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AUTHORS List
 (click on name for books by:)

 Barron, Marlene
 Bean, Wendy
 Burke, Carolyn L.

 Duncan, Marilyn
 Clarke, Shirley
 Elley, Warwick B.

 Franco, Betsy
 Freeman, Deborah K.

 Goodman, Yetta M,
 Hamilton, Martha   
 Matteson David M.
 

               





 McNaughton, Stuart

 Meek, Margaret
 Mooney, Margaret E.
 Muldaur, Sheila
 Scott, Ruth McQuirter
 New Zealand Ministry
 Of Education

 Siamon, Sharon
 Smith, John W. A.
 Turbill, Jan
 Watson, Dorothy J.
 Weiss, Mitch
 Young, Terrell A.


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BOOK LIST

 Marlene Barron  

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] 

                                  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

 

Active Learning  Through Formative Assessment Shirley Clarke
 Top

 

Active Learning Through Formative Assessment
By Shirley Clarke, University of London

Item #553
2008 Pb  172 pages
ISBN 978 0 340 97445 2  $29.95
[Add to Cart] [View Cart] 











Shirley Clarke’s latest book, following her hugely popular Formative Assessment in Action (2005), puts formative assessment within the context of active learning - pupil engagement, effective dialogue and reflective thinking - and is packed with practical advice and examples from early years to secondary, across all subjects.

Central to the whole process of using assessment for (and as) learning is the way in which pupils become involved in all learning and assessment processes: the explanations and classroom examples in this book demonstrate why and how to do it. Drawn from across the age range, and all subjects, they exemplify effective learning objectives, clear success criteria, talk partner techniques, effective questioning, quality discussion with pupils, and self- and peer evaluation of work.

New themes include how to develop a growth mindset, so that pupils enjoy challenge rather than avoid it for fear of failure; how popular strategies such as thinking skills and building learning power complement formative assessment; and planning with key skills. The author also explains how to set up your own action research learning team in an individual school, a cluster of schools or any other educational setting and how best to support classroom teachers in their journey through the culture and practice of formative assessment.

Down to earth, practical and direct, this book gives busy teachers the essential ‘how to’ information they need, with clear principles and theory to underpin the wealth of practical advice and examples
 
                                               
More inside information about this book 









 



Enriching  Feedback
  

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   $26.95
            [Add to Cart]  [View Cart]

 


Unlocking Formative   



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  $26.95
           
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               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. 

We know that formative assessment is proven to both raise student learning and improve test scores.  We also know that formative assessment is often the missing link to POWERFUL instruction.  Shirley Clarke’s new book provides a framework for formative assessment and explores “what to do” and “how to think about it.”                                                                                    Bonita DeAmicis

I like the fact that the learner is paramount throughout this book.  It's all about the student and how the student interacts with the learning. The teacher's role is well articulated but always written around what the teacher will do to support the learner and the learner's investment in their own learning. So the whole idea of "active learning" in the title really tells the story of what the book is about.
   
                                                                              Marilyn Duncan 

Too often in American schools assessment equates with increasing standardized test scores—assessment is done to children rather than with them.  This book provides a solid framework to help educators understand the importance of including students in the assessment process, as well as how to use assessment to promote learning.
                                                                                 
Priscilla Gutierrez

   Active Learning Through Formative Assessment
  SUMMARY OF CONTENTS

   Introduction

   1) Definitions, history and purposes of formative assessment
   2) The link with summative assessment: long-, medium- and
       short-term assessment
   3) The ideal learning culture
   4) How can we maximize opportunities to think, discuss and
       question?
   5) Asking worthwhile questions
   6) How can planning maximize pupil engagement and
       achievement?
   7) What makes effective learning objectives?
   8) How will we know what learning objectives mean?
   9) How will we know what excellence looks like?
   10) How can we enable a process of constant review and
         improvement?
   11) Setting up a learning team in your own educational setting,
         and supporting teacher development
   Reference



                                
More Content Detail


Targeting Assessment



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   $26.95
  [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

 

Marilyn Duncan  
Top
                                           

Literacy Coaching: Developing Effective Teachers through Instructional Dialogue


by Marilyn Duncan
                                 









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

                                           
Download Free Chapter(s)

Transcript of the Online Discussion with the Author


Transcript of the Online Discussion with the Author



Item # 552
2006 pb  112  pages  with DVD
ISBN    $24.95

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[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.

  Download Free Chapter(s)

 


Read the Great Reviews!
 ●
The Kindergarten Book:
 A Guide to Literacy Instruction 

 
by Marilyn Duncan


“The Kindergarten Book” is designed for implementing a comprehensive reading/writing, listening/speaking classroom where all learners can be successful.  I have had the privilege of knowing and watching Marilyn as she works with students and adults.  Her belief about how children best learn lays the foundation of the book. The assessments used throughout the book give an excellent picture including the what, how, and why assessment must drive instruction to meet the needs of learners in a purposeful and meaningful way.  This is a must have book for teachers (K and First)!
                                                           Relda Beall
                                                            Early Literacy Consultant


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
                           Download Free Chapter(s)

Transcript of the Online Discussion with Marilyn Duncan

            2012-Review: National Kindergarten Alliance,
        Newsletter Winter 2012, Vol.11  No.1

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  $29.95
 
[Add to Cart]    [View Cart]
 

  Also see: Alphabet Cards

Betsy Franco  

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.
                                 
Download Free Chapter(s)

     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    $24.95

  
[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 live in Palo Alto, California.
                
          
           Table of Contents

  Introduction   ix

 

                               SECTION I

 

 

Rationales & Practical Ideas
For Teaching Poetry

 

1

Why Teach Poetry  

1

2

How Is Poetry Different From Other Forms of Writing?

5

3

Understanding Rhyme, Line Breaks, and
Other Selected Elements of Poetry

9

4

Reading and Talking About a Poem With Students 

15

5

The Value of Teacher Demonstration

23

6

Warm Ups and Poetry Starters

29

7

Revision as Experimentation  

33

8

Assessing Poetry Poetically 

39

9

Ways to Publish and Present Student Work

43

10

Some Suggested Logistics for Teaching Poetry 

47

 

                             SECTION II

 

 

 Unpacking The Poetry Forms

 

12

Acrostic                       

57

13

Ballad

65

14

Blues Poem

73

15

Diamante and Cinquain

83

16

Found Poem

91

17

Free Verse

101

18

Haiku, Senryu, and Renga      

113

19

Limerick

123

20

List Poem 

131

21

Multi-voice Poem

141

22

Ode

151

23

Personal Poem

161

24

Riddle

171

25

Sestina

179

26

26 Sonnet

189

27

Visual_Poetry        
 

197
 

Yetta M. Goodman  Dorothy J. Watson  Carolyn L. Burke  

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            
Education Book Review   

 TRANSCRIPT of the online Discussion with the Author on
 May 19-21, 2008

 
Transcript of the Online Discussion with the Author
 Nov. 6-6, 2007

 
 
Transcript of the Online Discussion with the Author
 July 2007

                                                      

  Item #544
  2005 pb  328 pages
  ISBN 1-57274-737-4   $34.95
 
[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

 
This book is on backorder
  no ship date available.


  Item #517
  1996 pb  256 pages  
  ISBN 1-878450-86-7  $34.95
 

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
 

Martha Hamilton and Mitch Weiss  

Top 
 

Children Tell Stories: Teaching
and Using Storytelling in the Classroom, Second Edition

by Martha Hamilton and
Mitch Weiss

  Item #545
  2005 pb  288 pages  
  ISBN 1-57274-663-7
 
$29.95
  [Add to Cart] 


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.

“Hamilton and Weiss’s manual “Children Tell Stories” is a very useful and usable guide to the art of creating full-blown storytelling immersion experiences in the classroom. We have assigned it for several years in our “Storytelling and Literacy” classes in the ETSU College of Education, to very
 good effect.”
                --Joseph Sobol, Ph.D., Professor East Tennessee State University Graduate Program in Storytelling

DVD video provides
    * descriptions of strategies for helping children
      become confident, competent communicators
      through storytelling
    *
demonstrations of storytelling in the classroom
    *
interviews with teachers, children,  and parents
    *
text for 25 printable stories that children can
      learn to tell
    *
insights from Martha and Mitch


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)
                                                   
                                       
Download Free Chapter(s)

"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



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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

BYL Storytelling Package (4 books)

 

by Martha Hamilton and Mitch Weiss

Item# BYLST4
$18.00

[Add to Cart]









 

Children Telling Stories:
A Storytelling Unit in Action 

is a 15-minute DVD video that provides:

    *
descriptions of strategies for
      helping children become
      confident, competent
      communicators  through
      storytelling
    *
demonstrations of storytelling
      in the classroom
    *
interviews with teachers, children,
      and parents
    *
text for 25 printable stories that children
      can learn to tell
    *
insights from Martha and Mitch

 Watch a Four Minute Excerpt  
 

 QuickTime version 6 or greater is required to
 play this video. Click
PLAY

 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    $29.95
 
[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.

Assessing and Teaching Beginning Readers: 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.


 
 
Download Free Chapter(s)

Transcript of the Online Discussion with the Authors


Transcript of the Online Discussion with the Authors

 

 Item # 551
 2006 pb 160 pages         
 ISBN: 1-57274-862-1       $19.95

 [Add to Cart] View Cart]

 

 
Assessing and Teaching
Beginning Writers: Every Picture Tells a Story

by David M. Matteson and Deborah K. Freeman

 Color inserts









 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
                                                              Download Free Chapter(s)

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       $19.95

  [Add to Cart]   [View Cart]


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              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.

 More Books By David Matteson
ERA
   

ALLEYCAT.JPG (284447 bytes)
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
978-1-57274-867-5
 $19.95
[Add to Cart]

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       $1.50

[Add to Cart]    [View Cart]
   

                                    
For other books on early literacy, see:
The Kindergarten Book

How Texts Teach Margaret Meek
                                                                

How Texts Teach What Readers Learn
by Margaret Meek













Margaret Meek's book is an exploration of literature and language, revealing abundant lessons that enrich the reader's imagination and guide learners in their understanding of story and life.

This classic gem of a book has been informing British teachers for more than two decades.  Now, at last, it is available in the US at a time when conflicting policy issues dull our perceptions about language and literacy.  What has been damaged can be reclaimed.  Margaret's engaging book brings to our attention what is important in the work of teachers with young children. 

To borrow from the opening pages of the book...

"By reminding us of what we know, Frank Smith reclaimed reading for learners, freed teachers from enslavement to pedagogic methodology, and let us rediscover reading as something with language as its core.  It then followed that children's aptitude for learning language, early and well, guaranteed that reading and writing are obvious, social things to do in any community where written language is part of our social function as human beings."
Our purpose is to share the book with a new generation of American teachers and to provide them with a rich, non-testing, approach to understanding the connections between language and learning with text.

 Order Now and you will get the book for
 
$8.00, Plus Shipping.



1988 Pb 48 pages

 
[Add to Cart]

 

                                       Margaret Meek


 

Representative quotes posted on TLN listserve from Margaret Meek’s book, How Texts Teach What Readers Learn.

 Strange as it may seem, the reading of stories makes skilful, powerful readers who come to understand not only the meaning but also the force of texts.  It is a strong defence against being victimized by the reductive power of so-called 'functional literacy'.  It also makes writers.   P. 40
                

To learn to read a book, as distinct from simply recognizing the words on the page, a young reader has to become both the teller (picking up the author's view and voice) and the told (the recipient of the story, the interpreter). p. 10
                              

…experts tell us that the lucky children are those who are read to. If they know stories or rhymes by heart, they bring the words to the page when they read for themselves. They discover that you can play with language in both speech and writing, and they also learn not to expect the same sense from 'Diddle diddle dumpling, my son John' as from stories about a first day in school.  p. 21
                              

The signs of genuine reading development are hard to detect as they appear, and bear little relation to what is measured by reading tests.  p. 30
                              

…lessons that are taught about reading rather than learned by reading. The result is a divergence in competence and understanding between young readers who have entered the reading network through the multiple meanings of polysemic texts and those who may have practised only on the reductive feature of words written to be 'sounded out' or 'recognized.' Those who have had only the latter experience often feel that they are missing something when they read a text which they know means more than it says. p. 24
                              

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    $34.95
  [Add to Cart]  [View Cart]


For related books, see also:
Reading for Life
How Children Learn to Read
How Children Learn to Write

 

                                  Ministry of Education,
                                                      Wellington, New Zealand


see also:
Effective Literacy Practice
How Children Learn to Read






 

Margaret E. Mooney  

Top   


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,”
“Charts,” and “Title Pages.” 
   More Details



  Item #527
  2001 paperback  176 pages 
  ISBN:
1-57274-456-1      $26.95
  [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.

                                Download Free Chapter(s)
         
                               Read Transcript of October Discussion

   
     "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]     


 
Caught in the Spell of Writing and Reading:
Grade 3 and Beyond
by Margaret E. Mooney and Terrell A. Young

Read the latest review!
Caught in the Spell of Writing and Reading: Grade 3 and Beyond By Margaret Mooney and Terrell Young is one of my “go to” books when providing professional development for Grade 3-6 teachers. I have taken this book into several school districts and demonstrated several aspects with teachers’ real classrooms. Teachers of older students sometimes need to be gently reminded that big books, shared reading, reading aloud are such viable tools for their students. My literacy theory-base rests firmly on the read/write to, with and by format.  I appreciate the layout of this book because it provides teachers with examples of authentic reading and writing experiences of older children, as well as being an easy read for teachers. It is a practical, applicable and relevant resource for classroom teachers.  I highly recommend this book!
                                           Sharon Guynes
                                           Independent Literacy Consultant


Read the transcript of an Online Discussion with the Author  on Caught in the Spell of Writing and Reading

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

MORE REVIEWS

“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    $29.95

[Add to Cart]  [View Cart]
 

     Margaret E. Mooney

Author Bio:


Margaret Mooney
’s teaching, writing, and publishing career began in New Zealand.  For two decades she divided her time between New Zealand and the United States. Margaret 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 she collaborated with Terry Young and contributing authors on Caught in the Spell of Writing and Reading: Grade 3 and Beyond. 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.




 

Developing Life-long Readers

by Margaret E. Mooney















More Details



 
Item #23
  1988 pb   30pp  
  ISBN 0-478-02701-X   $7.95
 [Add to Cart]  [View Cart]



E-BOOK VERSION ONLY

Reading To, With, and BY Children
by Margaret E. Mooney



















This classic text describes the four reading approaches that teachers employ when helping children become effective readers:  reading aloud to students, shared reading, guided reading, and independent reading.  The language is accessible; the examples are meaningful.  It is an exemplary introduction to the approaches by a world-renown educator.

                                                                       More Details
Item# 8eb
2010
e-book 104 pages
ISBN # 0-913461-18-0
*E-book and Activation Code 7.95
[Add to Cart]

A free DNL Reader is necessary to read this e-book.
Once you have the reader and you have purchased the e-book,
you will be sent via your email an activation code.


http://www.dnlreader.com/reader   if you don't already have it. Once you have the reader click on the book cover to view.
             
 














 




     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.

 

Sheila Muldaur  
Top   

Proficient Reader Record Complete Set
  (Includes all four books)
 
 
The Proficient Reader Record
 Theory and use of Genre Assessment

 by Sheila Muldaur










  
Item #537
  2004 ISBN 1-57274-697-1
  $79.95

  
 [Add to Cart]  [View Cart]

Developed by an experienced elementary school teacher,
THE PROFICIENT READER RECORD is an assessment for
measuring 3rd and 4th grade fluent readers’ comprehension
of the reading process as it relates to a variety of genres.
This assessment consists of the Theory and Use of
Genre Assessment
(a support book for administering
and using the assessments) and three assessment
modules
. The theory book examines the assumptions
behind reading process knowledge, assessment practices,
and genre knowledge and explores the possibilities for
planning instruction for individual students, small groups,
and the entire class. Detailed examples for scoring and
administration are demonstrated in all four books.

Separate assessment modules examine the reader’s
knowledge of the reading process, comprehension, and
text features of these three genres:


Nonfiction
- informational text, biography, and
procedural text

Fiction
- fables, fairy tales, and fantasy short stories

Poetry and Plays

Each assessment module contains:
Carefully selected full-color pieces
    from actual high-quality children’s
    materials

Key components of the genre
    for the teacher
Three forms for the teacher
    to use when evaluating a student
    one-on-one
Multiple forms for recording and
    tracking class-wide data on a genre
Forms provided as blackline masters
    for unlimited use by teachers.  More Detail


Education Book Review
Reviewed by Gladys Sterenberg, Assistant Professor,
Faculty of Education, University of Lethbridge
:
http://www.lib.msu.edu/corby/reviews/posted/muldaur2.htm

Reviewed by Jennifer A. Borek
University of Memphis

http://edrev.asu.edu/reviews/rev423.htm


 

   Item 533
   2004 pb 160 pgs     
   ISBN 1-57274-664-5    $21.95
   
[Add to Cart]   [View Cart]  

  Proficient Reader Record Complete Set
 
(Includes all four of the above books)
  Item #537
   2004 ISBN 1-57274-697-1     $79.95
  
[Add to Cart]   
[View Cart]
 

    Sheila Muldaur

Author Bio:
Sheila Muldaur makes her home on Martha’s Vineyard, Massachusetts. She works in Oak Bluffs at a K-8 school, where she has taught since 1983 at the primary, intermediate, and middle school levels. Her classroom is a busy place where children read and write with gusto. Sheila uses the Proficient Reader Record with her own students, gaining information that guides her instruction and shows student growth. Since 1994, Sheila has worked with teachers across the country to develop their instruction through Literacy Learning summer institutes and during the school year in their own classrooms as a consultant with The Learning Network®.


Genre Assessments                   Genre Assessments
  For Fables, Fairy Tales                   For Poetry And Plays
  And Fantasies 
                    
   More Detail                                         More Detail   

      
  
 
Item # 535                            Item #536
  2004 pp 144 pgs (pbr)        2004 pp 112pgs (pbr)

  1-57274-665-3                    1-57274-667-X   
  $23.95                                   $23.95              
  [Add to Cart]                   
[Add to Cart]   


   
Genre Assessments For 
 Informational,  Biographical, And Procedural Text
 
 
















 More Detail

   
   Item #534
   2004 pb 144 pgs (pbr)

   1-57274-669-6    $23.95
   [Add to Cart]   [View Cart]



For other books on
assessment, see:
Enriching Feedback in the
Primary Classroom
Unlocking Formative
Assessment
Targeting Assessment in the
Primary Classroom
Reading Miscue Inventory

 

Ruth McQuirter Scott  Sharon Siamon  
Top

 


Spelling: Connecting the Pieces
 
by Ruth Mcquirter Scott and Sharon Siamon
















Canadian authors Scott and Siamon place spelling squarely
and appropriately in the context of all the literacy modes.
Practical advice based on research and anecdotal evidence
shows educators how to implement a sound spelling curriculum.

With plenty of examples from a range of writers and down-to-
earth models for assessing and teaching spellers, this book is
designed for the K-8 teacher intent on continually improving
every student’s writing and spelling achievement.

                                                           More Details
                                                                               Chapter Sheet(PDF)




  Item #541
  2004 pb 216 pgs     
  ISBN 0-7715-1868-4   $28.95
  
[Add to Cart] [View Cart]  
 

        Ruth McQuirter  Scott 
                                                 and





                   Sharon  Siamon



Author Bios:
Dr. Ruth McQuirter Scott is a professor in the Faculty of Education at Brock University where she teaches language arts to preservice students and graduate courses on writing. Her freelance work has appeared in major newspapers across Canada and on CBC Radio. 

Sharon Siamon has been a primary and ESL teacher. She is also an internationally acclaimed writer of novels for young people.


  

   
Top          WritingInstruction-K-6

Writing Instruction k-6:
Understanding Process, Purpose, Audience

By Jan Turbill
      Wendy Bean













The authors explore what is important about effective writing
instruction, how it is situated within all the modes of literacy, and
"why we do what we do" in writing instruction today. By refocusing
on writing process and emphasizing the need for even young students to consider audience, purpose and genre when writing,
K-6 teachers will find an effective road map for enhancing their
writing instruction. Also included are staff development activities,
exemplars of children's writing and in the appendices, a variety of
practical formative assessments and monitoring forms.
 
          
Download Free Chapter(s)

Transcript of Online Discussion with the Author

Transcript of Online Discussion with the Author
 



  Click on icon for
  
ArmchairEd course available  



Item#549
2006 pb  240 pages  
ISBN 1-57274-748-x   $24.95

[Add to Cart]  [View Cart]
 

                          Jan Turbill
Jan Turbill is a Senior Lecturer in the Faculty of Education, University of Wollongong, Australia. Her research ranges from early literacy development to the professional development of teachers. More recently she has been researching the use of technology as a support for literacy learning in the early years of schooling and as a medium for professional learning for teachers. She is the author of many books and articles and is President of the Australian Literacy Educators’ Association (ALEA).


                       
          Wendy Bean

Wendy Bean is a well-known educator, speaker, and consultant in the area of literacy instruction. She is co-author of Read, Write, Spell and several other books and articles on spelling. She has taught in the Australian school system for many years, worked on national government education projects, and designed and implemented professional development courses. Currently, her work in classrooms focuses on assisting teachers to meet the specific needs of children and to measurably improve teaching and learning.
John W. A. Smith and   Warwick B. Elley  
Top


     
  How Children Learn to Write
  "A 'must read' book" The Reading Teacher; Nov. 1999

BY JOHN W. A. SMITH, DUNEDIN COLLEGE OF
EDUCATION  AND WARWICK B. ELLEY, EMERITUS
PROFESSOR, UNIVERSITY OF CANTERBURY













  
HOW CHILDREN LEARN TO WRITE describes how children
  acquire the vital skill of writing. It explains why writing is
  taught the way it is, describes the research, and offers
  insights for inservice and preservice teachers in grades
  K-6 and parents. More Details



  Item#524
  1997 pb  160 pages  
  ISBN 1-57274-221-6   $19.95
  [Add to Cart]  [View Cart]

  For related books, see also:
  Effective Literacy Practice
  How Children Learn to Read
 

                                   John W. A. Smith and
                                     Warwick B. Elley
Author Bio:
John Smith is a Principal Lecturer at Dunedin College of Education. His classroom experience in New Zealand, Canada, and the United Kingdom is extensive, and he has been involved in teacher education for twenty-five years, teaching and researching in a variety of curriculum areas including writing, reading, and outdoor education. 

Warwick Elley is emeritus Professor of Education, formerly at the University of Canterbury. His research and contributions to curriculum development won him the International Reading Association’s International Citation of Merit in 1991. He is the author or co-author of ten other books, and his time is now divided between writing and a busy round of international consultancy work.

 

 

Top


 

 

Are you interested in submitting a manuscript 
or a proposal for professional books?

Richard C. Owen Publishers Inc. is dedicated to all aspects of literacy
development, with a focus on a learner-centered approach. We are
most interested in books that look at current learning theory. We do
not publish specific lesson plans or books of activities for literature
studies or other content areas. To review our guidelines for professional
manuscripts or proposals click here. To Print our guidelines click here.

              PO Box 585 - Katonah, NY 10536 - 800/336-5588 9-5 EST. M-F

Copyright © 1999 by Richard C. Owen Publishers, Inc. All rights reserved.
Information in this document is subject to change without notice.

Other products and companies referred to herein are trademarks or registered
trademarks of their respective companies or mark holders.

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