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As an alternative to reductive views of emergent literacy, Lysaker explains how wordless books help young children to develop a range of comprehension abilities that are important for understanding narrative texts. Readers will find concrete methods to help them gauge, document, and respond to children as they make meaning of wordless books.

Guides teachers through the design of tasks, lessons, and units of study that invite English learners (and all students) to engage in meaningful and intellectually engaging activity. The book offers direction for designing lessons and units and provides examples that demonstrate the approach in various subject areas.

Featuring three new chapters and extensive updating, the second edition of this groundbreaking book describes current research that confirms the importance of key elements in the authors' summer reading model that are essential to ensure gains for low-income, low-achieving students.

Offers a solid research and theoretical foundation for combining social studies and literacy instruction. A collaboration between a literacy scholar, two classroom teachers, and a school librarian, this volume also shows teachers how to engage middle and high school students in historical inquiry that incorporates literacy skills like reading complex texts and writing elaborated arguments.

Multigenre research projects affirm students' home cultures while developing important academic skills. This book will guide teachers in assigning, scaffolding, and assessing multigenre research assignments, including how to choose a topic, pace the work, and keep writers on track to achieve specific goals.

Emphasizing learning over evaluation, the think-aloud approach is especially well-suited to revealing students' strengths and helping them overcome common challenges to writing. This book describes how to implement the think-aloud method and shows how this method is flexible and adaptable to any writing assignment and classroom context.

Focuses on the contribution that visual art, drama, music, and dance can make to student literacy and understanding of content-area reading assignments. Focusing on those areas where students tend to struggle, the author helps K-5 teachers provide an age-appropriate curriculum that is accessible to an increasingly diverse student population.

Guides teachers through the design of tasks, lessons, and units of study that invite English learners (and all students) to engage in meaningful and intellectually engaging activity. The book offers direction for designing lessons and units and provides examples that demonstrate the approach in various subject areas.

Proposes a pedagogical model called "Pose, Wobble, Flow" to encapsulate the challenge of teaching and the process of growing as an educator who questions existing inequities in schooling and society and frames teaching around a commitment to changing them. The authors provide six culturally proactive teaching stances or "poses" that secondary ELA teachers can use to meet the needs of all students.

In this book, Ed Madison provides specific strategies to help teachers use journalistic learning to achieve positive outcomes that engage students in new ways. Centred on research and writing projects that will yield publishable student writing, chapters demonstrate how this approach works across contexts and benefits a broad range of students from diverse backgrounds.

Introduces readers to the most influential theories and models of reading and literacy, ranging from behaviourism and early information processing theories to social constructionist and critical theories. Readers are invited to explore detailed vignettes that offer a practice-based view of theories as they are brought to life in classrooms.