- Point-of-use lesson plans with step-by-step instructional support- Differentiated instruction strategies to meet the needs of all students- Coverage of the five essential acts of reading --key strategies for strengthening literacy skills- Vocabulary support for each selection- Detailed guidelines for assessing students' progress

Great Source Daybooks: Critical Reading and Writing Student Edition Grade 9

Teen & Young Adult

Vinz, Ruth

Reid, Louann

Clagget, Fran

Education & Reference

Great Source Education Group, Inc.

Great Source Daybooks: Critical Reading and Writing Student Edition Grade 10

On Writing Qualitative Research: Living by Words (Teachers' Library)

This text is both about writing up qualitative research and is itself a qualitative study. The written reflections of students on the writing process and the interpretations and presentations of their findings provide a base of data which the authors have, in turn, analyzed and incorporated into their text. They have added accounts of their own experiences, and those of their colleagues and other published authors. All of these are woven into a theoretical framework that discusses them in detail.

On Writing Qualitative Research (Teachers' Library)

Anzul, Margaret

Downing, Maryann

Ely, Margot

Literature & Fiction

Routledge

On Narrative Inquiry: Approaches to Language and Literacy (NCRLL Collection)

Can stories about students and classrooms be the basis for meaningful research? In this book, the authors describe and tell illustrative stories about the potential and limits of narrative for the purpose of inquiry in English education. They argue that narrative inquiry is uniquely suited to the questions educators are asking in the field today. This book introduces us to narrative scholars who engage us in philosophical and methodological discussions and it describes how narrative works in relation to the telling of a story or stories. It also provides examples of narrative inquiry to inspire you to create academic work that is both imaginative and responsible. 
On Narrative Inquiry will be useful to graduate students and novice and experienced researchers who want to learn more about the range of methodological considerations for compiling and presenting narrative accounts.
Book Features:
<ul>
<li> An overview of the use of narrative research in language and literacy education. </li>
<li> Guidance for theorizing, defining, conducting, and crafting narrative inquiry. </li>
<li> Examples of the various forms narrative inquiry might take.</li>
<li> A final chapter that offers a provocation about future considerations for narrative inquiry. (It’s a literary comic!)</li>
</ul>

Schaafsma, David

Education & Teaching

Teachers' College Press

Can stories about students and classrooms be the basis for meaningful research? In this book, the authors describe and tell illustrative stories about the potential and limits of narrative for the purpose of inquiry in English education. They argue that narrative inquiry is uniquely suited to the questions educators are asking in the field today. This book introduces us to narrative scholars who engage us in philosophical and methodological discussions and it describes how narrative works in relation to the telling of a story or stories. It also provides examples of narrative inquiry to inspire you to create academic work that is both imaginative and responsible. On Narrative Inquiry will be useful to graduate students and novice and experienced researchers who want to learn more about the range of methodological considerations for compiling and presenting narrative accounts.Book Features: An overview of the use of narrative research in language and literacy education.  Guidance for theorizing, defining, conducting, and crafting narrative inquiry.  Examples of the various forms narrative inquiry might take. A final chapter that offers a provocation about future considerations for narrative inquiry. (It’s a literary comic!)

In efforts to reform English education, little attention is given to English teachers' conceptual understanding of their work; the focus instead is on their actions and whether or not those actions lead to effective instruction. With Composing a Teaching Life, Ruth Vinz digs deeper. She refines her ways of remembering and telling and in the process brings meaning to her own twenty-nine years of teaching. She also presents the perspectives of other practitioners--four student teachers, four first-year teachers, and three seasoned teachers--who describe how their knowledge, preparation, and methods of inquiry affect their actions, beliefs, and practice. Her goal is to involve readers in the complexities of teaching and learning so that they will re-search and re-examine their own teaching lives. Composing a Teaching Life is divided into two sections. Part One covers the ways different representations of teachers as professionals affect their self-identities, major issues in learning to teach, the advantages of reflective inquiry among experienced teachers, and examples of how teachers actualize their beliefs in their practice. In Part Two, teachers offer glimpses into classrooms that serve as vehicles for drawing out, articulating, questioning, and illuminating what's happening at particular schools, making the book ideal for college methods courses and staff development programs.

Composing a Teaching Life

Schools & Teaching

Heinemann

Learning the Landscape is based on two self evident premises: that writing and reading are interactive processes that when combined in meaningful ways generate the most powerful learning experiences the classroom can provide; and that a major part of such learning comes from students discovering the uniqueness and validity of their own perspectives as readers and writers.  In this refreshingly different text, students engage in a variety of learning activities. Each asks them to examine how they observe, perceive, and respond to literature. Each invites discussion, comparison, and reading and responding with peers. Each generates writing-poems, stories, essays, scripts. The book is interactive, encouraging students to become naturalists, ethnographers, as they observe, read, record, and write about their internal and external worlds.  Learning the Landscape is neither a reader nor a composition text. It is a rational and refreshing blend of the two. This book is designed for use across the grades, ideally from ninth to eleventh, and across a wide range of intellectual talent and persuasion.

Learning the Landscape: Inquiry-Based Activities for Comprehending and Composing

Reference

Claggett, Mary F

Foreign Language Study & Reference

Recasting the Text, a companion volume to Learning the Landscape, provides activities that help students explore multiple ways of reading and re-creating a text in various forms. Examining the concept and uses of intertextuality among works from diverse times, places, and peoples, students see how individuals re-read and re-see human experience through stories. By creating texts themselves and reading clusters of texts from similar sources, students gain new perspectives about the processes of reading and writing. Recasting the Text thoroughly integrates the language arts, utilizing ways of knowing to which students respond most keenly: observing, analyzing, imagining, and reflecting. Students will deal with language and literature experiences through a range of media that includes writing, drawing, and performing, as well as discussion. All strategies have been tested in classrooms across the country and are based on current learning-through language theory. This book can be used alone or as a supplement to any literature and language text. It is especially suitable for grades ten through twelve.

Recasting the Text: Inquiry-Based Activities for Comprehending and Composing

Words, Language & Grammar

A Poetry Pedagogy for Teachers generates imaginative encounters with poetry and invites educators to practice a range of poetry exercises in order to inform instructional approaches to reading and writing. Guided by pedagogical principles prompted by their readings of Wallace Stevens' “Thirteen Ways of Looking at a Blackbird,” Maya Pindyck and Ruth Vinz provide critical discussion of prominent literacy practices in secondary classrooms and offer alternative approaches to encountering a text. They do this by way of experimental readings of Wallace Stevens' poem toward a set of thirteen pedagogical principles that anchor a pedagogy of poetic practices. The book also offers invitational exercises, the authors' own engagements with poetry practices, as well as student examples, visual modes of theorizing, and a gathering of relevant resources compiled by two classroom teachers. This is a book for secondary English teachers, teaching artists, English educators, college writing professors, readers and writers of poetry – both existing and aspirational – and any educator interested in poetry's capacities to pedagogically inform their subject matter and/or literacy practices.

A Poetry Pedagogy for Teachers: Reorienting Classroom Literacy Practices (Bloomsbury Guidebooks for Language Teachers)

Pindyck, Maya

Liu, Diana

Wittchow, Ashlynn

Bloomsbury Academic

This book examines how teachers and their students can learn to respond to literature about cultural perspectives other than their own.

Becoming (Other)wise

Gordon, Erick

Lundgren, Bill

Calendar Islands

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