Teaching grammar can be overwhelming and is often an overlooked part of effective instruction. The Elementary School Grammar Toolkit to the rescue! Now in its second edition, this comprehensive guide makes grammar instruction fun and meaningful. You will learn how to... * Teach grammar in a practical way to help students grow as readers and writers by presenting each grammar rule as a useful writing tool. * Use mentor texts-excerpts from great literature-to help students understand grammar in action. * Promote metacognition along the way so that students become responsible for their own learning. * Implement innovative instructional strategies and tools aligned with Common Core and other state standards. Throughout the book, you'll find step-by-step recommendations for teaching each of the grammar tools to help students meet the Common Core State Standards and other state language standards for grades three to five, plus classroom snapshots that show you the tools in action, handy templates that you can use in the classroom, and new tips for extra support at the end of every chapter. New! The second edition features revised classroom snapshots and exemplars to showcase successful practices, new visuals, more free charts and activities, and new "Bonus Tips for Support" in each chapter, with extra practices and strategies to use with students who need extra support. The expanded, free annotated bibliography is updated to include contemporary, high-quality children's and young adult literature and gives examples of key grammatical concepts found in each work. These resources are available as supplemental downloads on our website.

Words consist of units of meaning, called morphemes. These morphemes have a striking effect on spelling which has been largely neglected until now. For example, nouns that end in "-ian" are words which refer to people, and so when this ending is attached to "magic" we can tell that the resulting word means someone who produces magic. Knowledge of this rule, therefore, helps us with spelling: it tells us that this word is spelled as "magician" and not as "magicion."
This new book by Terezinha Nunes and Peter Bryant and their colleagues shows how important and necessary it is for children to find out about morphemes when they are learning to read and to spell. The book concentrates on how to teach children about the morphemic structure of words and on the beneficial effects of this teaching for children's spelling and for the breadth of their vocabulary. It reports the results of several studies in the laboratory and in school classrooms of the effects of teaching children about a wide variety of morphemes. These projects showed that school children enjoy learning about morphemes and that this learning improves their spelling and their vocabulary as well. The book, therefore, suggests new directions in the teaching of literacy. It should be read by everyone concerned with helping children to learn to read and to write.

Unlock hidden writing skills in all learners through UDL! The Common Core State Standards (CCSS) for writing are promising but present a host of challenges in implementation, especially for struggling students. In this valuable resource, Sally A. Spencer demonstrates the potential of Universal Design for Learning (UDL) as a framework for making the CCSS writing and language standards accessible to all kids. Educators who utilize these strategies will know: How to leverage the strengths of students to optimize writing instruction and overcome their weaknesses The ways UDL can minimize the roadblocks in CCSS implementation How to - and how not to - use technology to teach writing and language conventions With dozens of classroom-ready activities, resources for further reading, and reproducibles, this easy-to-use guide will help you make all students proficient writers.

This Instructor's Manual is intended as a handbook to accompany, clarify, and supplement the philosophy, methodology, and procedures presented in the text, A Road Map to Education, THE CRE-ACT WAY. It includes the CREative ACTing Principles and guide lines for implementing them.

The Level 4 Biff, Chip and Kipper Stories, written by Roderick Hunt and illustrated by Alex Brychta, provide a rich story context to help develop language comprehension and decoding skills. Stories, More Stories A, More Stories B and More Stories C help children to progress from teacher-supported reading at the early Levels to more independent reading. Books contain inside cover notes to support children in their reading. Help with childrens reading development is also available at www.oxfordowl.co.uk.

With reports from several studies showing the benefits of teaching young children about morphemes, this book is essential reading for anyone concerned with helping children to read and write.

By breaking words down into chunks of meaning that can be analyzed as complete units rather than as strings of individual letters, children are better able to make sense of the often contradictory spelling and reading rules of English. As a result, their enjoyment of learning about words increases, and their literacy skills improve. Written by leading researchers for trainee teachers, practising teachers and interested parents, this highly accessible and innovative book provides sound, evidence-based advice and materials that can be used to help teach children about morphemes, and highlights the beneficial effects of this approach.

This volume provides the first comprehensive, research-based examination of metacognition in literacy learning. Bringing together research findings from reading, linguistics, psychology, and education, it is logically organized as follows: Part I provides the theoretical foundation that supports the teaching of metacognition; Parts II and III provide new methods for metacognitive assessment and instruction in literacy contexts at all grade levels; and Part IV provides new information on integrating metacognition into professional development programs. Key features include: *Chapter Structure.Teacher reflections at the beginning of each chapter illustrate teacher thinking about the chapter topic and metacognitive connections at the end of each chapter link its content with that of the preceding and following chapters. *Contributor Expertise. Few volumes can boast of a more luminous cast of contributing authors (see table of contents). *Comprehensiveness. Twenty chapters organized into four sections plus a summarizing chapter make this the primary reference work in the field of literacy-based metacognition. This volume is appropriate for reading researchers, professional development audiences, and for upper-level undergraduate and graduate level courses in reading and educational psychology.

This volume provides the first comprehensive, research-based examination of metacognition in literacy learning. Bringing together research findings from reading, linguistics, psychology, and education, it is logically organized as follows: Part I provides the theoretical foundation that supports the teaching of metacognition; Parts II and III provide new methods for metacognitive assessment and instruction in literacy contexts at all grade levels; and Part IV provides new information on integrating metacognition into professional development programs. Key features include: *Chapter Structure.Teacher reflections at the beginning of each chapter illustrate teacher thinking about the chapter topic and metacognitive connections at the end of each chapter link its content with that of the preceding and following chapters. *Contributor Expertise. Few volumes can boast of a more luminous cast of contributing authors (see table of contents). *Comprehensiveness. Twenty chapters organized into four sections plus a summarizing chapter make this the primary reference work in the field of literacy-based metacognition. This volume is appropriate for reading researchers, professional development audiences, and for upper-level undergraduate and graduate level courses in reading and educational psychology.

&&LDIV&&R&&LP style=MARGIN: 0in 0in 0pt&&RSpelling Workbooks are designed to help students improve their ability to read and write by strengthening spelling skills. By learning key spelling techniques, young readers will benefit inside and outside the classroom. Each of the lessons in these fun, colorful books provide: &&L/P&&R Activities to teach readers to relate to sounds to spelling patterns Exercises to help children link spelling to meaning Unit reviews to test and reinforce what children have learned Short passages to proofread for misspelled words Rules for capitalization and punctuation Introduction to dictionary use &&LP style=MARGIN: 0in 0in 0pt&&RHarcourt Family Learning Workbooks are a comprehensive line of workbook developed through a partnership with Harcourt, a leading educational publisher. Based on national teaching standards, these workbooks provide complete practice in math, reading, and other key subject areas. &&L/P&&R&&L/DIV&&R

Encourage Spanish-speaking fifth graders to improve their reading skills with meaningful daily practice activities. This easy-to-use second grade workbook is great for at-home learning or in the classroom. The engaging standards-based activities cover grade-level skills with easy to follow instructions and an answer key to quickly assess student understanding. Each day students will examine interesting short passages to practice reading comprehension, word study, and written responses. Watch students read more confidently as they build comprehension and fluency skills with these quick independent learning activities. Parents appreciate the teacher-approved activity books that keep their child engaged and learning. Great for homeschooling, to reinforce learning at school, or prevent learning loss over summer. Teachers rely on the daily practice workbooks to save them valuable time. The ready to implement activities are perfect for daily morning review or homework. The activities can also be used for intervention skill building to address learning gaps.

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 community cultures 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 accessible yet authoritative book affirms the vital role of creativity in writing, and considers and encourages flexible, innovative practices in the teaching of writing. Importantly, the book reflects upon teachers' imaginative practices in the teaching of writing. Importantly, the book reflects upon teachers' imaginative and artistic involvement in the writing process as role models, collaborators, artists and writers themselves.
Arguing that children's creative use of their language is key to the development of their language and literacy skills, this book focuses on the compositional process and children's own ideas. The authors examine the many voices that influence the inner and outer voice of the child, through reading, investigating, imagining, talking and taking part ion a range of engaging and inspiring activities.
Illustrated throughout with many examples of children's writing and drawing, and then with suggestions for classroom activities, this book is for any teacher looking to deepen their understanding of literacy theory and practice.

Being able to read well is one of the most important literacy requirements in our society. It is fundamental to almost all secondary school subjects and the English programme in particular. The new Key Stage 3 focus on teaching reading compels us to find exciting ways to engage young people with texts that they will continue with and develop themselves.

This book takes on a daunting task: How do writing teachers continue to work toward preparing students for academic and real-world communication situations, while faced with the increasing use of standardized high-stakes testing? Teachers need both the technical ability to deal with this reality and the ideological means to critique the information technologies and assessment methods that are transforming the writing classroom.
"Teaching and Evaluating Writing in the Age of Computers and High-Stakes Testing" serves this dual need by offering a theoretical framework, actual case studies, and practical methods for evaluating student writing. By examining issues in writing assessment--ranging from the development of electronic portfolios to the impact of state-wide, standards-based assessment methods on secondary and post-secondary courses--this book discovers four situated techniques of authentic assessment that are already in use at a number of locales throughout the United States. These techniquesstress:
*"interacting" with students as communicators using synchronous and asynchronous environments;
*"describing" the processes and products of student learning rather than enumerating deficits;
*"situating" pedagogy and evaluation within systems that incorporate rather than exclude local variables; and
*"distributing" assessment among diverse audiences.
By advocating for a flexible system of communication-based assessment in computer-mediated writing instruction, this book validates teachers' and students' experiences with writing and also acknowledges the real-world weight of the new writing components on the SAT and ACT, as well as on state-mandated standardizedwriting and proficiency exams.

This book takes on a daunting task: How do writing teachers continue to work toward preparing students for academic and real-world communication situations, while faced with the increasing use of standardized high-stakes testing? Teachers need both the technical ability to deal with this reality and the ideological means to critique the information technologies and assessment methods that are transforming the writing classroom.
"Teaching and Evaluating Writing in the Age of Computers and High-Stakes Testing" serves this dual need by offering a theoretical framework, actual case studies, and practical methods for evaluating student writing. By examining issues in writing assessment--ranging from the development of electronic portfolios to the impact of state-wide, standards-based assessment methods on secondary and post-secondary courses--this book discovers four situated techniques of authentic assessment that are already in use at a number of locales throughout the United States. These techniquesstress:
*"interacting" with students as communicators using synchronous and asynchronous environments;
*"describing" the processes and products of student learning rather than enumerating deficits;
*"situating" pedagogy and evaluation within systems that incorporate rather than exclude local variables; and
*"distributing" assessment among diverse audiences.
By advocating for a flexible system of communication-based assessment in computer-mediated writing instruction, this book validates teachers' and students' experiences with writing and also acknowledges the real-world weight of the new writing components on the SAT and ACT, as well as on state-mandated standardizedwriting and proficiency exams.

Presenting how to analyse and correct simple spelling mistakes or tackle more complex problems, this work shows how to make assessment easy by setting realistic learning targets, easy to remember spelling rules that work, photocopiable masters for error-analysis, and detailed case studies.

This book aims to help younger students practise their comprehension skills as a way of improving their abilities to understand written information. To achieve this the book contains important, practical advice on how to approach multiple choice comprehension tests and to answer such tests in an effective and purposeful way. The book also provides tips and advice for writing compositions. These are writing tests that cover aspects of creative writing such as stories, reports and letters. 5 multiple choice comprehension tests are provided, each with a reading passage followed by questions that are answered by the students on the answer sheet provided. Each of the 5 comprehension tests is accompanied by a composition test that provides a choice of 2 tasks with space given for students to write their answers. A clear, helpful and detailed mark scheme is provided for both the comprehension tests and compositions to enable an accurate assessment to be made of each student's performance. The tests contained in this book have been prepared for children in school years 4, 5 and 6 (ages 8-11). As well as being helpful for general revision and practice, these comprehension tests are written to assist particularly students who are preparing for entrance examinations at 11+ for grammar and independent schools. The ability to read and make meaning from written information is crucial for students of all ages. Because this is tested regularly in schools this book offers not only practice but also helpful advice and support for both students and their parents.

The benefits and importance of Socratic seminars are widely recognized, but little has been written on "how" to make them happen successfully in the classroom. By offering real-world examples and straightforward answers to frequent questions, Matt Copeland has created a coaching guide for both the teacher new to Socratic seminars and the experienced teacher seeking to optimize the benefits of this powerful strategy. "Socratic Circles" also shows teachers who are familiar with literature circles the many ways in which these two practices complement and extend each other.

Effectively implemented, Socratic seminars enhance reading comprehension, listening and speaking skills, and build better classroom community and conflict resolution skills. By giving students ownership over the classroom discussion around texts, they become more independent and motivated learners. Ultimately, because there is a direct relationship between the level of participation and the richness of the experience, Socratic seminars teach students to take responsibility for the quality of their own learning.

Filled with examples to help readers visualize the application of these concepts in practice, "Socratic Circles "includes transcripts of student dialogue and work samples of preparation and follow-up activities. The helpful appendices offer ready-to-copy handouts and examples, and suggested selections of text that connect to major literary works.

As our classrooms and our schools grow increasingly focused on meeting high standards and differentiating instruction for a wide variety of student needs and learning styles, Socratic seminars offer an essential classroom tool for meeting these goals." Socratic Circles" is a complete and practical guide to Socratic seminars for the busy classroom teacher.

This accessible yet authoritative book affirms the vital role of creativity in writing, and considers and encourages flexible, innovative practices in the teaching of writing. Importantly, the book reflects upon teachers' imaginative practices in the teaching of writing. Importantly, the book reflects upon teachers' imaginative and artistic involvement in the writing process as role models, collaborators, artists and writers themselves.
Arguing that children's creative use of their language is key to the development of their language and literacy skills, this book focuses on the compositional process and children's own ideas. The authors examine the many voices that influence the inner and outer voice of the child, through reading, investigating, imagining, talking and taking part ion a range of engaging and inspiring activities.
Illustrated throughout with many examples of children's writing and drawing, and then with suggestions for classroom activities, this book is for any teacher looking to deepen their understanding of literacy theory and practice.

Originating in a recent CIERA conference held at the University of Michigan, this book brings together the nation's most distinguished researchers to examine how readers understand text and how comprehension is assessed. The first part provides both national and historical contexts for the study of reading comprehension. The second part examines how vocabulary, motivation, and expertise influence comprehension, and it includes analyses of the developmental course and correlates of comprehension. Chapters in the third part consider how schools focus on comprehension for instruction and assessment. The fourth part includes chapters on large-scale assessment that analyze how test formats and psychometric characteristics influence measures of reading comprehension. At the end of each part is a commentary--written by an expert--that reviews the chapters, critiques the main points, and synthesizes critical issues. Key features of this outstanding new book include: *Integration of Research and Practice--provides a bridge between conceptual issues studied by researchers concerned with reading comprehension theories and practical issues addressed by educators concerned with classroom instruction and assessment. *Comprehension Focus--provides a thorough history and rigorous research-based analyses of reading comprehension. *Assessment Focus--provides innovative approaches to comprehension assessment that include the influences of vocabulary, decoding, and motivation. *Synthetic Commentaries--provides periodic summaries that analyze and synthesize research, practices, and issues discussed in each part. *Expertise--contributing authors and commentators are highly respected authorities on reading comprehension (see table of contents). This text is appropriate for educational and psychological researchers, reading educators, and graduate students in education and psychology. It is part of the CIERA series, which includes the following volumes: Taylor and Pearson: Teaching Reading: Effective Schools, Accomplished Teachers (2002) Van Kleeck, Stahl, and Bauer: On Reading Books to Children: Parents and Teachers (2003) Hoffman and Schallert: The Texts in Elementary Classrooms (2005)

Encourage second grade students to build their Spanish reading comprehension, fluency, vocabulary, and word study skills using daily practice activities. Great for daily checks or homework, teachers and parents can help Spanish-speaking students gain regular practice through these quick, diagnostic-based activities that correlate to College and Career Readiness and other state standards. Includes both fiction and nonfiction reading passages, a convenient answer key, and data-driven assessment tips. With this easy-to-use workbook, students will gain confidence in their reading skills every day! Teacher resources are available via digital download.

This is an edited book based on papers presented at a 2003 invitee-only conference under the sponsorship of the Merrill Advanced Studies Center of the University of Kansas. The participants were prominent scholars in the areas of language and reading, and have research programs funded by NIH and other sources. The purpose of the gathering was to discuss theoretical issues and research findings concerning the relationship between developmental language and reading disabilities, specifically looking at neurological, behavioral, and genetic factors. In addition, it discussed other factors contributing to reading difficulties in the middle elementary school years through adolescence and literacy outcomes for children with early language impairments, and how these problems relate to children with dyslexia. The Foreword is written by Reid Lyon, Branch Chief, Child Development and Behavior Branch, NICHD-National Institutes of Health.
This book appeals to scholars in the areas of language disorders and reading disabilities, as well as to practicing speech-language pathologists, special educators, and reading specialists. It may also be used in graduate courses designed as seminars in either language disorders or reading disabilities in schools of communication disorders, as well as schools of education--especially special education departments.

This is an edited book based on papers presented at a 2003 invitee-only conference under the sponsorship of the Merrill Advanced Studies Center of the University of Kansas. The participants were prominent scholars in the areas of language and reading, and have research programs funded by NIH and other sources. The purpose of the gathering was to discuss theoretical issues and research findings concerning the relationship between developmental language and reading disabilities, specifically looking at neurological, behavioral, and genetic factors. In addition, it discussed other factors contributing to reading difficulties in the middle elementary school years through adolescence and literacy outcomes for children with early language impairments, and how these problems relate to children with dyslexia. The Foreword is written by Reid Lyon, Branch Chief, Child Development and Behavior Branch, NICHD-National Institutes of Health.
This book appeals to scholars in the areas of language disorders and reading disabilities, as well as to practicing speech-language pathologists, special educators, and reading specialists. It may also be used in graduate courses designed as seminars in either language disorders or reading disabilities in schools of communication disorders, as well as schools of education--especially special education departments.