A Concept-Based Curriculum is designed to help students uncover important, transferable understandings about what it means to be a capable reader, writer, speaker, viewer, listener, and thinker. But, too often, a well-designed, conceptual curriculum does not translate into conceptual teaching. "Concept Based Literacy Lessons" helps bridge that divide, and provides practical support for teachers implementing Concept-Based literacy lessons. This essential guide picks up where the book, Designing Concept-Based Curriculum for English Language Arts left off. Authors Lois Lanning and Tiffanee Brown explain how to move from design to actionable practice by providing tools and examples straight from the classroom. They'll also show teachers how to use common literacy instructional practices (such as Socratic Seminar, close reading, think aloud, explicit instruction, and so forth) to support students' transfer of conceptual understanding. Written especially for literacy teachers, readers will find: (1)Step-by-step help with lesson planning for conceptual understanding and transfer; (2) Ideas for supporting inductive learning; (3) Classroom Snapshots that showcase familiar literacy practices in Concept-Based classrooms; (4) Strategies to promote critical, reflective, and conceptual thinking; (5) Model elementary and secondary Concept-Based lesson and unit plans; and (6) A chapter devoted to answering frequently asked questions. For educators looking for practical ways to implement a Curriculum and Instruction Model that's more inquiry-driven and idea-centered, look no further than this book. ELA teachers will find: (1)Step-by-step help with lesson planning for conceptual understanding; (2) Instructional strategies for implementing in the classroom; (3) The big picture of vertical alignment grades 4-10, so that they know what came before and what's coming next; and (4) Example lesson and unit plans from a real CBCI teacher.