Language and Literacy Education, Teachers College Press. Fall 2013

7/27/2019 Language and Literacy Education, Teachers College Press. Fall 2013

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PROFESSORS Request Exam Copies at www.tcpress.com/form1.html

FEATURED FOR FALL

Wham! Teachgwh Gaphc NvelAc he CclmWllam G. Bz, proessor o literacy, GraduateSchool o Education, George Mason University,

Fairfax, Virginia; Gay Mma, proessoremeritus, Appalachian State University, Boone, North

Carolina; and Cala K. Meye, assistant proessor,Reading Education and Special Education Department,

Appalachian State University.

Foreword by Stergios Botzakis

Graphic novels are an excellent medium tomotivate todays youth to become independentlearners and thinkers. This practical guide showssecondary school teachers how to incorporategraphic novels into content area instruction asa tool or meeting the needs o diverse learnersand achieving the goals o the Common CoreState Standards. The authors provide instructionalguidelines with classroom examples that demon-strate how graphic novels can be used to expand

content knowledge and literacy in science, socialstudies, math, and English/language arts. Teacherswill appreciate the books specic suggestionsor selecting graphic novels and or employingresponsive practices that will build studentsreading, writing, speaking, listening, and mediacompetencies.

Bk Feae:

Advice for selecting andevaluating graphic novels.

Teaching strategies for each of the

our major content domains. Guidance for aligning instruction with

the Common Core State Standards.

A list of educational graphic novelsorganized by content area.

Study group questions.

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The range and complexity o

graphic novels being publishedright now is simply amazingto me.. . . They are part owhat should be a balancedarray o texts that all can read,enjoy, and learn rom. In thisvolume, the authors point tothis prolieration, as well asthe educative potential ographic novels. Ater reading itspages, I eel others will agreewith me that they have donean excellent job pointing outhow graphic novel creatorssuch as Jim Ottaviani and LarryGonick communicate muchabout history, science, andmathematics while also makingconnections to comprehensionand thinking skills thataccompany both literacy and

content-specic learning.From the Foreword bySeg Bzak,assistant proessoro adolescent literacy,The University o Tennessee,Knoxville

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The Cmplee Gde Tg SgglgReadeMappgIeve Ppe ad CCSSPee J. Fhe is proessor o education at NationalLouis University; A Bae is a literacy educatorand ormer Director o the Reading Center at National

Louis University; and Dea Gvz is director othe summer reading improvement program, National

Louis University, Chicago.

Foreword by Darrell Morris

This authoritative, easy-to-use guide will helpeducators plan and implement interventionlessons or struggling readers that align withthe English Language Arts Common Core StateStandards. All three authors run successulsummer reading programs and supervise tutorswho are becoming reading specialists. In thiscomprehensive resource, they oer hands-onguidance or designing interventions across gradesK8, provide sample tutoring plans and lessons,and describe procedures or teaching print skills,comprehension, vocabulary, uency, and studyskills.

Including many user-riendly eatures, this bookwill help both new and experienced reading spe-cialists ramp up instruction to assist all students inmeeting the new standards.

Bk Feae:

A powerful set of eld-tested tutoringactivities or use with individualstudents and small groups.

Student Proles that include a matrix thatmatches interventions to the CCSS.

Adaptable examples of how particularmethods have been used with studentso varying ability and needs.

Discussion Questions and Things to Think

About at the end o each chapter. And much more!

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I you are looking or a book thattranslates research and theoryinto practical and eective inter-ventions or struggling readers,please consider The CompleteGuide to Tutoring StrugglingReaders. The authors have done amasterul job o guiding teachersin developing reading interven-tions that are authentic, engaging,aligned to current standards aswell as the instructional needso students, and based on state-o-the-art knowledge o readinginstruction.

Tmhy Rak, proessoro Literacy Education, KentState University

This book is the outgrowth oyears o developing and ne-tuning tutoring models that havehelped thousands o studentsbecome capable and engagedreaders. The authors share a deepunderstanding o research onliteracy intervention, along with awealth o experience in translatingthis into eective, and refective,

practice. The Complete Guideto Tutoring Struggling Readers isa must or every educator whoworks with or designs programsor struggling readers.

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ReWRITING he BacLiteracy Learning in Childrens CulturesAe Haa Dy, proessor o education,University o Illinois at Urbana-Champaign.

What are the real basics o writing, howshould they be taught, and what do they looklike in childrens worlds? In her new book, AnneHaas Dyson shows how highly scripted writingcurricula and regimented class routines workagainst young childrens natural social learningprocesses. Readers will have a ront-row seat in

Mrs. Bees kindergarten and Mrs. Kays 1st-gradeclass, where these dedicated teachers taughtwriting basics in schools serving predominatelylow-income children o color. The children, it turnsout, had their own expectations for one anothersactions during writing time. Driven by desires orcompanionship and meaning, they used availablelinguistic and multimodal resources to constructtheir shared lives. In so doing, they stretch, enrich,and ultimately transorm our own understandingso the basics.

ReWRITING the Basics goes beyond critiquing

traditional writing basics to place them in the lin-guistic diversity and multimodal texts of childrenseveryday worlds. This engaging work:

Illustrates how scripted, uniformcurricula can reduce the resourceso so-called at-risk children.

Provides insight into how children maysituate writing within the relational ethicsand social structures o childhood cultures.

Oers guiding principles for creating a programthat will expand childrens possibilities in ways

that are compatible with human sociability. Includes examples of childrens writing,

reections on research methods,and demographic tables.

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Dysons ethnographies oernew ways o thinking aboutwriting time and remind us othe importance o play, talk,and social relationships inchildrens literacy learning. Ievery literacy researcher couldwrite like Dyson, teachers wouldwant to read about research! I

policymakers took her insightson board, classrooms mightbecome more respectul andenjoyable spaces or literacyteaching and learning that soarway above the basics.

Baaa Cme, QueenslandUniversity o Technology,Australia

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Race, Cmmy, ad Ua SchlPartnering with Arican American Families

Sa Geee, associate proessor o English andAricana Studies, University o Notre Dame.

Foreword by Patricia A. Edwards

Will make a dierence in the lives o teachers andadministrators. As you read this book, you may nd yourselmoved, intrigued, or saddened by some o the examplesStuart Greene provides. And throughout, you will nd yourselrethinking, reprocessing, and recreating some o your mostcherished ideas or preconceived notions about AricanAmerican amilies.

From the Foreword by Paca A. Edwad,Michigan State University

In this important book, award-winning author Stuart Greene

enters the ongoing conversation about low-income AricanAmerican amilies and their role in helping their children our-ish. Greene ocuses on parents sel-dened roles within thecontext of race, urban development, and an economy that hascreated opportunity or some and displaced others. Movingbeyond analysis to action, the author describes a partneringstrategy to help educators understand the lived experiences ofchildren and amilies and to use their unds o knowledge asresources or teaching. This book combines critical race theory,critical geography, rst-hand accounts, and research on literacypractices at home to provide a powerul tool that will helpteachers and administrators see amilies in new ways.

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Powerul and hopeul.. . .Stuart Greene opensa space or us to thinkdierently about creatingdemocratic amily-schoolpartnerships.

Pale Lpma,University o Illinoisat Chicago

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Foreword by Victor Villanueva

Responding to advocates o the code-switching approach,four uniquely qualied authors make the case for code-meshingallowing students to use standard English, Arican

American English, and other Englishes in ormal academicwriting and classroom discussions.This practical resource translates theory into a concrete

roadmap or pre- and in-service teachers who wish to usecode-meshing in the classroom to extend students abilities aswriters and thinkers and to oster inclusiveness and creativity.The text provides activities and examples from middle and highschools as well as college and addresses the question of howto advocate or code-meshing with skeptical administrators,parents, and students.

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Other Peoples Englishtakes the literacy eldto the next level. WouldI buy this book andrecommend it to others?No doubt.

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Edcag Leacy Teache OleTools, Techniques, and Transformations

Lae W. Clake, assistant proessor and literacy concentration leader,Education Department, University of New England; andSa Wa-Tae, associate proessor and coordinator, ReadingEndorsement program, University o Cincinnati.

Foreword by Julie Coiro

Be prepared to experience a compelling journey.... This mightvery well be the book that inspires you, like me, to nd a trustedcolleague, take a ew risks, and begin your own journey towardmoving a literacy course or whole program online.

From the Foreword by Jle C, University o Rhode Island

This comprehensive guide will encourage novice and experiencedinstructors to extend their thinking about online literacy teachereducation. The authors provide tools, techniques, and resourcesor developing courses, workshops, and other online learningexperiences, including blended/hybrid delivery formats that com-bine face-to-face meetings with online practices. Book featuresinclude: a focus on pedagogical innovation, concrete examples ofinstructional and assessment practices, connections to the IRAStandards or Reading Proessionals, and a companion websitewhere online literacy teacher educators can share resources.

The Adma adSpev Readg PgamFith Edition

Edited by Shelley B. Wepe, dean and proessor, School oEducation, Manhattanville College; Dhy S. Scklad,Samuel DeWitt Proctor Proessor o Education, emerita, at

Rutgers University; and Daa J. Qache, proessor and chair,Department of Elementary, Early, and Special Education, Bayh

College o Education, Indiana State University.Foreword by Jack Cassidy

Now in its fth edition, this popular textbook is still the mostcomprehensive resource available on the oversight o literacyprograms (pre-K12). Focusing on what literacy leaders needto know and do to meet todays mandates, experts in the eldaddress orthcoming assessments aligned to the commoncore standards, and new mandates or evaluating teachersand principals. Literacy luminaries provide specic guidelinesor all levels o instruction, including selecting and usingmaterials and new technologies, promoting writing, assessing

students, evaluating teachers, providing proessional develop-ment, working with linguistically diverse and struggling learn-ers, working with parents and the community, and evaluatingschool-wide literacy programs.

Contributors: Moises Aguirre Kathryn H. Au Rita M. Bean M. Susan Burns Jill Castek Patricia A. Edwards DouglasFisher Elena Forzani Nancy Frey Jennifer L. Goeke James V. Homan Barbara Kapinus Clint Kennedy Julie K.Kidd Diane Lapp Donald J. Leu Maryann Mraz JeanneR. Paratore Tay E. Raphael Kristen D. Ritchey AdrianRodgers Emily M. Rodgers Misty Sailors Elizabeth V.Strode Jacquelyn S. Sweeney Jo Anne L. Vacca Richard

T. Vacca Jaime Madison Vasquez Jean Payne Vintinner MaryEllen Vogt

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Only the most valuable

o academic texts gets toa th edition.... I I wereto do a column WhatsHot in Literacy/ReadingTexts, this volume wouldundoubtedly be at the topo the list.

From the Forewordby Jack Cady,past president,International ReadingAssociation

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The Pwe Scpwg!Teaching Essential Writing Skills through

Podcasts, Graphic Novels, Movies, and More

Pee Gez has worked both as an English and social studiesteacher and as a proessional scriptwriter. As an educational

consultant, his clients include Pearson, Scholastic Education, and

Sesame Workshop.

I am overjoyed to read The Power of Scriptwriting!PeterGutirrezs extensive background makes him the perectperson to provide educators with all o the necessary guidance,tools, and instruction they will need to eel comortableincorporating scriptwriting into the classroom. This book isa long-overdue addition to the world o new literacy, wheremedia and technology already have our students attention.Tell your librarian to get several copies or your proessionalcollection: I highly recommend it!

Fak Bake, media literacy consultant, Media LiteracyClearinghouse

This dynamic resource oers teachers a new way to energizethe teaching o writing while also meeting Common CoreState Standards. The author draws on his unique backgroundin education and media to provide this all-in-one resource tohelp teachers use the versatility o scriptwriting to motivatestudents and support literacy skills across the disciplines. Each

chapter covers a dierent medium, outlining the writing skillsrequired, and providing practical tips, sample projects, stan-dards alignment, and strategies or dierentiated instruction.

Readg he ValAn Introduction to Teaching Multimodal Literacy

Fak Seaf is an author, illustrator, photographer, educator,musician, and an associate proessor o Literacy Education and

Childrens Literature at Arizona State University. Visit the authors

website at www.rankserani.com

Foreword by James Paul Gee

Frank Serani gets it. He knows that language and literacy wereour original multimodal orms. He knows that today they are ascrucial as they have ever been.

From the Foreword by Jame Pal Gee, Arizona StateUniversity

Reading the Visual positions the analysis o visual images andmultimodal ensembles as essential to language arts and literacy

learning. Seranis book contributes important scholarshipin understanding the theories behind this analysis and thesignicance o the visual in the many texts we encounter in andout o school settings.

Peggy Ale, Georgia State University

Reading the Visual is an essential introduction that ocuses onwhat teachers should knowabout multimodal literacy and how toteach it. This engaging book provides theoretical, curricular, andpedagogical rameworks or teaching a wide-range o visual andmultimodal texts, including historical ction, picture books, adver-tisements, websites, comics, graphic novels, news reports, andlm. Each unit o study presented contains suggestions or select-ing cornerstone texts and visual images and launching the unit, aswell as lesson plans, text sets, and analysis guides. These unitsare designed to be readily adapted to t the needs o a variety osettings and grade levels.

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We D LagageEnglish Language Variation in

the Secondary English ClassroomAe H. Chay Hdley, associate proessor, College o William &Mary, Williamsburg, Virginia; Che Mall, associate andaliate associate professor, University of Maryland-Baltimore County(UMBC).

Foreword by Jacqueline Jones Royster

We Do Language builds on the authors highly acclaimed rstcollaboration, Understanding English Language Variation inU.S. Schools, and examines the need to integrate linguisticallyinormed teaching into the secondary English classroom. Thebook includes specic inormation about the language varieties

students bring with them to school so that educators can betterassist students in developing the literacy skills necessary or theCommon Core State Standards. This resource eatures concretestrategies, models, and vignettes, as well as classroom materialsdeveloped byEnglish educators forEnglish educators.

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Full o tough-love advice...this book is pure joy orteachers and collegecounselors.

Shley Bce Heah,proessor emerita,Stanord University

New

Ccal Leacy heEaly Chldhd ClamUnpacking Histories, Unlearning Privilege

Cadace R. Ky, assistant proessor o early childhood educa-

tion, University o Missouri.

Foreword by Vivian M. Vasquez

Using narrative inquiry, this book shares the authors transfor-mative journey as a literacy teacher/researcher examining herexperience as a White, middle-class female. The author arguesthat it is not enough or teachers to implement curricula andpedagogical strategies designed to oster inclusiveness. Instead,teachers must look inward, questioning their personal histories,biases, and belies in order to develop better sel-awareness. Inthis book, Kuby reects on how her sel-interrogation shapedher interactions with 5- and 6-year-olds and inuenced her

critical literacy teaching. The book discusses ve key questions:

1. Witnessing: What Do You Do With What You See andKnow?

2. Whiteness: How Was Curriculum Shaped by My Histories?3. What is a Negotiated Critical Literacy Inquiry?4. We, Them, White, Black: What Language Should

Educators Use?5. Can Social Action be Embodied Over Time and Space?

This practical text includes a parent questionnaire, an exampleof a summer program newsletter, and reective exercises forpre- and in-service teachers.

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What Candace shows us

is that critical literacy isor all children and thatcritical literacies are wayso being that cut acrosstime and space and movebeyond the our walls othe classroom and beyondthe regular school year.

From the Forewordby Vva Vaqez,American University,Washington DC

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Ipg DalgeTalking to Learn in the English Classroom

May M. Jzwk, associate proessor, Michigan State University (MSU),and co-editor o the journal Research in the Teaching of English;Cal Bhem-Black, assistant professor, Central Michigan University (CMU); SamahaCaghla, assistant professor, MSU; Ae Hez, adjunct proessor, MSU.

Foreword by Martin Nystrand

A comprehensive and practical set o tools and strategies.From the Foreword by Ma Nyad, University o WisconsinMadison

Provides specic guidance to encourage authentic conversations betweenteachers and students with practical advice or implementation.

Lela Chey, Virginia Commonwealth University

Providing a thorough discussion o the benets o dialogic curriculum inmeeting the objectives o the Common Core State Standards, this bookwith its companion website is an ideal resource or teacher development.The book ollows novice teachers as they build a repertoire o practices orplanning, carrying out, and assessing their eorts at dialogic teaching acrossthe secondary English curriculum.

The Pwe PclAn Educators Guide to Better Practice, Third Edition

Jeph P. McDald, professor, New York Universitys Steinhardt School; thelate Nacy Mh; Ala Dche, consultant on school leadership and change;and Elzaeh C. McDald, master teacher, NYUs Steinhardt School.

My practice is continuously strengthened by The Power of Protocols. Thisbook will enlarge your thinking about how protocols can help you withchange management and issues of equity.

Bea Kallck, The Institute or Habits o Mind

This is one o a handul o books that I keep right on my desk.Kahy Bde, Harvard Graduate School o Education

This new edition eatures substantial updates that take into account recentdevelopments in the eld o acilitative leadership. The authors have alsoadded ally ew pcl, including the Peer Review Protocol and

Looking at Student Work with Equity in Mind. This essential teaching and

proessional development tool includes step-by-step descriptions o howeducators can use protocols to study together, work on problems o practice,teach well, and explore students work.

Gg Ole wh Pcl: New Tools or Teaching and Learning

Jeph P. McDald, Jae Maheme Zydey, Ala Dche, and Elzaeh C.McDald Foreword by Robert Calee144 pp./PB, $24.95/5357-6

The New IclDierentiated Strategies to Engage ALL Students

Kahy Peez, award-winning classroom teacher, administrator, and author;proessor o education, director o teaching leadership, and coordinator oproessional development and outreach at Saint Marys College o Caliornia.

Foreword by Lim Chye Tin

This is a must-have or teachers looking or timesaving, highly eectiveways to dierentiate their instruction.

Jeae Dghe, professional development director, Bureau ofEducation and Research, Seattle, WA

Embracing all the dierent needs that teachers acerom special education,

to ELL, to a wide spectrum o student ability and readinessthis resourcecombines the latest research in brain-based teaching and student engage-ment with useul interventions and dierentiated strategies. Designed to beof practical and immediate use, the text includes classroom vignettes, ties tothe Common Core, illustrations, diagrams, and highlight boxes.

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Wg IcTha WkProven Methods or Middleand High School Classrooms

Ah N. Appleee andJdh A. Lage, withKristen Campbell Wilcox,Marc Nachowitz, MichaelP. Mastroianni, and ChristineDawson

Backed by solid research, theauthors oer ar-reaching direction or improvingwriting instruction that assist both student literacyand subject learning. They provide many exampleso successul writing practices in each o the ourcore academic subjects (English, mathematics, sci-ence, and social studies/history), along with guid-ance or meeting the Common Core standards. Thetext also includes sections on Technology and theTeaching o Writing and English Language Learners.

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Copublished with NWP (National Writing Project)

Readg aPacpay CleRemixing Moby-Dick in theEnglish Classroom

Eded y Hey Jek andWy Kelley, with Katie Clinton,Jenna McWilliams, RicardoPitts-Wiley, and Erin Reilly

Building on the groundbreak-ing research o the MacArthurFoundations Digital Media

& Learning initiative, this book crosses the dividebetween digital literacies and traditional printculture to engage a new generation o students. Itoers highlights rom the resources developed orteaching Herman Melvilles Moby-Dickand outlinesthe basic principles o design, implementation, andassessment that can be applied to any text. It alsoincludes links to a complementary online digitalbook which shares videos produced by ProjectNew Media and models the application o thesecore concepts to other texts, including The Lord of

the Rings, The Hunger Games, and Flotsam.

2013/240 pp./PB, $32.95/5401-6/HC, $72/5402-3

Language and Literacy SeriesCopublished with NWP (National Writing Project)

RECENTLY PUBLISHED

Ccal MedaPedaggyTeaching or Achievement inCity Schools

Ee Mell, Rdy Dea,Veca Gaca, and JgeLpez

This book is a det andilluminating commentary onthe possibilities o recoveringeducation or a transormativeuture.

Pee McLae, UCLA

This practical book demonstrates that, in additionto providing underserved youth with access to21st-century learning technologies, critical mediaeducation will help improve academic literacyachievement in city schools. The text includescase studies rom urban high schools co-writtenwith English and social studies teachershands-onmedia production projects that address issues osocial justiceand an online appendix of examplelessons adaptable for dierent curricular contexts.

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phLanguage and Literacy Series

Scal Sde, Leacy,ad Scal Jce he Cmm CeClamA Guide or Teachers

Rch Agawal-Ragah

Foreword by Christine Sleeter

This book presents a uniqueramework or using primaryand other sources that will

oer students new ways o thinking about his-tory while meeting Language Arts Common CoreStandards. Grounded in the daily realities otodays public schools (grades 38), the frameworkoers a way o planning that takes into accountteaching actors that include pressures or contentcoverage and preparation o students or high-stakes tests. The book also discusses how to meet

Common Core Standards by teaching languagearts and social studies as complementary subjects.The text includes sample lessons and reectionexercises.

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Smme ReadgClosing the Rich/Poor Reading Achievement Gap

Edited by Rchad L. Allg and Ae McGll-FazeForeword by Gerald G. Duy

This timely volume oers not only a comprehensive review o what is knownabout summer reading loss, but also provides reliable interventions andguidance or planning a successul summer reading program. The authorsclearly show how schools and communities can see greater academic gainsor students rom low-income amilies using the methods described in thisbook than rom much more costly interventions.

Contributors: Richard L. Allington Lynn Bigelman James J. Lindsay Anne McGill-Franzen Geraldine Melosh Lunetta Williams

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Language and Literacy Series Copublished with IRA (International Reading Association)

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Mlclal Teachg he Ealy ChldhdClamApproaches, Strategies, andTools, Preschool2nd Grade

Maaa S-MagThis unique book features anarray o approaches, strate-gies, and tools or teachingmulticulturally in the early

years. You will see how amazing teachers engagein culturally responsive teaching that osterseducational equity while also meeting state andnational standards (such as the Common CoreState Standards). This engaging book is sprinkledwith questions for reection and implementationand includes a list o multicultural childrens books

and resources or urther reading.

2013/168 pp./PB, $27.95/5405-4/HC, $60/5406-1phEarly Childhood Education SeriesCopublished with ACEI (Association for Childhood EducationInternational)

Lagage BldgBlckEssential Linguistics orEarly Childhood Educators

Aa PadeyForeword by Eugene Garca

A truly necessary guide tounderstanding language orearly childhood teachers intodays multicultural and mul-tilingual world.

Dea B. Wek, president, Associationor Childhood Education International

This resource shows teachers how to system-atically empower and include all children. Thetext includes numerous real-life examples for

diverse age groups and learning styles. The onlineResource Guide provides hands-on activities andcontributions by top scholars in the eld.

2012/224 pp./PB, $29.95/5355-2/HC, $62/5356-9Early Childhood Education Series

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Leacy PlayhpNew Literacies, PopularMedia, and Playin the Early ChildhoodClassroom

Kae E. Whlwed

Building on her award-winning research (eaturedin Playing Their Way intoLiteracies), Wohlwend hasdeveloped a curricular

framework for children ages 3 to 8. The LiteracyPlayshopcurriculum engages children in creatingtheir own multimedia productions, positioningthem as media makers rather than passive recipi-ents of media messages. The text includes profes-sional development and classroom activities, dis-cussion questions, and Technology Try-It sections.

This user-riendly book will inspire and supportteachers in designing their own Literacy Playshops.

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A Thk-Ald adTalk-Ald Appach Bldg LagageOvercoming Disability, Delay,and Deciency

Reve Feee, L H.Falk, Reael S. Feee,and Kza BhcForeword by Yvette Jackson

Based on neuroscience andtheir own innovative work, the authors providethe rationale and a step-by-step process or usingintentional sel-talk and think-aloud methods toimprove both language and cognitive developmentin normal and language-delayed children, as wellas in older individuals with disabilities. Storiesare sprinkled throughout the text to demonstratemediated sel-talk in action and the remarkableresults achieved with real children.

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All A WdIncreasing Vocabulary in the Common Core Classroom, PreK2

Sa B. Nema and Taya S. WghForeword by Timothy Shanahan

Clearly illustrates how teachers can narrow the achievement gap and, at thesame time, address the Common Core State Standards in developmentallyappropriate ways.

Se Bedekamp, Early Childhood Education Specialist

Vocabulary forms a relentless divide between children who succeed andthose who do not.All About Words is designed to help early childhoodteachers take advantage of the unique opportunity provided by the CommonCore State Standards. It oers strategies or planning and presenting vocab-ulary instruction and or monitoring childrens word learning progress, alongwith specic guidance on which words to teach.

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Gvg O Chlde a Fghg ChacePoverty, Literacy, and the Development o Inormation Capital

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RECENTLY PUBLISHED

The Fc Fac8 Essential Twenty-FirstCentury Thinking Skills

or Deeper Student Learning

Jame A. Bellaca

Starting with cognitive psy-chologist Reuven Feuersteinspioneering Theory oMediated Learning, the authorprovides a rationale or teach-ing skills that ocuses on

deeper learning and connects to Common CoreState Standards. These include distinguishing whatis important rom what is not, thinking criticallyand creatively, sorting and searching inormation,

connecting ideas, and problem solving. This book isdesigned to make it easy or teachers to integratethe development o important cognitive unctionsinto their daily lessons.

2013/192 pp./PB, $29.95/5448-1

A Seach Pa SleceThe Literacy o YoungBlack Men

Davd E. KkladForeword by Pedro Noguera

The poets and perormers,the writers and troubadours,all those Black men whoorge literacies in spite o itall, have never had a betternarrator. This beauty o abook deserves to be read andreread.

Sa Ne, University o Massachusetts,Amherst

Key chapters on language, literacy, race, and mas-

culinity examine how the literacies, languages, andidentities of six friends are shaped by the silenceso societal denial.

2013/208 pp./PB, $39.95/5407-8/HC, $78/5420-7


Cllege-ReadyPreparing Black and Latina/oYouth or Higher Education

A Culturally RelevantApproach

Mchelle G. Kgh andJae E. MacaForeword by Ronald S. Rochon

This book will support teach-ers, counselors, and adminis-

trators in creating a culturally relevant, school-wide,college-going culture to improve educationalexperiences and outcomes for Black and Latina/oyouth. The text includes Teacher Responses thatconnect to the authors experience working with

youth, and Reading in Action sections or proes-sional development with individuals, small groupso educators, and whole school communities.

2013/168 pp./PB, $28.95/5412-2/HC, $65/5413-9

Schlg Hp-HpExpanding Hip-Hop BasedEducation Across theCurriculum

Mac Lam Hll andEmey Pechae, Editors

Foreword by Je Chang

Takes Hip-Hop BasedEducation to the next level.

Geeva Smhema,Michigan State University

Authors consider not only the curricular aspectso hip-hop but also how its deeper aesthetics suchas improvisational reestyling and competitivebattling can shape teaching and learning in bothsecondary and higher education classrooms.

Contributors: Jacqele Celemeck,Chphe Emd, H. Bead Hall, Decea J.Iy, Bwe Lw, Deek Pade, Jame BaxPee, Davd Svall, Ele Ta, Jycely A.Wl

2013/208 pp./PB, $29.95/5431-3/HC, $66/5432-0

The Pah Ge TheeA Common Core Road Map or Higher Student AchievementAcross the Disciplines

Dgla Fhe, Nacy Fey, and Ca Ala

Foreword by Donna OgleProvides an eective blueprint or the teaching o science, history, andtechnical subjects in the era o Common Core.

Gaela Maf, Garden Grove (CA) Unied School District

I highly recommend this book or both language and content teachers.Mag Gle, Illinois Resource Center

An essential resource or middle- and secondary-level teachers, curriculumleaders, and administrators!

Kae D. Wd, University o North Carolina at Charlotte

This book will assist content-area teachers in understanding the CommonCore State Standards that apply to their various courses. Standards in

history/social studies, science, and technical subjects are explained in detail,including examples of lessons designed to ensure that students master eachStandard.

2013/176 pp./PB, $29.95/5434-4 lage maCopublished with IRA (International Reading Association)

Best

seller

ACmm

CeRece

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13/15


RECENTLY PUBLISHED

Acceleag Leacy Dvee Leae

Strategies or the CommonCore Classroom, K8

Sc G. Heea,Della R. Peez, Shaa K.Kavmada, and SephaeWeelForeword by Ester J. de Jong

Aligned with CommonCore State Standards and

Response to Intervention, this resource providesproven-eective strategies, tools, and ideas thatcan be adapted and modied or any grade level

and content area. The book also clde a dem-a DVD showing the books strategies inaction in real classrooms.

2013/208-page k + 1-h DVD, $32.95/5450-4lage ma, ph

ALSO BY SOCORRO G. HERRERA:

Cg he Vcalay Bdge: Dierentiated Strategiesor Diverse Secondary Classrooms

208 pp./PB, $27.95/5217-3 lage ma, ph

The ELL We

Moving Beyond Basics in theSecondary Classroom

Cha Omee-Hpe

Foreword by Thomas Newkirk

District curriculum coordina-tors should make sure everyteacher in every discipline hasthis book, and every univer-sity course about secondaryteaching should require it.

Rady Bme, University of Texas at Austin

The ELL Writerexpands the current conversation onthe literacy needs o adolescent English learnersby focusing on their writing approaches, their texts,and their needs as student writers.

2012/216 pp./PB, $31.95/5417-7/HC, $68/5418-4Language and Literacy Series

Yh Helda he Bde

Immigration, Education, andthe Politics o Inclusion

La (Legh) PaelForeword by Michelle Fine

Patel brings together ahumanist-oriented scholar-ship and participatory actionresearch to learn side-by-side

with youthyouth whose voices and experiencesremind us that our work as teachers and research-ers should be about creating a dignied lie or allpeople.

K D. Gez, past president o AERAWith an intimate storytelling style, the authorinvites readers to rethink assumptions about immi-grant youth and what their oten liminal positionsreveal about the politics o inclusion in America.

2013/144 pp./PB, $27.95/5389-7/HC, $67/5390-3

Bdgg Leacyad EqyThe Essential Guide toSocial Equity Teaching

Alhe M. Laza, Paca A.Edwad, and GwedlyThmp McMllForeword by Geneva Gay

This will be an invaluable andpopular resource or class-room teachers.

Kae Lwee, consultant, ColoradoDepartment o Education

Chapters identify six key dimensions of socialequity teaching that can help teachers see their

students potential and create conditions that willsupport their literacy development. Each chapterincludes a Reection and Inquiry section.

2012/160 pp./PB, $29.95/5347-7/HC, $68/5348-4Language and Literacy Series

Teachg Vcalay Eglh Lagage LeaeMchael F. Gave, Dae Ag,and Jeaee Maclla-MaezForeword by Catherine E. Snow

The authors provide practical, research-based strategies to build a solidoundation or the education o English learners.

Ra A, Executive Director, TESOL

Building on Michael Gravess bestseller, The Vocabulary Book, this resourceoers a comprehensive plan or vocabulary instruction that K12 teacherscan use with English language learners. The authors describe a our-prongedprogram that ollows these key components: providing rich and varied lan-guage experiences; teaching individual words; teaching word learning strate-gies; and fostering word consciousness. This user-friendly book includesvignettes, classroom activities, sample lessons, a list o childrens literature,and more.

2013/176 pp./PB, $23.95/5375-0 lage ma, lla

Copublished with IRA, TESOL, and Center for Applied Linguistics


ALSO BY MICHAEL F. GRAVES:

The Vcalay Bk: Learning and Instruction

192 pp./PB, $23.95/4627-1/HC, $48/4628-8 Copublished with IRA and NCTE

Best

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Best

seller

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14/15

The Practitioners BookshelfHad-O Bk P Teachg

CELIA GENISHI/DONNA E. ALVERMANN, Eds.DOROTHY S. STRICKLAND, Founding Ed.

The Practitioners Bookshelf Series hasactionable research on every aspect oliteracy, rom vocabulary to digital literacy,and is the place teachers turn or readableand reproducible ideas.

Douglas Fisher

User-riendly eatures include class-room vignettes lesson examples checklists photographs teacherhandouts suggested reading lists.

Please visit the TC Press websiteor books in this series:www.tcpress.com/practitioner_bookshel_series.html

We believe this collection will be useulto a wide range o researchers: graduatestudents, novice researchers, and expe-rienced researchers who want to learnabout an unamiliar research tradition ormethodology.

JoBeth Allen and Donna E. Alvermann

Please visit the TC Press website or books inthis series: www.tcpress.com/ncrll_series.html

All royalties on books in The NCRLL Collectiongo to the National Conference on Researchin Language and Literacy.

Ccal Ece Hgh Schl EglhTeaching Literary Theory toAdolescents, Second Edition

Deah Applema

All the undergraduate studentscited [Applemans book] as theiravorite piece o work or thesemester, and the one that wasmost successul during studentteaching. Eglh Jal

2009/240 pp./PB, $25.95/4892-3Language and Literacy Series

Copublished with NCTE

Edcag EmegeBlgalPolicies, Programs, and Practicesor English Language Learners

Oela Gaca and

J Ae KlegeForeword by Jim Cummins

An excellent resource for policy-makers, researchers, and educa-tors who are interested in takingspecic action to improve theeducation o English learners.

Lgc ad Edca

2010/192 pp./PB, $26.95/5113-8HC, $60/5114-5Language and Literacy Series

EvgLeaeLiterary Understanding andLiterature Instruction,Second Edition

Jdh A. Lage192 pp./PB, $31.95/5129-9Language and Literacy Series

2012 NCTE Davd H. RellReeach Awad

Evg KwledgeBuilding Literacy in theAcademic Disciplines

Jdh A. Lage

192 pp./PB, $31.95/5158-9

HC, $69/5159-6Language and Literacy Series

The NCRLL CollectionAppache Lagagead Leacy Reeach

JoBETH ALLEN/DONNA E. ALVERMANN, Eds.

Classics&Bestsellers
http://www.tcpress.com/practitioner_bookshelf_series.htmlhttp://www.tcpress.com/practitioner_bookshelf_series.htmlhttp://www.teacherscollegepress.com/ncrll_series.htmlhttp://www.teacherscollegepress.com/ncrll_series.htmlhttp://www.tcpress.com/practitioner_bookshelf_series.htmlhttp://www.tcpress.com/practitioner_bookshelf_series.html


15/15

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Teachers College

Columbia University

Celebrating 125 Years

Documents

Language and Literacy Education, Teachers College Press. Fall 2013