Unprecedented in range and scope, this volume serves as a record of and reference for the development of fantasy literature. Working to be inclusive, rather than exclusive, opening a dialogue wherever possible, Sandner presents the full range of debates concerning the fantastic and its relationship to the sublime, the Gothic, children's literature, romance and comedy, and the purposes of imaginative literature. Introductions to each essay, presented in full or excerpted for the most relevant commentary, situate the reader in the history of fantasy literature and the criticism it has inspired.
New and important here are the claims for the early development of fantasy literature from the 18th century sublime. Previous histories of the genre regard Romanticism as a limit, but this reader draws from 18th, 19th, 20th, and even 21st century texts, revealing the unimagined scope of the field and developing a map of its early history for the first time. This important new volume presents, ultimately, the development of critical debates about the fantastic and its relationship to literature generally.

Quality Talk About Text: Discussion Practices for Talking and Thinking About Text (Research-Informed Classroom)

Literature & Fiction

Wilkinson, Ian A.G.

Bourdage, Kristin

Duke, Nell K.

History & Criticism

Heinemann

By most accounts, Italian-style liberalism failed. Explanations of its failure vary from economic backwardness or a political culture shaped by autocracy to claims that liberals ruined their chances by pursuing nothing but narrow middle class interests. This study examines the liberal record to weigh the accuracy of these approaches. Ashley focuses on three controversial issues: public works, social reform, and public order. The railroads would test liberal commitment to laissez-faire, labor laws their pledge to protect all citizens, and dissent their allegiance to individual rights. In each case, liberals compromised their principles. What they decided defined the Italian variant of liberalism by transforming it from a doctrine to concrete practices and political behaviors.Particularly after 1890, liberals increasingly made empiricism the primary justification for policy and dismissed abstract principles as beneath notice. This shift helps explain why liberalism lost authority and credibility as a set of moral imperatives and as a coherent world view in Italy, as well as why it failed to offer most Italians a compelling alternative to either Socialsim or Fascism. Examining what liberals said and did, however, does not entirely support the despairing judgment of so many historians. Italian liberals managed to build a liberal state and to make it function against intransigent obstacles.

No More Telling as Teaching: Less Lecture, More Engaged Learning (NOT THIS, BUT THAT)

History

Keene, Ellin Oliver

Tovani, Cris

Moje, Elizabeth Birr

Europe

Based on her work over the last decade with more than 100 schools and visits to more than 5000 classrooms, Barbara Taylor shares her School Change in Reading (SCR) reform model in Catching Schools. At the heart of the reform model is the belief that student learning improves when teachers are supported with research-based, effective reading instruction and are given a way to work alongside one another to hone their teaching abilities. The end result: a collaborative school community, motivated teachers, and students who are successful, engaged readers. Taylor's action points to schoolwide reading improvement include: <ul>
<li>research-proven practices for teaching reading</li> <li>a model to put these practices into action for schoolwide reform in reading</li> <li>assessment practices to inform teaching</li> <li>collaborative meeting strategies and professional learning activities; including 100+ reproducibles for teachers and administrators. </li> </ul>
PLUS! Video clips show lessons, coaching techniques, and staff discussions in action. Catching Schools provides processes around which other reforms can be carved. Improve student achievement and teacher effectiveness as you build a strong school community. With Catching Schools you'll be sure to catch your school before it falls behind.

Catching Schools: An Action Guide to Schoolwide Reading Improvement (Research-Informed Classroom)

Education & Teaching

Pearson, P. David

Taylor, Barbara M.

Schools & Teaching

Fast, effective, research-based interventions for struggling readers Have you ever zoned out during reading-pronounced the words, without processing their meaning? This is how "word callers" experience all reading, In fact, strong decoders with limited comprehension account for nearly a third of all struggling readers. Now there's powerful new hope for them in Word Callers. "Word callers are so focused on letters and decoding that their minds don't knit together the meaning of the words they are reading. The diverse interventions in this book all address this inflexibility, helping these children become better able to process meaning alongside letter-sound information." -Kelly Cartwright A centerpiece of Word Callers is an assessment and intervention developed by Kelly Cartwright that uses word and picture cards to measure and support readers' sound-meaning flexibility-an ideal resource for Tier 2 and Tier 3 RTI instruction. Kelly'sresearch shows that your word callers can "unglue" from print and improve their comprehension in as few as 5 lessons. With Word Callers you'll help students in individual or small-group settings begin to make meaning and then build on their newfound skill: <ul>
<li>Assessments based on included word cards help identify inflexible readers. </li> <li>A straightforward, needs-driven research-tested intervention using the cards turns readers around fast. </li> <li>Engaging lessons with wordplay, word and picture cards, comprehension strategies, and more support the transition from word callers into full-time meaning makers. </li> </ul>
It's not often we have such a storybook scenario for our at-risk learners, but when you try Kelly Cartwright's suggestions with your students, when you see children transform from "just reading words" to understanding text and enjoying reading, you'll see how much hope there is for your Word Callers. To purchase replacement word &amp; picture cards, click here. Get a special discount on replacement cards when you buy 5 sets at a time! Click here to save.

Word Callers: Small-Group and One-to-One Interventions for Children Who "Read" but Don't Compr ehend (Research-Informed Classroom)

Cartwright, Kelly B.

"When we're true to children's developmental needs and know which books to put in their hands, good things fall into place. The key is to focus on the children and the practices we know help them to read at each grade level," says Barbara Taylor. These foundational beliefs have been the focus of Barbara Taylor's career and inspired her to create the Early Intervention in Reading (EIR) process. After more than two decades of classroom practice and refinement, Barbara Taylor has translated her EIR process into the Catching Readers series (Grades K, 1, 2, 3, and 4-5). Powerful Intervention Strategies for Your Classroom <ul>
<li>Daily, small-group interventions help struggling kindergarteners read on level by spring.</li> <li>Instruction focuses on word recognition, fluency, vocabulary and comprehension development.</li> <li>The use of trade books and leveled books reinforces and extends guided reading instruction.</li> <li>Live-from-the-classroom video clips show the lessons in action.</li> <li>Practical classroom-tested teaching tools include 100+ pages of reproducibles for teachers and students.</li> </ul>
Empowering Professional Development for Your School <ul>
<li>A clear consistent framework fosters schoolwide coherence and continuity.</li> <li>A month-by-month planning guide helps organize teaching across grade levels.</li> <li>The lessons in action video clips are ideal for group analysis.</li> <li>Dynamic Internet and consulting services support professional learning communities.</li> </ul>
Based on a Scientifically Proven Program The Early Intervention in Reading (EIR) program, developed by Barbara Taylor of the University of Minnesota, provides an in-class alternative to traditional pull-out remedial reading programs. It consists of supplemental instruction provided by the kindergarten classroom teacher rather than by other personnel. The program has been tested in several locales and has proven that teachers can intervene to support struggling readers. Click here to learn more about the EIR program. Click here to review EIR's efficacy studies, research base, and teacher evaluations. Click here to review the U.S. Department of Education What Works Clearinghouse Report. Click here to review EIR's "promising rating" by the Promising Practices Network.

Catching Readers, Grade K: Day-by-Day Small-Group Reading Interventions (Research-Informed Classroom)

"When we're true to children's developmental needs and know which books to put in their hands, good things fall into place. The key is to focus on the children and the practices we know help them to read at each grade level," says Barbara Taylor. These foundational beliefs have been the focus of Barbara Taylor's career and inspired her to create the Early Intervention in Reading (EIR) process. After more than two decades of classroom practice and refinement, Barbara Taylor has translated her EIR process into the Catching Readers series (Grades K, 1, 2, 3, and 4-5). Powerful Intervention Strategies for Your Classroom <ul>
<li>Daily, small-group interventions help struggling kindergarteners read on level by spring.</li> <li>Instruction focuses on word recognition, fluency, vocabulary and comprehension development.</li> <li>The use of trade books and leveled books reinforces and extends guided reading instruction.</li> <li>Live-from-the-classroom video clips show the lessons in action.</li> <li>Practical classroom-tested teaching tools include 100+ pages of reproducibles for teachers and students.</li> </ul>
Empowering Professional Development for Your School <ul>
<li>A clear consistent framework fosters schoolwide coherence and continuity.</li> <li>A month-by-month planning guide helps organize teaching across grade levels.</li> <li>The lessons in action video clips are ideal for group analysis.</li> <li>Dynamic Internet and consulting services support professional learning communities.</li> </ul>
Based on a Scientifically Proven Program The Early Intervention in Reading (EIR) program, developed by Barbara Taylor of the University of Minnesota, provides an in-class alternative to traditional pull-out remedial reading programs. It consists of supplemental instruction provided by the kindergarten classroom teacher rather than by other personnel. The program has been tested in several locales and has proven that teachers can intervene to support struggling readers. Click here to learn more about the EIR program. Click here to review EIR's efficacy studies, research base, and teacher evaluations. Click here to review the U.S. Department of Education What Works Clearinghouse Report. Click here to review EIR's "promising rating" by the Promising Practices Network.

Catching Readers, Grade 1: Day-by-Day Small-Group Reading Interventions (Research-Informed Classroom)

Catching Readers, Grade 2: Day-by-Day Small-Group Reading Interventions (Research-Informed Classroom)

Catching Readers, Grade 3: Day-by-Day Small-Group Reading Interventions (Research-Informed Classroom)

Catching Readers, Grades 4/5: Day-by-Day Small-Group Reading Interventions (Research-Informed Classroom)

"Reading and Writing Genre with Purpose in K-8 Classrooms adds a new dimension to genre studies that will engage students and re-invigorate teaching. The book sharpens our focus on student motivation, an essential yet often overlooked aspect of teaching. The authors offer an array of purposeful and creative ways to teach narrative, procedural, informational, dramatic, and persuasive texts, and bring us one step closer to the kinds of learner-centered instruction so necessary to succeed in a modern world." -Sharon Taberski, author of Comprehension from the Ground Up "Make room on your professional bookshelf for a much needed book! You'll learn how to explicitly teach genre features and coach students as you establish meaningful writing purposes that inspire students to read. Not only do the authors provide solid guidelines for teaching genre in writing and reading, but they also invite you into classrooms to see how teachers and students create environments that engage all learners. And for each genre, you'll find lists of books to teach reading and writing!" -Laura Robb, author of Teaching Middle School Writers "You can explicitly teach students what they need to know to comprehend and produce genres well while engaging students in captivating communicative experiences-in fact, you can do it better!" -Nell K. Duke, Samantha Caughlan, Mary M. Juzwik, and Nicole M. Martin Too many U.S. classrooms lack a colorful compelling context for reading and writing, resulting in flat, uninspired, formulaic writing by students. Reading and Writing Genre with Purpose in K-8 Classrooms is designed to help pre- and inservice teachers, literacy coaches, and reading specialists question status quo ways of working with language and texts, replace weaker practices with better ones, and change the way genre is taught. Drawing from theory and research that suggests students learn better and more deeply when learning is contextualized and genuinely motivated, the book presents five guiding principles for teaching genre. Emphasizing purposeful communication, it will guide you through teaching students to read, write, speak, and listen to different real-world genres that inspire and engage them. Nell K. Duke, Samantha Caughlan, Mary M. Juzwik, and Nicole M. Martin: <ul>
<li>identify commonly used assignments and practices for teaching genre that are fundamentally flawed and explain why</li> <li> offer inspiring alternative practices, grounded in research and illustrated in real projects in real classrooms</li> <li> show how the five guiding principles come to life in reading and writing projects across the whole K-8 grade span </li> <li> provide planning sheets and other tools and tips that will allow you to manage genre-with-purpose instruction in your classroom. </li> </ul>
This book is about teaching genre differently-with purpose. Reading and Writing Genre with Purpose in K-8 Classrooms will help you reinvigorate your teaching.

Reading and Writing Genre with Purpose in K-8 Classrooms

Martin, Nicole

Caughlan, Samantha

Juzwik, Mary

Reference

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