Bøger udgivet af HEINEMANN EDUC BOOKS

This book is a work to be read in preparation for further discussion of curriculum.

In this book the authors describe their experiences in establishing and maintaining a cross-age reading program in a multiethnic, multilingual inner-city school in Oakland, California.

"What is a collaborative math classroom? Peek inside one and you'll find an equitable, dynamic, student-centered math classroom based on exploration, shared thinking, and dialogue. Instead of explaining procedures, the teacher curates and facilitates rich mathematical experiences that students engage in together. Students learn not just mathematical ideas, but also how to do mathematics together--posing and making sense of problems and experiencing themselves and one another as mathematical contributors and thinkers. As students interact with the classroom environment, each other, and mathematics itself, they explore and investigate big mathematical ideas and build reasoning and conceptual understanding. Do you want to launch a collaborative math classroom, but you're not sure how or where to start? The Collaborative Math Classroom is a practical guide to starting this work, outlining exactly how teachers can launch and cultivate a collaborative, student-centered math classroom. You will find clear suggestions to help you get started and establish a structure, along with ideas of what to look for, signs to celebrate, answers to questions, and a variety of resources, all drawn from classroom experience and backed by research. The authors provide key goals for developing students' interactions with the environment, each other, and mathematics, and how teachers can plan for, launch, and develop classroom communities that help meet those goals. Creating a collaborative math classroom is engaging, ambitious, and often joyful work. The details vary from year to year, grade to grade, and classroom to classroom, but the work can happen in any classroom--including yours."--Back cover.

Welcome to Math Class features 16 favorite lessons from Marilyn Burns, one of today's most highly respected mathematics educators. In this specially compiled collection, Marilyn shares lessons that have weathered the test of time and become permanent parts of her teaching repertoire. The Lessons Presented as stories, Marilyn's signature vignettes describe classroom-tested lessons and reveal both the preparing and planning helpful for instruction, as well as: address a broad range of math content, some focusing on number and operations while others engaging students with geometry, algebraic thinking, probability, and more; provide a detailed look at how lessons unfolded in actual classrooms, including how students responded and examples of students' written work; are presented in sections to make it easier for you to translate them into your own teaching plans; and describe how to organize instruction to maximize students' opportunities to verbalize and clarify their ideas and also listen to and learn from each other. The Audio Segments Included with the lessons is online access to nine audio segments titled "Conversations with Marilyn." In each segment, Marilyn, joined by longtime Math Solutions colleague Patty Clark, talks about teaching math. The conversations focus on topics that range from "What Makes a Good Problem?" to "The Meaning of Math Menus." Consider them your personal conversations, meant to support you further as you plan to use the lessons with your students. The Reproducibles When appropriate, lessons include accompanying reproducibles, available in a downloadable, printable format to support your use of this resource.

"The third book in a series of more accessible sentence-composing books, which can function on its own or as an entry point to the Killgallon's other books"--

"This book by first-time Heinemann author Jessica Martin is about creating structure and environment to address classroom management issues. Most importantly, it highlights the necessity of co-designing with students-not just for students. Jessica spent a lot of time in real classrooms (especially west coast settings) to collect ideas and capture a multitude of design options that will offer flexible, inclusive learning"--

"A teacher and an actress, the author explains her 10 principles for best preparing and presenting read-alouds to elementary and middle school students"--

Today, educators often find themselves facing a dizzying array of materials and resources, whether they are a box of dusty skills cards handed down from a retiring teacher, a professional book passed on by a colleague, a procedure recommended by a supervisor, a program required by a district, a book reviewed on a blog, a unit downloaded from a website, or a strategy highlighted in a brochure. But how do we know which of these will help the children in our classrooms? How do we find helpful resources without squandering funding or instructional time--not to mention our students' potential? In The Right Tools, Towanda Harris lays out a path that teachers and administrators can use to make informed decisions about what resources and practices they need for the students they teach. Rather than telling you what to buy or use, Towanda offers tools and guidance to help you to make that decision as you identify what you and your students need match resources with your goals for your students use the resource with a focus on your students assess how well the resource is working adjust how you are using the resource as necessary utilize one of the most powerful resources available to you as a teacher--your colleagues. Resources are only a piece of your teaching, alongside knowledge of best practices, and a deep understanding of your students. Yet each of these pieces can have powerful effects. By finding and using resources that are well matched to your students and their academic goals, you can keep working to help students reach their full potential.

Conferring in math supports students' learning How do we support all students' mathematical sense-making and move their thinking forward in the midst of problem solving? Talking to students about their work, while they work, is a powerful way of supporting learning. We often engage in these conversations with our readers and writers, and these interactions are just as needed in mathematics. What does it look like to talk with students about their mathematical thinking so that their thinking grows? Practical, research-based guidance for getting started In the Moment offers research-based guidance for conferring with your students in math. Jen Munson explains how, in just a few minutes, a math conference provides opportunities for supporting productive struggle, helping students grow their ideas, and differentiating instruction. You'll learn about: the process of conferring: eliciting, interpreting, and nudging creating the conditions for conferring in your classroom responding to your students' thinking in the moment of a conference addressing unique challenges teachers face when conferring in math using conferring as formative assessment. Enhanced with online videos showing real math conferences and teacher reflections, this comprehensive, student-centered approach to conferring helps you step into your students' mathematical lives to support their learning, communication, and participation. It provides the guidance and support needed to get started with conferring and see it become a crucial part of your teaching.

"Understanding Texts & Readers makes comprehension make sense. In it, Jennifer Serravallo narrows the distance between assessment and instruction. She maps the four fiction and four nonfiction comprehension goals she presented in The Reading Strategies Book to fourteen text levels and shares sample responses that show what to expect from readers at each. Jen begins by untangling the many threads of comprehension: Levels, engagement, stamina, the relevance of texts, and much more. Then level by level she: - calls out with precision how plot and setting, character, vocabulary and figurative language, and themes and ideas change as fiction across levels - specifies how the complexity of main idea, key details, vocabulary, and text features increases in nonfiction texts - points out what to expect from a reader as text characteristics change - provides samples of student responses to texts at each level - shares progressions across levels to support instructional planning"--

"The author uses Reading Responses (RRs) as a way for students to read deeper, write more persuasively, and think differently"--

Helping students put words on a page can be hard enough. "I don't have anything to write about!" they say. And when writing does happen, how do you help them develop these ideas into more effective pieces? A powerful tool to jumpstart writing In The Quickwrite Handbook, master teacher Linda Rief shares 100 compelling mentor texts and shows how to use each one as a powerful tool for sparking successful writing. Each mentor text includes "Try this" suggestions for inviting students to get started. You'll also find "Interludes" woven throughout: examples of quickwrites that students crafted into more fully developed pieces. These mentor texts are curated in four categories: Seeing Inward How do students view themselves? Leaning Outward What do students consider when they step outside of themselves? Beyond Self What do students notice and wonder about the world at large? Looking Back How does reflection help students grow into more articulate, thoughtful citizens of the world? Quickwrites go beyond writing prompts The pages of this book champion Linda's wise words: "Quickwrites--writing to find writing--are a powerful teaching tool that help students find ideas, discover their voices, and build their confidence as they discover they have important things to say." Quickwrites are more than a set of formulaic prompts. They are opportunities for students to use another writer's words to stimulate their thinking and--through writing themselves--to discover a voice they didn't know they had.

What does it mean to be an effective literacy coach? Former teacher and veteran literacy coach Stephanie Affinito shares a core set of beliefs about literacy coaching and how it can transform teacher and student learning. While chart paper, sticky notes, and notebooks will always be essential teaching tools, Stephanie shows that by thoughtfully incorporating digital tools into your coaching, you can personalize teacher learning even more and provide greater options to increase motivation and collaboration. In Literacy Coaching, she explores the ways coaches and teachers can incorporate technology to: cultivate and innovate teacher learning communities redesign professional development collaborate to impact and elevate student learning find inspiration for their continued journey. Technology is changing the way we work, learn, and play. It has the ability to expand what is possible for teachers and students. Stephanie offers concrete steps to enhance coaching with both digital and non-digital tools. Ultimately, the goal is to strengthen teaching practice and elevate the level of literacy instruction in classrooms and schools. Literacy Coaching is not just about coaching with technology; it's about making teacher learning more meaningful, relevant, and student-centered. Match teachers with the right tools to help bring teaching ideas and goals to life.

"These are the tried and true lessons I return to year after year. The lessons that students said made a difference in their writing and that will bring power and beauty to your students' writing and to your writing classroom." -Leslie Blauman "What's wrong with a little mentorship?" Leslie Blauman asks. Reap the benefits of her years as a Public Education and Business Coalition (PEBC) teacher with 31 of her best kid-tested and approved lessons that lead to great student writing. Not only are these research-based writing lessons kids' self-proclaimed favorites, they incorporate mentor texts, support the Common Core State Standards, and are research-based. Four lesson clusters reflect Leslie's core beliefs for teaching: writing narratives, informative texts, and opinion pieces/arguments a love of language, word play, vocabulary, and poetry writing fictional narratives writing research-based nonfiction. Use these generative lessons as a springboard-giving them your personal stamp-and watch as they lead to great writing for authentic purposes and in testing situations.

As an English teacher, Kate Roberts has seen the power of whole-class novels to build community in her classroom. But she's also seen too many kids struggle too much to read them--and consequently, check out of reading altogether. Kate's had better success getting kids to actually read - and enjoy it--when they choose their own books within a workshop model. "And yet," she says, "I missed my whole-class novels." In A Novel Approach, Kate takes a deep dive into the troubles and triumphs of both whole-class novels and independent reading and arrives at a persuasive conclusion: we can find a student-centered, balanced approach to teaching reading. Kate offers a practical framework for creating units that join both teaching methods together and helps you: - Identify the skills your students need to learn - Choose whole-class texts that will be most relevant to your kids - Map out the timing of a unit and the strategies you'll teach - Meet individual needs while teaching whole novels - Guide students to choice books and book clubs that build on the skills being taught. Above all, Kate's plan emphasizes teaching reading skills and strategies over the books themselves. "By making sure that our classes are structured in a way that really sees students and strives to meet their needs," she argues, "we can keep reaching for the dream of a class where no student is unmoved, no reader unchanged by the end of the year." Video clips of Kate working with students in diverse classrooms bring the content to life throughout the book.

"This book is for teachers who want to honor their students' experiences as writers and readers--and their own." --Maja Wilson In Reimagining Writing Assessment, Maja Wilson shows us that by replacing the scales embedded in rubrics with new tools--an array of interpretive lenses designed to observe and describe growth--we can create healthier readers and writers who are more proficient in the long run and more motivated to read and write. She reminds us that "assess" in its Latin derivation means "sit beside." In this book she models new ways of "sitting beside," listening to student stories of the writing, respecting the writer's intentions, and telling stories of our reading. Taking the form of conversations, Maja's new definition of writing assessment is not an outcome or final evaluation: it is an ongoing process in which writers and readers make meaning from texts and attempts, from intentions and effects. In this process, teachers come to understand how to teach and talk with each student about writing differently. And students learn to understand and take control of their own development as decision-makers.

NCTM's Process Standards were designed to support teaching that helps children develop independent, effective mathematical thinking. The books in the Heinemann Math Process Standards Series give every elementary teacher the opportunity to explore each one of the standards in depth. And with language and examples that don't require prior math training to understand, the series offers friendly, reassuring advice to any teacher preparing to embrace the Process Standards. In the second edition of Introduction to Problem Solving, Susan O'Connell updates her popular and easy-to-use guide. O'Connell eases you into problem solving, giving you an array of entry points for understanding, planning, and teaching; strategies that help students develop mathematical thinking; and a wealth of all-new activities that are modifiable for immediate use with students of all levels. Written by a veteran teacher for teachers of every level of experience, Introduction to Problem Solving fosters a new awareness of the importance of problem solving and highlights ways to implement it without rewriting your curriculum. Best of all, like all the titles in the Math Process Standards Series, Introduction to Problem Solving comes with two powerful tools to help you get started and plan well: online resources with activities customizable to match your lessons and a correlation guide that helps you match mathematical content with the processes it utilizes. If problem solving is a problem you'd like to solve. Or if you're simply looking for new ways to work the problem-solving standards into your curriculum, read, dog-ear, and teach with Introduction to Problem Solving, Second Edition. And if you'd like to learn about any of NCTM's process standards, or if you're looking for new, classroom-tested ways to address them in your math teaching, look no further than Heinemann's Math Process Standards Series. You'll find them explained in the most understandable and practical way: from one teacher to another.

A Teacher's Guide to the Multigenre Research Project is pointed, clear-eyed, and convincing. It will enhance the satisfaction you take from working with teenagers. You'll be a better teacher, and your students will be better researchers and writers. -Tom Romano, author of Blending Genre, Altering Style Have you heard? The multigenre research project is growing in popularity with both students and teachers. That's because it's such a powerful way to engage students in reading, writing, and critical analysis across the curriculum. Despite all this, you might not know exactly how to take advantage of this exciting new approach to research writing, what to expect a multigenre classroom to look like, or how to assess students' projects. With A Teacher's Guide to the Multigenre Research Project, you soon will. A Teacher's Guide to the Multigenre Research Project is a ready-to-go resource for helping students create rich, dynamic, and complex projects. Melinda Putz is a veteran of the multigenre project, and she shares all the crucial details about making it work and assessing the finished product, including: suggestions for organizing and planning, including an example schedule advice on helping students choose topics chapters on introducing students to new genres-and reintroducing them to old ones ideas for teaching revision and cohesion specific techniques for evaluation thirty-five reproducible handouts for use throughout the process. Not only that, Putz includes online resources with numerous tabletop displays of finished projects as well as one entire project shown piece by piece. A Teacher's Guide to the Multigenre Research Project is so practical it even includes ways to adapt the project for use with groups, troubleshooting tips, and, best of all, a research-supported rationale for using multigenre research to meet national and state standards. If you've been hearing the exciting buzz about multigenre assignments, but you're unsure how to get started read A Teacher's Guide to the Multigenre Research Project. Then begin teaching it and find out what everyone's talking about.

Talk is part of every classroom, regardless of grade, content area, or school location. So how can teachers harness the energy of talk to spark discussion, strengthen student dialogue, and deepen comprehension? Teaching Talk is a practical resource that will help you focus your lens on classroom talk, making the most of the student voices and ideas that are already part of your classroom, and increasing the potential for learning. Kara Pranikoff offers suggestions and strategies that can be used immediately, starting with a comprehensive list of questions to help teachers assess and reflect on student talk. Each chapter addresses an element of classroom talk along with concrete examples to help you: collect and analyze artifacts of talk provide opportunities for students to share their ideas create conversations orchestrated by students and grounded in their ideas strengthen both talking and listening in conversation reflect on progress, set goals and refine instruction. Conversation is the currency of most ideas in the world. With Teaching Talk as your guide, you'll help students develop the skills they need to be inquisitive, independent, and critical thinkers in all aspects of their lives.

If you ask students, "Why does that work?" do they know what you're asking and do you know what to listen for in their responses? Do you have images of what mathematical argument looks like in the elementary grades and how to help students learn to engage in this important practice? Do you have so much content to cover that finding time for this kind of work is difficult? But Why Does It Work? offers a simple, efficient teaching model focused on mathematical argument for developing the ability of students to justify their thinking and engage with the reasoning of others. Designed for individuals as well as study groups, this book includes access to classroom-ready instructional sequences, each built on a model supporting students in: noticing relationships across sets of problems, equations, or expressions articulating a claim about what they notice investigating their claim through representations such as manipulatives, diagrams, or story contexts using their representations to demonstrate why a claim must be true or not extending their thinking from one operation to another. Establishing a classroom culture where students gain confidence in their own mathematical voice and learn to value the contributions of their peers is a critical part of this work. The authors tell us, "If the idea underlying a student's reasoning is not made explicit, the opportunity for all students to engage in such thinking is lost." As students become a true community of mathematicians, they heighten each other's understanding by investigating questions, conjectures, and examples together. Enhanced with extensive video showing the instructional sequences in action--along with guiding focus questions and math investigations--But Why Does It Work? is a flexible approach that will help students confidently articulate and defend their reasoning, and share their deep thinking with others.

"Students learn to be active and responsible citizens by actually seeking to promote change, rather than just being--supposedly--prepared to be leaders in the future." --Steven Zemelman What really matters to your students? The issues in front of them at school and in life. When students inquire into those issues and know that their arguments will be read with a skeptical eye next week by the city council or published in the local newspaper, they're eager to research and find relevant information in nonfiction texts to bolster their claims. They become committed to write, revise, edit, and correct their grammar. They want to think broadly about what reasoning will be effective with their audience. Want that kind of engagement in your classroom? Whether you teach English, social studies, science, or math, From Inquiry to Action will show you how step-by-step. Its projects for civic-engagement help kids become not only college and career ready but citizen ready. And not ready someday, but right now! Research, argument, speaking and listening, close reading, writing for real audiences and purposes, and collaboration? It's all here, growing through projects that give students choice, ownership over their learning, incredible motivation, and a sense of voice and power that only comes from focusing on and applying their learning to real-world situations. "It's not enough to just talk about change, or practice in mock legislatures," writes Steve Zemelman. "When students see adults actually listening to them with respect, that is when they begin to realize they have a voice and can make a difference in their world." Read From Inquiry to Action and find practical guidance that leads students to the heights you dream for them. After all, we all want our students to grow as engaged, thoughtful citizens in our communities. Steve blogs frequently about the ideas in From Inquiry to Action and about how educators around the US are applying them at his Civic Action in Schools blog.

"For English teachers, literature is a beloved natural. This passion is our strength; it can also be our Achilles' heel, if we do not understand how to channel our passion to serve 21st century students." Jocelyn Chadwick and John Grassie explore how the familiar literature we love can be taught in a way that not only engages students, but does so within the context of literacy instruction which reflects the needs of today's students. They address complex questions secondary English teachers wrangle with daily: where does literature live within the Common Core's mandates? How can we embrace informational texts in our literature classrooms? And most importantly, how can we help students recognize how canonical works are relevant to them? Their solution is to create an integrated, side-by-side blend of canonical texts with works of contemporary authors and multimedia resources which help build a bridge to literacy, and provide the "here-and-now" students crave today. With examples of old and new texts and resources being used together to address a myriad of themes and challenging questions, the authors illustrate how to help students make connections between the literature and their own lives. A toolbox of the authors' most often-used rubrics, templates and teacher resources is included.

Problems with the charts in your math kit? Want to discover the science of content-area charts? Wish you could make pre-fab social studies charts history? Then you're ready for Smarter Charts for Math, Science, and Social Studies! In the original Smarter Charts, Marjorie Martinelli and Kristi Mraz helped you turn classroom literacy charts into teaching powerhouses. Now they show how to turn up the instructional energy on content-area charts, too. "No matter what area of the curriculum, clear visuals, simple language, and constant reflection on charts are key to helping children gain independence and agency." You don't have to be a graphic designer or a subject-matter expert. In Smarter Charts for Math, Science, and Social Studies, Marjorie and Kristi share how they learned to make truly effective content-area charts with students. You'll turn complex ideas into kid-friendly visuals, help children internalize content processes, and even increase your instructional time. "The more we charted, the less repeating we did and the more teaching was possible." With dozens of examples from the content areas, including full-color photographs, the Chartchums reveal step by step how to create charts that show Routines, Genres and Concepts, Processes, Repertoires of Strategies, and Exemplars. Then their "Charts in Action" sections show how each type of chart builds engagement and improves independence as it gradually releases responsibility to learners. Don't be content with content-area charts made by someone else for generic students. Turn to Marjorie and Kristi for charts that make learning visible for the students in front of you, no matter what the subject. Check out these videos from the authors! Kristi Mraz and Marjorie Martinelli Show Us the Tools for Smarter Charts Chart tips from the ChartChums: Part 1 Drawing People Chart tips from the ChartChums: Part 2 Icons

"The essential element in rigor is engagement. If students are to read rigorously they must be committed to understanding some intriguing character, to solving some problem, to figuring out what a writer believes and how those thoughts compare with their own. The literary signposts in Notice and Note encourage this rigor. Now in the Notice and Note Literature Log, we share our signposts with students." --Kylene Beers and Robert E. Probst Notice and Note transformed how teachers help students read and analyze complex texts. Now a new Notice and Note Literature Log offers students practice finding the signposts--with over-the-shoulder coaching from Kylene and Bob. The first section of this interactive notebook offers students passages from popular novels in which they can practice--as a class or on their own--finding the Notice and Note signposts. Each practice passage is followed with comments from Bob and Kylene that explain to students what they read. These passages are perfect for minilessons the teacher might want to use to reinforce or reteach signpost lessons. In the second section, students log the books they are reading. In the final section, students have space to track their thinking and take notes on what they notice as they read novels for class or on their own. The Notice and Note Literature Log is more than a place where students can "note what they notice." Through its regular coaching commentary, this literature log offers students an opportunity, during independent reading, to read and learn with two master educators at their side. Save when you purchase the Literature Log in a 5-Pack. Learn more at Heinemann.com