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Descriptors:
Thinking Skills; Educational Technology; Technology Integration; English Instruction; Curriculum Development; Creativity; Creative Thinking; Technology Uses in Education; Learner Engagement

Abstract:
Technology is revolutionizing the way the world works, and there seems to be no end in sight. Information is everywhere and easy to find, so today's students will need to know what to do with it to be prepared for the overly stimulating, technology-driven, problem-riddled world they will soon face. That's why critical- and creative-thinking skills are vital. Critical- and creative-thinking skills include idea generation, reflective judgment, self-regulation, and attitudes and dispositions. While many view these skills as intuitive, the authors present them as teachable. By combining technology integration with thinking skills, educators can better prepare students for the world of industry and innovation. The question becomes how they can seamlessly integrate technology while teaching critical- and creative-thinking skills. One piece of the answer is to start at the top by developing teachers' critical- and creative-thinking skills. Second, educators must use technology products in surprising and creative ways to engage students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Adolescent Literature; Writing (Composition); English Instruction; Teacher Educators; Adolescents; Writing Instruction; Teachers; Youth; Scaffolding (Teaching Technique); Teaching Methods; Tutors; Student Writing Models; Reading Writing Relationship

Abstract:
Identifying English Education courses focused on young adult literature as apposite sites for exploring teacher conceptions of youth and the texts aimed for youths' consumptions, this article addresses the multiple sources of tension--and pedagogical potential--of teaching a young adult literature course centrally framed around controversial discourses of adolescence. Reflecting on six years of teaching the course at two different institutions with a strong focus on critical perspectives of youth, the article examines why students in the class would understandably strain against this curriculum, as well as what it might mean for secondary literacy curricula and secondary students if teacher educators and secondary teachers take up these pedagogical risks and sources of resistance in efforts to interrupt dominant and stereotypical discourses about youth. (Contains 1 figure and 4 resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Elementary School Curriculum; Lesson Plans; Core Curriculum; Curriculum Guides; Educational Policy; State Policy; State Standards; Literacy; Reading Instruction; Writing Instruction; Language Arts; English Instruction; Speech Communication; Listening Skills; Grammar; Educational Resources; Instructional Materials; Reprography; Reading Lists; Tests; Scoring Rubrics; Teaching Methods; Check Lists; Educational Technology; Worksheets

Abstract:
Schools nationwide are transitioning to the Common Core--our advice to you: Don't go it alone! Our new book, "Common Core Literacy Lesson Plans: Ready-to-Use Resources, K-5," shows you that teaching the Common Core State Standards in the elementary grades doesn't have to be intimidating! This easy-to-use guide provides model lesson plans for teaching the standards in reading, writing, speaking/listening, and language: (1) Get engaging lesson plans that are grade-appropriate, easy to implement and include ready-to-use reproducible handouts, assessments, resources, and ideas to help you modify the lesson for both struggling and advanced learners; (2) Our Common Core Literacy Lesson Plans are designed to fit seamlessly into your K-5 curriculum; (3) You get practical tips for revamping your existing lessons to meet the standards; (4) Students learn how to read informational texts, write opinion-based essays, and improve their speaking and listening skills; (5) Grammar mini-lessons and foundational skills mini-lessons will help you teach language conventions, phonics, fluency, and more! We take the guesswork out of Common Core lesson plans with this practical, easy-to-use guide. All lesson plans are grade-appropriate, and every lesson plan includes...: (1) Common Core State Standards covered in the lesson; (2) Overview of objectives and focus of the lesson; (3) Background knowledge required and time required; (4) A detailed, step-by-step agenda for the lesson, plus a materials list; (5) Differentiation ideas to adapt the lesson for different kinds of learners; (6) Assessment ideas, including rubrics and scoring guides; and (7) A place for your notes: what worked; what can improve. Bonus! We show you how to extend the lessons into longer units to suit your particular grade's curriculum, and even help you create more of your own lessons! Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Middle Schools; Lesson Plans; Core Curriculum; Curriculum Guides; Educational Policy; State Policy; State Standards; Literacy; Reading Instruction; Writing Instruction; Language Arts; English Instruction; Literature; Speech Communication; Listening Skills; Grammar; Educational Resources; Instructional Materials; Reprography; Reading Lists; Tests; Scoring Rubrics; Teaching Methods; Check Lists; Educational Technology; Worksheets

Abstract:
Schools nationwide are transitioning to the Common Core--our advice to you: Don't go it alone! Our new book, "Common Core Literacy Lesson Plans: Ready-to-Use Resources, 6-8," shows you that teaching the Common Core State Standards in the middle grades doesn't have to be intimidating! This easy-to-use guide meets the particular needs of middle school teachers. It provides model lesson plans for teaching the standards in reading, writing, speaking/listening, and language: (1) Get engaging lesson plans that are grade-appropriate, easy to implement and include ready-to-use reproducible handouts, assessments, resources, and ideas to help you modify the lesson for both struggling and advanced learners; (2) Our Common Core Literacy Lesson Plans are equally effective for both English and content-area teachers--the plans are designed to fit seamlessly into your middle school curriculum; (3) You get practical tips for revamping your existing lessons to meet the standards; and (4) Middle school students learn how to answer text-based questions, read informational texts, conduct research, write arguments, and improve their speaking and listening skills. We take the guesswork out of Common Core lesson plans with this practical, easy-to-use guide. All lesson plans are grade-appropriate, and every lesson plan includes...: (1) Common Core State Standards covered in the lesson; (2) Overview of objectives and focus of the lesson; (3) Background knowledge required and time required; (4) A detailed, step-by-step agenda for the lesson, plus a materials list; (5) Differentiation ideas to adapt the lesson for different kinds of learners; (6) Assessment ideas, including rubrics and scoring guides; and (7) A place for your notes: what worked; what can improve. Bonus! We show you how to extend the lessons into longer units to suit your particular grade's curriculum, and even help you create more of your own lessons! Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Secondary School Curriculum; Lesson Plans; Core Curriculum; Curriculum Guides; Educational Policy; State Policy; State Standards; Literacy; Reading Instruction; Writing Instruction; Language Arts; English Instruction; Literature; Speech Communication; Listening Skills; Grammar; Educational Resources; Instructional Materials; Reprography; Reading Lists; Tests; Scoring Rubrics; Teaching Methods; Check Lists; Educational Technology; Worksheets

Abstract:
Schools nationwide are transitioning to the Common Core--our advice to you: Be prepared, but don't go it alone! Our new book, "Common Core Literacy Lesson Plans: Ready-to-Use Resources, 9-12," shows you that teaching the Common Core State Standards in high school doesn't have to be intimidating! This easy-to-use guide meets the particular needs of high school teachers. It provides model lesson plans for teaching the standards in reading, writing, speaking/listening, and language: (1) Get engaging lesson plans that are grade-appropriate for teens, easy to implement, and include ready-to-use reproducible handouts, assessments, resources, and ideas to help you modify the lesson for both struggling and advanced learners; (2) Our Common Core Literacy Lesson Plans are equally effective for both English and content-area teachers--the plans are designed to fit seamlessly into your high school curriculum; (3) You get practical tips for revamping your existing lessons to meet the standards; and (4) High school students learn how to answer text-based questions, read informational texts, conduct research, write arguments, and improve their speaking and listening skills. We take the guesswork out of Common Core lesson plans with this practical, easy-to-use guide. All lesson plans are grade-appropriate, but every lesson plan includes...: (1) Common Core State Standards covered in the lesson; (2) Overview of objectives and focus of the lesson; (3) Background knowledge required and time required; (4) A detailed, step-by-step agenda for the lesson, plus a materials list; (5) Differentiation ideas to adapt the lesson for different kinds of learners; (6) Assessment ideas, including rubrics and scoring guides; and (7) A place for your notes: what worked; what can improve. Bonus! We show you how to extend the lessons into longer units to suit your particular grade's curriculum, and even help you create more of your own lessons! Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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State Standards; Problem Based Learning; Reading Instruction; Teaching Methods; Special Needs Students; Scaffolding (Teaching Technique); Instructional Improvement; Student Projects; Academic Standards; Reading Materials; Learning Activities; Vocabulary Development; Questioning Techniques; Teacher Expectations of Students; Grading; Student Evaluation; Communities of Practice; English Instruction; Language Arts; Elementary Secondary Education; Kindergarten; Educational Strategies

Abstract:
Learn how to increase rigor so that all students can reach higher levels of learning! With this new edition of a teacher-tested best seller, you get practical ideas for increasing text complexity, providing scaffolding during reading instruction, creating open-ended projects, and much more. The enhanced second edition provides important connections to the Common Core State Standards, plus new sections on problem-based learning, implementation of high standards, and working with special-needs students. [For the first edition, see ED527934.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Awards; Adolescent Literature; Literary Criticism; Discourse Analysis; Novels; English Curriculum; Young Adults; Disabilities; Critical Theory; Self Concept; Personal Autonomy; Power Structure; English Instruction; Literary Devices

Abstract:
This literary analysis examines constructions of normalcy and disability within contemporary young adult literature, including "Jerk," "California" (Friesen, 2008), "Marcelo in the Real World" (Stork, 2009), and "Five Flavors of Dumb" (John, 2010). As recent winners of the Schneider Family Book Award from the American Library Association, these novels offer complex and realistic portrayals of characters with disabilities. Drawing on critical discourse analysis, this paper explores how identity, agency, and power shape the novels' plots and themes. The growing prevalence of characters with disabilities in young adult literature offers an opportunity for students to consider how disability is constructed in society and represented in literary works. By taking a critical approach to literary analysis, teachers can emphasize social justice within the English curriculum. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Faculty; Graduate Students; Higher Education; Video Technology; Information Technology; English (Second Language); Literature; English Instruction; Teaching Assistants

Abstract:
Videorecording analysis can help improve the teaching of college literature and other subjects. Here, I concentrate on specific analytical strategies that I have been teaching my graduate students since 1994, and I cite my students (including their graphical charts) to illustrate what important lessons they have learned through careful study of videorecordings of their teaching. These are techniques that can be employed by those involved in college teacher training in many fields. My own focus is on teaching college literature, not only because that is my own specialty, but also because videorecording analysis has been scarcely practiced in this field and therefore is in need of study--whereas ever since about 1980, there have been dozens of publications in TESOL, English Education, and many other fields that have been based on videorecordings. Even in that large body of scholarship, however, little attention has been devoted to the training of TAs and other novice college teachers--the focus of this article. (Contains 2 figures, 1 table, and 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Spelling; Vowels; Alphabets; Young Children; Kindergarten; Preschool Children; English Instruction; Differences; Written Language; Foreign Countries

Abstract:
Letter names are stressed in informal and formal literacy instruction with young children in the US, whereas letters sounds are stressed in England. We examined the impact of these differences on English children of about 5 and 6 years of age (in reception year and Year 1, respectively) and US 6 year olds (in kindergarten). Children in both countries spelled short vowels, as in "bag", more accurately than long vowels, as in "gate". The superiority for short vowels was larger for children from England, consistent with the instructional emphasis on letter sounds. Errors such as "gat" for words with long vowels such as "gate" were more common among US children, reflecting these children's use of vowels' names as a guide to spelling. The English children's performance on a letter knowledge task was influenced by the fact that they are often taught letter sounds with reference to lowercase letters and letter names with reference to uppercase letters, and their spellings showed some effects of this practice. Although emphasis on letter sounds as opposed to letter names influences children's patterns of performance and types of errors, it does not make the difficult English writing system markedly easier to master. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Language Arts; Reading Instruction; English Instruction; Middle School Students; Reading Strategies; Reading Comprehension; Outcomes of Education; Fidelity; Reading Teachers; Grade 7; Grade 8

Abstract:
This study examined the effects and fidelity of collaborative strategic reading (CSR) implemented by experienced CSR teachers (participated in previous study; Vaughn et al., 2011) on the reading comprehension outcomes of students in English/Language Arts (ELA) or Reading classes. Eligible teachers (12 of 17; others reassigned to teach grades/subjects not eligible for inclusion) in middle schools in Texas and Colorado who participated in the previous year in a study examining the effects of CSR on the reading comprehension outcomes of their students participated in a 2nd-year, new cohort of students. Teachers taught multiple sections of ELA or reading; sections were randomly assigned to a treatment or comparison condition, and any extra classes were assigned to the treatment condition. There were 26 CSR and 22 comparison classes. Teachers were asked to implement CSR in their treatment classes only for approximately two 50-min sessions per week for 18 weeks. Examining the role of fidelity revealed that CSR was more prevalent in treatment classes than the comparison classes and that ELA teachers had significantly less treatment spillover than the Reading teachers. Findings indicate that CSR was associated with a greater effect when implemented in ELA classrooms compared to Reading classrooms. (Contains 6 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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