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reviews on professional reading material
for teachers of intermediate students
| Elections | English Language Learners |
| Project Based Learning | Writing Across the Curriculum |
Elections
- Scher, L. and Johnson, M. (2007).
- Candidates, Campaigns and Elections: Projects, Activities, Literature Links. 4th ed. Scholastic Teaching Resources.
Engaging activities that include role-playing, interviewing, debating, and graphing will allow students to become active participants in the upcoming elections. “Students will learn how our government is organized, investigate how politicians present themselves and more. Includes literature links, primary sources, and maps and charts for tracking results, plus a colorful poster.” Retrieved August 7, 2008.
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English Language Learners
- Cary, S. (2004).
- Going graphic: Comics at work in the multilingual classroom. Portsmouth, NH: Heinemann.
This engaging work is a “should read” for teachers of ELL students K-12. The convenient layout of the text makes information on the background/theory behind graphic literature, suggested activities, frequently asked questions, and multiple resources, easy for the busy teacher to access. Follow this link for a thorough review of the book and ordering information.
- Samway, K.D. (2006).
- When English language learners write: Connecting research to practice, K-8. Portsmouth, NH: Heinemann.
If you are looking for a resource that not only gives you practical teaching ideas, but also the research behind it, this is the book for you. Samway gives a brief overview of writing research, as well as research about writing and ELL students. She takes an in-depth look at the writing development of ELL students by documenting five ELL students and their classroom experiences. This book offers a plethora of research-based instructional strategies that will benefit both the ELL student and native English readers and writers in your classroom. You’ll feel the passion of her writing as she challenges your thinking about teaching writing to ELL students. Get a sample of Samway’s work at this web site and be sure to read the chapter on Reflective Writing.
Also check Katharine Davies Samway’s book, Myths and Realities, Second Edition: Best Practices for English Language Learners (Heinemann, 2007).
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Project Based Learning
- Boss, S. & Krauss, J. (2007).
- Reinventing project-based learning: your field guide
to real-world projects in the digital age. Eugene, OR: International Society for
Technology in Education.
Project-based learning has been around awhile. Boss and Krauss’s book focuses on the journey that takes place when teachers decide to move away from traditional teaching and toward one that utilizes digital tools for inquiry, collaboration, and communication in project-based learning (PBL).
PBL is a learning journey for both the teacher and the student. What is new and exciting about this book is that it is truly a field guide to use on your learning journey that is full of practical examples and ideas. Boss and Krauss give suggestions on how to begin implementing PBL in your classroom along with many teachers’ anecdotes to support your endeavor. Research-based ideas for generating interest and promoting inquiry during the implementation process are also provided. Replicable models are shared and an entire chapter is devoted to making assessment meaningful. This book is a valuable resource for those of you ready for the project-based learning adventure using digital tools.
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Writing Across the Curriculum
- Countryman, J. (1992).
- Writing to learn mathematics: strategies that work.
Portsmouth, NH: Heinemann.
Being a math teacher herself, Countryman shares practical ideas for teachers who have never included writing as part of their teaching, as well as those who already emphasize writing in mathematics. This book contains a variety of specific writing ideas and strategies, which teachers can apply immediately.
The book is divided into eight short chapters with specific techniques Countryman employs in her classroom, such as journals, freewrites, learning logs, written descriptions of problems, autobiographies, and formal papers. Examples of student work support the techniques and strategies found in this book, which range from personal to formal.
Countryman shares her beliefs in classroom dynamics for a successful math classroom. Through writing, everyone becomes active in the classroom and in the learning process. This book provides many practical applications for the classroom teacher to use immediately.
- Laminack, L. & Wadsworth, R. (2006).
- Learning under the influence of
language and literature. Portsmouth, NH: Heinemann.
Lester Laminack advocates reading aloud to kids six times during the day and believes we must “bring life to language with our voices….They [our students] must hear the rhythms in language, feel the current of the story, and know the magic of voice if they are ever to discover the power of written language for themselves.”
Laminack and Wadsworth lay out their read-alouds in the following way:
- Building Community – Begin the day by introducing books that feature characters and stories to help each of us be more caring and supportive individuals.
- Putting Language in the Air – Sharing the Music – Continue reading aloud by choosing books with rich language with sounds and rhythms.
- Continuing the Music with Poetry – Select poems by author, calendar, or season.
- Supporting the Writing Workshop – Choose text selections from familiar books to immerse writers in the works of well-crafted written language.
- Building Bridges Across the Curriculum – Carefully select books to support one topic.
- Closing the Day with a Chapter Book – End the day with a well-chosen chapter book that creates strong images, so your students will leave your classroom longing to know what happens next.
You will find an extensively annotated list of four hundred titles to use with each of the six types of read-alouds, along with practical strategies for each. Whether you read aloud once a day or six times a day, this is a “must have” book for your professional library.
- Morse, V. & Nottage, C. (2004).
- Research in the real classroom: the
independent investigation method for upper elementary students. Gainesville, FL:
Maupin House Publishing.
The development of research and critical thinking skills are key components for lifelong learning. This book, the second in a series, provides teaching ideas about the seven steps of the Independent Investigator Model. It includes ideas for empowering upper-elementary students with research techniques for fascinating investigations. A resource CD of adaptable reproducible materials and thematic models is included with the book for use by classroom teachers and media specialists.
- Writing Across the Curriculum in the Arts
- Nonfiction writing, a use of real-life experiences, along with feedback and revision about their writing helps students reach higher achievement across the curriculum. These two books provide non-fiction writing prompts that are ready to use immediately in the arts’ curriculum areas. The prompts come with rubrics or scoring guides which can be modified to address school, district or state standards.
Ruthven, R. & Sowter, S. (2006). Write to know: nonfiction writing
prompts for elementary music. Englewood, CO: Advanced Learning Press.
Whited, A. (2006). Write to know: nonfiction writing prompts for elementary
art. Englewood, CO: Advanced Learning Press.
- Writing Across the Curriculum: Social Studies Journals
- Educators’ Publishing Service
visit this now...
Educators’ Publishing Service provides a series of personal writing journals for students in 2nd through 5th grades. The journals in the social studies series cover topics such as ‘My Community’, ‘Our State’ and ‘The USA.’ They offer students areas to compile word banks, organize ideas, take notes and complete writings and illustrations. The booklets guide students through the writing process providing some sub-topics in each area and suggested types of writing the students can use. Areas for personalization are also available in the journals. A teacher’s guide, which offers suggested activities for the journals’ use in the classroom accompanies each topic set of journals. After students have completed their writing development exercises, teachers may use the journals for student review and assessment.
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