Vocabulary knowledge is the heart of reading comprehension and academic achievement, says literacy consultant Brenda Overturf, “and it means way more than just learning words.” Students must have the tools to decipher unknown academic words. She shares three of the best.
Reviewer Susie Highley put what she learned in What Connected Educators Do Differently to work in organizing an edcamp and remotely attending ISTE this summer. She highly recommends the book to newly connected and veteran social media users.
Kate Messner’s 59 Reasons to Write helps teachers who want to write get started and keep at it. Educator Kevin Hodgson reports every chapter is knee deep in advice from Messner and other teachers and writers. And the book is packed with opportunities to write.
Pam Robbins’ Peer Coaching offers recent research, broad questions and discussions, and practical applications which coach Holly Foley believes can advance student achievement while supporting professional growth and contributing to positive school culture.
ELA teacher Amber Chandler is in a quandary. She wants to give her students time each week to “read for enjoyment” but knows the research on Sustained Silent Reading reveals little impact on fluency. Can she bridge these muddied waters? All ideas welcomed!
Lori G. Wilfong’s Do This–Not That take on nonfiction can guide teachers as they enhance their repertoire of strategies to help students think deeply and synthesize what they are reading. The activities and action steps make this book a keeper, says Linda Biondi.
Dionne V. McLaughlin’s process of continually directing the reader through the decision making process with guidance from 21 expert principals is what makes this book a useful tool for any novice or aspiring principal, says assistant principal Bret Olson.
Book Reviews / English Language Learners
by MiddleWeb · Published 09/17/2015 · Last modified 11/22/2019
Pauline Gibbons discusses ELL issues in each of the four essential areas of speaking, listening, reading and writing in separate chapters, weaving implications from relevant research about second language learning throughout, says reviewer Glenda Moyer.
School and student data can be confusing and challenging to collect and use effectively. Ronald Williamson and Barbara Blackburn offer a four-step process to help educators and administrators collect and analyze data and support better teaching and student learning.
Most educators who teach propaganda use examples from the World Wars, says media literacy expert Frank Baker. “But propaganda is happening today—all around us.” Baker introduces a new resource that can help teachers and students exert their “minds over media.”
