integrating reading, writing, speaking, and listening; teaching writing as a process; extending the range of students’ writing; spiraling and scaffolding a writing curriculum; and collaborating. ccss 2015/168 pp./PB, $27.95/5643-0 Language and Literacy Series
Copublished with NWP
Helping English Learners to Write
Meeting Common Core Standards, Grades 6–12 Carol Booth Olson, Robin C. Scarcella, and Tina Matuchniak Foreword by Steve Graham
“This book is a tour de force. It’s up-to-the-minute in offering what teachers and administrators need, and what parents want. With examples of classrooms in action, it incorporates what research tells us about effective teaching and learning, and what the Common Core Standards and related policy are demanding, into successful and engaging activities that the authors’ extensive research shows works. Helping English Learners to Write is a must-read. You will dog ear many pages for future use.” —Judith A. Langer, University at Albany Using a rich array of research-based practices, this book will help secondary teachers improve the academic writing of English learners. It provides specific teaching strategies, activities, and extended lessons to develop EL students’ narrative, informational, and argumentative writing, emphasized in the Common Core State Standards. It also explores the challenges each of these genres pose for ELs and suggests ways to scaffold instruction. ccss 2015/192 pp./PB, $31.95/5633-1 photos/illustrations
The Common Core State Standards in Literacy Series Copublished with NWP and TESOL
Research-Based Practices for Teaching Common Core Literacy P. David Pearson and Elfrieda H. Hiebert, Editors Foreword by Nell K. Duke
“This book goes way beyond generalities and polemics about the Common Core, taking a deep and measured dive into a wide range of essential topics within the Standards. I read a lot, and I can’t think of the last time I read anything about the CCSS as engaging and thought provoking as this.” —From the Foreword by Nell K. Duke, University of Michigan This one-of-a-kind resource brings together literacy luminaries, each addressing their specialty, to offer an accessible fund of rich teaching practices. They point out strengths of the Common Core as well as issues and oversights of which educators should be aware. Contributors include John Guthrie, Timothy Rasinski, Michael Kamil, Barbara Taylor, Richard Allington, Michael Graves, and James Hoffman. ccss 2015/288 pp./PB, $33.95/5644-7/HC, $74/5645-4 large format
Copublished with ILA
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BESTSELLERS! Critical Encounters in Secondary English
Teaching Literary Theory to Adolescents, Third Edition Deborah Appleman
“What a smart and useful book! It provides teachers with a wealth of knowledge and material to help their students develop critical perspective and suppleness of thought.” —Mike Rose, UCLA “This Third Edition proves that Appleman still has her hand on the pulse of the rapidly changing landscape of education and that she still remains in a league all her own.” —Ernest Morrell, Teachers College, Columbia University The Third Edition provides an integrated approach to incorporating nonfiction and informational texts into the literature classroom. With field-tested classroom activities, this edition shows teachers how to adapt practices that have always defined good pedagogy to the new generation of standards for literature instruction. ccss 2015/272 pp./PB, $29.95/5623-2 illustrations
Language and Literacy Series
Reading, Thinking, and Writing About History
Teaching Argument Writing to Diverse Learners in the Common Core Classroom, Grades 6–12 Chauncey Monte-Sano, Susan De La Paz, and Mark Felton Foreword by Sam Wineburg
“An essential resource for teachers faced with the challenges of integrating critical reading and writing skills into their classrooms.” —The American Historian “This extraordinary book provides tried-and-true practical tools and step-by-step directions.” —Michelle M. Herczog, president, National Council for the Social Studies The Common Core and C3 Framework emphasize literacy and inquiry in social studies, but do not offer resources to achieve these goals. This practical guide presents six research-tested investigations, along with corresponding primary documents, teaching materials, and tools that have improved the historical thinking and argumentative writing of academically diverse students. Sample student essays and formative feedback illustrate the progress of two different learners and explain how to support students’ development. ccss 2014/240 pp./PB, $31.95/5530-3 large format
The Common Core State Standards in Literacy Series Copublished with NWP (National Writing Project)
Summer Reading
Closing the Rich/Poor Reading Achievement Gap Edited by Richard L. Allington and Anne McGill-Franzen Foreword by Gerald G. Duffy
“Summer Reading shows us how to make voluntary reading programs work, especially for low achievers.” —P. David Pearson, University of California, Berkeley This timely volume offers not only a comprehensive review of what is known about summer reading loss, but also provides reliable interventions and guidance for planning a successful summer reading program. The authors clearly show how schools and communities can see greater academic gains for students from lowincome families using the methods described in this book than from much more costly interventions. Contributors: Richard L. Allington, Lynn Bigelman, James J. Lindsay, Anne McGill-Franzen, Geraldine Melosh, Lunetta Williams 2013/144 pp./PB, $28.95/5374-3 photos Language and Literacy Series Copublished with IRA
PROFESSORS Request Exam Copies at www.tcpress.com/form1.html
BESTSELLERS! Teaching Vocabulary to English Language Learners
Michael F. Graves, Diane August, and Jeannette Mancilla-Martinez Foreword by Catherine E. Snow
“Practical, research-based strategies to build a solid foundation for the education of English learners.” —Rosa Aronson, executive director, TESOL Building on Michael Graves’s bestseller, The Vocabulary Book, this resource offers a comprehensive plan for vocabulary instruction that K–12 teachers can use with English language learners. The authors describe a four-pronged program that follows these key components: providing rich and varied language experiences; teaching individual words; teaching word learning strategies; and fostering word consciousness. Includes vignettes, classroom activities, sample lessons, a list of children’s literature, and more. 2013/176 pp./PB, $24.95/5375-0 large format, illustrations Language and Literacy Series Copublished with TESOL and Center for Applied Linguistics
Accelerating Literacy for Diverse Learners Strategies for the Common Core Classroom, K–8 Socorro G. Herrera, Della R. Perez, Shabina K. Kavimandan, and Stephanie Wessels Foreword by Ester J. de Jong
“Links theory and practice and provides research-based, practice-oriented, and meaningful strategies for teachers.” —From the Foreword by Ester J. de Jong, University of Florida In this book, nationally known professional development consultant and literacy expert Socorro Herrera and her colleagues provide a theoretical foundation for culturally responsive teaching that will accelerate literacy development for all students, and particularly for English language learners. Aligned with Common Core State Standards, this resource provides proveneffective strategies, tools, and ideas that can be modified for any grade level and content area. The book includes a demonstration DVD showing the strategies in action in real classrooms. ccss 2013/208 page book + 1-hour DVD, $34.95/5450-4
Crossing the Vocabulary Bridge
Differentiated Strategies for Diverse Secondary Classrooms Socorro G. Herrera, Shabina K. Kavimandan, and Melissa A. Holmes Foreword by Candace Harper
This book provides a framework for academic vocabulary and language instruction in today’s diverse classrooms. Socorro Herrera presents a set of strategies and tools that work effectively across all content areas to support enhanced comprehension and academic success. The strategies have evolved from over a decade of research and classroom implementation to provide teachers with multiple avenues for making content and academic vocabulary both accessible and relevant for all students. 2011/208 pp./PB, $29.95/5217-3 large format, photos
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R ECE NTLY P U B LI S H E D
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Pose, Wobble, Flow
The Fluency Factor
A Culturally Proactive Approach to Literacy Instruction Antero Garcia and Cindy O’Donnell-Allen
Authentic Instruction and Assessment for Reading Success in the Common Core Classroom Timothy Rasinski and James K. Nageldinger Foreword by Patricia M. Cunningham
Reading fluency has been identified in the Common Core State Standards as a foundational competency for reading proficiency. This resource provides teachers and literacy interventionists with approaches to fluency instruction that are effective, engaging, and easy to implement. This important new book updates and adds to Timothy Rasinski’s classic text, The Fluent Reader. ccss 2016/160 pp./PB, $30.95/5747-5
Foreword by Linda Christensen
Presents a framework for disrupting the pervasive myth that there is one set of surefire, culturally neutral “best” practices. Each chapter highlights a particular pose, describes how to work through common wobbles, incorporates teacher voices, and provides questions for further discussion. 2015/176 pp./PB, $29.95/5652-2/HC, $76/5664-5
Language and Literacy Series Copublished with NWP
The Common Core State Standards in Literacy Series
RTI in the Common Core Classroom
Literacy Leadership in Changing Schools
10 Keys to Successful Professional Development Shelley B. Wepner, Diane W. Gómez, Katie Egan Cunningham, Kristin N. Rainville and Courtney Kelly
Provides concrete approaches that leaders and coaches can use to help K–6 teachers improve their instruction with culturally and linguistically diverse students. Offering vignettes, strategies, and guidelines, the book addresses typical issues leaders and teachers face, such as high-stakes testing, failure rates, teacher and principal evaluations, family engagement, and shrinking resources. ccss 2016/312 pp./PB, $36.95/5713-0
Language and Literacy Series
A Framework for Instruction and Assessment Sharon Vaughn, Philip Capin, Garrett J. Roberts, and Melodee A. Walker “Sharon Vaughn is the perfect classroom expert to help teachers mesh the requirements of any RTI program with high standards, whether they be CCSS, state, or local.” —Susan B. Neuman, New York University Focusing on what research tells us about how children learn, this guide can serve as the core of language arts instruction with all students, including individuals with mild to moderate disabilities. Offers an adaptable framework and practical tips for integrating CCSS into local RTI systems. ccss 2016/160 pp./PB, $29.95/5716-1
The Common Core State Standards in Literacy Series
Biography-Driven Culturally Responsive Teaching Best seller
Schooled
Ordinary, Extraordinary Teaching in an Age of Change Anne Lutz Fernandez and Catherine Lutz
Second Edition Socorro Herrera
Foreword by Geneva Gay
For the new edition, teaching strategies and tools have been updated to reflect new brain research and to keep pace with our nation’s everchanging demographics and shift in expectations for K–12 students. The structure and format of this bestseller has also been revised to help educators find information quickly. 2016/208 pp./PB, $32.95/5750-5 large format, photos
E-BOOKS
20% off all ebooks at www.tcpress.com
Foreword by Ann Lieberman
The authors traveled the country to meet a wide range of educators on the frontlines of teaching across diverse contexts. This beautifully written book highlights teachers’ thoughts on many key educational issues, including revamped teacher evaluations, curricular standardization, and increased testing. Visit the book website and blog at www.schooledbook.org. 2015/160 pp./PB, $29.95/5736-9/HC, $74/5737-6
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R ECE NTLY P U B LI S H E D Literacy Theory as Practice
Connecting Theory and Instruction in K–12 Classrooms Lara J. Handsfield Foreword by Annemarie Sullivan Palincsar
“In these times, when teachers are maligned in both the popular press and professional literature, a volume such as this offers the potential to provide intellectual freedom in the complex work of teaching.” —From the Foreword by Annemarie Sullivan Palincsar, University of Michigan This comprehensive textbook introduces readers to the most influential theories and models of reading and literacy, ranging from behaviorism and early information-processing theories to social constructionist and critical theories. Detailed vignettes offer a practice-based view of these theories as they are brought to life in pre-K to grade 12 classrooms. 2015/240 pp./Pb, $35.95/5705-5/HC, $86/5706-2
Engaging Writers with Multigenre Research Projects
A Teacher’s Guide
Nancy Mack Foreword by Ken Lindblom Multigenre research projects affirm students’ home cultures while developing important academic skills consistent with the Common Core State Standards in reading and writing. This book will guide teachers in assigning, scaffolding, and assessing multigenre research assignments, including how to choose a topic, pace the work, and keep writers on track to achieve specific goals. ccss 2015/128 pp./PB, $35.95/5685-0 HC, $92/5686-7 photos
Language and Literacy Series
Newsworthy
Cultivating Critical Thinkers, Readers, and Writers in Language Arts Classrooms Ed Madison Foreword by Renee Hobbs
“Ed Madison provides teachers with tangible strategies for using journalism to meet new standards, while inspiring students to take ownership of their
education.” —Linda Darling-Hammond, Stanford University
Newsworthy provides strategies to help teachers use journalistic learning to achieve positive outcomes that engage students in new ways. Centered on research and writing projects that will yield publishable student writing, chapters demonstrate how this approach works across contexts, benefits a broad range of students from diverse backgrounds, and aligns with Common Core State Standards.
Imagination and the Engaged Learner Cognitive Tools for the Classroom Kieran Egan and Gillian Judson
“What fun! Readers will get a host of practical ideas to make lessons come alive through the exercise of imagination, the use of metaphors, and the telling of stories. Read and enjoy.” —Nel Noddings, Lee Jacks Professor of Education Emerita, Stanford University This practical handbook shows that the imagination—one of the great workhorses of learning—can make all learning and all teaching more effective. The authors demonstrate how and why imagination can be used across the curriculum and grade levels and provide techniques that any teacher can learn and easily apply in any classroom. 2016/160 pp./PB, $37.95/5712-3/HC, $78/5714-7
Literacy and History in Action
Immersive Approaches to Disciplinary Thinking, Grades 5–12 Thomas M. McCann, Rebecca D’Angelo, Nancy Galas, and Mary Greska Foreword by Peter Smagorinsky
Describes extended simulation activities that allow learners to experience major periods of U.S. history while they discuss, read, and write in ways that align closely with the Common Core State Standards. Chapters cover the European incursions into North America, preRevolutionary War colonialism, and the Civil War and Reconstruction. ccss 2015/160 pp./PB, $31.95/5734-5 HC, $78/5735-2
Language and Literacy Series
Teaching Outside the Box but Inside the Standards
Making Room for Dialogue Edited by Bob Fecho, Michelle Falter, and Xiaoli Hong Foreword by Meenoo Rami
Drawing on a theoretical framework and rationale for engaged dialogical practice, the authors present and analyze key classroom events that illustrate the productive and restrictive tensions for such work and suggest ways for teachers and schools to implement these ideas, especially for complementing and expanding the Common Core State Standards. ccss 2016/144 pp./PB, $31.95/5748-2
Language and Literacy Series Copublished with NWP (National Writing Project)
ccss 2015/144 pp./PB, $34.95/5687-4 HC, $84/5688-1
Language and Literacy Series
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The Administration and Supervision of Reading Programs, Fifth Edition
Shelley B. Wepner, Dorothy S. Strickland, & Diana J. Quatroche, Editors Foreword by Jack Cassidy
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Approaches to Language and Literacy Research JoBETH ALLEN and DONNA E. ALVERMANN, Editors
Courage and Imagination in the Classroom, Second Edition Rick Ayers & William Ayers 2014/160 pp./PB, $25.95/5528-0 (T)
Engaging Students in Disciplinary Literacy, K–6
Reading, Writing, and Teaching Tools for the Classroom Cynthia H. Brock, Virginia J. Goatley, Taffy E. Raphael, Elisabeth TrostShahata, & Catherine M. Weber Foreword by Annemarie Sullivan Palincsar
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Visit www.tcpress.com for full series information
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ISBN prefix: 978-0-8077 Spring/Summer 2016
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