Inquiry Units for English Language Arts is an engaging and relevant collection of instructional units that delve into contemporary problems related to equity, justice, identity, freedom, and social reform. Designed by practicing classroom teachers, these units integrate reading, writing, speaking, and listening as modes of investigation in the Language Arts classroom. Each chapter provides specific guidance in planning, initiating, managing, and assessing a unit's line of inquiry to ensure that students' academic, social, and emotional growth are central to the classroom experience. The units in this book illustrate how guided inquiry prioritizes inductive learning by framing problems that require students to work collaboratively as they develop the critical thinking skills necessary to be active participants in a democracy.

Inquiry Paths to Literacy Learning, a collection of chapters from secondary teachers and university researchers, offers English language arts teachers several models and considerations for how to design and implement inquiry-based teaching and learning. As the contributors demonstrate, an inquiry approach can significantly boost student achievement, understanding, and transfer of learning. The chapters in this collection present classroom-tested approaches, activities, and assignments that teachers can use right away, but that also serve as models for designing learning experiences that most engage and benefit learners. Focusing on issues that adolescents find consequential, the sample learning activities promote the development of complex literacy skills, engage students in evidence-based reasoning, and foster an environment of cooperation, collaboration, and respect for different points of view. Together, the contributions in this book envision the English language arts classroom as a supportive environment for authentic inquiry and for the genuine democratic processes involved in grappling together with tough perennial and contemporary issues.

Inquiry Paths to Literacy Learning, a collection of chapters from secondary teachers and university researchers, offers English language arts teachers several models and considerations for how to design and implement inquiry-based teaching and learning. As the contributors demonstrate, an inquiry approach can significantly boost student achievement, understanding, and transfer of learning. The chapters in this collection present classroom-tested approaches, activities, and assignments that teachers can use right away, but that also serve as models for designing learning experiences that most engage and benefit learners. Focusing on issues that adolescents find consequential, the sample learning activities promote the development of complex literacy skills, engage students in evidence-based reasoning, and foster an environment of cooperation, collaboration, and respect for different points of view. Together, the contributions in this book envision the English language arts classroom as a supportive environment for authentic inquiry and for the genuine democratic processes involved in grappling together with tough perennial and contemporary issues.

In a collection of chapters from high school teachers and university researchers, Raise Your Voices offers English language arts teachers "one-stop shopping" to learn how to foster dialogic classrooms and how to prompt, sustain, connect, and assess classroom discussions, especially discussions about issues that adolescents find consequential. The chapters explore both the basics for facilitating discussion to support literacy learning and the principles for assessing the progress and effect of discussion and for including all students in lively dialogue. Taken together, the entries in this book envision the English language arts classroom as a supportive environment for authentic inquiry and for the genuine democratic processes involved in grappling together with tough perennial and contemporary issues.

In a collection of chapters from high school teachers and university researchers, Raise Your Voices offers English language arts teachers "one-stop shopping" to learn how to foster dialogic classrooms and how to prompt, sustain, connect, and assess classroom discussions, especially discussions about issues that adolescents find consequential. The chapters explore both the basics for facilitating discussion to support literacy learning and the principles for assessing the progress and effect of discussion and for including all students in lively dialogue. Taken together, the entries in this book envision the English language arts classroom as a supportive environment for authentic inquiry and for the genuine democratic processes involved in grappling together with tough perennial and contemporary issues.

Inquiry Units for English Language Arts is an engaging and relevant collection of instructional units that delve into contemporary problems related to equity, justice, identity, freedom, and social reform. Designed by practicing classroom teachers, these units integrate reading, writing, speaking, and listening as modes of investigation in the Language Arts classroom. Each chapter provides specific guidance in planning, initiating, managing, and assessing a unit's line of inquiry to ensure that students' academic, social, and emotional growth are central to the classroom experience. The units in this book illustrate how guided inquiry prioritizes inductive learning by framing problems that require students to work collaboratively as they develop the critical thinking skills necessary to be active participants in a democracy.