The following Subject Headings can be used to search by subject in the catalog to find books physically located in Speed Library. The headings below are linked to the MICAL, the library's online catalog.
ERIC is a database of educational resources from the US Dept of Education and does not use Library of Congress Subject Headings. They have their own thesaurus of terms used to describe the articles within the database.
Another useful database, Opposing Viewpoints, details currently debated topics and provides a variety of resources on the topic, including scholarly and non-scholarly articles, statistics, maps, news, opinion pieces, websites, videos, and reference sources. Relevant education topics include:
The Best-Kept Teaching Secret: how written conversations engage kids, activate learning, and grow fluent writers, K-12 by
"Written in a light conversational style, The Best-Kept Teaching Secret brims with jottings written by children and with an armful of ways you can use letter writing to revitalize your teaching. Readers who have come to trust Smokey's grounding in classrooms will find that once again, he draws upon a rich repertoire of stories and methods drawn from the hurly burl of classrooms." -Lucy Calkins, Author of Units of Study for Teaching Writing and Coauthor of Pathways to the Common Core Your fast-track to student engagement Everywhere Smokey Daniels speaks, there's one teaching strategy that teachers embrace above all others. That single method for transforming students from passive spectators into active learners . . . for evoking curiosity, inspiring critical thinking, and building powerful writers along the way. Now, that best-kept teaching secret is revealed: Written Conversations. Smokey and coauthor Elaine Daniels describe how to leverage these "silent writing-to-learn discussions" structure by structure Mini-memos Dialogue journals Write-arounds Digital discussions . . . with detailed descriptions, lessons, and annotated student samples--making this the most practical teaching book in recent memory. The author or coauthor of 18 books for teachers, Harvey Daniels, also known as "Smokey," has been a professor, researcher, consultant, and teacher coach over his 43-year career. These days, he serves as a conference speaker, school district consultant, and demonstration teacher in schools around the U.S. and Canada. In 2012, Smokey was presented with the NCTE Exemplary Leader Award. Elaine Daniels began as a high school English teacher at Lake Forest High School, where it was rumored that her former teacher advisor and fellow staff member, Smokey Daniels, gave her a positive recommendation. After 14 years at National-Louis University, Elaine now teaches at Santa Fe Community College. This is her first professional collaboration, with Smokey, already a pretty great partner.
Community Writing: researching social issues through composition by
This first-year college composition textbook features a series of recursive assignments designed to allow students to research and write about issues confronting their individual communities. It covers the basics of the course (the writing process).
Concepts in Composition: theory and practice in the teaching of writing by
A textbook for composition pedagogy courses. It focuses on scholarship in rhetoric and composition that has influenced classroom teaching, in order to foster reflection on how theory impacts practice.
Critical Encounters in High School English: teaching literary theory to adolescents by
This book challenges current paradigms of literature instruction by making a case for teaching critical theory in high school literature classrooms. It argues for the importance of multiple critical perspectives and urges teachers to expand their theoretical repertoires. Teachers will find actual lessons and strategies for teaching a variety of contemporary literary theories including reader response, feminism, Marxism, and deconstruction.
Reflections of a Citizen Teacher: literacy, democracy, and the forgotten students of Addison High by 
Rigorous Reading: 5 access points for comprehending complex texts by
"With Rigorous Reading Doug Fisher and Nancy Frey have provided literacy educators who are committed to successfully raising the bar with solutions that make sense. The book is masterfully developed with an extensive reach across many grade levels in terms of defining what it means to provide intentional instruction and teaching text complexity. The five access points are discussed pragmatically with evidence of a solid research base deftly woven throughout the book. This is the most practical book I have come across in terms of providing teachers with the knowledge base and assistance many are seeking to improve their instruction with regard to complex texts." - Steven L. Layne, Ed.D., Professor of Literacy Education, Judson University, Elgin, IL What it really means to "read closely." Call it close reading, call it deep reading, call it analytic reading--call it what you like. The point is, it's a level of understanding that students of any age can achieve with the right kind of instruction. In Rigorous Reading, Nancy Frey and Doug Fisher articulate an instructional plan so clearly, and so squarely built on research, that teachers, schools, and districts need look no further: Purpose & Modeling Close & Scaffolded Reading Instruction Collaborative Conversations An Independent Reading Staircase Performance Also included are illustrative classroom video and an online Facilitator's Guide. Nancy Frey, Ph.D., is Professor of Literacy in the Department of Educational Leadership at San Diego State University. The recipient of the 2008 Early Career Achievement Award from the National Reading Conference, she is also a teacher-leader at Health Sciences High & Middle College and a credentialed special educator, reading specialist, and administrator in California. . Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. He is the recipient of an IRA Celebrate Literacy Award, NCTE's Farmer Award for Excellence in Writing, as well as a Christa McAuliffe Award for Excellence in Teacher Education. Doug can be reached at dfisher@mail.sdsu.edu.
Supporting Students in a Time of Core Standards: English language arts, grades 9-12 by
Table of contents:
Demystifying the Common Core State Standards
Everything's a conversation: reading away isolation
Using viewing to elicit complex thinking
Integrating active listening and speaking strategies
Writing is a thinking process shared with others
Individual considerations: keeping students at the center
Working collaboratively to enact the CCSS
Becoming a teacher advocate
Appendix A: resources
Appendix B: NCTE principles.
Teaching Dilemmas and Solutions in Content-Area Literacy, Grades 6-12 by
Because literacy is not just the English teacher's job Think literacy is just for English teachers? Not anymore. Nor should it be when you consider that each discipline has its own unique values and means of expression. These days, it's up to all teachers to communicate what it means to be literate in their disciplines. Here, finally, is a book ambitious enough to tackle the topic across all major subject areas. Smagorinsky and his colleagues provide an insider's lens on both the states of their fields and their specific literacy requirements, including: Reviews of the latest issues and research Scenario-based activities for reflection and discussion Considerations of the textual forms and conventions required in all major disciplines
Text-Dependent Questions, Grades 6-12: Pathways to close and critical reading by
Fisher & Frey's answer to close and critical reading No doubt since the cave paintings of prehistoric times, humans have asked questions to make sense of the message. So what could possibly be new about posing questions about text? Plenty . . . and with TDQ, Doug Fisher and Nancy Frey reveal it all. After one quick read, you will have learned all the very best ways to use text-dependent questions as scaffolds during close reading . . . and the big understandings they can yield, especially when executed the Fisher and Frey way. But that's just for starters. Fisher and Frey also include illustrative video, actual texts and questions, examples from across content areas, and an online professional learning guide, making the two volumes of TDQ a potent professional development tool across all of K-12. The genius of TDQ is the way Fisher and Frey break down the process into four cognitive pathways that help teachers "organize the journey through a text" and frame an extended discussion around it. Step by step, this approach ensures that in every close reading lesson, students are guided to consider explicit and implied meanings, and deeply analyze and appreciate various aspects of a text, especially those that may be challenging or confusing. Here's how the four inter-related processes play out, with every why and every how answered: What does the text say? (general understandings and key details) How does the text work? (vocabulary, structure, and author's craft) What does the text mean? (logical inferences and intertextual connections) What does the text inspire you to do? (write, investigate, present, debate) The cool thing? These questions ignite students' engagement and discussion because they strategically lead students to a place of understanding where explicit and implied meanings and interpretations can be debated. Far from being overly literal or teacher-led, the questioning framework Fisher and Frey advance enhances the quality of student talk and idea-generation. All in all, there's no better resource to cultivate students' capacity for independent reading and incisive thinking.
Uncommon Core: where the authors of the standards go wrong about instruction and how you can get it right by
Leave instruction to the experts! Uncommon Core puts us on high-alert about some outright dangerous misunderstandings looming around so-callednbsp; "standards-aligned" instruction, then shows us how to steer past them--all in service of meeting the real intent of the Common Core. It counters with teaching suggestions that are true to the research and true to our students, including how: Reader-based approaches can complement text-based ones Prereading activities can help students meet the strategic and conceptual demands of texts Strategy instruction can result in a careful and critical analysis of text while providing transferable understandings Inquiry units around essential questions can generate meaningful conversation and higher-order thinking
Below are examples of eBooks from our new Academic eBook Collection. Learn more about how to download an eBook to read on your computer or on your Apple, Android, and Kindle devices here.
Common Core Standards for High School English Language Arts: A Quick-start Guide by
Smart implementation of the Common Core State Standards requires both an overall understanding of the standards and a grasp of their implications for planning, teaching, and learning. This Quick-Start Guide provides a succinct, all-in-one look at * The content, structure, terminology, and emphases of the Common Core standards for English language arts and literacy at the high school level. * The meaning of the individual standards within the four ELA strands--Reading, Writing, Speaking and Listening, and Language. * How the standards connect across strands, grade bands, and content areas to help students develop the communication and analytical skills essential for college and career readiness. * The areas of the ELA standards that represent the most significant changes to business as usual. Here, teachers and school leaders will find information they need to begin adapting their practices to ensure all students master the new and challenging material the standards present. A practical lesson planning process to use with the Common Core, based on Classroom Instruction That Works, 2nd Ed., is included, along with three sample lessons. LEARN THE ESSENTIALS OF THE COMMON CORE The grade-level and subject-specific Quick-Start Guides in the Understanding the Common Core Standards series, edited by John Kendall, are designed to help school leaders and school staffs turn Common Core standards into coherent, content-rich curriculum and effective, classroom-level lessons.
The Common Core: Teaching Students in Grades 6-12 to Meet the Reading Standards by
The authors delve into important topics such as assessment, implementation, and curriculum--as well as the implications of the Common Core for special populations such as English learners, students with disabilities, and gifted and talented students. In addition to a focus on disciplinary literacy throughout the book, there is an entire chapter devoted to helping you teach students to use disciplinary strategies to engage, guide, and extend their thinking.
The second part of this book is even more exciting: a detailed look at each of the College and Career Readiness Anchor Standards for Reading, combined with practical guidance on how to use those Standards to teach your middle school and high school students. Each Standard is aligned with accessible, appropriate, research-based strategies to help you integrate the ELA Standards into a series of rich, connected, instructional tasks.
Classroom applications, student examples, and valuable teaching tools make this the resource you'll turn to again and again as you implement the CCSS in your classroom, school, and district.
Common Core: Graphic Organizers for Teaching K12 Students to Meet the Reading Standards by
These original graphic organizers have been designed to help students think through narrative and informational text. Created specifically to support students'achievement of the Common Core State Standards for English Language Arts, the organizers are reproducible and designed to be a companion to McLaughlin and Overturf's K–5 and 6–12 Common Core books.
Teaching Reading in the Content Areas: If Not Me, Then Who? by
History teachers aren't expected to teach science, math teachers aren't expected to teach social studies; so why are all teachers responsible for teaching reading? The answer is simple. An emphasis on reading and literacy skills in the content areas has an exponential effect on learning in every discipline. This completely revised third edition of the best-selling Teaching Reading in the Content Areas seeks to help educators understand how to teach reading in their respective disciplines, choose the best reading strategies from the vast array available, and positively impact student learning. Throughout, it draws from new research on the impact of new technologies, the population boom of English language learners, and the influence of the Common Core State Standards. Given the complexities of the reading process, teachers deserve--and this book provides--clear, research-based answers to overarching questions about teaching reading in the content areas: * What specific skills do students need to read effectively in each content area? * Which reading strategies are most appropriate to help students become more effective readers and independent learners? * What type of learning environment promotes effective reading and learning? By focusing on the differences in how content-area experts read and reason, teachers can be better prepared to help their students understand that the ways they read in biology are different from the ways they read in English, history, or mathematics. To read successfully in different content areas, students must develop discipline-specific skills and strategies along with knowledge of that discipline. With that in mind, this book also includes 40 strategies designed to help students in every grade level and across the content areas develop their vocabularies, comprehend informational and narrative texts, and engage in meaningful discussions of what they read.
NETS.S [ National Educational Technology Standards for Students] English Language Arts Units for Grades 9-12 by
English Language Arts Units for Grades 9–12 offers a holistic and reflective approach to using technology in the high school English class. Author Christopher Shamburg presents 12 language arts units that integrate technology into compelling, standards-based lessons. Examples of these units include fanfiction and creative writing, teaching Shakespeare with film and images, using blogs and social bookmarking to facilitate independent reading projects, podcasting for a variety of purposes, and creating and sharing digital video safely and meaningfully. Easily understood by the beginner but full of challenging ideas for the technology-savvy, these exciting lesson plans will appeal to any teacher who has a curiosity about new methods and a belief that technology can reshape and re-energize the high school English Language Arts classroom.
Deeper Writing: Quick Writes and Mentor Texts to Illuminate New Possibilities by
Your best tool for building fluent writers Make your classroom's writing time really count, with smart and compelling texts designed to enhance the instruction you're already providing. Whether you teach 4th grade, 12th, or anything in between, you'll foster authentic writing every day, building fluency and teaching students to write for a variety of purposes--top priorities in the Common Core. Look for: 45 quick writes in an easy-to-use framework with suggested grade levels Carefully selected mentor texts that provide models and inspiration Guidelines for crafting your own quick writes, tailored to your students' needs
Teaching English Pronunciation at the Secondary School Level by
This book aims to aid English teachers at the junior and senior secondary school levels in teaching pronunciation within a regular EFL syllabus. It presents such a way of incorporating the phonetic and lexical components so as to facilitate students' acquisition of a standard phonetic system and to prevent them from forming habitual mistakes in individual words. It highlights key areas of the English phonetic system and provides examples of strategies how to use a course-book for the sake of teaching pronunciation. The discussion of teaching the phonetic system relies on the comparison between its conscious and unconscious acquisition. Teaching individual vocabulary items (especially reversing habitual mispronunciations) is analysed through contrasting mental and behavioural learning.
Below are example periodicals related to English Secondary Education. You can browse a complete list of online & print periodicals in the library's Journal Finder, examples of journals follow: