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Marlene
Barron |
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Top
Spanish
●I Learn to Read and
Write the
Way I Learn to Talk
(Parent
Resource!)
by Marlene Barron, West Side Montessori Sch, NY
(pbr)
This short text, illustrated with abundant examples of
children's early writing in the appropriate language, shows
parents how achieving literacy is similar to the natural
process of learning to speak.
More Details
Item #505
Spanish 1993 pb 32
pages
ISBN 1-878450-53-0 $7.95
[Add to Cart]
[View Cart]
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Marlene
Barron
Since 1979 Marlene Barron has been
Head of School at New York City’s West Side Montessori School, which is
celebrating their children for twenty-five years. She served as
President of the Board of the American Montessori Society and is on the
faculty of New York University and is a school consultant. She
holds degrees from Barnard College and Wagner College, and is a doctoral
candidate at New York University. She has three children and four
grandchildren – all Montessori educated – and is at work on her fourth
book, Montessori for Managers.
For other books on
early literacy, see:
The Kindergarten Book
Assessing and Teaching
Beginning Writers |
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Shirley Clarke |
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Top
New!
 Formative
Assessment in Action:
Weaving the Elements Together
By Shirley Clarke, University of London
This book brings together key topics of formative
assessment—identifying learning objectives, defining process
success criteria, utilizing effective questioning, and providing
meaningful feedback—with a goal of helping teachers reformat
lessons to capitalize on maximum learning opportunities.
In addition
to updating her earlier books, Shirley Clarke has incorporated many
lessons written by teachers in which formative assessment is central.
The final chapter of the book includes the experiences of building and
district administrators.
Item # 548
2005 pb 148 pages
ISBN 0-340-90782-7 $25.00
[Add to Cart]
[View Cart]
Formative
Assessment in the
Secondary Classroom
By Shirley Clarke, University of London
This highly
practical guide focuses on learning objectives,
effective questioning, and feedback as the key elements of
formative assessment— assessment for learning in the
secondary classroom. Taking forward core themes developed
in Unlocking Formative Assessment, Shirley Clarke shows
how marking and feedback complete the “learning loop” that
starts with learning intentions and success criteria.
More Details
Click on icon for
ArmchairEd course
available
Item # 547
2005 pb 176 pages
ISBN 0-340-88766-4 $25.00
[Add to Cart]
[View Cart]
 Enriching
Feedback in the
Primary Classroom: Oral and Written Feedback
from Teachers and Children
By Shirley Clarke,
University of London
This companion book to
Unlocking Formative Assessment
examines the many forms of classroom feedback that
can motivate, actively promote learning, and boost self-
esteem of young learners. Discover the power of self-
evaluation, paired evaluation, and written, oral, and
“incidental” yet focused feedback.
More Details
Click on icon for
ArmchairEd course available
Item # 530
2003 pb 148 pages
ISBN 0-340-87258-6 $25.00
[Add to Cart]
[View Cart]
|
Shirley Clarke
Author Bios:
Shirley Clarke is an Associate of the
Institute of Education, University of London, and is much in demand as
an education consultant, in the UK and internationally. Her course
and training days for teachers, and ongoing involvement in action
research, give her a down-to-earth perspective on day-to-day classroom
realities.
Unlocking Formative
Assessment: Practical
Strategies for Enhancing
Pupils' Learning in the Primary Classroom
By Shirley Clarke, University of London
From this notable UK
educator comes a practical guide
to formative assessment. Explore key issues such as
how formative assessment complements summative
assessment, the value of effective questioning,
assessment in the context of literacy and numeracy,
and more. More
Details
Click on icon for
ArmchairEd course
available
Item #531
2001 pb
154 pages
ISBN
0-340-80126-3 $25.00
[Add to Cart] [View
Cart]
Targeting
Assessment in the Primary Classroom: Strategies for Planning,
Assessment, Pupil Feedback and Target Setting
By Shirley Clarke, University of London
This guide places the different styles and purposes of
assessment in the context of school-based curriculum
planning, teaching, and target-setting, and aims to
put the child at the heart of the process.
More Details
Item # 532
1998 pb 128 pages
ISBN 0-340-72531-1 $25.00
[Add to Cart]
[View Cart]
For other books on
assessment, see:
Enriching Feedback in the
Primary Classroom
Targeting Assessment in the
Primary Classroom
Reading Miscue Inventory
The Proficient Reader Record
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Marilyn Duncan |
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Top
New!
 ●Literacy
Coaching: Developing Effective Teachers through Instructional Dialogue
by Marilyn Duncan
Read Chapter 2 PDF
Instructional dialogue is one tool literacy
coaches can
use to help teachers increase student learning. This
book is designed to support novice and experienced
literacy coaches in refining their listening and questioning
skills, expanding notions of what it means to observe
a teacher in action, and ensuring that coaching is a
meaningful learning experience. A DVD of an instructional
dialogue between a teacher and the author of this book is
included.
Instructional dialogue is an opportunity for teachers
through the
mentorship and facilitation of a coach to
think about their practice
and ways to improve it.
Instructional dialogue is also a process of professional
development. The teacher, with the support of
the coach,
identifies a challenge to instruction
through the vehicle of an
action plan. This plan is
the teacher’s commitment to action.
Together the
teacher and coach determine how they will work
together and gain information to provide quality
feedback to the
teacher. After the coach works
alongside the teacher, they meet
for a dialogue. The
teacher commits to a change in classroom
practice
as a result of the dialogue. The impact of this
change is
expected to be evident through increased
student achievement.
Student achievement increases
are measured by district, school,
and classroom
summative and formative assessments.
More
Details
Read Chapter 2 PDF
Transcript of the Online
Discussion with the Author
November
2007
Transcript of
the Online Discussion with the Author
October 2006
Item # 8003
2006 pb 112 pages with DVD
ISBN $24.95
[Add to Cart]
[View Cart]
●My Book
Marilyn Duncan
My Book
is an informal assessment tool designed to assist
teachers in gathering relevant data at the beginning of the
kindergarten year. The assessment can be administered in
a
variety of ways. Some pages are for use with the whole
class
and other pages are designed to be used with small
groups.
Includes a detailed instruction sheet.
Using My
Book for Assessment (PDF)
Using My Book for Assessment
(Web Pg)
Item # 8003
2005 pb 12 pages
ISBN 1-57274-705-6
package of 12 $12.95
[Add
to Cart]
[View Cart]
|
 Marilyn
Duncan
Marilyn Duncan
has been a teacher for over thirty years. Her work has been in the
classroom with children and as a teacher developer. Marilyn has been
the Trainer of Coordinators for The
Learning Network®, the general editor for
Inside Learning Network Schools
(1997)
and currently is involved in
a large-scale district
initiative in
Colorado. While she has worked in all areas of education she regards
herself primarily as a kindergarten teacher. She is a
popular international presenter and keynoter. Marilyn lives with her
husband Peter in Wanaka, New Zealand.
●
The
Kindergarten Book:
A Guide to Literacy Instruction
by Marilyn Duncan
This
indispensable resource is by an exemplary primary
educator and staff developer. Kindergarten teachers, those
preparing to teach kindergarten, and faculty in early literacy
programs will find that each accessible chapter is packed with
real-life examples and anecdotes from a classroom where
assessment truly drives instruction. A case study of a
kindergarten class from the beginning of the year through the
seventh month of school is skillfully woven throughout the
book. The teaching and learning of individual children and a
whole class of learners comes to life.
Two
free items are included: an informative literacy
assessment called
My Book for the teacher to use with children
to gather data, which when completed becomes a take-home
book for each child, and a full-color, laminated, child-sized
Alphabet Card.
More Details
See Chapter Sheet (PDF)
Transcript of the Online Discussion with Marilyn Duncan
August 6 -9, 2007
Tried and True!
The Kindergarten Book
by Marilyn Duncan is an amazing resource for all early literacy teachers,
whether new to the profession or veteran teachers. It is obvious that the
author has used these techniques and strategies in her own classroom, which
enables teachers to replicate them with little effort. This
"reader-friendly" book has reproducible materials and samples of how they
were used with students. Every kindergarten teacher should have this book in
his or her hands!
Monica Weiner, Leslie Snogren,
Michelle Lee and Tawnya Trail Teachers at
Dalton Elementary, Aurora, CO
Click on icon for
ArmchairEd course
available
Item
# 542
2005 pb 256 pages
ISBN 1-57274-704-8 $27.95
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to Cart]
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Also see: Alphabet Cards
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Betsy Franco |
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Top
 ●Conversations
With a Poet:
Inviting Poetry into K-12 Classrooms
Betsy Franco
Written by a practiced poet and author of many books for
children and adults, this book explores how to write, read,
and teach sixteen poetry forms. Part I of the book offers a
thoughtful, easy-to-read view of how to teach poetry. For
each poetry form, Part II includes: a brief history, characteristics
of the
form, everyday parallels, several
original sample poems,
demonstrations for writing it, and
an extensive bibliography. The
author links poetry to state
standards in an engaging way for
teachers and their students.
Read Chapters 7,
20
Read What Reading rockets®
has to say about this book
I was inspired to write an
acrostic poem about this
new book after reading it.
Peering
into the mind
Of
a poet.
Experimenting
and
Teaching
with a plethora of poetry forms.
Reading
and writing for real purposes.
You'll
find the positive power of poetry!
Debbie Diller, Houston, Texas
Educational Consultant and Author of
Literacy Work
Stations and Practice with Purpose
Click on icon for
ArmchairEd course
available
Item # 546
2005 pb 160 pages
ISBN 1-57274-740-4 $22.95
[Add
to Cart]
[View Cart]
|
 Betsy Franco
Author Bios:
Betsy Franco, poet and former
teacher, is the author of over fifty books, including children's picture
books and poetry collections (Mathematickles! and Counting Our Way
to the 100th Day!). She also anthologizes teenage writing ( You Hear
Me, poems and writing by teenage boys; Things I have to Tell You,
poems and writing by teenage girls) and writes professional books for the
classroom. She and her husband line in Palo Alto, California.
|
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Yetta M. Goodman Dorothy J. Watson
Carolyn L. Burke |
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Top
●Reading Miscue Inventory:
From Evaluation to Instruction Second Edition
by
Yetta M. Goodman
Dorothy J. Watson
Carolyn L. Burke
Foreword by Brian Cambourne
A must-have for classroom teachers and
adult
educators who wish to know more about their students
as readers as well as for graduate students studying
reading behaviors. This revised edition of the Reading
Miscue Inventory: Alternative Procedures includes a
user-friendly reorganization of the procedures and
offers an extensively updated and expanded research
base and reference section. Updates also include help
in interpreting and using the classic Burke Reading
Inventory, thorough analyses of readers with different
strengths and challenges, and new instructional ideas.
More Details
Transcript
of the Online Discussion with the Author
Nov. 6-6, 2007
Transcript
of the Online Discussion with the Author
July 2007
Education
Book Review
Item #544
2005 pb 328 pages
ISBN 1-57274-737-4 $29.95
[Add to Cart]
[View Cart]
 Reading Strategies: Focus on
Comprehension
2/E
by Yetta M. Goodman, University of Arizona,
Dorothy J. Watson,
University of Missouri, and
Carolyn L. Burke, Indiana University
READING STRATEGIES is for classroom
teachers, reading
specialists, and special education teachers. It has
value as
a textbook for graduate and undergraduate courses in reading
instruction. The first part of the book places the reading process
within a language framework within a sociocultural context. The
bulk of
the book is on reading strategy lessons with a focus on
semantic cueing
systems, syntactic cueing systems, and
graphophonic cueing systems.
More Details
Item #517
1996 pb 256 pages
ISBN 1-878450-86-7
$29.95
[Add to Cart]
[View Cart]
|
 Yetta
M. Goodman
Dorothy J. Watson
Carolyn L. Burke
Author Bios:
Yetta M. Goodman
is Regents Professor of Education at the University of
Arizona – Tucson, College of Education, Department of Language, Reading, and
Culture. She has been researching miscue analysis, early literacy
process, and kid watching for many years. In addition to her
leadership roles in many professional organizations, she has authored and
co-authored many books and articles, including Reading Miscue Inventory:
Alternative Procedures, Retrospective Miscue Analysis: Revaluing
Readers and Reading, and the first edition of Reading Strategies:
Focus on Comprehension.
Dorothy J. Watson is Professor of Education at the
University of Missouri – Columbia, where she teaches graduate and
undergraduate courses in literacy education and is Chair of the Department
of Curriculum and Instruction. A leader of many professional organizations,
Dorothy has been involved in research, curriculum development, writing, and
presentations in the fields of reading and language development. She
is co-author of Reading Miscue Inventory: Alternative Procedures and
numerous other books and articles.
Carolyn L. Burke is Professor of Language
Education at Indiana University, Bloomington, where she teaches graduate and
undergraduate courses in literacy and children’s literature. She was
involved in the earliest miscue research with Ken Goodman and continues to
be known for her work in inquiry curriculum, reader interviews, and miscue
studies. She is a co-author of Reading Miscue Inventory:
Alternative Procedures and the first edition of Reading Strategies:
Focus on Comprehension.
For other books on
assessment, see:
Enriching Feedback in the
Primary Classroom
Unlocking Formative
Assessment
Targeting Assessment in the
Primary Classroom
The Proficient Reader Record
|
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Martha Hamilton and
Mitch Weiss |
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Top
  ●Children
Tell Stories: Teaching
and Using
Storytelling in the Classroom, Second Edition
by Martha Hamilton and Mitch Weiss
The revised edition of this award- winning guidebook on
storytelling in the classroom includes over 80% new material.
The authors provide compelling rationales for the value of
storytelling, links to state literacy learning standards, detailed
storytelling unit tips, easy ideas for storytelling celebrations,
uses for storytelling throughout the curriculum, and carefully
selected and extensive bibliographies. Considered the classic in
the field, Children Tell Stories is useful to both experienced
and novice teachers and storytellers who work with students
from preschool through college.
The authors have
retold four folk tales for the Books for
Young Learners collection that are suitable for classroom
telling and reading: Two Fables of Aesop, How Fox Became
Red, Tricky Rabbit, and Why Animals Never Got Fire. Call or
visit our website for information.
More Details
See
Chapter Sheet (PDF)
See clips from the
video
Read
Chapter 1
"Hamilton and Weiss
have thoroughly revised and updated their award winning
Children Tell Stories in a new
edition that is an indispensable guide to all aspects of teaching storytelling.
An accompanying DVD brings the entire process to life, following the progress of
third graders as they learn stories, cope with their fears, and master their
tellings for presentation at a family event. Interviews with children, teachers,
and families provide a broad context for the storytelling process."
--Booklinks
Click on icon for
ArmchairEd course
available
Item #545
2005 pb 288 pages
ISBN 1-57274-663-7 $29.95
[Add to Cart]
[View Cart]
|
 Martha
Hamilton
and
Mitch Weiss
Beauty & the Beast
Storytellers
Author Bios:
Martha Hamilton and Mitch Weiss, who live in
Ithaca, New York have been performing together professionally as Beauty &
the Beast Storytellers at schools, libraries, coffeehouses, museums,
festivals, and conferences throughout the United States and Canada since
1980. They leave it to their audiences to decide which one is the Beauty and
which the Beast.
Martha, formerly a reference librarian at Cornell university, began telling
stories as a hobby after she mistakenly walked into a storytelling workshop
while attending a library conference. She was eventually introduced to
Mitch by a friend who told her, “Mitch may not know it, but he’s a
storyteller." Mitch had majored in government as a student at Cornell,
a field which some have jokingly commented seems "perfect for a
storyteller.” At the time he was one of the owners/workers at the
cooperatively run Moosewood Restaurant, an Ithaca landmark because of its
best-selling vegetarian cookbook.
Martha and Mitch have also written
four of our Books for Young Learners
 |
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Stuart
McNaughton |
|
Top
Meeting of Minds
by Stuart McNaughton
A no-nonsense
examination from a compelling and well-known
New Zealand author of how to teach early literacy to culturally
and linguistically diverse students in standard classrooms.
McNaughton’s goal is a “meeting of minds” between children
and their teachers. His practical framework for excellence in
the classroom systematically explains how this goal can be
achieved.
More Details
Item # 540
2002 pb 236 pages
ISBN: 0-478-24741-9 $25.00
[Add to Cart]
[View Cart] |
Stuart McNaughton
Author Bio:
Dr. Stuart McNaughton is a Professor of Education and the Director of
the Woolf Fisher Research Centre at the University of Auckland, New
Zealand. His research and teaching
interests are in developmental and educational psychology, focusing on
the development of languages and literacy, and processes of education,
socialization and culture. Publications include books on reading and
emergent literacy and papers on aspects of teaching, learning and
development in family and school settings. |
|
David M.
Matteson Deborah K.
Freeman |
|
Top
●Assessing and
Teaching Beginning Readers:
A Picture is Worth 1000 Words
by David M. Matteson
Deborah K Freeman
This book for pre-kindergarten and
early primary teachers
describes a
comprehensive and developmentally
appropriate
approach to working with
fiction and nonfiction texts through
“playing at reading” and introduces a
formative assessment tool
designed
to determine how beginning readers
engage with books
and print. As in the
companion book, Assessing and Teaching
Beginning Writers, the authors explore
ways to develop students’
proficiency in
oral language and attention to detail.
See
Chapter Sheet (PDF)
Read
Chapter
2
Transcript of the Online Discussion with the Authors
Nov. 12-14, 2007
Transcript of
the Online Discussion
with the Authors
Nov. 29- Dec. 4, 2007
Item # 551
2006 pb 160 pages
ISBN: 1-57274-862-1 $18.95
[Add to Cart]
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●Assessing and Teaching
Beginning Writers: Every Picture Tells a Story
by David M. Matteson and Deborah K. Freeman
Foreword by Lesley Mandel Morrow
Based on strong understandings of developmentally
appropriate practices, the authors have created and
explained a continuum designed to assess what very
young children know about oral language, drawing,
and writing. This new, well-researched and easy-to-use
assessment tool helps teachers determine powerful next
literacy steps and instruction for their young students.
Many writing, drawing, and construction examples, and
vignettes of conversations between teachers and children
show what best practices look and sound like in
instructional settings for 3-6 year old learners. Selected
visuals and data-gathering forms will help educators in
early literacy settings get the most out of developmentally
appropriate instruction.
More Details
Read Chapter 4
Assessing and Teaching Beginning
Writers: is packed with
research and appropriate practice. It provides vignettes of
real stories about student assessment and instruction. It
deals with early literacy development in an interesting, caring,
and innovative manner through the lens of assessment. It is
a must read for all involved with teaching young children
Lesley Mandel Morrow, Ph.D.
Rutgers University
Education
Book Review
by Heidi Mullins,
Lecturer,
College of Education-Art Education, University of
Houston
Item # 543
2005 pb 128 pages
ISBN: 1-57274-741-2 $18.95
[Add to Cart]
[View Cart]
Click on icon for
ArmchairEd course
available
|
David
M.
Matteson and
Deborah
K.
Freeman
David Matteson uses his 20 years of
diverse teaching and leadership experiences to make the most of his work
with students, teachers, and school districts. He has been an early
childhood classroom teacher and Reading Recovery® teacher and currently
works with several districts, primarily focusing on assessing and
teaching young children. He is also a coordinator of teacher and school
development through The Learning Network®. David lives in Naperville,
Illinois with his wife Angela and son Colin. His son Nicholas is
currently attending Boston College.
Deborah Freeman is currently a prekindergarten teacher at Beckham
Elementary in Arlington, Texas. Over her longtime career as an educator,
Debbie has taught a variety of grade levels and has served as a literacy
coach for prekindergarten teachers in her district and through The
Learning Network®. She regularly makes presentations at state, regional,
and national conferences and provides inservice and staff development
training to other educators. She is the proud mother of two grown
children, Angel and Danny. Being Grandma to Emily and Luke keeps Debbie
and her husband, Ken, very busy.
NEW!
MYPS
●My Pictures and Stories
by David Matteson
These writing notebooks are for young students to draw
pictures about which they will dictate or write their thoughts.
Teachers use these experiences to develop oral language,
letter-sound knowledge, and vocabulary in an enjoyable and
meaningful way for their students. A space for the teacher's
monitoring notes turn these notebooks into an assessment
that documents students growth and achievement.
More
Details
Teacher's Guide PDF
Also See
My Book
My Writing
Item # 8004A
2005 pb 48 pages
ISBN: 1-57274-825-7 $1.00
[Add to Cart]
[View Cart]
ERA
 
 The Emergent Reading Assessment Package
by David Matteson
The Emergent Reading Assessment (ERA)
developed
by David Matteson is especially designed to capture what 3-5
year old children know about reading and
provide
insights for
instruction.
This easy-to-use assessment package
helps teachers measure
book-handling skills (print concepts) and the understandings of
story concepts, and
helps teachers jumpstart reading instruction
appropriate for this age group. The ERA is an excellent precursor
to Marie Clay’s Concepts
About Print (CAP) and oetta Beaver’s
Developmental Reading Assessment
(DRA).
More Information about The ERA
The ERA Package
-
comes with an
accessible and concise
guidebook with reproducible monitoring
forms
-
uses and
includes 4 real “little books”
that children love to read
Item # 8008
2007 Pb 36 pages $19.95
[Add
to Cart]
See
Early Literacy Seminar
For other books on early
literacy, see:
Way I Learn to Talk
The Kindergarten Book |
|
Ministry of Education,
|
|
Top
Effective
Literacy Practice
This new literacy resource from the New Zealand Ministry of
Education draws on international research and describes in
plain language the best practices for increasing kindergarten
to third-grade students’ literacy achievement. Explore effective
reading and writing instruction in the first four years of school
through case studies, examples of student work, and
transcripts of teacher-student interaction.
More Details
Chapter
Sheet (PDF)
Call for a copy of the discussion guide that accompanies this
book. 800/336-5588 M-F 9:00-5:00 EST
Item #539
2003 pb 200 pages
ISBN 0-478-12940-8 $30.00
[Add to Cart]
[View Cart]
For related books, see also:
Reading for Life
Dancing with the Pen
How Children Learn to Read
How Children Learn to Write
Dancing With The Pen
This books aims to develop primary and middle grade
teachers’ understanding of the writing process, helping
them create a teaching environment in which learners
feel confident to develop their writing.
More
Details
Item # 501
1992 pb 152 pages
ISBN 0-478-05560-9 $30.00
[Add to Cart]
[View Cart]
For related books, see also:
Effective Literacy Practice
Reading for Life
Dancing with the Pen
How Children Learn to Write
|
Ministry of Education,
Wellington, New Zealand
see also:
Effective Literacy Practice
Dancing with the Pen
How Children Learn to Read
|
|
Margaret E. Mooney |
|
|
Top New!
●Caught in the Spell of Writing and
Reading: Grade 3
and Beyond
by Margaret E. Mooney and Terrell A. Young
Based on their
classroom and leadership experiences, seven experienced educators from the
united States , New Zealand, and Australia share new perspectives on what it
means to write and read "to, with, for, and by" students in the
intermediate and middle school realm. The authors' practical insights and
effective techniques for assessing and instructing bring clarity to what it
means to engage, inspire and instruct writers an readers today's and
tomorrow's classrooms.
More
Details
Transcript
of the Online Discussion with the Author
June 13-15, 2007
“The fact that writing and reading are so completely linked came up time and
again in this practical book. I also appreciate the focus on and clear examples
for intentional teaching, planning, assessing, and evaluating. In my work with
teachers, one of the biggest understandings is that all of our instruction has
to be intentional. It’s great that the various contributors focus on this
concept. I definitely recommend Caught in the Spell of Writing
and Reading to teachers as well as to literacy coaches."
Kevin Shrum,
middle and high school literacy coach,
Bellingham, Washington
“Caught in the Spell of Writing and Reading: Grade 3 and Beyond explores and
expands Margaret Mooney’s concepts of reading and writing to, with, and by
children. The book offers a constructive, child-centered framework and extensive
practical examples of learner-centered instruction beyond Grade 3. Specific
instructional strategies and uses of fiction and nonfiction literature are
plentiful. Informed by the national and international experiences of the authors
(including with English language learners) and by research on literacy
instruction, this book provides theory, structure, and practical specifics. It is
destined to be widely read, and used, by teachers.”
Peter H. Johnston, Professor of Education,
University at Albany–SUNY
Click on icon for
ArmchairEd course
available
Item #550
2006 pb 224 pages
ISBN 1-57274-749-8 $27.95
[Add to Cart]
[View Cart]
●A Book is A Present: Selecting
Text for Intentional Teaching
by Margaret E. Mooney
Building on inspiration and knowledge in the classic Reading
To, With, and By Children, Mooney takes teachers at all
levels and understandings deeper into the complexities of text
selection and instructing readers. Examples and demonstrations
using fiction and nonfiction texts show teachers the art of
analyzing text, how to ask effective comprehension questions,
and how to help students link reading and writing. A companion
to Text Forms and Features.
Includes two
presents for you—one copy each of Books for
Young Learners title The Birds at My Barn and The News
title Minibeasts.
Read Transcript of October Discussion
Read Education
Book Review
"Margaret is that so very wise teacher who can
communicate her enormous expertise to us in
such a way that we feel we can achieve the
success with children that she has. Her new book,
A BOOK IS A PRESENT,... is a gift to all of us."
Teaching K-8 Magazine
August/September
Book Includes two presents:
One copy of BYL Title - Birds in my Barn
The News Title - Minibeasts
More Details
Click on icon for
ArmchairEd course available
Item #538
2004 pb 160 pages
ISBN: 1-57274-672-6 $26.95
[Add to Cart] [View Cart]
|
Margaret E. Mooney
Author Bio:
Margaret E. Mooney’s teaching, writing, and publishing career began in New
Zealand, but for the past several years she has been dividing her time between
New Zealand and the United States, especially the state of Washington. She
encourages teachers to view all children as worthy, not needy, emphasizing
education as a process of enhancement and not one of compensation. She promotes
guided reading as an instructional approach in which children practice, apply,
and extend skills and strategies in order to understand text on the first
reading. Margaret has written the Books for Young Learners Teacher Resource,
Text Forms and Features: A Resource for Intentional Teaching, Reading To, With,
and By Children, and Developing Life- long Readers. In 1998, Queen
Elizabeth II appointed Margaret as an Officer of the New Zealand Order of Merit
for her services to education, particularly the teaching of reading.
Terrell A. Young
Terrell A. Young is a professor of literacy education at Washington
State University, where he teaches a variety of undergraduate
and graduate courses in children’s literature and reading. Terry taught
elementary school for twelve years in Wyoming, Utah, and Venezuela. He is
the past president of both the Washington Organization for Reading
Development and the IRA Children’s Literature and Reading Special Interest
Group and the current president of the NCTE Children’s Literature Assembly.
He co-authored the books Literature-Based Instruction with English Language
Learners, K-12 (Allyn & Bacon, 2002) and What Every Teacher Should Know
about English Language Learners
(Allyn & Bacon, 2004), edited Happily Ever After: Sharing Folk Literature
with Elementary and Middle School Students (IRA, 2004), and co-edited
Supporting the Literacy Development of English Learners: Increasing Success
in All Classrooms (IRA, 2006). He is blessed to be married to a wonderful
elementary music teacher and to have four terrific kids to remind him of his
imperfections.
●Text Forms and Features: A Resource for Intentional Teaching
by Margaret E. Mooney
In order to read and write a variety of text forms,
students need to be exposed to and taught about those
forms from an early age. This book lists the purpose,
description, and key elements of many fiction and
nonfiction text forms, from “Advertisements” to
“Traditional Tales.” Other chapters describe how various
text forms fit into the reading and writing curriculum and
how authors use techniques to set the tone of a text. The
book ends with the purpose, description, and elements of
common text features, such as “Acknowledgments,”
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