* This book comprehensively tackles head-on the challenges of teaching standards-based education effectively for the English Language Arts, with a close look at the CCSS and other state standards * Third edition is fully updated and includes new strategies, tools, lesson plans and figures * New topics and expanded attention on social justice, current events, critical inquiry, digital texts, multimodal texts, and arts integration -Meets the needs of preservice teachers to be ready to address the requirements of the CCSS and other state standards * Authors are a team of renowned scholars: Richard Beach, Amanda Haertling Thein, Allen Webb

* This book comprehensively tackles head-on the challenges of teaching standards-based education effectively for the English Language Arts, with a close look at the CCSS and other state standards * Third edition is fully updated and includes new strategies, tools, lesson plans and figures * New topics and expanded attention on social justice, current events, critical inquiry, digital texts, multimodal texts, and arts integration -Meets the needs of preservice teachers to be ready to address the requirements of the CCSS and other state standards * Authors are a team of renowned scholars: Richard Beach, Amanda Haertling Thein, Allen Webb

Countering the increased standardization of English language arts instruction requires recognizing and fostering students' unique identity construction across different social and cultural contexts. Drawing on current sociocultural theories of identity construction, this book posits that students construct multiple identities through use of five identity practices: adopting alternative perspectives, exploring connections across people and texts, negotiating identities across social worlds, developing agency through critical analysis, and reflecting on long-term identity trajectories. Identity-Focused ELA Teaching features classroom activities teachers can use to put these practices into action in ways that re-center implementing the Common Core State Standards; case-study profiles of students and classrooms from urban, suburban, and rural schools adopting these practices; and descriptions of how teachers both support students with this instructional approach and share their own identity-construction experiences with their students. It demonstrates how, as students acquire identity-focused practices through engagements with literature, writing, drama, and digital texts, they gain awareness of the ways exposure to different narratives, beliefs, and perspectives serves to mediate their own and others' identities, leading to different ways of being and becoming over time.

This book examines how working-class high school students ' identity construction is continually mediated by discourses and cultural practices operating in their classroom, school, family, sports, community, and workplace worlds. Specifically, it addresses how responding to cultural differences portrayed in multicultural literature can serve to challenge adolescents ' allegiances to status quo discourses and cultural models, and how teachers not only can rouse students to clarify and change their value stances related to race, class, and gender, but also provide support for and validation of students ' self-interrogation.
& nbsp;
Highlighting the influence of sociocultural forces, the book contributes to understanding the role of institutions in shaping adolescents ' lives, and identifies needs that must be addressed to improve those institutions. Current theory and research on critical discourse analysis, cultural models theory, and identity construction is meshed with specific applications of that theory and research to case-study profiles and analysis of classroom discussions. The instructional strategies described enable pre-service and in-service teachers to develop their own literature curriculum and instructional methods.

This book examines how working-class high school students' identity construction is continually mediated by discourses and cultural practices operating in their classroom, school, family, sports, community, and workplace worlds. Specifically, it addresses how responding to cultural differences portrayed in multicultural literature can serve to challenge adolescents' allegiances to status quo discourses and cultural models, and how teachers not only can rouse students to clarify and change their value stances related to race, class, and gender, but also provide support for and validation of students' self-interrogation. br br Highlighting the influence of sociocultural forces, the book contributes to understanding the role of institutions in shaping adolescents' lives, and identifies needs that must be addressed to improve those institutions. Current theory and research on critical discourse analysis, cultural models theory, and identity construction is meshedwith specific applications of that theory and research to case-study profiles and analysis of classroom discussions. The instructional strategies described enable pre-service and in-service teachers to develop their own literature curriculum and instructional methods.

Countering the increased standardization of English language arts instruction requires recognizing and fostering students' unique identity construction across different social and cultural contexts. Drawing on current sociocultural theories of identity construction, this book posits that students construct multiple identities through use of five identity practices: adopting alternative perspectives, exploring connections across people and texts, negotiating identities across social worlds, developing agency through critical analysis, and reflecting on long-term identity trajectories. Identity-Focused ELA Teaching features classroom activities teachers can use to put these practices into action in ways that re-center implementing the Common Core State Standards; case-study profiles of students and classrooms from urban, suburban, and rural schools adopting these practices; and descriptions of how teachers both support students with this instructional approach and share their own identity-construction experiences with their students. It demonstrates how, as students acquire identity-focused practices through engagements with literature, writing, drama, and digital texts, they gain awareness of the ways exposure to different narratives, beliefs, and perspectives serves to mediate their own and others' identities, leading to different ways of being and becoming over time.