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"We need to evaluate how we spend time in our classroom by asking whether it is proportional to how valuable the activity is in fostering students' independence and growth." --Elizabeth Brinkerhoff and Alysia Roehrig Time is precious, and every teacher needs more. No More Sharpening Pencils During Work Time and Other Time Wasters shows you where to find it as well as research-based ways to align every classroom minute you can with the goals you have for learners. The most important learning in any classroom occurs when students actively engage in work that matters, so clearing away anything that siphons off learning time is crucial. Elizabeth Brinkerhoff and Alysia Roehrig provide tools for assessing your classroom time, a summary of pertinent research, and suggestions for planning and teaching that help make every minute count. Their strategies will help you create and leverage instructional opportunities by: finding new efficiencies in your classroom management improving alignment between instruction and learning objectives increasing the time students spend in higher-level thinking. "If we want students to become adults who spend their time in purposeful, constructive ways," write Elizabeth and Alysia, "we need to give them opportunities to spend their time purposefully and take responsibility for how their time is spent." Give them the time to become independent with No More Sharpening Pencils During Work Time and Other Time Wasters. Start reading now!

"Just as word learning is incremental, so is learning about vocabulary instruction. Teachers need exposure to research, best-practice strategies, and fellow practitioners." --Charlene Cobb and Camille Blachowicz The way we've learned influences the way we teach, but the vocabulary instruction many of us received--looking up words and writing sentences or completing worksheets-- just doesn't work. So what can we do instead? No More "Look Up the List" Vocabulary Instruction is your guide to engaging, research-proven practices for teaching words effectively. Practitioner Charlene Cobb and researcher Camille Blachowicz share why old-fashioned methods don't work, what the research shows does work, and how to put the research into action. Charlene and Camille answer teachers' most commonly asked questions about vocabulary instruction, including: How many words, and how do I select them? How can I foster student independence using dictionaries and glossaries? How do I find time for meaningful vocabulary instruction? How can I assess and hold students accountable? "Without practice in the full range of ways we use a word," write Charlene and Camille, "our word knowledge is limited and falls from our grasp as the next cycle of words enters." No More "Look Up the List" Vocabulary Instruction offers a solution--deepen students' engagement with words, increase their exposure to them, and expand their word knowledge.

Everyone loves summer--except reading teachers. Kids take a vacation from books and those with limited access to books lose ground to their peers. You may have thought there's nothing you can do about it, but there is. No More Summer-Reading Loss shows how to ensure that readers continue to grow year round. School-based practitioners Carrie Cahill and Kathy Horvath join with renowned researchers Anne McGill-Franzen and Dick Allington to help you make summer readers out of every student. You'll stop summer-reading loss as they help you: identify practices that inadvertently contribute to it understand the research on its implications and its prevention take research-based action with 8 instructional strategies. Building independence. Keeping kids on grade-level. Closing the achievement gap. These are just a few of the valuable outcomes that No More Summer-Reading Loss can support. Most importantly, it will help you pass on a love of reading that knows no season and gives readers confidence when they return in the fall. About the Not This, But That Series No More Summer-Reading Loss is part of the Not This, But That series, edited by Nell K. Duke and Ellin Oliver Keene. It helps teachers examine common, ineffective classroom practices and replace them with practices supported by research and professional wisdom. In each book a practicing educator and an education researcher identify an ineffective practice; summarize what the research suggests about why; and detail research-based, proven practices to replace it and improve student learning. Read a sample chapter from No More Summer-Reading Loss.