Using three main revision toolboxes - words, structure and voice - it offers dozens of specific revision tools.

    Each chapter starts out with a chapter focus that contains CEC Knowledge and Skills Standards that show you what you are expected to master in the chapter. Concepts are presented in a step-by-step manner followed by exercises that help you understand each step. Portions of assessment instruments, protocols, and scoring tables are provided to help you with the practice exercises. Additionally, you will participate in the educational decision-making process using data from classroom observations, curriculum-based assessment, functional behavior assessment, and norm-referenced assessment. New to the seventh edition: An emphasis on progress monitoring, including progress monitoring applied to the acquisition of knowledge and skills presented in this text The assessment process according to the regulations of IDEA 2004 A separate chapter on transition issues and assessment A separate chapter on assessment in infancy and early childhood A new chapter on the measurement aspects of Response to Intervention Increased consideration of students from culturally and linguistically diverse backgrounds in the assessment process

    The Inclusive Classroom: Strategies for Effective Instruction provides a wealth of practical and proven strategies for successfully including students with disabilities in general education classrooms. The text is unique for its three-part coverage of fundamentals of teaching students with special needs (including legal and professional issues, and characteristics of students with special needs); effective general teaching practices (including such topics as strategies for behavior management, improving motivation, increasing attention and memory, and improving study skills); and inclusive practices in specific subject areas (including literacy, math, science and social studies, vocational and other areas). This approach allows readers to understand students with special learning needs, effective general practices for inclusive instruction, and content-specific strategies. The overall approach is one of effective instruction, those practices that are most closely aligned with academic success.

    Substitute Teaching from A to Z is a one-stop resource, whether you're a full-timer, just breaking in, or starting out as a career educator. Reinforced with true life tales from real substitute teachers and the stories of how they solved their biggest challenges, this book is a comprehensive guide written by a veteran teaching expert who specializes in training subs.You'll learn insider tricks on how to:Show school administrators you have the right stuff for the jobChoose the most appropriate grades, subjects, and school districts for youForge great relationships with everyone you work withLand the best classroom assignmentsFace a new class with confidenceMaintain discipline, work without a lesson plan, and much more

    Bouffard focus on the developmental tasks and competencies that young people need to master in order to plan for and succeed in higher education. These include identity development, articulating aspirations and expectations, forming and maintaining strong peer and adult relationships, motivation and goal-setting, and self-regulatory skills, such as planning.The authors challenge the predominant approach of giving young people information and leaving it to them to figure out how to apply it. They call for a new approach that integrates the key developmental tasks and processes of adolescence into existing college access practices in meaningful ways. Rather than treating young people as passive recipients of services, the authors argue that adults can engage them as active agents in the construction of their own futures.

    Clear lessons and straightforward language reveal how to measure discipline in a classroom environment, as well as how to handle difficult situations, such as transition times, assemblies, lunchtime, and field trips. A separate chapter for school administrators explains how to support classroom teachers in creating discipline and how to evaluate those teachers.

    The Growth Mindset Coach provides all you need to foster a growth mindset classroom, including:A Month-by-Month ProgramResearch-Based ActivitiesHands-On Lesson PlansReal-Life Educator StoriesConstructive FeedbackSample Parent LettersStudies show that growth mindsets result in higher test scores, improved grades and more in-class involvement. When your students understand that their intelligence is not limited, they succeed like never before. With the tools in this book, you can motivate your students to believe in themselves and achieve anything.

    In sharing lessons, anecdotes, and cautionary tales from his own experiences revamping assessment procedures in the classroom, Dueck offers a variety of practical strategies for ensuring that grades measure what students know without punishing them for factors outside their control; critically examining the fairness and effectiveness of grading homework assignments; designing and distributing unit plans that make assessment criteria crystal-clear to students; creating a flexible and modular retesting system so that students can improve their scores on individual sections of important tests.Grading Smarter, Not Harder is brimming with reproducible forms, templates, and real-life examples of grading solutions developed to allow students every opportunity to demonstrate their learning. Written with abundant humor and heart, this book is a must-read for all teachers who want their grades to contribute to, rather than hinder, their students' success.

    It covers the rationale and research on the major models of teaching and applies the models by using scenarios and examples of instructional materials. Because it deals with the major psychological and philosophical approaches to teaching and schooling, Models of Teaching provides a direct link between educational foundations and student teaching. Therefore, the book can provide substantial support to programs taking a reflective teaching or constructivist approach.

    Nonetheless, children still bring to literacy a wide range of experiences and competencies. How, then, might teachers best support a literate community yet still meet the needs of individual readers? For Fountas and Pinnell, the answer lies in guided reading, which allows children to develop as individual readers within the context of a small group. Their new book is the richest, most comprehensive guided reading resource available today and the first systematic offering of instructional support for guided reading adherents."Guided Reading" was written for K-3 classroom teachers, reading resource teachers, teacher educators, preservice teachers, researchers, administrators, and staff developers. Based on the authors' nine years of research and development, it explains how to create a balanced literacy program based on guided reading and supported by read aloud, shared reading, interactive writing, and other approaches. While there is an entire chapter devoted solely to the process by which children become literate, every chapter clearly presents the theoretical underpinnings of the practices it suggests. Also included are guidelines for:observation and assessment dynamic grouping of readers creating sets of leveled books selecting and introducing books teaching for strategies classroom management. Best of all, there are well over 2,500 leveled books in the Appendixes, along with many other reproducible resources that teachers will use for years to come."Good first teaching is the foundation of education and the right of every child," assert the authors. With the publication of this book, educators themselves will find the foundation in reading skills instruction they so rightly deserve.

    Day by day and week by week, The First Six Weeks of School shows you how to set students up for a year of engaged and productive learning by: using positive teacher language to establish high academic and behavioral expectations; getting students excited about schoolwork by offering engaging academics; and teaching the classroom and academic routines that enable a collaborative learning community to thrive.

    -Kathy Collins and Matt GloverWhat do we see when young children interact with books before they can read the words?Kathy Collins and Matt Glover see real reading, characterized by purposeful meaning-making and opportunities for reading growth and language development."One of our biggest hopes," write Kathy and Matt, "is to help you see and value all of the powerful work young children do as readers." With I Am Reading you'll see that fostering what little ones do before they can read the words is important early instruction.Kathy and Matt show how to nurture, nudge, and instruct young readers to make meaning in any text, whether or not they are reading the words. They share: observation guides for children reading any kind of book specific descriptions of language and independence development sample reading conferences and whole-class minilessons suggestions for creating reading opportunities in preschool and reading workshops in K-1 action plans to get you going 25 online video clips of children making meaning and teachers supporting them.I Am Reading pairs two important voices in early literacy to remind us that we're teaching children, not reading levels. "In the rush toward ever higher reading levels in the early years," write Kathy and Matt, "we may fail to value the strategy use and high-level thinking children do before they are reading conventionally." Join Kathy and Matt and look anew at your young readers so you can provide the kind of support that gets them off to a great start.

    It is a guided tour, as one examines the tools of expert teachers as they engage students in a journey that is aptly dubbed Reading Apprenticeship?learning how to become a savvy, strategic reader under the tutelage of thoughtful, caring, and demanding teachers.? P. David Pearson, University of California, Berkeley, and founding editor of the Handbook of Reading Research.Reading for Understanding is a monumental achievement. It was a monumental achievement when it came out as a first edition in 1999, bringing years of rigorous reading research together in a framework for teaching that made sense in actual secondary school classrooms. Now, just thirteen years later, Schoenbach and Greenleaf have several randomized clinical trials and multiple on-going studies at their fingertips to demonstrate the effects of this approach for developing the reading and thinking of young people in our nation's middle and high school classrooms, as well as in community college classrooms. Their careful work on developing disciplinary literacy among all students represents a passion for and commitment to supporting students?and their teachers?in reading for understanding, which translates to reading for enjoyment, self-awareness, learning, and for purposeful and informed action in our society. ?Elizabeth Moje, Arthur F. Thurnau Professor and Associate Dean for Research, School of Education, University of MichiganReading Apprenticeship has proven to be an inspiration to Renton Technical College faculty and students alike. They have learned together to view themselves as readers in transformative ways, as they embrace powerful techniques to increase reading comprehension. The ideas and strategies in Reading for Understanding anchor this new and broad-based energy around reading and an enthusiasm among our faculty to model effective reading strategies for our students. ?Steve Hanson, President, Renton Technical College, Renton, Washington Reading for Understanding has the finest blend I have seen of research, strategies, and classroom vignettes to deepen teacher learning and help them connect the dots between theory and practice. ?Curtis Refior, Content Area Literacy Coach, Fowlerville Community Schools, Fowlerville, Michigan A teacher-tested, research-based resource for dramatically improving reading skillsPublished in partnership with WestEd, this significantly updated second edition of the bestselling book contains strategies for helping students in middle school through community college gain the reading independence to master subject area textbooks and other material.Based on the Reading Apprenticeship program, which three rigorous gold standard research studies have shown to be effective in raising students' reading achievement Presents a clear framework for improving the reading and subject area learning of all students, including English learners, students with special needs, as well as those in honors and AP courses Provides concrete tools for classroom use and examples from a range of classrooms Presents a clear how-to for teachers implementing the subject area literacies of the Common Core Standards Reading for Understanding proves it's never too late for teachers and students to work together to boost literacy, engagement, and achievement.

    The authors identify 10 qualities, attributes, and skills that help to explain Lincoln's effectiveness, despite seemingly insurmountable odds:1. Implementing and sustaining a mission and vision with focused and profound clarity2. Communicating ideas effectively with precise and straightforward language3. Building a diverse and competent team to successfully address the mission4. Engendering trust, loyalty, and respect through humility, humor, and personal example5. Leading and serving with emotional intelligence and empathy6. Exercising situational competence and responding appropriately to implement effective change7. Rising beyond personal and professional trials through tenacity, persistence, resilience, and courage8. Exercising purposeful visibility9. Demonstrating personal growth and enhanced competence as a lifetime learner, willing to reflect on and expand ideas10. Believing that hope can become a realityChapters devoted to each element explore the historical record of Lincoln's life and actions, then discuss the implications for modern educators. End-of-chapter exercises provide a structure for reflection, analysis of current behaviors, and guidance for future work, so that readers can create their own path to success--inspired by the example of one of the greatest leaders of all time.

    It's about combining what we know about the research process, about thinking, and about people working together to create a structure that consistently supports kids to build knowledge that matters in their lives." -Stephanie Harvey and Harvey "Smokey" DanielsListen to a podcast with Smokey and two master teachers who use inquiry circles Comprehension and Collaboration: Inquiry Circles in Action occurs at the intersection of comprehension, collaboration, and inquiry and serves as a guide for teachers who want to realize the benefits of well-structured, student-led, cross-curricular projects. Stephanie Harvey (Strategies That Work and The Comprehension Toolkit series) and Harvey "Smokey" Daniels (Literature Circles and Mini-Lessons for Literature Circles): - lay the foundation for inquiry circles by chronicling the current research and practices behind comprehension instruction and classroom collaboration - explain nine fundamental classroom conditions needed for active, small-group learning - provide 26 practical lessons in comprehension, collaboration, and research - offer how-to instructions for four types of inquiry circles-mini-research projects; curricular inquiries; extensions of literature circles; and open inquiry projects - address characteristic management concerns, such as how to use the Internet for research and how to assess and monitor student achievement. Throughout, chapters offer a mix of materials for you to grab and go as well as some big ideas to think through as you customize inquiry circles for your students. It is time for another stronger, more intentional era of education. Comprehension and Collaboration: Inquiry Circles in Action will serve as your companion and provide a guiding light on this important endeavor.