Self-Acceptance, Anti-Racism, and Affirmations for Teens #1 New Release in Teen & Young Adult Social Activist Biographies "M.J. Fievre is the best friend, the confidante everyone yearns for."-Mike, the Poet, author of Dear Woman and The Boyfriend Book From the bestselling author of Badass Black Girl comes a much-needed space for Black teens and kids to say "I am enough." In this self-acceptance guidebook for teen boys, be empowered by 52 weeks of Black self-love and anti-racism lessons, affirmations for positive thinking, and prompts for Black Boy Joy. A Black male handbook for self-care. Black & Resilient includes prompts for teens to reflect and divulge what they're feeling on a deeper level. It comes with mind-strengthening affirmations for teens, stories of truth and power, and practices to teach Black teen boys how to stay empowered despite what life throws at them. This Black confidence book is a catalyst for change and healing to enter the heart and spirit of Black teens everywhere. Part of the Bold & Black series for Black self-love and antiracism. The Bold & Black series is specifically designed to help Black teens create a safe space to be themselves. The world often forgets that Black boys also need affirmations and words of empowerment to get through the day. Black & Resilient seeks to give Black teens the space to heal, find Black Boy Joy, and become empowered to walk boldly in their everyday lives. Inside, you'll find: Instruction for gaining perspective, freedom, and power in the face of macro- and microaggressions A safe place to acknowledge how racism affects you and create coping strategies to combat it Encouragement for living your best life as a BIPOC person with self-acceptance and confidence If you liked Black confidence and anti-racism books for boys like This Book is Anti-Racist Journal, Cry Like a Man, or 39 Lessons for Black Boys & Girls, you'll be empowered by Black & Resilient.

Teaching students how to write more effectively is a goal that English teachers of all levels share. How can you motivate your students to produce their best writing, think critically, and participate more actively in class? How can you conduct workshops in your classroom that create a more dynamic, interactive, student-centered environment? This practical, comprehensive guide to teaching writing offers English teachers a variety of new, classroom-tested instructional activities, workshops, lesson plans, journal entries, teaching strategies, and creative assignments to use in their classrooms, including modified mini-lessons and group discussions that engage students and stimulate critical thinking. Emphasizing the proven benefits of cooperative learning, the book includes step-by-step instructions for special writing workshops on invention strategies, critical reading, thesis statements, draft feedback, narrative writing, debates, outlining, introductions, proofreading and editing, and much more. Additional topics include how to coach students, manage problematic students, attack plagiarism, and deal with student evaluations.

This book provides teachers of children at Key Stages 1 and 2 with a much-needed source of exciting and creative drama-based activities, designed to improve literacy. As useful for the drama novice as for the busy literacy co-ordinator, these flexible activities are designed to help teachers meet National Curriculum and National Literacy Strategy (NLS) requirements, particularly through speaking and listening.
The book is divided into three parts:

Part 1 looks at literacy and the power of drama as a 'brain-friendly' medium for teaching and learning.
Part 2 contains ten structured, practical units of work, each based on a different story, poem, play or traditional tale or rhyme and each linked directly to the requirements and objectives of the NLS and the QCA objectives for speaking and listening.
Part 3 contains photocopiable Literacy Support Sheets for teachers to use and adapt for their own classroom needs.

All units of work have been tried and tested by the authors, giving teachers a springboard from which to enhance and extend their literacy lessons, and engage the imagination of their pupils. The book is also the ideal resource for student teachers.

eBook available with sample pages: 0203166981

"Spelltrack" is a practical approach to spelling, developed to help children who have specific difficulties with phoneme awareness, segmenting, blending and phoneme-letter correspondences. It helps to maintain a systematic progression through the process of learning to read and spell.
This book presents activities using tracking techniques to help those learners who have particular difficulty in memorizing high frequency words. By circling (tracking) each letter in one continuous movement, at the same time as saying the letter name, the learner is using visual and kinesthetic senses as well as learning the phonic components of the word. Writing out the spelling from memory, saying the letter names or mnemonic as he or she does so, provides reinforcement of correct letter formation and good handwriting.
The workbook focuses on helping children to learn 'tricky' words that are not phonically regular. Words in common everyday sequences have been included too, to give learners confidence with these words as quickly as possible.
Using Spelltrack activities can help children to scan a line of type effectively, improving reading, letter recognition and discrimination skills; correct problems of left-to-right directionality, omissions and reversals; improve visual recognition, matching and selecting; improve graphic knowledge and phoneme/graphic correspondence; work on fine motor control; consolidate phonic skills and early spelling strategies; and learn proofreading skills.

How to Teach Poetry Writing at Key Stage 3 is a practical manual for teachers, to be used directly in the classroom. The book begins with a series of poetry games designed to warm up creativity and strengthen the imagination. These are followed by a series of creative poetry workshops, based on the writer's own experience both as a teacher and poet running workshops in schools, which focus on developing a 'poetry base' for young writers. This imaginative base provides a range of poetic techniques and gives pupils experience in developing a repertoire of different forms. The book also offers advice on how to organize an effective workshop, and demonstrates how to teach poetry writing in a dynamic, creative and imaginative way in relationship with the KS3 national framework. Pie Corbett also provides useful advice on working with visiting poets in school, addresses for relevant web-sites, a list of books for follow-up work and a glossary of poetic forms and techniques. Workshops include writing from first hand observation; autobiography - valuing our lives; writing about paintings, sculpture and music; surreal boxes and the bag of words; secrets, lies, wishes and dreams; creating images, taking word snapshots; riddles - hiding the truth; and red wheelbarrows and messages for mice.

In this new collection of 100 essays curated by The New York Times, students will find mentor texts written by their peers-13-to-18-year-olds-on a wide range of topics, including social media, race, video games, lockdown drills, immigration, tackle football, and the #MeToo movement. All of the essays were either winners or runners-up from The New York Times Learning Network 2014-2019 Student Editorial contests, in which students could take on any issue they liked and, in 450 words or fewer, persuade readers-including educators from around the country as well as Times judges-to adopt their point of view. The essays have been selected for their voice, style, and use of evidence, as well as to present snapshot of issues across a dozen categories that are of particular interest to adolescents. Student Voice is also available as a package with Raising Student Voice: 35 Ways to Help Students Write Better Argument Essays, from The New York Times Learning Network, a teacher's companion guide packed with practical advice from teachers, Times editors, and even student winners about how to use these essays in writing instruction.

The next 10 Tippie adventures are proudly South-African, interesting and builds on the skills acquired in the Level 1 books. The text is supported by colourful, engaging illustrations to support comprehension and practise short vowel sounds and simple consonant clusters. Tippie learns and explores alongside his friends whilst staying true to typical child development. These sequential reading books were designed with a focus on sound development, linking sounds and letters as well as continuing building success and self-confidence in reading. The Level 2 books still focus on short vowels, simple consonants, sight words and final position consonant clusters. Children will love Tippie’s latest adventures as it is full of fun and humorous incidents along the way.

Children's achievements in writing lag behind their achievements in reading, speaking and listening. National tests are beginning to expose this gap and inevitably, it is raising concerns. The issue is not without controversy but regardless of the politics of the situation, national progress in children's writing is both needed and possible.
This new book from Eve Bearne makes a valuable contribution towards helping teachers close this gap. Uniquely, it follows the structure of the National Literacy Strategy, whilst examining key areas such as bridging KS2 and KS3 writing, and writing skills beyond the Literacy Hour. Such a structure makes the book incredibly practical and easy to use, providing essential information for both practitioners and academics.

eBook available with sample pages: 0203167244

The role of the writing program administrator is one of diverse activities and challenges, and preparation for the position has traditionally come through performing the job itself. As a result, uninitiated WPAs often find themselves struggling to manage the various requirements and demands of the position, and even experienced WPAs often encounter situations on which they need advice. "The Writing Program Administrator's Resource" has been developed to address the needs of all WPAs, regardless of background or experience. It provides practical, applicable tools to effectively address the differing and sometimes competing roles in which WPAs find themselves.
Readers will find an invaluable collection of articles in this volume, addressing fundamental practices and issues encountered by WPAs in their workplace settings and focusing on the hows and whys of writing program administration. With formal preparation and training only now beginning to catch up to the very real needs of the WPA, this volume offers guidance and support from authoritative and experienced sources--educators who have established the definitions and standards of the position; who have run into obstacles and surmounted them; and who have not just survived but thrived in their roles as WPAs. Editors Stuart C. Brown and Theresa Enos contribute their own experience and bring together the voices of their colleagues to delineate the intellectual scope and practices of writing program administration as an emerging discipline. Established and esteemed leaders in the field offer insights, advice, and plans of action for the myriad scenarios encountered in the position, encouraging WPAs and helping them to realize that they often know more than they think they do.
This resource is required reading for the new WPA, and an essential reference for all who serve in the WPA role. As a guidebook for WPAs, it is destined to become a fixture on the desk of every educator involved with or interested in administrating writing programs, writing centers, and writing-across-the-curriculum efforts.

The role of the writing program administrator is one of diverse activities and challenges, and preparation for the position has traditionally come through performing the job itself. As a result, uninitiated WPAs often find themselves struggling to manage the various requirements and demands of the position, and even experienced WPAs often encounter situations on which they need advice. "The Writing Program Administrator's Resource" has been developed to address the needs of all WPAs, regardless of background or experience. It provides practical, applicable tools to effectively address the differing and sometimes competing roles in which WPAs find themselves.
Readers will find an invaluable collection of articles in this volume, addressing fundamental practices and issues encountered by WPAs in their workplace settings and focusing on the hows and whys of writing program administration. With formal preparation and training only now beginning to catch up to the very real needs of the WPA, this volume offers guidance and support from authoritative and experienced sources--educators who have established the definitions and standards of the position; who have run into obstacles and surmounted them; and who have not just survived but thrived in their roles as WPAs. Editors Stuart C. Brown and Theresa Enos contribute their own experience and bring together the voices of their colleagues to delineate the intellectual scope and practices of writing program administration as an emerging discipline. Established and esteemed leaders in the field offer insights, advice, and plans of action for the myriad scenarios encountered in the position, encouraging WPAs and helping them to realize that they often know more than they think they do.
This resource is required reading for the new WPA, and an essential reference for all who serve in the WPA role. As a guidebook for WPAs, it is destined to become a fixture on the desk of every educator involved with or interested in administrating writing programs, writing centers, and writing-across-the-curriculum efforts.

Teachers, trainees and learning support assistants will find this lively and accessible book combines creativity with skills teaching to stimulate and improve children's writing, both at foundation and primary levels. Based on the concepts and objectives of the National Literacy Strategy (NLS), the content is well founded in experience, research and classroom application.

Special features include advice on planning, linking to NLS objectives, and selecting texts; demonstration scripts for teachers to use in the classroom; annotated extracts from quality literature to help children read as writers; practical advice on strategies to use in guided writing; and examples of children's work that show how to assess the children's writing and set 'next step' targets.

The authors show how you can use drama techniques, story stacks, artifacts and scenarios to engage children in writing, both in fiction and non-fiction, right across the curriculum.

A concise, engaging, practical overview of children's literature that keeps the focus on the books children read. This brief introduction to children's literature genres leaves time to actually read children's books. Written on the assumption that the focus of a children's literature course should be on the actual books that children read, the authors first wrote this book in 1996 as a "textbook for people who don't like children's literature textbooks." Today it serves as an overview to shed light on the essentials of children's literature and how to use it effectively with young readers, from PreK to 8th grade. The authors use an enjoyable, conversational style to achieve their goal of providing a practical overview of children's books that offers a framework and background information, while keeping the spotlight on the books themselves.

Learn about the purposes for writing, brainstorm with eight different prewriting exercises, and put it all into practice with hilarious writing prompts. Finally, a prompt journal that will take you through the whole writing process! From Grammaropolis, the revolutionary "Schoolhouse Rock! for the 21st Century," comes a story and writing prompt journal that will teach you how to write and have fun doing it!

Exam Board: Non-Specific Level: KS2 Subject: English First Teaching: September 2015 First Exam: June 2018 Endorsed by Independent School Examination Board (ISEB) A coherent scheme with the progressive development of skills throughout - Each chapter introduces and covers a skill, providing approximately three weeks of teaching material - Scaffolded activities give pupils the opportunity to practise new skills - Challenging comprehension activities across SPAG, writing, speaking and listening activities are included with mark allocation - 'Joining the dots' segments to group and apply skills previously learned - Emphasis on spelling, grammar and writing skills to develop written accuracy This book is supported by answers as a PDF download: English Year 6 Answers, 9781471867149

The essays selected for this volume address debilitating assumptions that place both students and teachers of basic writing, as well as the discipline itself, on the margins of educational, economic, and political localities of influence. The collection presents readers with previously published essays that together depict the fundamental and shifting theoretical, methodological, and pedagogical assumptions of basic writing instruction over the past two decades. Arranged chronologically, the essays examine such issues as defining basic writers, the phenomenology of error, cognitivism and writing instruction, the social construction of remediation, and the politics of basic writing pedagogy in a postmodern world. They collectively present what the contributors perceive as some of the most enduring and important debates in the field. At the same time, they illustrate that neither the basic writing classroom nor recent scholarship need to be "intellectually" marginalized locations.
By including primarily essays published between 1987 and 1997, the contributors bring together essays that historicize the preceding decades of scholarship and also anticipate the future of the field. The volume moves thematically from situating and defining basic writers and basic writing scholarship to questions of the relationships among methodology, ideology, and race. It closes with a series of essays that collectively move the field "Toward a Post-Critical Pedagogy of Basic Writing."

Beyond Tolerance is a hopeful, optimistic book focused on creating positive and sustained social change through engagement with beautiful, sometimes complex, and consistently interesting multiethnic children's literature. It presents a fresh perspective on race and ethnicity. Additionally, it features an innovative approach to literacy teaching and learning through the use of multiethnic children's literature in our preschools and throughout the elementary school grades.

Published in 1984. The more we know about young writers, the more we observe them as they write, discuss the composing process with them, talk to them about the sources of their ideas and the difficulties which they encounter as they try to captures thoughts and feelings in words, the greater will be our understanding of imaginative activity and the part it plays in children's personal and social development. This is the essential theme of the book and the contributors stress the importance of sympathetic and sensitive guidance by teachers and parents in encouraging the imaginative process in young children. The personal diaries, stories and conversations with young writers which appear in this book illustrate how children can use imaginative writing as a means of coming to terms with social and emotional issues in their lives. The book presents first a theoretical analysis of the imaginative writing process and then goes on to explore children's growing awareness of themselves and others through their perception of sex-roles, their way of dealing symbolically with illness and death, fear and separation, religious and spiritual experiences, and their understanding of social relationships with family and friends. The writing process itself is examined in detail and parallels drawn between the adult and child writer. The final part of the book presents children's own reflections on writing, shows one classroom community in action and discusses the extent to which children themselves can gain control of their own writing process.

Written by trusted author Geoff Barton, this new edition of a classroom favourite has been completely rewritten to support the latest Key Stage 3 requirements. It includes clear progression through reading levels, with a focus on building essential reading skills through fresh, relevant texts from a range of media and a variety of engaging activities - an ideal resource for busy teachers.

This book offers teachers a useful and very readable text to help them select stories, poetry and non-fiction material for the primary classroom, with ideas on how to teach them. Appropriate selection criteria are discussed and suggestions are given about keeping up with the range of available texts. The author offers a comprehensive guide to the whole range of books appropriate for use in the Literacy Hour. The tried and tested practical approaches provided in the book reflect guidance on The National Curriculum Programmes of Study for English and The National Literacy Strategy. Gervase Phinn has rare gifts as a teacher, speaker, storyteller and writer, all of which skills come together in the authoring of this book. It will inform, stimulate and entertain all who engage in literacy teaching throughout the English-speaking world -- even in places which have no knowledge of the Literacy Hour.

Like its predecessor, "Literacy Instruction in the Content Areas, Second Edition" is written for undergraduate, graduate, and in-service teachers who want to integrate literacy processes into their content area instruction. In addition to extensive updating of earlier material, this new edition extends its coverage to include new chapters on adolescents' out-of-school literacy experiences and their in-school preferences, digital resources for content learning, and considerations for the reading specialist. In doing so, however, the authors have tried to maintain the brevity, stylistic clarity, and classroom focus of the earlier volume.
Key features of this important new book include:
*Teaching Flexibility. Although written with the needs of pre-service teachers in mind, theory and research are treated in sufficient depth to make the book suitable for graduate courses and for teacher study groups. It is also appropriate for secondary reading specialists or literacy coaches responsible for establishing or maintaining a school-wide literacy program.
*Changes in New Edition. All chapters have been reorganized and most of the text rewritten. In addition, new chapters not usually included in content area reading texts were added. These cover: 1) adolescents' out-of-school literacy experiences and in-school preferences; 2) digital resources for content learning; and 3) considerations for the reading specialist.
*Socio-Cultural Perspective. Like other volumes in the "Literacy Teaching Series," the perspective of this one is socio-cultural and constructivist. It recognizes that classroom teaching and learning are closely intertwined with surrounding school and communitycultures as well as the culture and language of the subject being studied. Likewise, literacy is not simply a matter of reading and writing but involves using multiple literacies to negotiate and construct meaning.
*Practical Orientation. Although supporting theory and research are included in all chapters, instructional strategies with illustrative examples from practicing teachers are included in most chapters. Each chapter concludes with "Application Activities" and "From Our Professional Library" references.

This book describes all of the important factors that cause some students to have low reading achievement and others to have high reading achievement. It concentrates on the main factors that influence how much a student gains in reading achievement during a year of school, or a calendar year. An attempt is made to answer the following questions: what can educators do to increase reading achievement, and what is beyond their influence?
The author is directly concerned with achievement associated with normal or typical reading. The focus of the book is on things teachers can do during an entire school year that are likely to improve the reading level and reading rate of students, which in turn, will increase their reading achievement. This effort to specify the most important causes of high and low reading achievement represents an integration of two disciplines of scientific psychology--experimental psychology and psychometrics.
A glossary at the end of the book contains definitions of terms and concepts. Helpful appendices explain rauding theory, the three laws of rauding theory, and the equations that can be used to predict the accuracy of reading comprehension, provide conversions among units of rauding rate, and list the numbered equations presented in the book.

This book provides practical guidance for teachers who are beginning to implement the National Literacy Strategy at Key Stages 1 and 2. Using familiar, high quality picture books, it shows how learning objectives can be achieved through meaningful activities related to text.

The picture books used are carefully chosen to help teachers provide a range of interesting and attractive reading material for the literacy hour. They include popular stories, rhymes, myths and legends that represent a variety of different cultural traditions. Each title is outlined and a detailed description of activities at text, sentence and word level is provided, accompanied by useful photocopiable activity sheets.

Developing children's writing abilities boosts their confidence, creates enjoyment and relevance in the task and cultivates a range of decision-making and problem-solving skills that can then be applied across the curriculum. The Countdown series provides all the support you need in helping children to improve their prose, poetry and non-fiction writing. Countdown to Non-Fiction Writing is a comprehensive and flexible resource which you can use in different ways. It includes: 37 stand-alone modules which cover all aspects of writing and understanding non-fiction texts, including the nature of language, logical thinking, recognising 'facts' and planning; A countdown flowchart provides an overview, showing how modules are linked and allowing teachers and pupils to track their progress; Photocopiable activity sheets for each module that show how to make decisions and solve problems which writers face on the journey to a finished piece of work; Teachers' notes for each module with tips and guidance, including how modules can be used in the classroom, links to other modules and curriculum links, and advice on helping and guiding pupils in their writing; A self-study component so pupils can make their own progress through the material. This option gives young writers a sense of independence in thinking about their work and through offering a scaffolding of tasks, encourages confident and effective writing; 'Headers' for each module showing where along the 'countdown path' you are at that point; Contents page for quick access to particular modules and relevant aspects of writing. In short, Countdown to Non-Fiction Writing saves valuable planning time and gives you all the flexibility you need in helping pupils to prepare for, understand, and write non-fiction. The structure of the book allows teachers to utilise the modules for 'self-study', as a longer programme following the 'countdown' structure, or to dip into the book for individual lesson activities and ideas to fit in with wider programmes of study.