1 | Title | Author(s) | Description | Category |
|---|---|---|---|---|
2 | Assessing Reading, Multiple Measure for Kindergarten Through 8th | Bill and Diamond Honig | This is a collection of assessments for the comprehensive monitoring of reading skill development. | Assessment |
3 | Assessment and Student Success in a Differentiated Classroom | Carol Ann Tomlinson and Tonya R. Moon | After discussing differentiation in general, the authors focus on how differentiation applies to various forms of assessment--pre-assessment, formative assessment, and summative assessment--and to grading and report cards. Readers learn how differentiated assessment can increase student interest and motivation; clarify teachers' understanding about what is most important to teach; enhance students' and teachers' belief in student learning capacity; and help teachers understand their students' individual similarities and differences so they can reach more students, more effectively. | Assessment |
4 | Balance Assessment from Formative to Summative | Kay Burke | "Balanced assessment" means integrating both formative and summative assessments seamlessly into instruction. This book makes clear that the distinction between the two types of assessment is not as rigid as many people believe. In fact, the same assessment can be both formative and summative, depending on its timing and purpose. Formative assessments are administered frequently during a learning segment to provide feedback to both teachers and students about concepts and skills that students are having difficulty understanding or mastering. This feedback helps teachers modify and differentiate their instruction to help all students meet the standard. Summative assessments are administered at the end of a learning segment and are the final opportunity for students to demonstrate proficiency. | Assessment |
5 | Basic Reading Inventory | Jerry L. Johns | This book provides pre-primer through grade twelve and early literacy assessments. | Assessment |
6 | Checking for Understanding: Formative Assessment Techniques for Your Classroom | Douglas Fisher and Nancy Frey | The authors show how to increase students' understanding with the help of creative formative assessments. When used regularly, these types of assessments enable every teacher to determine what students know, what they need to know, and what type of instructional interventions are effective. Fisher and Frey explore a variety of engaging activities that can build understanding, including: interactive writing, portfolios, multimedia presentations, audience response systems, interactive hand signals, public performances, and much more. | Assessment |
7 | Classroom Assessment for Student Learning, Doing it Right-Using it Well | Richard Stiggins | This book is the core of a larger, comprehensive professional development program in student-involved classroom assessment that teaches standards of assessment quality and how to match achievement target to assessment methods. Saves professional development time and resources through presentation in a learning-team model, integrates learning-team based text study with classroom practices, and includes seven interactive training videos aligned to the presentation of the book. (includes 2 CDs) | Assessment |
8 | Common Formative Assessments: How to Connect Standards-Based Instruction and Assessment | Larry Ainsworth and Donald Viegut | Now you have powerful means to closely align curriculum, instruction, and assessment to the standards essential for student success. This timely resource presents the "big picture" of an integrated, standards-based instruction and assessment system, and offers guidelines for | Assessment |
9 | Data Wise: A Step-by-step Guide to Using Assessment Results to Improve Teaching and Learning | Kathryn Parker Boudett, Elizabeth A. City, and Richard J. Murnane | At its core, the Data Wise method fosters effective collaboration among educators, enabling teams to study a wide range of evidence and then use what they learn to enrich school culture and climate and ensure that each student thrives. | Assessment |
10 | Developing Assessment-Capable Visible Learners Grades K-12 | Nancy Frey, John Hattie, and Douglas Fisher | This illuminating book shows how to make this scenario an everyday reality. With its foundation in principles introduced in the authors’ bestselling Visible Learning for Literacy, this resource delves more deeply into the critical component of self-assessment, revealing the most effective types of assessment and how each can motivate students to higher levels of achievement. | Assessment |
11 | Differentiated Assessment for Middle and High School Classrooms | Deborah Blaz | This book shows middle and high school teachers in differentiated classrooms how to integrate assessment into the teaching and learning process. | Assessment |
12 | Differentiating Assessment in Middle and High School English and Social Studies | Sheryn Spencer Waterman | This is an all-inclusive manual on assessing student readiness, interests, learning, and thinking styles. | Assessment |
13 | Differentiating Assessment in Middle and High School Mathematics and Science | Sheryn Spencer Waterman | With numerous examples and strategies, this is an all-inclusive manual on assessing student readiness, interests, learning, and thinking styles. | Assessment |
14 | Elements of Grading | Douglas Reeves | Douglas Reeves unpacks the debate over grading policies, explains why outdated and ineffective methods of grading have persisted for so long, and shows what schools can do about it. Reproducible tools for self-reflection and improvement in grading are included. | Assessment |
15 | Embedded Formative Assessment | Dylan Wiliam | If we want our students to thrive in the complex, unpredictable world of the 21st century, we must concentrate on increasing educational achievement by increasing the quality of the teachers in our schools. Embedded Formative Assessment faces this challenge head-on by making a case for the important role of formative assessment as a process, not a tool, in increasing teacher quality and thus student learning. | Assessment |
16 | Embedding Formative Assessment: Practical Techniques for K-12 Classrooms | Dylan Wiliam and Siobhan Leahy | Effective classroom formative assessment helps educators make minute-by-minute, day-by-day instructional decisions. This clear, practical guide for teachers centers on five key instructional strategies, along with an overview of each strategy and practical formative assessment techniques for implementing it in K-12 classrooms. | Assessment |
17 | Engaging Students Through Performance Assessment, Creating Performance Tasks to Monitor Student Learning | Tracey K. Flach | Readers will learn what standards-based performance assessments are, why they should be included in an assessment system, how to create them, how to score them, and how to use the results to improve instruction and student learning. | Assessment |
18 | English Teacher's Guide to Performance Tasks and Rubrics, Middle School | Amy Benjamin | This book is intended for novice and veteran teachers of English, reading, and English as a Second Language. It explains how you can broaden your teaching repertoire to include much more than traditional essays and tests. It provides step-by-step procedures of specific performance tasks that you can apply in your classroom for the middle school level. | Assessment |
19 | Formative Assessment Action Plan, Practical Steps to More Successful Teaching and Learning | Nancy Frey and Douglas Fisher | The authors outline a clear cut, realistic, and rewarding approach to formative assessment. They explain how four discrete steps work in tandem to create a seamless, comprehensive formative assessment system--one that has no beginning and no end. | Assessment |
20 | Formative Assessment and Standards-Based Grading | Robert J. Marzano | This book clearly explains how to design and interpret several types of formative assessments, how to track student progress, and how to assign meaningful grades, even if a school or district uses a traditional grading system. | Assessment |
21 | Formative Assessment for English Language Arts | Amy Benjamin | This is a great guide for middle and high school teachers. | Assessment |
22 | Formative Assessment in Practice A Process of Inquiry and Action | Margaret Heritage | The author presents a practical guide to formative assessment that skillfully weaves together theory and practice. She addresses students' roles in monitoring their own learning and shows how to transform the classroom into a community of practice. | Assessment |
23 | Formative Assessment--Making It Happen in the Classroom | Margaret Heritage | Margaret Heritage walks readers through every step of the process and offers specific examples to illustrate the implementation of formative assessment across a range of subject areas and grade levels. (2 copies) | Assessment |
24 | Great Performances, Creating Classroom-Based Assessment Tasks | Larry Lewin and Betty Jean Shoemaker | The authors lead readers on their own personal journey, sharing what they've learned about developing and effectively assessing powerful performance tasks, ranging from short and specific to lengthy and substantive. Their focus is on the practical. (2 copies) | Assessment |
25 | High Performance Toolbox | Spence Rogers and Shari Graham | This book contains step-by-step guides for developing assessments, tasks, rubrics, and easy to use organizers and templates. | Assessment |
26 | How to Assess Higher-Order Thinking Skills in Your Classroom | Susan M. Brookhart | Educators know it's important to get students to engage in "higher-order thinking." But what does higher-order thinking actually look like? And how can K-12 classroom teachers assess it across the disciplines? The author answers these questions. (3 copies) | Assessment |
27 | How to Create and Use Rubrics for Formative Assessment and Grading | Susan M. Brookhart | What is a rubric? A rubric is a coherent set of criteria for student work that describes levels of performance quality. Sounds simple enough, right? Unfortunately, rubrics are commonly misunderstood and misused. The good news is that when rubrics are created and used correctly, they are strong tools that support and enhance classroom instruction and student learning. In this comprehensive guide, author Susan M. Brookhart identifies two essential components of effective rubrics: (1) criteria that relate to the learning (not the "tasks") that students are being asked to demonstrate and (2) clear descriptions of performance across a continuum of quality. She outlines the difference between various kinds of rubrics (for example, general versus task-specific, and analytic versus holistic), explains when using each type of rubric is appropriate, and highlights examples from all grade levels and assorted content areas. | Assessment |
28 | How to Make Decisions with Different Kinds of Student Assessment Data | Susan M. Brookhart | n How to Make Decisions with Different Kinds of Student Assessment Data, best-selling author Susan M. Brookhart helps teachers and administrators understand the critical elements and nuances of assessment data and how that information can best be used to inform improvement efforts in the school or district. | Assessment |
29 | Intervention Strategies to Follow Informal Reading Inventory Assessment | JoAnne Schudt Caldwell and Lauren Leslie | Today teachers need valid research-based measures for reading improvement, assessments to determine students' reading abilities, and intervention strategies to guide students back on track. To help teachers connect students' performance and evaluation to instruction, best-selling authors JoAnne Caldwell and Lauren Leslie outline practical intervention strategies that are aligned with any informal reading inventory. Targeting the latest research, this edition includes new student case studies, more writing applications, a focus on teaching with classroom materials, and a new PDToolkit (available either with the book or alone). By identifying intervention strategies based on assessment, the book helps teachers and students address difficulties in word identification, fluency, prior knowledge, and comprehension. | Assessment |
30 | Journey of a Reader in the Classroom, K-12 Assessment Tasks and Tools | Northwest Regional Educational Laboratory | This book demystifies the behaviors of good readers. It creates a picture of what trait-based reading instruction and assessment looks like in the classroom. This book provides a map to guide teachers toward more focused teaching by using assessment to inform instruction. (2 copies) | Assessment |
31 | Mapping the Big Picture | Heidi Hayes Jacobs | The author describes a seven-step process for creating and working with curriculum maps, from data collection to ongoing curriculum review. | Assessment |
32 | Rethinking Grading: Meaningful Assessment for Standards-Based Learning | Cathy Vatterott | After careful research and years of experiences with grading as a teacher and a parent, Cathy Vatterott examines and debunks traditional practices and policies of grading in K–12 schools. She offers a new paradigm for standards-based grading that focuses on student mastery of content and gives concrete examples from elementary, middle, and high schools. Rethinking Grading will show all educators how standards-based grading can authentically reflect student progress and learning—and significantly improve both teaching and learning. | Assessment |
33 | Standards and Assessment: The Core of Quality Instruction | Lisa Almeida, Laura Benson, Jan Christinson, Brandon Doubek, Lynn Howard, Loan Mascorro, Thomasina Piercy, Gabriel Rshaid, Steve Ventura, and Maryann Wiggs | This is an anthology in which experts in education address topics in the context of impacting student learning, transforming teaching, and preparing for a promising future. | Assessment |
34 | Student-Involved Classroom Assessment | Richard J. Stiggins | Using an accessible, jargon-free approach, the author shows teachers how to create high-quality classroom assessments and use them to build student confidence, thereby maximizing (not just documenting) student achievement. | Assessment |
35 | Test Less, Assess More: A K-8 Guide to Formative Assessment | Leighangela Brady and Lisa McColl | Learn assessment strategies that provide you with a real representation of student progress - without the need for excessive testing. In this book, the authors show you how to turn daily classroom lessons and activities into valuable opportunities for assessment. | Assessment |
36 | The Perfect Assessment System | Rick Stiggins | It's time to move our assessment practices from the 1950s to the century we're living in. It's time to invest in our teachers and local school leaders instead of in more tests. It's time to help all students understand how to unleash their strengths and gain a sense of themselves as learners capable of choosing their own paths to success. In The Perfect Assessment System, Rick Stiggins calls for the ground-up redevelopment of assessment in U.S. education. Speaking from more than 40 years of experience in the field—and speaking for all learners who hope to succeed, the teachers who want them to succeed, and the local school leaders whose aspirations for success have been thwarted by assessment traditions—Stiggins maps out the adjustments in practice and culture necessary to generate both accurate accountability data and the specific evidence of individual mastery that will support sound instructional decision making and better learning in the classroom. | Assessment |
37 | Transformative Assessment | W. James Popham | The author explains the research supporting formative assessment's effectiveness and why familiarity with this research is the key to preserving both teacher sanity and district funds. (2 copies) | Assessment |
38 | Ungrading: Why Rating Students Undermines Learning (and What to Do Instead) | Susan D. Blum (editor) | The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K–12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative. | Assessment |
39 | Balance with Blended Leaning | Catlin R. Tucker | Blended learning allows a partnership that gives teachers more time and energy to innovate and personalize learning while providing students the opportunity to be active agents driving their own growth. | Blended Learning |
40 | Blended Learning in Action: A Practical Guide Toward Sustainable Change | Catlin R. Tucker, Tiffany Wycoff, and Jason T. Green | 2 copies Blended learning has the power to reinvent education, but the transition requires a new approach to learning and a new skillset for educators. Loaded with research and examples, Blended Learning in Actiondemonstrates the advantages a blended model has over traditional instruction when technology is used to engage students both inside the classroom and online | Blended Learning |
41 | Designing Teacher-Student Partnership Classrooms | Meg Ormiston | Meg offers practical strategies for modifying classrooms toward developing efficient digital-rich spaces in which all K-12 students and teachers continually learn from each other. Ormiston believes that students should be teachers's learning partners in the classroom, drastically shifting most classrooms' current structure. | Blended Learning |
42 | Distance Learning Playbook Grades K-12: Teaching for Engagement and Impact in Any Setting | Douglas Fisher, Nancy Frey, and John Hattie | Harnessing the insights and experience of renowned educators Douglas Fisher, Nancy Frey, and John Hattie, The Distance Learning Playbook applies the wisdom and evidence of VISIBLE LEARNING® research to understand what works best with distance learning. Spanning topics from teacher-student relationships, teacher credibility and clarity, instructional design, assessments, and grading, this comprehensive playbook details the research- and evidence-based strategies teachers can mobilize to deliver high- impact learning in an online, virtual, and distributed environment. | Blended Learning |
43 | Distance Learning Playbook for Parents | Douglas Fisher, Nancy Frey, and John Hattie | 2 copies Parent involvement has always been a vital part of any child’s education, but the pandemic and resulting remote instruction require that parents and educators partner at a deeper level. Following the tremendous success of The Distance Learning Playbook, K-12, education authorities Doug Fisher, Nancy Frey, and John Hattie have teamed up with New York Times bestselling author and parenting expert Rosalind Wiseman to bring you the consummate guide to support your child′s academic, social, and emotional development in any learning environment – while not overwhelming you in the process. | Blended Learning |
44 | Moonshots in Education: Launching Blended Learning in the Classroom | Esther Wojcicki and Lance Izumi | Moonshots in Education explores digital and online learning in the classroom and what it takes to make a "moonshot." It gives several models and examples of schools that are already implementing digital learning and what the success rate has been. It also provides philosophical discussion a variety of educational philosophies and how each one empowers students and teachers. The book also provides tools to support teachers in most subject areas. The forward by James Franco explores how this type of blended real world learning has made a significant positive impact in his life. | Blended Learning |
45 | Power Up Blended Learning: A Professional Learning Infrastucture to Support Sustainable Chnage | Catlin R. Tucker | This book provides an actionable framework for leaders looking to implement a long-term professional learning plan that extends professional development beyond a handful of days each year to create a "coaching culture" that supports teachers as they move toward blended learning. | Blended Learning |
46 | UDL and Blended Learning: Thriving in Flexible Learning Landscapes | Katie Novak and Catlin R. Tucker | This approachable, in-depth guide unites the adaptability of Universal Design for Learning with the flexibility of blended learning, equipping educators with the tools they need to create relevant, authentic, and meaningful learning pathways to meet students where they’re at, no matter the time and place or their pace and path. With step-by-step guidance and clear strategies, authors Katie Novak and Catlin Tucker empower teachers to implement these frameworks in the classroom, with a focus on cultivating community, building equity, and increasing accessibility for all learners. | Blended Learning |
47 | Action Safety | Sharon Parsons | This children's book is about the activities and sports we enjoy that involve movement. | Children's Literacy |
48 | Alexander, Who Used to Be Rich Last Sunday | Judith Viorst | Readers of all ages will be delighted by this picture book. | Children's Literacy |
49 | All Kinds of Families, 40th Anniversary Edition | Norma Simon with pictures by Sarah S. Brannen | In a book far ahead of its time, All Kinds of Families celebrated the broad diversity of American families when it was first published in 1976. Now Norma Simon and Sarah S. Brannen have updated this classic for the modern age. Multicultural and multigenerational people demonstrate what being in a family means and how all families offer each other support and love. | Children's Literacy |
50 | Anno's Magic Seeds | Mitsumasa Anno | This children's book tells the story of a gift from a wizard that makes Jack's fortune grow by ones and two, threes and fours, and then faster, challenging you to keep track of his riches. | Children's Literacy |
51 | Anno's Mysterious Multiplying Jar | Masaichiro and Mitsumasa Anno | This children's book tells of amazing things happening in a jar. | Children's Literacy |
52 | Beatrix Potter | Rosie McCormick | This book tells how a love for animals caused Beatrix Potter to draw pictures and write stories. | Children's Literacy |
53 | Cat's Diary | Jill Eggleton | This is from the Sails Literacy Series. Guide notes are included at the end of the book. (2 copies) | Children's Literacy |
54 | Cut Down to Size at High Noon | Scott Sundby | This children's book leads readers on a math adventure through the wild west. | Children's Literacy |
55 | Hailstones and Halibut Bones | Mary O'Neill and newly illustrated by John Wallner | Mary O’Neill’s timeless children’s poetry book is a tribute to the many beautiful colors we see around us and is considered a modern classic. Featuring beautiful poems and deeply luminous illustrations, Hailstones and Halibut Bones is a perfect addition to any home or classroom library. | Children's Literacy |
56 | Inventing the Telephone | Sue Graves | This book tells the story of Alexander Graham Bell's discovery. | Children's Literacy |
57 | Life With My Family | Renee Hooker and Karl Jones with illustrations by Kathryn Durst | When a young girl gets frustrated with her chaotic life at home, she imagines what things would be like if her family were animals instead. Would life be better as a pod of pelicans, a pride of lions, or a herd of buffalo? Or is it ultimately a family of humans that she needs? In this beautifully illustrated book, young readers learn the names for groups of animals through a sweet, whimsical narrative that focuses on the importance of family. | Children's Literacy |
58 | Miss Malarkey Won't Be in Today | Judy Finchler, illustrated by Kevin O'Malley | This great book explores the feelings of a teacher when she has to be absent and have a substitute. | Children's Literacy |
59 | Muncha! Muncha! Muncha! | Candace Fleming and G. Brian Karas | Children will cheer for the bunnies -- or for Mr. McGreely -- as they delight in Candace Fleming's clever sound effects and G. Brian Karas's vibrant, funny illustrations. | Children's Literacy |
60 | My Dadima Wears a Sari | Kashmira Sheth with illustrations by Yoshiko Jaeggi | This warm, multigenerational story offers a glimpse into the distinctive culture and customs of India, while reinforcing universal themes of love and the importance of family. | Children's Literacy |
61 | Newts & Salamanders | Graham Meadows and Claire Vial | This book provides information and pictures about newts and salamanders. (2 copies) | Children's Literacy |
62 | No Need for Words | Frances Bacon | Many people enjoy art of all kinds. With art, there's no need for words! | Children's Literacy |
63 | One Gorilla | Atsuko Morozumi | This children's book tells of a gorilla who counts other animals. | Children's Literacy |
64 | One Hundred Hungry Ants | Elinor J. Pinczes | One hundred hungry ants go to a picnic but stop to change their line formation showing different divisions of 100 in this children's book. | Children's Literacy |
65 | Roman Numerals I to MM | Arthur Geisert | A great lesson in Roman numerals is provided by this children's book. | Children's Literacy |
66 | Some Days | Written and illustrated by María Wernicke and Translated by Lawrence Schimel | A young girl tells her mother about a passageway in their yard. Down this passageway, it is not cold, there is no danger, and nothing bad can ever happen—and the person she longs for is with her again. The only problem is that, on some days, the passageway is not there. But maybe, together, mother and daughter can find a way to carry that feeling with them always. First published in Argentina, this lovely picture book will tug on the heartstrings of anyone who knows what it means to miss a loved one. | Children's Literacy |
67 | Testing Miss Malarkey | Judy Finchler | This book is a humorous overview of how standardized testing affects all members of a school. | Children's Literacy |
68 | Then and Now | Jenny Vaughan | How have you changed? Things change as time passes. Then and Now shows how some things are different than they were before. | Children's Literacy |
69 | What's the Address? | Rachel Griffiths | Addresses tell where places can be found. This book helps readers learn the addresses of many famous places around the world. | Children's Literacy |
70 | 101 "Answers" for New Teachers and Their Mentors | Annette Breaux | This book generates instant impact on teaching and learning, provides a collection of "thought provokers" and teaching tips for new teachers, stimulates and organizes interactive sessions between new teachers and their mentors, supports and sustains master classroom teachers who need help mastering their roles as mentors, and offers common sense strategies for any teacher seeking to be more effective. | Coaching and Mentoring |
71 | Agents of Change: How Content Coaching Transforms Teaching & Learning | Lucy West and Antonia Cameron | Coaching and Mentoring | |
72 | A Practical Guide to Mentoring, Coaching, and Peer-networking | Christopher Rhodes, Michael Stokes, and Geoff Hampton | Written for staff in schools and colleges, this book offers the challenge and support necessary for you to understand, analyze and adopt coaching, mentoring and peer-networking mechanisms as an essential part of the development of professional learning within your own organization. Drawing on the national strategy for professional development, it emphasizes the importance of learning with and from other colleagues, helping your organization to become a professional learning community and supporting the drive to raise standards and attainment. | Coaching and Mentoring |
73 | The Art of Coaching Teams | Elena Aguilar | Coaching and Mentoring | |
74 | Being an Effective Mentor, How to Help Beginning Teachers Succeed | Kathleen Feeney Jonson | Experienced teachers and administrators know how important it is to give beginning teachers the support and advice they need. This incredibly straightforward and useful guide will help mentor teachers to develop effective mentoring strategies including how to provide direct assistance, demonstration teaching, observation and feedback, informal contact, and role modeling. | Coaching and Mentoring |
75 | Better Beginning | Marge Scherer | This book lays out the fundamentals for helping new teachers succeed in schools. Each section features thoughtful chapters from educational leaders. The author outlines how best to develop professionals rather than simply induct new teachers into the profession. | Coaching and Mentoring |
76 | Coaching Conversations | Linda Gross Cheliotes abd Narceta Fleming Reilly | Coaching and Mentoring | |
77 | Cognitive Coaching, A Foundation for Renaissance Schools | Arthur Costa and Robert Garmston | At one level, cognitive coaching is a simple model for conversations about planning, reflecting, or problem resolving. At deeper levels, cognitive coaching serves as a nucleus for professional communities that honor autonomy, encourage interdependence, and produce high achievement. It's a nonjudgmental developmental, reflective model derived from a blend of the psychological orientation of cognitive theorists and the interpersonal bonding of humanists. | Coaching and Mentoring |
78 | Collaborating Through Collective Efficacy Cycles: A Playbook for Ensuring All Students and Teacehrs Succeed | Toni Faddis, Douglas Fisher, and Nancy Frey | ||
79 | Compassionate Coaching: How to Help Educators Navigate Barriers to Professional Growth | Kathy Perret and Kenny McKee | In Compassionate Coaching, Kathy Perret and Kenny McKee identify the six most vexing challenges teachers face—lack of confidence, failure, overload, disruption, isolation, and school culture challenges—and the six corresponding ways that coaches can help teachers surmount them, dubbed the compassionate coaching focus areas. | Coaching and Mentoring |
80 | Creating Dynamic Schools Through Mentoring, Coaching, and Collaboration | Judy F. Carr, Nancy Herman, and Douglas E. Harris | The authors show how to transform your school into a dynamic learning community. (2 copies) | Coaching and Mentoring |
81 | Cultivating Coaching Mindsets: An Action Guide for Literacy Leaders | Rita M. Bean and Jacy Ippolito | 2 Copies - Many educators in schools have coaching responsibilities. These literacy leaders, including reading specialists, teacher-leaders, literacy coaches, and administrators, are working to develop, implement, and sustain powerful schoolwide literacy programs. They're remodeling schools to help provide highly effective, rigorous teaching and learning. To do all of this, they need to wear many hats, serving as leaders, facilitators, designers, and advocates. In Cultivating Coaching Mindsets, authors Rita M. Bean and Jacy Ippolito lay out a detailed framework to help literacy leaders promote the advancement of literacy instruction that improves and deepens learning. They discuss ways to build trust with teachers, both individually and in groups | Coaching and Mentoring |
82 | Cultivating High-Quality Teaching Through Induction and Mentoring | Carol A. Bartell | This book focuses on new teachers' needs while emphasizing high-quality teaching through the use of standards-based teaching, teacher assessments, and reflective practice. Through extensive research, Carol Bartell has identified the critical elements in shaping induction policies that lead to teacher retention and improved student achievement. Because teachers begin with different levels of preparation, Bartell addresses how to adjust programs to meet differing needs in a variety of school contexts. | Coaching and Mentoring |
83 | Elements of Mentoring | W. Brad Johnson and Charles R. Ridley | Jam-packed with exciting ideas, it highlights precisely why and how mentoring is undertaken in various workplace settings. The authors respond to the rapidly changing world of work by delivering an extraordinary range of tools and options for professionals who wish to be ethical, thoughtful teachers and coaches to their proteges. (2 copies) | Coaching and Mentoring |
84 | Handbook for Qualities of Effective Teachers | James H. Stronge, Pamela D. Tucker, and Jennifer L. Hindman | You will find numerous strategies for examining the practice of teaching, helping teachers improve their skills, and establishing an environment that supports good teaching. | Coaching and Mentoring |
85 | High-Performance Mentoring, A Multimedia Program for Training Mentor Teachers | James B. Rowley, Ph.D. | Helping beginning teachers "over the hump" of their first year is no easy job. It takes dedicated and well-trained mentors. High-Performance Mentoring helps experienced educators meet the unique challenges of mentoring first-year teachers. This Participant's Notebook, using in conjunction with the training workshop, will help you: explore the mentoring process, understand the problems and concerns of the beginning teacher, identify the six essential qualities of a high-performance mentor, adapt your mentoring practices to meet the needs of your mentee, and deliver quality interpersonal and instructional support. | Coaching and Mentoring |
86 | The Impact Cycle | Jim Knight, Jennifer Ryschon Knight, and Clinton Carlson | 3 Copies | Coaching and Mentoring |
87 | Improving Student Learning One Teacher at a Time | Jane E. Pollock | Jane shows how making the right adjustments in four critical areas of practice--curriculum, instructional planning and delivery, assessment, and record keeping and reporting--can help any teacher improve student learning significantly. | Coaching and Mentoring |
88 | Instructional Coaching: A Partnership Approach to Improving Instruction | Jim Knight | Experienced trainer, developer, and researcher, Jim Knight describes the "nuts and bolts" of instructional coaching and explains the essential skills that instructional coaches need, including getting teachers on board, providing model lessons, observing teachers, and engaging in reflective conversations. | Coaching and Mentoring |
89 | Leading the Teacher Induction and Mentoring Program | Barry W. Sweeny | This book takes school leaders through the process of creating and sustaining an induction and mentoring program. It provides leaders with guidance on telementoring in the cyber age and advice to ensure development of highly effective practices that will improve teaching and student learning. (2 copies) | Coaching and Mentoring |
90 | Literacy Coaching in the Secondary Grades | Jade Wexler, Elizabeth Swanson, and Alexandra Shelton | Coaching and Mentoring | |
91 | Making Mentoring Work | Laura Lipton and Bruce Wellman | This is an ASCD action tool which provides a complete workshop to introduce the craft of mentoring beginning teachers. It offers the collected wisdom from our work with mentor teachers across North America. As a hands-on guide, it organizes templates, tools, and tips for expanding your knowledge and skills as a support provider for novice teachers. | Coaching and Mentoring |
92 | Maximum Mentoring, An Action Guide for Teacher Trainers and Cooperating Teachers | Gwen L. Rudney and Andrea M. Guillaume | New teacher development requires intensive levels of one-to-one training and mentoring. This book provides you, the mentor, with an action guide through the complexities of the school-based mentoring process to ensure maximum success for both mentor and mentee. | Coaching and Mentoring |
93 | Mentor’s Handbook, Practical Suggestions for Collaborative Reflection and Analysis | Marlene Correia and Jana McHenry | This is one of a series of books designed to offer you highly practical yet scholarly information on the topics that are important to mentors. | Coaching and Mentoring |
94 | Mentoring Each Other/2 copies | Lana Parker and Diane Vetter | This practical book explores ways teachers can collaborate and learn from each other in formal and informal situations. It demonstrates that a mentoring relationship can benefit both new and experienced teachers. Full of strategies that are practical and easy to implement, the book offers solutions to common questions, opportunities, and challenges that face teachers every day. Based on extensive experience, this highly readable book includes personal histories and experiences around important values and advocates for honest reflection and meaningful feedback. | Coaching and Mentoring |
95 | Mentoring in Action: Guiding, Sharing, and Refelcting with Novice teachers | Carol Pelletier Radford | 3 Copies - Learn effective mentoring principles you can use as you guide novice teachers through their first years. This practical guide emphasizes a unique approach: mindful mentoring that aligns your mentoring conversations to teaching standards to more systematically prepare novice teachers for their teacher evaluation. | Coaching and Mentoring |
96 | Mentoring Matters: A Practical Guide to Learning-Focused Relationships | Laura Lipton and Bruce Wellman | This second edition is the result of rich and multiple experiences and opportunities to share Mentoring Matters with skillful and committed educators throughout North America. (2 copies) | Coaching and Mentoring |
97 | Mentoring New Special Education Teachers | Mary Lou Duffy and James Forgan | This book is designed to assist educators who are developing a mentoring program for special education teachers, for individuals selected to mentor a new special education teacher, and for new special education teachers. | Coaching and Mentoring |
98 | Mentoring Novice Teachers, Fostering a Dialogue Process | Debra Eckerman Pitton | This book provides educators who mentor novice teachers an opportunity to increase their awareness of the skills that are needed to mentor. | Coaching and Mentoring |
99 | Peer Coaching, The Learning Team Approach | Arnold Barbknecht and Connie W. Kieffer | This book is a guide to a flexible professional development model, one that works across disciplines and grade levels. It features real live scenarios in and out of the classroom, research on the benefits of peer coaching, advice on how to make time for collegial consultation, and an entire chapter on how to evaluate a peer coaching program. | Coaching and Mentoring |
100 | No More Random Acts of Literacy Coaching | Erin Brown and Susan K. L'Allier | 2 Copies - Teacher-coach collaboration is critical to teacher effectiveness and student learning, but sometimes the in-the-moment response rate required when supporting several teacher requests at once can make literacy coaching appear to be, well, rather random. No More Random Acts of Literacy Coaching looks at the common obstacles and misconceptions that can prevent effective coaching, and offers strategies that literacy coaches, teachers, and principals can employ to make wise use of their time together. | Coaching and Mentoring |
101 | Student-Centered Coaching at the Secondary Level | Diane Sweeney | This follow-up to Sweeney's bestseller applies the principles and tools of student-centered coaching to the unique challenges of middle and high schools. By focusing coaching on student learning—rather than on fixing teachers—a coach can make a measurable impact on student achievement. | Coaching and Mentoring |
102 | Student-Centered Coaching: A Guide for K-8 Coaches and Principals | Diane Sweeney | Student-Centered Coaching is grounded on the premise that school-based coaching can be designed to directly impact student learning. Shifting the focus from “fixing” teachers to collaborating with them in designing instruction that targets for student achievement makes coaching more respectful and results-based. The book also underscores the critical role of the principal in fostering a culture of learning. | Coaching and Mentoring |
103 | Student-Centered Coaching: The Moves | Diane Sweeney and Leanna S. Harris | Student-centered coaching is a highly effective, evidence-based coaching model that shifts the focus from “fixing” teachers to collaborating with them to design instruction that targets student outcomes. But what does this look like in practice? This book shows you the day-to-day coaching moves that build powerful coaching relationships. Readers will find: --Coaching moves that can be used before, during, and after lessons --An abundance of field-tested tools and practices that can be put to immediate use --Original video clips that depict and unpack key moves --Richly detailed anecdotes from practicing coaches | Coaching and Mentoring |
104 | Student-Centered Mentoring: Keeping Students at the Heart of New Teachers' Learning | Amanda Brueggeman | ||
105 | Supporting Beginning Teachers | Tina H. Boogren | 4 Copies - Support and retain your best and brightest new teachers. The second edition of this acclaimed book retains much of what made the original a classic, but now offers the latest research along with new insights, strategies, and best practices. Whether you're a K-12 mentor, coach, or school leader, you will gain evidence-based actions you can take today to successfully guide educators during their initial years in the profession. | Coaching and Mentoring |
106 | Taking the Lead: New Roles for Teachers and School-Based Coaches | Joellen Killion and Cindy Harrison | The authors are leaders in this work and have written a book that identifies the many roles that school-based coaches play in this brave new work and recommends strategies that schools and districts can employ as they look for hopeful solutions to vexing problems of instruction and learning. | Coaching and Mentoring |
107 | Teachers Mentoring Teachers, A Practical Approach to Helping New and Experienced Staff | John C. Daresh | As more and more good teachers are leaving the profession out of frustration and lack of guidance, mentoring may be the key ingredient to retaining new teachers and helping them become more effective. This highly interactive, step-by-step method for implementing and evaluating mentor programs and relationships uncovers the many benefits to both the mentor and the protégé. | Coaching and Mentoring |
108 | The Good Teacher Mentor, Setting the Standard for Support and Success | Sidney Trubowitz and Maureen Picard Robins | This book is a rare, behind-the-scenes view of mentoring that lays bare the actions of both partners and shows how mentoring actually works in an urban public middle school. The authors share their initial reluctance about entering a mentoring relationship, debate the merits of observation in the classroom, describe a lesson that failed, explore the school community, prepare for parent-teacher conferences, deal with standardized tests, and review what they learned as a result of working together for a year. | Coaching and Mentoring |
109 | The Mentor's Guide: Facilitating Effective Learning Relationships | Lois Zachary | Thoughtful and rich with advice, this book explore the critical process of mentoring and presents practical tools for facilitating the experience from beginning to end. It is based on Laurent A. Daloz's popular and widely used concept that mentoring is a learning journey in which the mentor and mentee serve as companions along the way. Now managers, teachers, and leaders from any career, professional, or educational setting can successfully navigate the learning journey by using the hands-on worksheets and exercises in this unique resource. | Coaching and Mentoring |
110 | Training Mentors is Not Enough, Everything Else Schools and Districts Need To Do | Hal Portner | Portner offers a how-to guide and workbook for planners and participants who want to develop an exemplary mentoring program or upgrade an existing one. This comprehensive but accessible resource also serves as a practical management tool for mentor program coordinators and committees. This book offers educators an expanded view of the mentoring process and serves as an essential resource for planning, managing, and evaluating mentoring programs. | Coaching and Mentoring |
111 | What Successful Mentors Do | Cathy D. Hicks, Neal A. Glasgow, and Sarah J. McNary | This book offers sensible strategies to help mentors help new teachers. Using state-of-the-art research as a base, the authors provide 81 ways to put those "firsts" in perspective for your new teachers. Working from decades of experience, the authors synthesize theory and practice to show mentors how to: increase new-teacher retention with the surest methods for classroom success; encourage teachers in ten essentials areas of teaching, from using assessment tools to developing a personal teaching style, and more; guide teachers in their relationships with colleagues, parents, and administrators; improve their own mentoring approach and develop a mentoring style; and avoid common mentoring pitfalls. | Coaching and Mentoring |
112 | Common Core State Standards for ELA and Math | Nevada State Standards | This booklet contains all of the Nevada Common Core State Standards for ELA and Math. (2 copies) | Cooperative Learning |
113 | Kagan Cooperative Learning | Dr. Spencer Kagan and Miguel Kagan | In this book, the structures are grouped by function; the chapters contain structures with common objectives. In ordering structure within chapters, when other considerations have not prevailed, the author has begun with the simplest structures. | Cooperative Learning |
114 | Kagan Cooperative Learning: 5-Day Course Workbook | Laurie Kagan, Dr. Spencer Kagan, and Miguel Kagan | This worksbook is designed with two intents in mind: 1) to help lead you through this engaging, cooperative learning workshop, and 2) to serve as an easy reference you can turn to time and again as you implement Kagan Structures in your classrom. | Cooperative Learning |
115 | Best Practices at Tier 1: Daily Differentiation for Effictive Instruction | Gayle Gregory, Martha Kaufeldt, and Mike Mattos | Differentiated Learning | |
116 | Differentiated Classroom, Responding to the Needs of All Learners | Carol Ann Tomlinson | Tomlinson looks at elementary and secondary classrooms in nearly all subject areas to show how real teachers turn the challenge of differentiation into a reality. Her insightful analysis of how, what, and why teachers differentiate lays the groundwork for you to bring differentiation to your own classroom. (3 copies) | Differentiated Learning |
117 | Differentiated Instructional Strategies for Writing in the Content Areas | Carolyn Chapman and Rita King | This concise guide helps you work with each student's unique skills and needs, so that the student learns to apply information, to demonstrate content mastery, to think and write creatively and critically, and to solve real-world problems. | Differentiated Learning |
118 | Differentiated Instructional Strategies in Practice: Training, Implementation, and Supervision | Gayle H. Gregory | Meg offers practical strategies for modifying classrooms toward developing efficient digital-rich spaces in which all K-12 students and teachers continually learn from each other. Ormiston believes that students should be teacher's learning partners in the classroom, drastically shifting most classrooms' current structure. | Differentiated Learning |
119 | Differentiated Instructional Strategies: One Size Doesn't Fit All | Gayle H. Gregory and Carolyn Chapman | Look for practical techniques and processes that teachers can use to adjust learning based on individual students' knowledge, skills, experiences, preferences, and needs. | Differentiated Learning |
120 | Differentiated School: Making Revolutionary Changes in Teaching and Learning | Carol Ann Tomlinson, Kay Brimijoin, and Lane Narvaez | Administrators and teachers alike will find viable ideas and answers to questions as leaders at two school share milestones and vignettes from their real-life experiences in converting entire faculties to this dynamic approach to teaching and learning. The authors balance broadly applicable guidance with specific illustrations of how two school--a middle-income elementary school and a mixed-income high school--experienced the change process in dramatically different ways. | Differentiated Learning |
121 | Differentiation in Practice, A Resource Guide for Differentiating Curriculum, Grades 5-9 | Carol Ann Tomlinson and Caroline Cunningham Eidson | This book is the first in a new series from these authors exploring how real teachers incorporate differentiation principles and strategies throughout an entire instructional unit. Focusing on the middle grades but applicable at all levels, this book will teach anyone interested in designing and implementing differentiated curriculum how to do so or how to do it more effectively. (2 copies) | Differentiated Learning |
122 | Differentiation in Practice, A Resource Guide for Differentiating Curriculum, Grades K-5 | Carol Ann Tomlinson and Caroline Cunningham Eidson | Join the authors in their continuing exploration of how real teachers incorporate differentiation principles and strategies throughout an entire instructional unit. Applicable at all levels, this book will teach anyone interested in designing and implementing differentiated curriculum how to do so or how to do so more effectively. (2 copies) | Differentiated Learning |
123 | Discipline with Dignity | Richard L. Curwin, Allen N. Mendler, and Brian D. Mendler | Differentiated Learning | |
124 | From Behaving to Belonging | Julie Causton and Kate Macleod | 2 copies | Differentiated Learning |
125 | How to Differentiate Instruction in Mixed-Ability Classrooms | Carol Ann Tomlinson | In this 2nd edition of a book that has provided inspiration to countless teachers, Carol Ann Tomlinson offers three new chapters, extended examples and information in every chapter, and field-tested strategies that teachers can use in today's increasingly diverse classrooms. | Differentiated Learning |
126 | Including Students with Special Needs | Marilyn Friend and William D. Bursuck | Differentiated Learning | |
127 | Integrating Differentiated Instruction and Understanding by Design | Carol Ann Tomlinson and Jay McTighe | In this book the two models converge, providing readers fresh perspectives on two of the greatest contemporary challenges for educators: crafting powerful curriculum in a standards-dominated era and ensuring academic success for the full spectrum of learners. The authors show you how to use the principles of backward design and differentiation together to craft lesson plans that will teach essential knowledge and skills for the full spectrum of learners. | Differentiated Learning |
128 | Leading and Managing A Differentiated Classroom | Carol Ann Tomlinson and Marcia B. Imbeau | The first half of the book focuses on what it means for a teacher to effectively lead a differentiated classroom. Readers will learn how to be more confident and effective leaders for and in student-focused and responsive classrooms. The second half of the book focuses on the mechanics of managing a differentiated classroom. | Differentiated Learning |
129 | Project-Based Learning for Gifter Students | Todd Stanley | Differentiated Learning | |
130 | Rethinking Homework, Best Practices that Support Diverse Needs | Cathy Vatterott | Differentiated Learning | |
131 | Simplifying Response to Intervention: Four Essential Guiding Principles | Austin Buffum, Mike Mattos, and Chris Weber | 2 copies | Differentiated Learning |
132 | Total Participatipion Techniques: Making Every Student an Active Learner | Persida Himmele and William Himmele | Differentiated Learning | |
133 | A Family Is a Family Is a Family | Sara O'Leary | When a teacher asks the children in her class to think about what makes their families special, the answers are all different in many ways — but the same in the one way that matters most of all. One child is worried that her family is just too different to explain, but listens as her classmates talk about what makes their families special. One is raised by a grandmother, and another has two dads. One is full of stepsiblings, and another has a new baby. As one by one, her classmates describe who they live with and who loves them — family of every shape, size and every kind of relation — the child realizes that as long as her family is full of caring people, her family is special. | Diverse Children's Literacy |
134 | A Friend for Henry | Jenn Bailey | In Classroom Six, second left down the hall, Henry has been on the lookout for a friend. A friend who shares. A friend who listens. Maybe even a friend who likes things to stay the same and all in order, as Henry does. But on a day full of too close and too loud, when nothing seems to go right, will Henry ever find a friend—or will a friend find him? With insight and warmth, this heartfelt story from the perspective of a boy on the autism spectrum celebrates the everyday magic of friendship. | Diverse Children's Literacy |
135 | A New Year's Reunion | Yu Li-Qiong and Zhu Cheng-Liang | This poignant, vibrantly illustrated tale, which won the prestigious Feng Zikai Chinese Children’s Picture Book Award in 2009, is sure to resonate with every child who misses relatives when they are away — and shows how a family’s love is strong enough to endure over time and distance. | Diverse Children's Literacy |
136 | A Place Where Sunflowers Grow | Amy Lee-Tai | Under the harsh summer sun, Mari’s art class has begun. But it’s hard to think of anything to draw in a place where nothing beautiful grows — especially a place like Topaz, the internment camp where Mari’s family and thousands of other Japanese Americans have been sent to live during World War II. Somehow, glimmers of hope begin to surface — in the eyes of a kindly art teacher, in the tender words of Mari’s parents, and in the smile of a new friend. | Diverse Children's Literacy |
137 | All Are Welcome | Alexandra Penfold and Suzanne Kaufman | Discover a school where all young children have a place, have a space, and are loved and appreciated. Readers will follow a group of children through a day in their school, where everyone is welcomed with open arms. A school where students from all backgrounds learn from and celebrate each other's traditions. A school that shows the world as we will make it to be. | Diverse Children's Literacy |
138 | All Because You Matter | Tami Charles | Tami Charles pens a poetic, lyrical text that is part love letter, part anthem, assuring readers that they always have, and always will, matter. This powerful, rhythmic lullaby reassures readers that their matter and their worth is never diminished, no matter the circumstance: through the joy and wonder of their first steps and first laughs, through the hardship of adolescent struggles, and the pain and heartbreak of current events, they always have, and always will, matter. | Diverse Children's Literacy |
139 | All the Colors We Are: The Story of How We Get Our Skin Color | Katie Kissinger with photography by Chris Bohnhoff | Celebrate the essence of one way we are all special and different from one another—our skin color! This bilingual (English/Spanish) book offers children a simple, scientifically accurate explanation about how our skin color is determined by our ancestors, the sun, and melanin. It’s also filled with colorful photographs that capture the beautiful variety of skin tones. Reading this book frees children from the myths and stereotypes associated with skin color and helps them build positive identities as they accept, understand, and value our rich and diverse world. Unique activity ideas are included to help you extend the conversation with children. | Diverse Children's Literacy |
140 | Alma and How She Got Her Name | Juana Martinez-Neal | What’s in a name? For one little girl, her very long name tells the vibrant story of where she came from — and who she may one day be. | Diverse Children's Literacy |
141 | Call Me Max | Kyle Lukoff | When Max starts school, the teacher hesitates to call out the name on the attendance sheet. Something doesn't seem to fit. Max lets he know the name he wants to be called by--a boy's name. This begins Max's journey as he makes new friends and reveals his feelings about his identity to his parents. Written with warmth and sensitivity by trans writer Kyle Lukoff, this book is a sweet and age-appropriate introduction to what it means to be transgender. | Diverse Children's Literacy |
142 | Dear Primo: A Letter to My Cousin | Duncan Tonatiuh | Two cousins—one in the United States and one in Mexico—learn their lives aren’t so different in this charming picture book from award-winning author and illustrator Duncan Tonatiuh. | Diverse Children's Literacy |
143 | Dreamers | Yuyi Morales | This lovingly-illustrated picture book memoir looks at the myriad gifts migrantes bring with them when they leave their homes. It's a story about family. And it's a story to remind us that we are all dreamers, bringing our own strengths wherever we roam. Beautiful and powerful at any time but given particular urgency as the status of our own Dreamers becomes uncertain, this is a story that is both topical and timeless. | Diverse Children's Literacy |
144 | Each Kindness | Jacqueline Woodson and illustrated by E. B. Lewis | Chloe and her friends won't play with the new girl, Maya. Every time Maya tries to join Chloe and her friends, they reject her. Eventually Maya stops coming to school. When Chloe's teacher gives a lesson about how even small acts of kindness can change the world, Chloe is stung by the lost opportunity for friendship, and thinks about how much better it could have been if she'd shown a little kindness toward Maya. With its powerful anti-bullying message and striking art, it will resonate with readers long after they've put it down. | Diverse Children's Literacy |
145 | Eyes That Kiss in the Corners | Joanna Ho and illustrated by Dung Ho | A young Asian girl notices that her eyes look different from her peers'. They have big, round eyes and long lashes. She realizes that her eyes are like her mother’s, her grandmother's, and her little sister's. They have eyes that kiss in the corners and glow like warm tea, crinkle into crescent moons, and are filled with stories of the past and hope for the future. Drawing from the strength of these powerful women in her life, she recognizes her own beauty and discovers a path to self-love and empowerment. This powerful, poetic picture book will resonate with readers of all ages. | Diverse Children's Literacy |
146 | Families Around the World | Margriet Ruurs and Jessica Rae Gordon | This book allows young readers to visit with fourteen children, each from a different country, to learn about their families. This is a wonderful, uplifting global studies title perfect for exploring cultures and geography. It would also be useful for a social studies unit on families and family relationships. Adding to its value as a teaching tool are suggestions for lesson plans built around the book, as well as a glossary and pronunciation guide for foreign words. | Diverse Children's Literacy |
147 | Finish the Fight: The Brave and Revolutioinary Women Who Fought for the Right to Vote | Veronica Chambers and the Staff of The New York Times | Who was at the forefront of women's right to vote? We know a few famous names, like Susan B. Anthony and Elizabeth Cady Stanton, but what about so many others from diverse backgrounds—Black, Asian, Latinx, Native American, and more—who helped lead the fight for suffrage? On the hundredth anniversary of the historic win for women's rights, it's time to celebrate the names and stories of the women whose stories have yet to be told. | Diverse Children's Literacy |
148 | Fry Bread: A Native American Family Story | Kevin Noble Maillard | Told in lively and powerful verse by debut author Kevin Noble Maillard, Fry Bread is an evocative depiction of a modern Native American family, vibrantly illustrated by Pura Belpre Award winner and Caldecott Honoree Juana Martinez-Neal | Diverse Children's Literacy |
149 | Grandpa's Stories | Joseph Coelho and Allison Colpoys | One young girl reflects on a year with her beloved grandpa. She remembers the fields and parks they explored in the springtime and the old toys they fixed up in the summer. She remembers the handmade gifts they exchanged in the fall and the stories Grandpa told by the fi re each winter. But this year, the girl must say good-bye to Grandpa. In the face of her grief, she is determined to find a way to honor him. She decides to record her Grandpa stories in the notebook he made for her and carry Grandpa with her as she grows | Diverse Children's Literacy |
150 | Hair Love | Matthew A. Cherry | Zuri's hair has a mind of its own. It kinks, coils, and curls every which way. Zuri knows it's beautiful. When Daddy steps in to style it for an extra special occasion, he has a lot to learn. But he LOVES his Zuri, and he'll do anything to make her -- and her hair -- happy. Tender and empowering, Hair Love is an ode to loving your natural hair -- and a celebration of daddies and daughters everywhere. | Diverse Children's Literacy |
151 | Hear My Voice: The Testimonies of Children Detained at the Southern Border of the United States (English and Spanish Version) | Warren Binford (compiled by) for Project Amplify | Every day, children in migration are detained at the US-Mexico border. They are scared, alone, and their lives are in limbo. Hear My Voice/Escucha mi voz shares the stories of 61 these children, from Honduras, Guatemala, El Salvador, Ecuador, and Mexico, ranging in age from five to seventeen—in their own words from actual sworn testimonies. Befitting the spirit of the project, the book is in English on one side; then flip it over, and there's a complete Spanish version. | Diverse Children's Literacy |
152 | Here and There | Tamara Ellis Smith | A young boy experiences the early stages of his parents' separation and finds hope in the beauty and music of nature. This tale of personal growth provides a much-needed mirror for children in times of change and an important reminder for all that there's beauty everywhere. | Diverse Children's Literacy |
153 | I Am Every Good Thing | Derrick Barnes and Gordon C. James | The confident Black narrator of this book is proud of everything that makes him who he is. He's got big plans, and no doubt he'll see them through--as he's creative, adventurous, smart, funny, and a good friend. Sometimes he falls, but he always gets back up. And other times he's afraid, because he's so often misunderstood and called what he is not. So slow down and really look and listen, when somebody tells you--and shows you--who they are. There are superheroes in our midst! | Diverse Children's Literacy |
154 | I Cann Write the World | Joshunda Sanders | I Can Write the World follows Ava as she explores her vibrant South Bronx neighborhood - buildings whose walls boast gorgeous murals of historical figures as well as intricate, colorful street art, the dozens of different languages and dialects coming from the mouths of passersby, the many types of music coming out of neighbors’ windows and passing cars. In reporting how the music and art and culture of her neighborhood reflect the diversity of the people of New York City, Ava shows the world as she sees it, revealing to children the power of their own voice. | Diverse Children's Literacy |
155 | I Remember: Poems and Pictures of Heritage | Lee Bennett Hopkins (compiled by) | From the joyous to the poignant, poems by award-winning, diverse poets are paired with images by celebrated illustrators from similar backgrounds to pay homage to what is both unique and universal about growing up in the United States | Diverse Children's Literacy |
156 | I Sang You Down From the Stars | Tasha Spillett-Sumner | This unique baby book sings with Native cultural detail, while striking a universal chord in its celebration of the blossoming of love that comes with expecting and welcoming a new baby--with art by New York Times bestselling illustrator and Caldecott Medalist Michaela Goade. | Diverse Children's Literacy |
157 | In My Anaana's Amautk | Nadia Sammurtok | Nadia Sammurtok lovingly invites the reader into the amautik―the pouch in the back of a mother’s parka used to carry a child―to experience everything through the eyes of the baby nestled inside, from the cloudlike softness of the pouch to the glistening sound of Anaana’s laughter. Sweet and soothing, this book offers a unique perspective that will charm readers of all ages. | Diverse Children's Literacy |
158 | Ira's Shakespeare Dream | Glenda Armand with illustrations by Floyd Cooper | Ira Aldridge dreamed of being on stage one day performing the great works of William Shakespeare. He spent every chance he got at the local theaters, memorizing each actor s lines for all of Shakespeare s plays. Ira just knew he could be a great Shakespearean actor if only given the chance. But in the early 1800s, only white actors were allowed to perform Shakespeare. Ira s only option was to perform musical numbers at the all-black theater in New York city. Despite being discouraged by his teacher and father, Ira determinedly pursued his dream and set off to England, the land of Shakespeare. There, Ira honed his acting skills and eventually performed at the acclaimed Theatre Royal Haymarket. Through perseverance and determination, Ira became one of the most celebrated Shakespearean actors throughout Europe. | Diverse Children's Literacy |
159 | It Feels Good To Be Yourself: A Book About Gender Identity | Theresa Thorn | Some people are boys. Some people are girls. Some people are both, neither, or somewhere in between. This sweet, straightforward exploration of gender identity will give children a fuller understanding of themselves and others. With child-friendly language and vibrant art, It Feels Good to Be Yourself provides young readers and parents alike with the vocabulary to discuss this important topic with sensitivity. | Diverse Children's Literacy |
160 | Jingle Dancer | Cynthia Leitich Smith | New York Times bestselling author Cynthia Leitich Smith's lyrical text is paired with the warm, evocative watercolors of Cornelius Van Wright and Ying-Hwa Hu in this affirming story of a contemporary Native American girl who turns to her family and community. | Diverse Children's Literacy |
161 | Julián Is a Mermaid | Jessica Love | While riding the subway home from the pool with his abuela one day, Julián notices three women spectacularly dressed up. Their hair billows in brilliant hues, their dresses end in fishtails, and their joy fills the train car. When Julián gets home, daydreaming of the magic he’s seen, all he can think about is dressing up just like the ladies in his own fabulous mermaid costume: a butter-yellow curtain for his tail, the fronds of a potted fern for his headdress. But what will Abuela think about the mess he makes — and even more importantly, what will she think about how Julián sees himself? | Diverse Children's Literacy |
162 | Ladder to the Moon | Maya Soetoro-Ng and illustrated by Yuyi Morales | Little Suhaila wishes she could have known her grandma, who would wrap her arms around the whole world if she could, Mama says. And one night, Suhaila gets her wish when a golden ladder appears at her window and Grandma Annie invites the girl to go along with her on a magical journey. Maya Soetoro-Ng and Yuyi Morales’s dreamlike tale reminds us that loved ones lost are always with us, and that sometimes we need only look at the moon and remember. | Diverse Children's Literacy |
163 | Little Night/Nochecita | Yuyi Morales | Where could Little Night be? Down a rabbit hole? In a blueberry field? Among the stripes of bees? Exquisitely painted and as gentle as Little Night's dress crocheted from clouds, this is a story to treasure. With a bilingual text in both English and Spanish, Little Night Nochecita by Yuyi Morales is a sweet story every child can enjoy. | Diverse Children's Literacy |
164 | Lubna and Pebble/3 copies | Wendy Meddour and illustrated by Daniel Egnéus | In an unforgettable story that subtly addresses the refugee crisis, a young girl must decide if friendship means giving up the one item that brings her comfort during a time of utter uncertainty. | Diverse Children's Literacy |
165 | Lulu the One and Only | Lynnette Mawhinney | Lulu loves her family, but people are always asking "What are you?" Lulu hates that question. Her brother inspires her to come up with a power phrase so she can easily express who she is, not what she is. Includes a note from the author, sharing her experience as the only biracial person in her family and advice for navigating the complexity of when both parents do not share the same racial identity as their children. | Diverse Children's Literacy |
166 | Mango Moon: When Deportation Divides a Family | Diane de Anda | When a father is taken away from his family and faces deportation, the family is left to grieve and wonder what comes next. Maricela, Manuel, and their mother face the many challenges of having their lives completely changed by the absence of their father and husband. Having to move, missed soccer games and birthday parties, and emptiness are just part of the now day-to-day norm. Mango Moon shows what life is like from a child's perspective when a parent is deported, and the heartbreaking realities the family has to face. | Diverse Children's Literacy |
167 | Maya's Blanket/La Manta De Maya | Monica Brown and David Diaz | Little Maya has a special blanket that Grandma stitched with her own two hands. As Maya grows, her blanket becomes worn and frayed, so with Grandma s help, Maya makes it into a dress. Over time the dress is made into a skirt, a shawl, a scarf, a hair ribbon, and finally, a bookmark. Each item has special, magical, meaning for Maya; it animates her adventures, protects her, or helps her in some way. But when Maya loses her bookmark, she preserves her memories by creating a book about her adventures and love of these items. When Maya grows up, she shares her book Maya's Blanket/La manta de Maya with her own little daughter while snuggled under her own special blanket. | Diverse Children's Literacy |
168 | Milo Imagines the World | Matt de la Peña | Milo is on a long subway ride with his older sister. To pass the time, he studies the faces around him and makes pictures of their lives. There's the whiskered man with the crossword puzzle; Milo imagines him playing solitaire in a cluttered apartment full of pets. There's the wedding-dressed woman with a little dog peeking out of her handbag; Milo imagines her in a grand cathedral ceremony. And then there's the boy in the suit with the bright white sneakers; Milo imagines him arriving home to a castle with a drawbridge and a butler. But when the boy in the suit gets off on the same stop as Milo--walking the same path, going to the exact same place--Milo realizes that you can't really know anyone just by looking at them. | Diverse Children's Literacy |
169 | My Heart Fills With Happiness | Monique Gray Smith | International speaker and award-winning author Monique Gray Smith wrote My Heart Fills with Happiness to support the wellness of Indigenous children and families, and to encourage young children to reflect on what makes them happy. | Diverse Children's Literacy |
170 | My Maddy | Gayle E. Ptman | Most mommies are girls. Most daddies are boys. But lots of parents are neither a boy nor a girl. Like my Maddy. My Maddy has hazel eyes which are not brown or green. And my Maddy likes sporks because they are not quite a spoon or a fork. Some of the best things in the world are not one thing or the other. They are something in between and entirely their own. Randall Ehrbar, PsyD, offers an insightful note with more information about parents who are members of gender minority communities, including transgender, gender non-binary, or otherwise gender diverse people. | Diverse Children's Literacy |
171 | My Papi Has a Motorcycle | Isabel Quintero | With vivid illustrations and text bursting with heart, My Papi Has a Motorcycle is a young girl's love letter to her hardworking dad and to memories of home that we hold close in the midst of change. | Diverse Children's Literacy |
172 | Niño Wrestles the World | Yuyi Morales | Niño Wrestles the World is in English with Spanish vocabulary, and is a fun, colorful story about a boy wrestling with imaginary monsters (including an Olmec Head and La Llorona) and adversaries like his younger sisters. This is a joyful picture book about imagination, play, and siblings. | Diverse Children's Literacy |
173 | No Voice Too Small: Fourteen Young Americans Making History | Lindsay H. Metcalf, Keila V. Dawson, and Jeannette Bradley (editors) and illustrated by Jeanette Bradley | Mari Copeny demanded clean water in Flint. Jazz Jennings insisted, as a transgirl, on playing soccer with the girls' team. From Viridiana Sanchez Santos's quinceañera demonstration against anti-immigrant policy to Zach Wahls's moving declaration that his two moms and he were a family like any other, No Voice Too Small celebrates the young people who know how to be the change they seek. | Diverse Children's Literacy |
174 | Papá and Me | Arthur Dorros | In Papá and Me, a young boy and his papa may speak both Spanish and English, but the most important language they speak is the language of love. In this beautiful bilingual picture book, Arthur Dorros portrays the close bond between father and son, with lush paintings by Rudy Gutierrez. | Diverse Children's Literacy |
175 | Separate Is Never Equal: Sylvia Mendez & Her Family's Fight for Desegregation | Duncan Tonatiuh | Seven years before Brown v. Board of Education, the Mendez family fought to end segregation in California schools. Discover their incredible story in this picture book from award-winning creator Duncan Tonatiuh. | Diverse Children's Literacy |
176 | Something Beautiful | Sharon Dennis Wyeth and illustrated by Chris K. Soentpiet | A little girl longs to see beyond the scary sights on the sidewalk and the angry scribbling in the halls of her building. When her teacher writes the word beautiful on the blackboard, the girl decides to look for something beautiful in her neighborhood. Her neighbors tell her about their own beautiful things. Miss Delphine serves her a “beautiful” fried fish sandwich at her diner. At Mr. Lee’s “beautiful” fruit store, he offers her an apple. Old Mr. Sims invites her to touch a smooth stone he always carries. Beautiful means “something that when you have it, your heart is happy,” the girl thinks. Her search for “something beautiful” leaves her feeling much happier. She has experienced the beauty of friendship and the power of hope. | Diverse Children's Literacy |
177 | Sometimes People March | Tessa Allen | With a spare, inspiring text and gorgeous watercolor illustrations, this is a timeless and important book for activists of all ages. Throughout American history, one thing remains true: no matter how or why people march, they are powerful because they march together. | Diverse Children's Literacy |
178 | Sulwe | Lupita Nyong'o | From Academy Award–winning actress Lupita Nyong’o comes a powerful, moving picture book about colorism, self-esteem, and learning that true beauty comes from within. | Diverse Children's Literacy |
179 | The Arabic Quilt: An Immigrant Story | Aya Khalil | Kanzi's family has moved from Egypt to America, and on her first day in a new school, what she wants more than anything is to fit in. Maybe that's why she forgets to take the kofta sandwich her mother has made for her lunch, but that backfires when Mama shows up at school with the sandwich. Mama wears a hijab and calls her daughter Habibti (dear one). When she leaves, the teasing starts. | Diverse Children's Literacy |
180 | The Colors of Us | Karen Katz | Seven-year-old Lena is going to paint a picture of herself. She wants to use brown paint for her skin. But when she and her mother take a walk through the neighborhood, Lena learns that brown comes in many different shades. Through the eyes of a little girl who begins to see her familiar world in a new way, this book celebrates the differences and similarities that connect all people. | Diverse Children's Literacy |
181 | The Day You Begin | Jacqueline Woodson and Rafael López (illustrator) | This book is a poignant, yet heartening book about finding courage to connect, even when you feel scared and alone. | Diverse Children's Literacy |
182 | The Most Beautiful Thing | Kao Kalia Yang | Drawn from author Kao Kalia Yang's childhood experiences as a Hmong refugee, this moving picture book portrays a family with a great deal of love and little money. Weaving together Kalia's story with that of her beloved grandmother, the book moves from the jungles of Laos to the family's early years in the United States. When Kalia becomes unhappy about having to do without and decides she wants braces to improve her smile, it is her grandmother―a woman who has just one tooth in her mouth―who helps her see that true beauty is found with those we love most. Stunning illustrations from Vietnamese illustrator Khoa Le bring this intergenerational tale to life. | Diverse Children's Literacy |
183 | The Name Jar | Yangsook Choi | Being the new kid in school is hard enough, but what happens when nobody can pronounce your name? Having just moved from Korea, Unhei is anxious about fitting in. So instead of introducing herself on the first day of school, she decides to choose an American name from a glass jar. But while Unhei thinks of being a Suzy, Laura, or Amanda, nothing feels right. With the help of a new friend, Unhei will learn that the best name is her own. | Diverse Children's Literacy |
184 | The One Thing You'd Save | Linda Sue Park | If your house were on fire, what one thing would you save? Newbery Medalist Linda Sue Park explores different answers to this provocative question in linked poems that capture the diverse voices of a middle school class. | Diverse Children's Literacy |
185 | The Proudest Blue: A Story of Hijab and Family | Ibtihaj Muhammad with S. K. Ali and Art by Hatem Aly | With her new backpack and light-up shoes, Faizah knows the first day of school is going to be special. It's the start of a brand new year and, best of all, it's her older sister Asiya's first day of hijab--a hijab of beautiful blue fabric, like the ocean waving to the sky. But not everyone sees hijab as beautiful, and in the face of hurtful, confusing words, Faizah will find new ways to be strong. (2 copies) | Diverse Children's Literacy |
186 | The Skin You Live In | Michael Tyler and illustrated by David Lee Csicsko | With the ease and simplicity of a nursery rhyme, this lively story delivers an important message of social acceptance to young readers. Themes associated with child development and social harmony, such as friendship, acceptance, self-esteem, and diversity are promoted in simple and straightforward prose. Vivid illustrations of children's activities for all cultures, such as swimming in the ocean, hugging, catching butterflies, and eating birthday cake are also provided. This delightful picturebook offers a wonderful venue through which parents and teachers can discuss important social concepts with their children. | Diverse Children's Literacy |
187 | The Undefeated | Kwame Alexander and Kadir Nelson | This poem is a love letter to black life in the United States. It highlights the unspeakable trauma of slavery, the faith and fire of the civil rights movement, and the grit, passion, and perseverance of some of the world's greatest heroes. The text is also peppered with references to the words of Martin Luther King, Jr., Langston Hughes, Gwendolyn Brooks, and others, offering deeper insights into the accomplishments of the past, while bringing stark attention to the endurance and spirit of those surviving and thriving in the present. Robust back matter at the end provides valuable historical context and additional detail for those wishing to learn more. | Diverse Children's Literacy |
188 | Under My Hijab | Hena Khan | Grandma wears it clasped under her chin. Aunty pins hers up with a beautiful brooch. Jenna puts it under a sun hat when she hikes. Zara styles hers to match her outfit. As a young girl observes six very different women in her life who each wear the hijab in a unique way, she also dreams of the rich possibilities of her own future, and how she will express her own personality through her hijab. Written in sprightly rhyme and illustrated by a talented newcomer, Under My Hijab honors the diverse lives of contemporary Muslim women and girls, their love for each other, and their pride in their culture and faith. | Diverse Children's Literacy |
189 | We All Play | Juie Flett | Animals and kids love to play! This wonderful book celebrates playtime and the connection between children and the natural world | Diverse Children's Literacy |
190 | We Are Grateful: Otsaliheliga | Traci Sorell and illustrated by Frané Lessac | The word otsaliheliga (oh-jah-LEE-hay-lee-gah) is used by members of the Cherokee Nation to express gratitude. Beginning in the fall with the new year and ending in summer, follow a full Cherokee year of celebrations and experiences. Written by a citizen of the Cherokee Nation, this look at one group of Native Americans is appended with a glossary and the complete Cherokee syllabary, originally created by Sequoyah. | Diverse Children's Literacy |
191 | We Are Water Protectors | Carole Lindstrom and Michaela Goade (illustrator) | Inspired by the many Indigenous-led movements across North America, We Are Water Protectors issues an urgent rallying cry to safeguard the Earth’s water from harm and corruption―a bold and lyrical picture book | Diverse Children's Literacy |
192 | We Rise, We Resist, We Raise Our Voices | Wade Hudson and Cheryl Willis Hudson (editors) | What do we tell our children when the world seems bleak, and prejudice and racism run rampant? With 96 lavishly designed pages of original art and prose, fifty diverse creators lend voice to young activists. | Diverse Children's Literacy |
193 | We Sang You Home | Richard Van Camp and illustrations by Julie Flett | A celebration of the bond between parent and child, this is the perfect song to share with your little ones. In this sweet and lyrical board book, gentle rhythmic text captures the wonder new parents feel as they welcome baby into the world. | Diverse Children's Literacy |
194 | When Aidan Became a Brother | Kyle Lukoff | When Aidan Became a Brother is a heartwarming book that will resonate with transgender children, reassure any child concerned about becoming an older sibling, and celebrate the many transitions a family can experience. | Diverse Children's Literacy |
195 | When We Are Kind | Monique Gray Smith | When We Are Kind celebrates simple acts of everyday kindness and encourages children to explore how they feel when they initiate and receive acts of kindness in their lives. Celebrated author Monique Gray Smith has written many books on the topics of resilience and reconciliation and communicates an important message through carefully chosen words for readers of all ages. Beautifully illustrated by artist Nicole Neidhardt, this book encourages children to be kind to others and to themselves. | Diverse Children's Literacy |
196 | When You Trap a Tiger | Tae Keller | Would you make a deal with a magical tiger? This uplifting story brings Korean folklore to life as a girl goes on a quest to unlock the power of stories and save her grandmother. | Diverse Children's Literacy |
197 | Your Name Is a Song | Jamilah Thompkins-Bigelow and illustrated by Luisa Uribe | Frustrated by a day full of teachers and classmates mispronouncing her beautiful name, a little girl tells her mother she never wants to come back to school. In response, the girl's mother teaches her about the musicality of African, Asian, Black-American, Latinx, and Middle Eastern names on their lyrical walk home through the city. Empowered by this newfound understanding, the young girl is ready to return the next day to share her knowledge with her class. | Diverse Children's Literacy |
198 | Ancestor Approved: Intertribal Stories for Kids | Cynthia Leitich Smith (editor) | Edited by award-winning and bestselling author Cynthia Leitich Smith, this collection of intersecting stories by both new and veteran Native writers bursts with hope, joy, resilience, the strength of community, and Native pride. | Diverse Children's Literacy Chapter Books |
199 | As Brave As You | Jason Reynolds | When two brothers decide to prove how brave they are, everything backfires—literally—in this “pitch-perfect contemporary novel” (Kirkus Reviews, starred review) by the winner of the Coretta Scott King – John Steptoe Award. | Diverse Children's Literacy Chapter Books |
200 | Chickadee (Book 4) | Louise Erdrich | Twin brothers Chickadee and Makoons have done everything together since they were born—until the unthinkable happens and the brothers are separated. Desperate to reunite, both Chickadee and his family must travel across new territories, forge unlikely friendships, and experience unexpected moments of both unbearable heartache and pure joy. And through it all, Chickadee draws from the strength of his namesake, the chickadee, to carry him home. | Diverse Children's Literacy Chapter Books |
201 | Efrén Divided | Ernesto Cisneros | Efrén Nava’s Amá is his Superwoman—or Soperwoman, named after the delicious Mexican sopes his mother often prepares. Both Amá and Apá work hard all day to provide for the family, making sure Efrén and his younger siblings Max and Mía feel safe and loved. But Efrén worries about his parents; although he’s American-born, his parents are undocumented. His worst nightmare comes true one day when Amá doesn’t return from work and is deported across the border to Tijuana, México. Now more than ever, Efrén must channel his inner Soperboy to help take care of and try to reunite his family. A glossary of Spanish words is included in the back of the book. | Diverse Children's Literacy Chapter Books |
202 | El Deafo | Cece Bell | Starting at a new school is scary, especially with a giant hearing aid strapped to your chest! At her old school, everyone in Cece’s class was deaf. Here, she’s different. She’s sure the kids are staring at the Phonic Ear, the powerful aid that will help her hear her teacher. Too bad it also seems certain to repel potential friends. Then Cece makes a startling discovery. With the Phonic Ear she can hear her teacher not just in the classroom but anywhere her teacher is in the school—in the hallway . . . in the teacher’s lounge . . . in the bathroom! This is power. Maybe even superpower! Cece is on her way to becoming El Deafo, Listener for All. But the funny thing about being a superhero is that it’s just another way of feeling different . . . and lonely. Can Cece channel her powers into finding the thing she wants most, a true friend? | Diverse Children's Literacy Chapter Books |
203 | Indian Shoes | Cynthia Leitich Smith | The beloved chapter book by New York Times bestselling author Cynthia Leitich Smith is about the love and adventures shared by a Cherokee-Seminole boy and his Grampa. | Diverse Children's Literacy Chapter Books |
204 | Inside Out & Back Again | Thanhhà Lai | Inspired by the author's childhood experience as a refugee—fleeing Vietnam after the Fall of Saigon and immigrating to Alabama—this coming-of-age debut novel told in verse has been celebrated for its touching child's-eye view of family and immigration. | Diverse Children's Literacy Chapter Books |
205 | Makoons (Book 5) | Louise Erdrich | Named for the Ojibwe word for little bear, Makoons and his twin, Chickadee, have traveled with their family to the Great Plains of Dakota Territory. There they must learn to become buffalo hunters and once again help their people make a home in a new land. But Makoons has had a vision that foretells great challenges—challenges that his family may not be able to overcome. | Diverse Children's Literacy Chapter Books |
206 | New Kid | Jerry Craft | New Kid is a timely, honest graphic novel about starting over at a new school where diversity is low and the struggle to fit in is real. This middle grade graphic novel is an excellent choice for tween readers, including for summer reading. | Diverse Children's Literacy Chapter Books |
207 | Prairie Lotus | Linda Sue Park | Prairie Lotus is a powerful, touching, multilayered book about a girl determined to fit in and realize her dreams: getting an education, becoming a dressmaker in her father’s shop, and making at least one friend. Acclaimed, award-winning author Linda Sue Park has placed a young half-Asian girl, Hanna, in a small town in America’s heartland, in 1880. Hanna’s adjustment to her new surroundings, which primarily means negotiating the townspeople’s almost unanimous prejudice against Asians, is at the heart of the story. Narrated by Hanna, the novel has poignant moments yet sparkles with humor, introducing a captivating heroine whose wry, observant voice will resonate with readers. | Diverse Children's Literacy Chapter Books |
208 | Rain Is Not My Indian Name | Cynthia Leitich Smith | In a voice that resonates with insight and humor, New York Times bestselling author Cynthia Leitich Smith tells the story of a teenage girl who must face down her grief and reclaim her place in the world with the help of her intertribal community. | Diverse Children's Literacy Chapter Books |
209 | Red, White, and Whole | Rajani LaRocca | A heartbreakingly hopeful novel in verse about an Indian American girl whose life is turned upside down when her mother is diagnosed with leukemia. | Diverse Children's Literacy Chapter Books |
210 | Stamped (For Kids): Racism, Antiracism, and You | Jason Reynolds and Ibram X. Kendi | Adapted from the award-winning, bestselling Stamped: Racism, Antiracism, and You, this book takes readers on a journey from present to past and back again. Kids will discover where racist ideas came from, identify how they impact America today, and meet those who have fought racism with antiracism. Along the way, they’ll learn how to identify and stamp out racist thoughts in their own lives. | Diverse Children's Literacy Chapter Books |
211 | The Birchbark House (Book 1) | Louise Erdrich | In this story of a young Ojibwa girl, Omakayas, living on an island in Lake Superior around 1847, Louise Erdrich is reversing the narrative perspective used in most children's stories about nineteenth-century Native Americans. Instead of looking out at 'them' as dangers or curiosities, Erdrich, drawing on her family's history, wants to tell about 'us', from the inside. | Diverse Children's Literacy Chapter Books |
212 | The Game of Silence (Book 2) | Louise Erdrich | Her name is Omakayas, or Little Frog, because her first step was a hop, and she lives on an island in Lake Superior. One day in 1850, Omakayas’s island is visited by a group of mysterious people. From them, she learns that the chimookomanag, or white people, want Omakayas and her people to leave their island and move farther west. That day, Omakayas realizes that something so valuable, so important that she never knew she had it in the first place, could be in danger: Her way of life. Her home. | Diverse Children's Literacy Chapter Books |
213 | The Porcupine Year (Book 3) | Louise Erdrich | Omakayas was a dreamer who did not yet know her limits. When Omakayas is twelve winters old, she and her family set off on a harrowing journey in search of a new home. Pushed to the brink of survival, Omakayas continues to learn from the land and the spirits around her, and she discovers that no matter where she is, or how she is living, she has the one thing she needs to carry her through. | Diverse Children's Literacy Chapter Books |
214 | The Real Boy | Anne Ursu | The Real Boy, Anne Ursu's follow-up to her widely acclaimed and beloved middle grade fantasy Breadcrumbs, is a spellbinding tale of the power we all wield, great and small. On an island on the edge of an immense sea there is a city, a forest, and a boy named Oscar. Oscar is a shop boy for the most powerful magician in the village, and spends his days in a small room in the dark cellar of his master's shop grinding herbs and dreaming of the wizards who once lived on the island generations ago. Oscar's world is small, but he likes it that way. The real world is vast, strange, and unpredictable. And Oscar does not quite fit in it. But now that world is changing. Children in the city are falling ill, and something sinister lurks in the forest. Oscar has long been content to stay in his small room in the cellar, comforted in the knowledge that the magic that flows from the forest will keep his island safe. Now even magic may not be enough to save it. | Diverse Children's Literacy Chapter Books |
215 | The Wild Book | Margarita Engle | Fefa struggles with words. She has word blindness, or dyslexia, and the doctor says she will never read or write. Every time she tries, the letters jumble and spill off the page, leaping away like bullfrogs. How will she ever understand them? But her mother has an idea. She gives Fefa a blank book filled with clean white pages. "Think of it as a garden," she says. Soon Fefa starts to sprinkle words across the pages of her wild book. She lets her words sprout like seedlings, shaky at first, then growing stronger and surer with each new day. And when her family is threatened, it is what Fefa has learned from her wild book that saves them. | Diverse Children's Literacy Chapter Books |
216 | Ableism in Education: Rethinking School Practices and Policies | Gillian Parekh | In this down-to-earth guide, Dr. Gillian Parekh unpacks the realities of how ability and disability play out within schooling, including insights from students, teachers, and administrators about the barriers faced by students on the basis of ability. From the challenges with ability testing to gifted programs to the disability rights movement, Parekh shows how ableism is inextricably linked to other forms of bias. Her book is a powerful tool for educators committed to justice-seeking practices in schools. 5 black-and-white illustrations | Diverse Learners and Teaching |
217 | All the White Friends I couldn't Keep | Andre Henry | A leading voice for social justice reveals how he stopped arguing with White people who deny the ongoing legacy of racism - and offers a proven path forward for Black people and people of color based on the history of nonviolent struggle. | Diverse Learners and Teaching |
218 | "All the Real Indian Died Off" and 20 Other Myths About Native Americans | Roxanne Dunbar-Ortiz and Dina Gilio-Whitaker | In this enlightening book, scholars and activists Roxanne Dunbar-Ortiz and Dina Gilio-Whitaker tackle a wide range of myths about Native American culture and history that have misinformed generations. Tracing how these ideas evolved, and drawing from history, the authors disrupt long-held and enduring myths. Each chapter deftly shows how these myths are rooted in the fears and prejudice of European settlers and in the larger political agendas of a settler state aimed at acquiring Indigenous land and tied to narratives of erasure and disappearance. | Diverse Learners and Teaching |
219 | "Multiplication is for White People": Raising Expectations for Other People's Children | Lisa Delpit | In “Multiplication Is for White People”, Delpit reflects on two decades of reform efforts—including No Child Left Behind, standardized testing, the creation of alternative teacher certification paths, and the charter school movement—that have still left a generation of poor children of color feeling that higher educational achievement isn’t for them. In chapters covering primary, middle, and high school, as well as college, Delpit concludes that it’s not that difficult to explain the persistence of the achievement gap. In her wonderful trademark style, punctuated with telling classroom anecdotes and informed by time spent at dozens of schools across the country, Delpit outlines an inspiring and uplifting blueprint for raising expectations for other people’s children, based on the simple premise that multiplication—and every aspect of advanced education—is for everyone. | Diverse Learners and Teaching |
220 | Affirming Diversity: The Sociopolitical Context of Multicultural Education | Sonia Nieto and Patty Bode | Sonia Nieto and Patty Bode look at how personal, social, political, cultural, and educational factors affect the success or failure of students in today's classroom. Expanding upon the popular case-study approach, Affirming Diversity: The Sociopolitical Context of Multicultural Education examines the lives of real students who are affected by multicultural education, or the lack of it. This social justice view of multicultural education encourages teachers to work for social change in their classrooms, schools, and communities. | Diverse Learners and Teaching |
221 | An Introduction to Multicultural Education | James A. Banks | Presenting need-to-know information in a concise, highly readable style, An Introduction to Multicultural Education helps busy pre-service and practicing educators increase their understanding of what multicultural education means for the increasingly diverse classrooms in the United States today. Leading authority James A. Banks includes the widely used concepts and paradigms that he has developed, such as the dimensions of multicultural education; approaches to multicultural curriculum reform; types of knowledge; and how to teach students to know, to care, and to act. In addition, the text covers the characteristics of effective multicultural lessons and units, the major benchmarks educators can use to determine sound multicultural education implementation, benchmarks to reform, and much more. | Diverse Learners and Teaching |
222 | Being the Change: Lessons and Strategies to Teach Social Comprehension | Sara K. Ahmed | Being the Change is based on the idea that people can develop skills and habits to serve them in the comprehension of social issues. Sara K. Ahmed identifies and unpacks the skills of social comprehension, providing teachers with tools and activities that help students make sense of themselves and the world as they navigate relevant topics in today's society. Each chapter includes clear, transferrable lessons and practical strategies that help students learn about a targeted social comprehension concept. From exploring identity and diversity to understanding and addressing biases and microaggressions, Sara demonstrates how to address real issues honestly in the classroom while honoring and empowering students. | Diverse Learners and Teaching |
223 | Biased: Uncovering the Hidden Prejudice That Shapes What We See, Think, and Do | Jennifer L. Eberhardt, PhD | How do we talk about bias? How do we address racial disparities and inequities? What role do our institutions play in creating, maintaining, and magnifying those inequities? What role do we play? With a perspective that is at once scientific, investigative, and informed by personal experience, Dr. Jennifer Eberhardt offers us the language and courage we need to face one of the biggest and most troubling issues of our time. She exposes racial bias at all levels of society—in our neighborhoods, schools, workplaces, and criminal justice system. Yet she also offers us tools to address it. Eberhardt shows us how we can be vulnerable to bias but not doomed to live under its grip. Racial bias is a problem that we all have a role to play in solving. | Diverse Learners and Teaching |
224 | Blind Spot | Mahzarin R. Banaji and Anthony G. Greenwald | “Blindspot” is the authors’ metaphor for the portion of the mind that houses hidden biases. Writing with simplicity and verve, Banaji and Greenwald question the extent to which our perceptions of social groups—without our awareness or conscious control—shape our likes and dislikes and our judgments about people’s character, abilities, and potential. In Blindspot, the authors reveal hidden biases based on their experience with the Implicit Association Test, a method that has revolutionized the way scientists learn about the human mind and that gives us a glimpse into what lies within the metaphoric blindspot. | Diverse Learners and Teaching |
225 | Building Equity: Policies and Practices to Empower All Learners | Dominique Smith, Nancy Frey, Ian Pumpian, and Douglas Fisher | In this book, the authors introduce the Building Equity Taxonomy, a new model to clarify the structural and interpersonal components of an equitable and excellent school experience, and the Building Equity Review and Audit, survey-based tools to help school and teacher leaders uncover equity-related issues and organize their efforts to achieve physical integration, social-emotional engagement, opportunity to learn, instructional excellence, and engaged and inspired learners. | Diverse Learners and Teaching |
226 | Case Studies on Diversity and Social Justice Education | Paul C. Gorski and Seema G. Pothini | Case Studies on Diversity and Social Justice Education offers pre- and in-service educators an opportunity to analyze and reflect upon a variety of realistic case studies related to educational equity and social justice. The accessibly written cases allow educators to practice the process of considering a range of contextual factors, checking their own biases, and making immediate- and longer-term decisions about how to create and sustain equitable learning environments for all students. This revised edition adds ten new cases to offer greater coverage of elementary education, as well as topics such as body-shaming, Black Lives Matter, and transgender oppression. Existing cases have been updated to reflect new societal contexts, and streamlined for ease-of-use. | Diverse Learners and Teaching |
227 | Caste: The Lies That Divide Us | Isabel Wilkerson | In this brilliant book, Isabel Wilkerson gives us a masterful portrait of an unseen phenomenon in America as she explores, through an immersive, deeply researched narrative and stories about real people, how America today and throughout its history has been shaped by a hidden caste system, a rigid hierarchy of human rankings. | Diverse Learners and Teaching |
228 | The Classroom Behavior Manual | Scott Ervin | Diverse Learners and Teaching | |
229 | Class Rules: Exposing Inequality in American High Schools | Peter W. Cookson Jr. | Class Rules challenges the popular myth that high schools are the “Great Equalizers.” In his groundbreaking study, Cookson demonstrates that adolescents undergo different class rites of passage depending on the social-class composition of the high school they attend. Drawing on stories of schools and individual students, the author shows that where a student goes to high school is a major influence on his or her social class trajectory. Class Rules is a penetrating, original examination of the role education plays in blocking upward mobility for many children. It offers a compelling vision of an equitable system of schools based on the full democratic rights of students. | Diverse Learners and Teaching |
230 | Coaching for Equity: Conversations That Change Practice | Elena Aguilar | Coaching for Equity is packed with the resources necessary to implement Transformational Coaching in any organization. In addition to an updated coaching framework and corresponding rubrics, a comprehensive set of coaching tools puts success in every coach’s hands. Extensive personal narratives demonstrate what coaching for equity looks like and help us see how we can make every conversation count towards building a more just and equitable world. | Diverse Learners and Teaching |
231 | Conversations on Between the World and Me | dailyBooks and Ta-Nehisi Coates, author of Between the World and Me | Every good book contains a world far deeper than the surface of its pages. The characters and its world come alive, and even after the last page of the book is closed, the story still lives on, inciting questions and curiosity. Conversation Starters is peppered with questions designed to bring us beneath the surface of the page and invite us into this world that continues to lives on. (2 copies) | Diverse Learners and Teaching |
232 | Courageous Conversations About Race: A Field Guide for Achieving Equity in School | Glenn E. Singleton | This updated edition of the bestseller continues to explain the need for candid, courageous conversations about race so that educators may understand why achievement inequality persists and learn how they can develop a curriculum that promotes true educational equity and excellence. | Diverse Learners and Teaching |
233 | Craft in the Real World: Rethinking Fiction Writing and Workshopping | Matthew Salesses | The traditional writing workship was established with white male writers in mind; what we call craft is informed by their cultural values. In this bold reevaluation of the elements of fiction writing-including plot, characterization, conflict, and structure-and aspects of workshop-including the silenced writer and the imagined reader-Matthew Salesses asks, How can we invite diverse storytelling traditions into literary spaces? Teachers will find suggestions for syllabi, grading, and introducing new methods to the classroom; students will find revision and editing guidance. | Diverse Learners and Teaching |
234 | Creating Equitable Classrooms Through Action Research | Elizabeth Burmaster | Diverse Learners and Teaching | |
235 | Creating the Opportunity to Learn | A. Wade Boykin and Pedro Noguera | This book will help you navigate the turbid waters of evidence-based methodologies and chart a course toward closing (and eliminating) the academic achievement gap. (2 copies) | Diverse Learners and Teaching |
236 | Critical Race Theory in Education: A Scholar's Journey/2 copies | Gloria Ladson-Billings and James A. Banks (Series Editor) | In this collection of her seminal essays on critical race theory (CRT), Gloria Ladson-Billings seeks to clear up some of the confusion and misconceptions that education researchers have around race and inequality. Beginning with her groundbreaking work with William Tate in the mid-1990s up to the present day, this book discloses both a personal and intellectual history of CRT in education. The essays are divided into three areas: Critical Race Theory, Issues of Inequality, and Epistemology and Methodologies. Ladson-Billings ends with a postscript that looks back at her journey and considers what is on the horizon for other scholars of education. | Diverse Learners and Teaching |
237 | Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy | Gholdy Muhammad | In Cultivating Genius, Dr. Gholdy E. Muhammad presents a four-layered equity framework—one that is grounded in history and restores excellence in literacy education. This framework, which she names, Historically Responsive Literacy, was derived from the study of literacy development within 19th-century Black literacy societies. The framework is essential and universal for all students, especially youth of color, who traditionally have been marginalized in learning standards, school policies, and classroom practices. | Diverse Learners and Teaching |
238 | Culturally Relevant Pedagogy Asking a Different Question | Gloria Ladson-Billings | For the first time, this volume provides a definitive collection of Gloria Ladson-Billings’s groundbreaking concept of Culturally Relevant Pedagogy (CRP). After repeatedly confronting deficit perspectives that asked, “What’s wrong with those kids?," Ladson-Billings decided to ask a different question, one that fundamentally shifted the way we think about teaching and learning. Noting that “those kids” usually meant Black students, she posed a new question: “What is right with Black students and what happens in classrooms where teachers, parents, and students get it right?” This compilation of Ladson-Billings’s published work on Culturally Relevant Pedagogy examines the theory, how it works in specific subject areas, and its role in teacher education. The final section looks toward the future, including what it means to re-mix CRP with elements of youth culture such as hip hop. This one-of-a-kind collection can be used as an introduction to CRP and as a retrospective of the idea as it evolved over time, helping a new generation to see the possibilities that exist in teaching and learning for all students. | Diverse Learners and Teaching |
239 | Culturally Responsive School Leadership | Muhammad Khalifa | Khalifa explores three basic premises. First, that a full-fledged and nuanced understanding of “cultural responsiveness” is essential to successful school leadership. Second, that cultural responsiveness will not flourish and succeed in schools without sustained efforts by school leaders to define and promote it. Finally, that culturally responsive school leadership comprises a number of crucial leadership behaviors, which include critical self-reflection; the development of culturally responsive teachers; the promotion of inclusive, anti-oppressive school environments; and engagement with students’ indigenous community contexts. Based on an ethnography of a school principal who exemplifies the practices and behaviors of culturally responsive school leadership, the book provides educators with pedagogy and strategies for immediate implementation | Diverse Learners and Teaching |
240 | Culturally Responsive Teaching | Geneva Gay | Geneva Gay is renowned for her contributions to multicultural education, particularly as it relates to curriculum design, professional learning, and classroom instruction. Gay has made many important revisions to keep her foundational, award-winning text relevant for today’s diverse student population, including: new research on culturally responsive teaching, a focus on a broader range of racial and ethnic groups, and consideration of additional issues related to early childhood education. Combining insights from multicultural education theory with real-life classroom stories, this book demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through students’ own cultural experiences. This perennial bestseller continues to be the go-to resource for teacher professional learning and preservice courses. | Diverse Learners and Teaching |
241 | Culturally Responsive Teaching & The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students | Zaretta Hammond | To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation―until now. In this book, Zaretta Hammond draws on cutting edge neuroscience research to offer an innovative approach for designing and implementing brain compatible culturally responsive instruction. | Diverse Learners and Teaching |
242 | Culturally Responsive Teaching: Theory, Research, and Practice | Geneva Gay | Gay has made many important revisions to keep her foundational, award-winning text relevant for today’s diverse student population, including: new research on culturally responsive teaching, a focus on a broader range of racial and ethnic groups, and consideration of additional issues related to early childhood education. Combining insights from multicultural education theory with real-life classroom stories, this book demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through students’ own cultural experiences. | Diverse Learners and Teaching |
243 | Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World | Django Paris and H. Samy Alim | Culturally Sustaining Pedagogies raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)―teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them. Chapters present theoretically grounded examples of how educators and scholars can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement toward educational justice in a changing world | Diverse Learners and Teaching |
244 | Disrupting Poverty: Five Powerful Classroom Practices | Kathlee M. Budge and William H. Parrett | Drawing upon decades of research and myriad authentic classroom experiences, Kathleen M. Budge and William H. Parrett dispel harmful myths, explain the facts, and urge educators to act against the debilitating effects of poverty on their students. They share the powerful voices of teachers—many of whom grew up in poverty—to amplify the five classroom practices that permeate the culture of successful high-poverty schools: (1) caring relationships and advocacy, (2) high expectations and support, (3) commitment to equity, (4) professional accountability for learning, and (5) the courage and will to act. | Diverse Learners and Teaching |
245 | Educating Teachers for Diversity: Seeing with a Cultural Eye | Jacqueline Jordan Irvine | Educating Teachers for Diversity addresses the complex issues of how culture, race and ethnicity, and social class influence the teaching and learning processes. The author provides not only an analysis of current conditions and reforms in education, but also offers suggestions and practices for improving educational outcomes for all children. | Diverse Learners and Teaching |
246 | Equity-Centered, Trauma-Informed Education | Alex Shevrin Venet | In this fresh look at trauma-informed practice, Alex Shevrin Venet urges educators to shift equity to the center as they consider policies and professional development. Using a framework of six principles for equity-centered trauma-informed education, Venet offers practical action steps that teachers and school leaders can take from any starting point, using the resources and influence at their disposal to make shifts in practice, pedagogy, and policy. Overthrowing inequitable systems is a process, not an overnight change. But transformation is possible when educators work together, and teachers can do more than they realize from within their own classrooms. | Diverse Learners and Teaching |
247 | Everything You Wanted to Know About Indians But Were Afraid to Ask | Anton Treuer | What have you always wanted to know about Indians? Do you think you should already know the answers—or suspect that your questions may be offensive? In matter-of-fact responses to over 120 questions, both thoughtful and outrageous, modern and historical, Ojibwe scholar and cultural preservationist Anton Treuer gives a frank, funny, and sometimes personal tour of what's up with Indians, anyway. | Diverse Learners and Teaching |
248 | Evicted: Poverty and Profit in the American City | Matthew Desmond | Desmond follows eight families in Milwaukee as they each struggle to keep a roof over their heads. Evicted transforms our understanding of poverty and economic exploitation while providing fresh ideas for solving one of twenty-first-century America’s most devastating problems. Its unforgettable scenes of hope and loss remind us of the centrality of home, without which nothing else is possible. | Diverse Learners and Teaching |
249 | Flat World and Education | Linda Darling-Hammond | This book offers an eye-opening wake-up call concerning America's future and vividly illustrates what the United States needs to do in order to build a system of high-achieving and equitable schools that ensures every child the right to learn. (2 copies) | Diverse Learners and Teaching |
250 | The Four Pivots: Reimagining Justice, Reimagining Ourselves | Shawn A. Ginwright, PhD | We need a fundamental shift in our values—a pivot in how we think, act, work, and connect. Despite what we’ve been told, the most critical mainspring of social change isn’t coalition building or problem analysis. It’s healing: deep, whole, and systemic, inside and out. | Diverse Learners and Teaching |
251 | How the Word Is Passed: A Reckoning with the History of Slavery Across America | Clint Smith | A deeply researched and transporting exploration of the legacy of slavery and its imprint on centuries of American history, How the Word Is Passed illustrates how some of our country’s most essential stories are hidden in plain view—whether in places we might drive by on our way to work, holidays such as Juneteenth, or entire neighborhoods like downtown Manhattan, where the brutal history of the trade in enslaved men, women, and children has been deeply imprinted. | Diverse Learners and Teaching |
252 | How to Be an Antiracist | Ibram X. Kendi | Antiracism is a transformative concept that reorients and reenergizes the conversation about racism—and, even more fundamentally, points us toward liberating new ways of thinking about ourselves and each other. At its core, racism is a powerful system that creates false hierarchies of human value; its warped logic extends beyond race, from the way we regard people of different ethnicities or skin colors to the way we treat people of different sexes, gender identities, and body types. Racism intersects with class and culture and geography and even changes the way we see and value ourselves. In How to Be an Antiracist, Kendi takes readers through a widening circle of antiracist ideas—from the most basic concepts to visionary possibilities—that will help readers see all forms of racism clearly, understand their poisonous consequences, and work to oppose them in our systems and in ourselves. | Diverse Learners and Teaching |
253 | I'm Still Here: Black Dignity in a World Made For Whiteness | Austin Channing Brown | In a time when nearly every institution (schools, churches, universities, businesses) claims to value diversity in its mission statement, Austin writes in breathtaking detail about her journey to self-worth and the pitfalls that kill our attempts at racial justice. Her stories bear witness to the complexity of America’s social fabric—from Black Cleveland neighborhoods to private schools in the middle-class suburbs, from prison walls to the boardrooms at majority-white organizations. | Diverse Learners and Teaching |
254 | Indian Education for All: Decolonizing Indigenous Education in Public Schools | John P. Hopkins | Using tribal critical race theory and culturally sustaining and revitalizing pedagogy, Indian Education for All proposes a shift in the ways teacher candidates learn about Indigenous education and instruct Native students. It explains why teachers and schools need to privilege Indigenous knowledge and explicitly integrate decolonization concepts into teaching and learning to address the academic gaps in Native education. This book will also help non-Native educators engage in productive and authentic conversations with tribal communities about what Indigenous education reform should entail. | Diverse Learners and Teaching |
255 | Indigenous Children's Survivance in Public Schools | Leilani Sabzalian | Indigenous Children’s Survivance in Public Schools examines the cultural, social, and political terrain of Indigenous education by providing accounts of Indigenous students and educators creatively navigating the colonial dynamics within public schools. Through a series of survivance stories, the book surveys a range of educational issues, including implementation of Native-themed curriculum, teachers’ attempts to support Native students in their classrooms, and efforts to claim physical and cultural space in a school district, among others. As a collective, these stories highlight the ways that colonization continues to shape Native students’ experiences in schools. By documenting the nuanced intelligence, courage, artfulness, and survivance of Native students, families, and educators, the book counters deficit framings of Indigenous students. The goal is also to develop educators’ anticolonial literacy so that teachers can counter colonialism and better support Indigenous students in public schools. | Diverse Learners and Teaching |
256 | Inventing Latinos | Laura E. Gómez | In this audacious effort to reframe the often-confused and misrepresented discourse over the Latinx generation‚ Gómez provides essential context for today's most pressing political and public debates—representation‚ voice‚ interpretation‚ and power—giving all of us a brilliant framework to engage cultural controversies‚ elections‚ current events‚ and more. | Diverse Learners and Teaching |
257 | Is Everyone Really Equal?: An Introduction to Key Concepts in Social Justice Education | Özlem Sensoy and Robin DiAngelo | Based on the authors’ extensive experience in a range of settings in the United States and Canada, the book addresses the most common stumbling blocks to understanding social justice. This comprehensive resource includes new features such as a chapter on intersectionality and classism; discussion of contemporary activism (Black Lives Matter, Occupy, and Idle No More); material on White Settler societies and colonialism; pedagogical supports related to “common social patterns” and “vocabulary to practice using”; and extensive updates throughout. | Diverse Learners and Teaching |
258 | Just Schools: Building Equitable Conversations with Families and Communities | Ann M. Ishimaru | Just Schools examines the challenges and possibilities for building more equitable forms of collaboration among nondominant families, communities, and schools. The text explores how equitable collaboration entails ongoing processes that begin with families and communities, transform power, build reciprocity and agency, and foster collective capacity through collective inquiry. These processes offer promising possibilities for improving student learning, transforming educational systems, and developing robust partnerships that build on the resources, expertise, and cultural practices of nondominant families. | Diverse Learners and Teaching |
259 | Justice on Both Sides: Transforming Education Through Restorative Justice (Race and Education) | Maisha T. Winn | Restorative justice represents “a paradigm shift in the way Americans conceptualize and administer punishment,” says author Maisha T. Winn, from a focus on crime to a focus on harm, including the needs of both those who were harmed and those who caused it. Her book, Justice on Both Sides, provides an urgently needed, comprehensive account of the value of restorative justice and how contemporary schools can implement effective practices to address inequalities associated with race, class, and gender. | Diverse Learners and Teaching |
260 | Letting Go of Literary Whiteness: Antiracist Literature Instruction for White Students | Carlin Borsheim-Black and Sophia Tatiana Sarigianides | Rooted in examples from their own and others’ classrooms, the authors offer discipline-specific practices for implementing antiracist literature instruction in White-dominant schools. Each chapter explores a key dimension of antiracist literature teaching and learning, including designing literature-based units that emphasize racial literacy, selecting literature that highlights voices of color, analyzing Whiteness in canonical literature, examining texts through a critical race lens, managing challenges of race talk, and designing formative assessments for racial literacy and identity growth. | Diverse Learners and Teaching |
261 | Lost at School | Ross W. Greene, Ph.D. | Diverse Learners and Teaching | |
262 | Many Texts, Many Voices, Teaching Literacy and Social Justice to Young Learners in the Digital Age | Penny Silvers and Mary C. Shorey | On given day, a visitor to Mary Shorey's classroom will find elementary students using variety of learning tools--from books wikis to blogs--as they pose critical questions about the world and take action to make a difference in the lives of others. | Diverse Learners and Teaching |
263 | Me and White Supremacy: How to Recognise Your Privilege, Combat Racism and Change the World | Layla F. Saad | Updated and expanded from the original workbook (downloaded by nearly 100,000 people), this critical text helps you take the work deeper by adding more historical and cultural contexts, sharing moving stories and anecdotes, and including expanded definitions, examples, and further resources, giving you the language to understand racism, and to dismantle your own biases, whether you are using the book on your own, with a book club, or looking to start family activism in your own home. | Diverse Learners and Teaching |
264 | Mexican Americans and Education | Estela Godinez Ballón | "Mexican Americans and Education" begins with a brief overview of historical educational conditions that have impacted the experiences and opportunities of Mexican American students, and moves into an examination of major contemporary institutional barriers to academic success, including segregation, high-stakes testing, and curriculum tracking. Ballón also explores the status of Mexican American students in higher education and introduces theories and pedagogies that aim to understand and improve school conditions. | Diverse Learners and Teaching |
265 | More Courageous Conversations About Race | Glenn E. Singleton | In this companion to his best-selling book, Glenn Singleton presents specific examples in which racism impedes student success and illustrates how to usher in courageous conversations to ignite systemic transformation. Through first-person vignettes and an actual school district case study, this breakthrough handbook focuses on the powerful possibilities that are unleashed when you learn how other education leaders have addressed and improved race relations, explore urgent challenges in racial equity and courageous approaches to solving them, reflect on your personal role in the struggle to achieve racial equity, and introduce culturally relevant curriculum, instruction, and assessment in your school or district. | Diverse Learners and Teaching |
266 | My Indian Boyhood | Luther Standing Bear | Although the traditional Sioux nation was in its last days when Luther Standing Bear was born in the 1860s, he was raised in the ancestral manner to be a successful hunter and warrior and a respectful and productive member of Sioux society. Known as Plenty Kill, young Standing Bear belonged to the Western Sioux tribe that inhabited present-day North and South Dakota. In My Indian Boyhood he describes the home life and education of Indian children. Like other boys, he played with toy bows and arrows in the tipi before learning to make and use them and became schooled in the ways of animals and in the properties of plants and herbs. His life would be very different from that of his ancestors, but he was not denied the excitement of killing his first buffalo before leaving to attend the Carlisle Indian School in Pennsylvania. | Diverse Learners and Teaching |
267 | Not Light, But Fire: How to Lead Meaningful Race Conversations in the Classroom | Matthew R. Kay | Educators, students, and even parents will benefit from the strategies on culturally responsive teaching and the importance of understanding how race affects the lives of all students. Countless professionals have already introduced the tools and facilitation strategies from Not Light, But Fire into their classrooms and found that having a guide for these difficult conversations about race and diversity has been necessary for empowering student learning. Students will benefit from informed, responsible discussions that bring the outside world into the classroom in a safe and encouraging way. | Diverse Learners and Teaching |
268 | Opening Doors to Equity: A Practical Guide to Observation-Based Professional Learning | Tonya Ward Singer with Foreword by Lois Brown Easton | Learn how to bring team observation into the classroom to test, refine, and transform instruction so that students of all backgrounds achieve. Ideal for classroom teachers, grade-level team facilitators, department chairs, and all education leaders, this guide shows how to: create a culture of deep collaboration that closes opportunity gaps among students; effectively redesign instruction to reach culturally and linguistically diverse learners, use observation data and shared best practices; and center instructional conversations on developing students' skills for college and career success, including hard-to-assess skills. | Diverse Learners and Teaching |
269 | Other People's Children: Cultural Conflict in the Classroom | Lisa Delpit | In a radical analysis of contemporary classrooms, MacArthur Award–winning author Lisa Delpit develops ideas about ways teachers can be better “cultural transmitters” in the classroom, where prejudice, stereotypes, and cultural assumptions breed ineffective education. Delpit suggests that many academic problems attributed to children of color are actually the result of miscommunication, as primarily white teachers and “other people’s children” struggle with the imbalance of power and the dynamics plaguing our system. | Diverse Learners and Teaching |
270 | Promoting Racial Literacy in Schools: Differences That Make a Difference | Howard C. Stevenson | Based on extensive research, this provocative volume explores how schools are places where racial conflicts often remain hidden at the expense of a healthy school climate and the well-being of students of color. Most schools fail to act on racial microaggressions because the stress of negotiating such conflicts is extremely high due to fears of incompetence, public exposure, and accusation. Instead of facing these conflicts head on, schools perpetuate a set of avoidance or coping strategies. The author of this much-needed book uncovers how racial stress undermines student achievement. Students, educators, and social service support staff will find workable strategies to improve their racial literacy skills to read, recast, and resolve racially stressful encounters when they happen. | Diverse Learners and Teaching |
271 | Public School Equity: Educational Leadership for Justice | Manya C. Whitaker | 2 Copies - Efforts to address inequities within our schools tend to ignore the underlying beliefs that sustain injustices, and focus instead on short-lived policies and practices. This book takes a different approach to eradicating educational disparities. Drawing on more than forty interviews with teachers, principals, and district leaders, Manya C. Whitaker offers educators guidance for leading a school or district grounded in social justice that centers teachers―not just teaching practices―and that focuses on the belief systems that shape decision-making. | Diverse Learners and Teaching |
272 | Race Talk and the Conspiracy of Silence: Understanding and Facilitating Difficult Dialogues on Race | Derald Wing Sue | If you believe that talking about race is impolite, or that "colorblindness" is the preferred approach, you must read this book. Race Talk and the Conspiracy of Silence debunks the most pervasive myths using evidence, easy-to-understand examples, and practical tools. This significant work answers all your questions about discussing race by covering characteristics of typical, unproductive conversations on race, tacit and explicit social rules related to talking about racial issues, race-specific difficulties and misconceptions regarding race talk, and concrete advice for educators and parents on approaching race in a new way. | Diverse Learners and Teaching |
273 | Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap | Paul C. Gorski | This influential book describes the knowledge and skills teachers and school administrators need to recognize and combat bias and inequity that undermine educational engagement for students experiencing poverty. Written in an engaging, conversational style that makes complex concepts accessible, this book will help readers learn how to recognize and respond to even the subtlest inequities in their classrooms, schools, and districts. | Diverse Learners and Teaching |
274 | Reading, Writing, and Racism: Disrupting Whiteness in Teacher Education and in the Classroom | Bree Picower | Drawing on her experience teaching and developing a program that prepares teachers to focus on social justice and antiracism, Picower demonstrates how teachers’ ideology of race, consciously or unconsciously, shapes how they teach race in the classroom. She also examines current examples of racist curricula that have gone viral to demonstrate how Whiteness is entrenched in schools and how this reinforces racial hierarchies in the younger generation. | Diverse Learners and Teaching |
275 | Reframed | Stuart Shanker | Shanker explores self-regulation in wider, social terms. Whereas his two previous books, Calm, Alert, and Learning and Self-Reg, were written for educators and parents, Reframed, the final book in the trilogy, unpacks the unique science and conceptual practices that are the very lifeblood of Self-Reg, making it an accessible read for new Self-Reggers. | Diverse Learners and Teaching |
276 | Rethinking Homework, Best Practices that Support Diverse Needs | Cathy Vatterott | This book examines the role homework has played in the culture of schooling over the years; how such factors as family life, the media, and the "balance movement" have affected the homework controversy; and what research and educators' common sense tell u s about the effects of homework on student learning. | Diverse Learners and Teaching |
277 | Schooltalk: Rethinking What We Say About and To Students Every Day | Mica Pollock | By juxtaposing common scenarios with useful exercises, concrete actions, and resources, Schooltalk describes how the devil is in the oft-dismissed details: the tossed-off remark to a student or parent about the community in which she lives; the way groups―based on race, ability, and income―are discussed in faculty meetings about test scores and data; the assumptions and communication breakdowns between counselors, teachers, and other staff that cause kids to fall needlessly through the cracks; or the deflating comment to a young person about her college or career prospects. | Diverse Learners and Teaching |
278 | Social Studies for a Better World: An Anti-Oppressive Approach for Elementary Educators | Noreen Naseem Rodriguez and Katy Swalwell | 2 Copies - In the wake of 2020, we need today’s young learners to be prepared to develop solutions to a host of entrenched and complex issues, including systemic racism, massive environmental problems, deep political divisions, and future pandemics that will severely test the effectiveness and equity of our health policies. What better place to start that preparation than with a social studies curriculum that enables elementary students to envision and build a better world? In this engaging guide two experienced social studies educators unpack the oppressions that so often characterize the elementary curriculum―normalization, idealization, heroification, and dramatization―and show how common pitfalls can be replaced with creative solutions. Whether you’re a classroom teacher, methods student, or curriculum coordinator, this is a book that can transform your understanding of the social studies disciplines and their power to disrupt the narratives that maintain current inequities. | Diverse Learners and Teaching |
279 | So You Want to Talk About Race | Ijeoma Oluo | In So You Want to Talk About Race, Ijeoma Oluo guides readers of all races through subjects ranging from intersectionality and affirmative action to "model minorities" in an attempt to make the seemingly impossible possible: honest conversations about race and racism, and how they infect almost every aspect of American life. | Diverse Learners and Teaching |
280 | Start Here, Start Now: A Guide to Antibias and Antiracist Work in Your School Community | Liz Kleinrock | Most educators want to cultivate an antibias and antiracist classroom and school community, but they often struggle with where and how to get started. Liz helps us set ourselves up for success and prepare for the mistakes we'll make along the way. Each chapter in Start Here, Start Now addresses many of the questions and challenges educators have about getting started, using a framework for tackling perceived barriers from a proactive stance. Liz answers the questions with personal stories, sample lessons, anchor charts, resources, conversation starters, extensive teacher and activist accounts, and more. We can break the habits that are holding us back from this work and be empowered to take the first step towards reimagining the possibilities of how antibias antiracist work can transform schools and the world at large. | Diverse Learners and Teaching |
281 | Start Where You Are, But Don't Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today's Classrooms | H. Richard Milner IV | The book, anchored in real world experiences, centers on case studies that exemplify the challenges, pitfalls, and opportunities facing teachers in diverse classrooms. The case studies—of teachers in urban and suburban settings—are presented amid current discussions about race and teaching. In addition, the second edition includes a new chapter dedicated to opportunity gaps in education and an expanded discussion of how Opportunity Centered Teaching can address these gaps. | Diverse Learners and Teaching |
282 | Teaching Indigenous Students: Honoring Place, Community, and Culture | Edited by Jon Reyhner | Grounded in place, community, and culture, the approaches set out in this volume reflect the firsthand experiences of teachers and students in interacting not just with texts and one another, but also with the local community and environment. The authors address the specifics of teaching the full range of subjects—from learning literacy using culturally meaningful texts to inquiry-based science curricula, and from math instruction that incorporates real-world experience to social studies that blend oral history and local culture with national and world history. Teaching Indigenous Students also emphasizes the importance of art, music, and physical education, both traditional and modern, in producing well-rounded human beings and helping students establish their identity as twenty-first-century Indigenous peoples. Surveying the work of Indigenous-language immersion schools around the world, this volume also holds out hope for the revitalization of Indigenous languages and traditional cultural values. | Diverse Learners and Teaching |
283 | Teaching Science in Diverse Classrooms: Real Science for Real Students | Douglas B. Larkin | Diverse Learners and Teaching | |
284 | The Anti-Racist Writing Workshop: How to Decolonize the Creative Classroom | Felicia Rose Chavez | The Anti-Racist Writing Workshop is a call to create healthy, sustainable, and empowering classroom communities. Award-winning educator Felicia Rose Chavez exposes the invisible politics of power and privilege that have silenced writers of color for far too long. It’s more urgent than ever that we consciously work against traditions of dominance in the classroom, but what specific actions can we take to achieve authentically inclusive communities? | Diverse Learners and Teaching |
285 | The Black Friend on Being a Better White Person | Frederick Joseph | The Black Friend calls up race-related anecdotes from the author’s past, weaving in his thoughts on why they were hurtful and how he might handle things differently now. Each chapter features the voice of at least one artist or activist, including Angie Thomas, author of The Hate U Give; April Reign, creator of #OscarsSoWhite; Jemele Hill, sports journalist and podcast host; and eleven others. Touching on everything from cultural appropriation to power dynamics, “reverse racism” to white privilege, microaggressions to the tragic results of overt racism, this book serves as conversation starter, tool kit, and invaluable window into the life of a former “token Black kid” who now presents himself as the friend many readers need. | Diverse Learners and Teaching |
286 | The Color of Law: A Forgotten History of How Our Goverment Segregated America | Richard Rothstein | Widely heralded as a “masterful” (Washington Post) and “essential” (Slate) history of the modern American metropolis, Richard Rothstein’s The Color of Law offers “the most forceful argument ever published on how federal, state, and local governments gave rise to and reinforced neighborhood segregation” (William Julius Wilson). Exploding the myth of de facto segregation arising from private prejudice or the unintended consequences of economic forces, Rothstein describes how the American government systematically imposed residential segregation: with undisguised racial zoning; public housing that purposefully segregated previously mixed communities; subsidies for builders to create whites-only suburbs; tax exemptions for institutions that enforced segregation; and support for violent resistance to African Americans in white neighborhoods | Diverse Learners and Teaching |
287 | The Light in Their Eyes: Creating Multicultural Learning Communities | Sonia Nieto | Sonia Nieto reviews where we have been and where we should be going in our pursuit of creating multicultural learning communities in our schools. With a new Introductory Chapter and a new Epilogue, Nieto addresses some of the changes we have experienced during the past decade that help explain the current sociopolitical environment―our increasing diversity, the altering conditions in schools and in society, the influence of poverty on learning, and the impact of NCLB on classrooms and schools. | Diverse Learners and Teaching |
288 | The Little Book of Circle Processes : A New/Old Approach to Peacemaking | Kay Pranis | Peacemaking circles are used in neighborhoods to provide support for those harmed by crime and to decide sentences for those who commit crime, in schools to create positive classroom climates and resolve behavior problems, in the workplace to deal with conflict, and in social services to develop more organic support systems for people struggling to get their lives together. The circle process hinges on storytelling. It is an effort bringing astonishing results around the country. | Diverse Learners and Teaching |
289 | The Little Book of Restorative Discipline for Schools: Teaching Responsibility; Creating Caring Climates | Lorraine Stulzman Amstutz and Judy H. Mullet | Can an overworked teacher possibly turn an unruly incident with students into an "opportunity for learning, growth, and community-building"? If restorative justice has been able to salvage lives within the world of criminal behavior, why shouldn't its principles be applied in school classrooms and cafeterias? And if our children learn restorative practices early and daily, won't we be building a healthier, more just society? Topics include: Why restorative justice The role of discipline and punishment Characteristics of peaceable schools Flexible policies Whole school training approaches Class meetings Truancy mediation Bullying And more! | Diverse Learners and Teaching |
290 | The Little Book of Restorative Justice in Education: Fostering Responsibility, Healing, and Hope in Schools | Katherine Evans and Dorothy Vaandering | Relying on the wisdom of early proponents of restorative justice, the daily experiences of educators, and the authors’ extensive experience as classroom teachers and researchers, this Little Book guides the growth of restorative justice in education (RJE) into the future. Incorporating activities, stories, and examples throughout the book, three major interconnected and equally important aspects of restorative justice in education are explained and applied: creating just and equitable learning environments; building and maintaining healthy relationships; healing harm and transforming conflict. | Diverse Learners and Teaching |
291 | The Little Book of Transformative Community Conferencing: A Hopeful, Practical Approach to Dialogue | David Anderson Hooker | In The Little Book of Transformative Community Conferencing, David Anderson Hooker offers a hopeful, accessible approach to dialogue that: Integrates several practice approaches including restorative justice, peacebuilding, and arts; Creates welcoming, non-divisive spaces for dialogue; Names and maps complex conflicts, such as racial tensions, religious divisions, environmental issues, and community development as it narrates simple stories; Builds relationships and foundations for trust needed to support long-term community transformation projects; And results in the crafting of hopeful, future-oriented visions of community that can transform relationships, resource allocation, and structures in service of communities’ preferred narratives. | Diverse Learners and Teaching |
292 | The New Jim Crow: Mass Incarceration in the Age of Colorblindness | Michelle Alexander | Seldom does a book have the impact of Michelle Alexander’s The New Jim Crow. Since it was first published in 2010, it has been cited in judicial decisions and has been adopted in campus-wide and community-wide reads; it helped inspire the creation of the Marshall Project and the new $100 million Art for Justice Fund; it has been the winner of numerous prizes, including the prestigious NAACP Image Award; and it has spent nearly 250 weeks on the New York Times bestseller list. Most important of all, it has spawned a whole generation of criminal justice reform activists and organizations motivated by Michelle Alexander’s unforgettable argument that “we have not ended racial caste in America; we have merely redesigned it.” As the Birmingham News proclaimed, it is “undoubtedly the most important book published in this century about the U.S.” | Diverse Learners and Teaching |
293 | The Skin That We Speak: Thoughts on Language and Culture in the Classroom | Lisa Delpit and Joanne Kilgour Dowdy | In this collection of twelve essays, MacArthur Fellow Lisa Delpit and Kent State University Associate Professor Joanne Kilgour Dowdy take a critical look at the issues of language and dialect in the education system. The Skin That We Speak moves beyond the highly charged war of idioms to present teachers and parents with a thoughtful exploration of the varieties of English spoken today. | Diverse Learners and Teaching |
294 | The Sum of Us: What Racism Costs Everyone and How We Can Prosper Together | Heather McGhee | The Sum of Us is a brilliant analysis of how we arrived here: divided and self-destructing, materially rich but spiritually starved and vastly unequal. McGhee marshals economic and sociological research to paint an irrefutable story of racism’s costs, but at the heart of the book are the humble stories of people yearning to be part of a better America, including white supremacy’s collateral victims: white people themselves. With startling empathy, this heartfelt message from a Black woman to a multiracial America leaves us with a new vision for a future in which we finally realize that life can be more than a zero-sum game. | Diverse Learners and Teaching |
295 | Transformative Ethnic Studies in Schools: Curriculum Pedagogy & Research | Christine E. Sleeter and Miguel Zavala | This timely and compelling book conceptualizes Ethnic Studies not only as a vehicle to transform and revitalize the school curriculum but also as a way to reinvent teaching. Drawing on Sleeter’s research review on the impact of Ethnic Studies commissioned by the National Education Association (NEA), the authors show how the traditional curriculum’s Eurocentric view of the world affects diverse student populations. The text highlights several contemporary exemplars of curricula―from classroom level to district or state-wide―illustrating core concepts in Ethnic Studies across a variety of disciplines and grade levels. A final chapter considers how research on P–12 ethnic studies can be conceptualized and conducted in ways that further both advocacy and program sustainability. | Diverse Learners and Teaching |
296 | Turning High-Poverty Schools into High-Performing Schools | William H. Parrett and Kathleen M. Budge | 2 copies Principals, teacher-leaders, and district leaders can benefit from the real-world examples and practical guidelines, all based on research and experience. Rather than suggesting a one-size-fits-all-approach, the authors acknowledge the unique context of individual schools and urge readers to engage in self-assessment, reflection, and coordinated action to learn together and lead together, with rubrics and planning templates provided to guide the process. | Diverse Learners and Teaching |
297 | Un-Standardizing Curriculum: Multicultural Teaching in the Standards-Based Classroom | Christine E. Sleeter and Judity Flores Carmona | In this second edition of her bestseller, Christine Sleeter and new coauthor Judith Flores Carmona show how educators can learn to teach rich, academically rigorous, multicultural curricula within a standards-based environment. The authors have meticulously updated each chapter to address current changes in education policy and practice. New vignettes of classroom practice have been added to illustrate how today’s teachers navigate the Common Core State Standards. The book’s field-tested conceptual framework elaborates on the following elements of curriculum design: ideology, enduring ideas, democratized assessment, transformative intellectual knowledge, students and their communities, intellectual challenges, and curriculum resources. Un-Standardizing Curriculum shows teachers what they can do to “un-standardize” knowledge in their own classrooms, while working toward high standards of academic achievement. | Diverse Learners and Teaching |
298 | Unconscious Bias in Schools: A Developmental Approach to Exploring Race and Racism | Tracey A. Benson and Sarah E. Fiarman | Through personal anecdotes and real-life scenarios, Unconscious Bias in Schools provides education leaders with an essential roadmap for addressing these issues directly. The authors draw on the literature on change management, leadership, critical race theory, and racial identity development, as well as the growing research on unconscious bias in a variety of fields, to provide guidance for creating the conditions necessary to do this work—awareness, trust, and a “learner’s stance.” Benson and Fiarman also outline specific steps toward normalizing conversations about race; reducing the influence of bias on decision-making; building empathic relationships; and developing a system of accountability. | Diverse Learners and Teaching |
299 | Unequal Childhoods: Class, Race, and Family Life | Annette Lareau | Drawing on in-depth observations of black and white middle-class, working-class, and poor families, Unequal Childhoods explores this fact, offering a picture of childhood today. Here are the frenetic families managing their children's hectic schedules of "leisure" activities; and here are families with plenty of time but little economic security. Lareau shows how middle-class parents, whether black or white, engage in a process of "concerted cultivation" designed to draw out children's talents and skills, while working-class and poor families rely on "the accomplishment of natural growth," in which a child's development unfolds spontaneously―as long as basic comfort, food, and shelter are provided. Each of these approaches to childrearing brings its own benefits and its own drawbacks. In identifying and analyzing differences between the two, Lareau demonstrates the power, and limits, of social class in shaping the lives of America's children. | Diverse Learners and Teaching |
300 | We Got This | Cornelius Minor | "In We Got This" Cornelius Minor describes how this conversation moved him toward realizing that listening to children is one of the most powerful things a teacher can do. By listening carefully, Cornelius discovered something that kids find themselves having to communicate far too often. That "my lessons were not, at all, linked to that student's reality." While challenging the teacher as hero trope, "We Got This" shows how authentically listening to kids is the closest thing to a superpower that we have. What we hear can spark action that allows us to make powerful moves toward equity by broadening access to learning for all children. A lone teacher can't eliminate inequity, but Cornelius demonstrates that a lone teacher can confront the scholastic manifestations of racism, sexism, ableism and classism. | Diverse Learners and Teaching |
301 | We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom | Bettina L. Love | Drawing on her life’s work of teaching and researching in urban schools, Bettina Love persuasively argues that educators must teach students about racial violence, oppression, and how to make sustainable change in their communities through radical civic initiatives and movements. She argues that the US educational system is maintained by and profits from the suffering of children of color. Instead of trying to repair a flawed system, educational reformers offer survival tactics in the forms of test-taking skills, acronyms, grit labs, and character education, which Love calls the educational survival complex. To dismantle the educational survival complex and to achieve educational freedom—not merely reform—teachers, parents, and community leaders must approach education with the imagination, determination, boldness, and urgency of an abolitionist. Following in the tradition of activists like Ella Baker, Bayard Rustin, and Fannie Lou Hamer, We Want to Do More Than Survive introduces an alternative to traditional modes of educational reform and expands our ideas of civic engagement and intersectional justice. | Diverse Learners and Teaching |
302 | What Does it Mean to be White?: Developing White Racial Literacy | Robin DiAngelo | What does it mean to be white in a society that proclaims race meaningless, yet is deeply divided by race? In the face of pervasive racial inequality and segregation, most white people cannot answer that question. In the second edition of this seminal text, Robin DiAngelo reveals the factors that make this question so difficult: mis-education about what racism is; ideologies such as individualism and colorblindness; segregation; and the belief that to be complicit in racism is to be an immoral person. These factors contribute to what she terms white racial illiteracy. Speaking as a white person to other white people, DiAngelo clearly and compellingly takes readers through an analysis of white socialization. Weaving research, analysis, stories, images, and familiar examples, she provides the framework needed to develop white racial literacy. She describes how race shapes the lives of white people, explains what makes racism so hard to see, identifies common white racial patterns, and speaks back to popular narratives that work to deny racism. | Diverse Learners and Teaching |
303 | Why Are All the Black Kids Sitting Togther in the Cafeteria?: And Other Conversations About Race | Beverly Daniel Tatum, PhD | Beverly Daniel Tatum, a renowned authority on the psychology of racism, argues that straight talk about our racial identities is essential if we are serious about communicating across racial and ethnic divides and pursuing antiracism. These topics have only become more urgent as the national conversation about race is increasingly acrimonious. This fully revised edition is essential reading for anyone seeking to understand dynamics of race and racial inequality in America. | Diverse Learners and Teaching |
304 | Your Students, My Students, Our Students: Rethinking Equitable and Inclusive Classrooms | Lee Ann Jung, Nancy Frey, Douglas Fisher, and Julie Kroener | Your Students, My Students, Our Students explores the hard truths of current special education practice and outlines five essential disruptions to the status quo. To realize authentic and equitable inclusion, we must relentlessly and collectively pursue change. This book—written not for "special educators" or "general educators" but for all educators—addresses the challenges, maps out the solutions, and provides tools and inspiration for the work ahead. Real-life examples of empowerment and success illustrate just what's possible when educators commit to the belief that every student belongs to all of us and all students deserve learning experiences that will equip them to live full and rewarding lives. | Diverse Learners and Teaching |
305 | Aristotle and Dante Discover the Secrets of the Universe | Benjamin Alire Sáenz | Aristotle is an angry teen with a brother in prison. Dante is a know-it-all who has an unusual way of looking at the world. When the two meet at the swimming pool, they seem to have nothing in common. But as the loners start spending time together, they discover that they share a special friendship—the kind that changes lives and lasts a lifetime. And it is through this friendship that Ari and Dante will learn the most important truths about themselves and the kind of people they want to be. (7 copies) | Diverse Learners Young Adult Class Sets |
306 | Damselfly | Chandra Prasad | In the wake of crash-landing on a deserted tropical island, a group of private-school teens must rely on their wits and one another to survive. Their survival is in their own hands...Samantha Mishra opens her eyes and discovers she's alone and injured in the thick of a jungle. She has no idea where she is, or what happened to the plane taking her and the rest of the Drake Rosemont fencing team across the Pacific for a tournament. Once Sam connects with her best friend, Mel, and they find the others, they set up shelter and hope for rescue. But as the days pass, the teens realize they're on their own, stranded on an island with a mysterious presence that taunts and threatens them. Soon Sam and her companions discover they need to survive more than the jungle... they need to survive each other. This taut novel, with a setting evocative of Lord of the Flies, is by turns cinematic and intimate, and always thought-provoking. (7 copies) | Diverse Learners Young Adult Class Sets |
307 | I Am Not Your Perfect Mexican Daughter | Erika L. Sánchez | The Absolutely True Diary of a Part-Time Indian meets Jane the Virgin in this poignant but often laugh-out-loud funny contemporary YA about losing a sister and finding yourself amid the pressures, expectations, and stereotypes of growing up in a Mexican American home. (7 copies) | Diverse Learners Young Adult Class Sets |
308 | Just Mercy: A True Story of the Fight for Justice | Bryan Stevenson | In this very personal work--adapted from the original #1 bestseller, which the New York Times calls "as compelling as To Kill a Mockingbird, and in some ways more so"--acclaimed lawyer and social justice advocate Bryan Stevenson offers a glimpse into the lives of the wrongfully imprisoned and his efforts to fight for their freedom. Stevenson's story is one of working to protect basic human rights for the most vulnerable people in American society--the poor, the wrongly convicted, and those whose lives have been marked by discrimination and marginalization. Through this adaptation, young people of today will find themselves called to action and compassion in the pursuit of justice. This book is adapted for young adults. (7 copies) | Diverse Learners Young Adult Class Sets |
309 | Patron Saints of Nothing | Randy Ribay | A powerful coming-of-age story about grief, guilt, and the risks a Filipino-American teenager takes to uncover the truth about his cousin's murder. (7 copies) | Diverse Learners Young Adult Class Sets |
310 | Shame the Stars | Guadalupe García McCall | Eighteen-year-old Joaquin del Toro's future looks bright. With his older brother in the priesthood, he is set to inherit his family's Texas ranch. He's in love with Dulcena and she's in love with him. But it's 1915, and trouble has been brewing along the US-Mexico border. On one side, the Mexican Revolution is taking hold; on the other, Texas Rangers fight Tejano insurgents, and ordinary citizens are caught in the middle. As tensions grow, Joaquin is torn away from Dulcena, whose father s critical reporting on the Rangers in the local newspaper has driven a wedge between their families. Joaquin's own father insists that the Rangers are their friends, and refuses to take sides in the conflict. But when their family ranch becomes a target, Joaquin must decide how he will stand up for what is right. (7 copies) | Diverse Learners Young Adult Class Sets |
311 | Speak | Laurie Halse Anderson | Freshman year at Merryweather High is not going well for Melinda Sordino. She busted an end-of-summer party by calling the cops, and now her friends—and even strangers—all hate her. So she stops trying, stops talking. She retreats into her head, and all the lies and hypocrisies of high school become magnified, leaving her with no desire to talk to anyone anyway. But it’s not so comfortable in her head, either—there’s something banging around in there that she doesn’t want to think about. She can’t just go on like this forever. Eventually, she’s going to have to confront the thing she’s avoiding, the thing that happened at the party, the thing that nobody but her knows. She’s going to have to speak the truth. (7 copies) | Diverse Learners Young Adult Class Sets |
312 | The Best We Could Do | Thi Bui | This beautifully illustrated and emotional story is an evocative memoir about the search for a better future and a longing for the past. Exploring the anguish of immigration and the lasting effects that displacement has on a child and her family, Bui documents the story of her family’s daring escape after the fall of South Vietnam in the 1970s, and the difficulties they faced building new lives for themselves. (7 copies) | Diverse Learners Young Adult Class Sets |
313 | The Field Guide to the North American Teenageer | Ben Philippe | A hilarious YA contemporary realistic novel about a witty Black French Canadian teen who moves to Austin, Texas, and experiences the joys, clichés, and awkward humiliations of the American high school experience—including falling in love. (7 copies) | Diverse Learners Young Adult Class Sets |
314 | The Marrow Thieves | Cherie Dimaline | Humanity has nearly destroyed its world through global warming, but now an even greater evil lurks. The indigenous people of North America are being hunted and harvested for their bone marrow, which carries the key to recovering something the rest of the population has lost: the ability to dream. In this dark world, Frenchie and his companions struggle to survive as they make their way up north to the old lands. For now, survival means staying hidden—but what they don't know is that one of them holds the secret to defeating the marrow thieves. (7 copies) | Diverse Learners Young Adult Class Sets |
315 | They Call Me Güero: A Border Kid's Poems | David Bowles | Twelve-year-old Güero is Mexican American, at home with Spanish or English and on both sides of the river. He's starting 7th grade with a woke English teacher who knows how to make poetry cool. In Spanish, "Güero" is a nickname for guys with pale skin, Latino or Anglo. But make no mistake: our red-headed, freckled hero is puro mexicano, like Canelo Álvarez, the Mexican boxer. Güero is also a nerd--reader, gamer, musician--who runs with a squad of misfits like him, Los Bobbys. Sure, they get in trouble like anybody else, and like other middle-school boys, they discover girls. Watch out for Joanna! She's tough as nails. But trusting in his family's traditions, his accordion and his bookworm squad, he faces seventh grade with book smarts and a big heart. Life is tough for a border kid, but Güero has figured out how to cope. (7 copies) | Diverse Learners Young Adult Class Sets |
316 | All American Boys | Jason Reynolds and Brendan Kiely | In this New York Times bestselling novel, two teens—one black, one white—grapple with the repercussions of a single violent act that leaves their school, their community, and, ultimately, the country bitterly divided by racial tension. | Diverse Young Adult Texts |
317 | Almost American Girl | Robin Ha | This is a powerful and moving teen graphic novel memoir about immigration, belonging, and how arts can save a life. This nonfiction graphic novel with four starred reviews is an excellent choice for teens and also accelerated tween readers, both for independent reading and units on immigration, memoirs, and the search for identity. | Diverse Young Adult Texts |
318 | Apple: Skin to the Core | Eric Gansworth | Eric Gansworth tells his story, the story of his family—of Onondaga among Tuscaroras—of Native folks everywhere. From the horrible legacy of the government boarding schools, to a boy watching his siblings leave and return and leave again, to a young man fighting to be an artist who balances multiple worlds. | Diverse Young Adult Texts |
319 | Aristotle and Dante Discover the Secrets of the Universe | Benjamin Alire Sáenz | Aristotle is an angry teen with a brother in prison. Dante is a know-it-all who has an unusual way of looking at the world. When the two meet at the swimming pool, they seem to have nothing in common. But as the loners start spending time together, they discover that they share a special friendship—the kind that changes lives and lasts a lifetime. And it is through this friendship that Ari and Dante will learn the most important truths about themselves and the kind of people they want to be. (There are also 7 more copies in the Diverse Young Adult Class Sets category.) | Diverse Young Adult Texts |
320 | Ball Don't Lie | Matt de la Peña | Matt de la Peña's breakout urban masterpiece, Ball Don’t Lie takes place where the street and the court meet and where a boy can be anything if he puts his mind to it. | Diverse Young Adult Texts |
321 | Beast Rider | Tony Johnston and María Elena Fontanot de Rhoads | Twelve-year-old Manuel leaves his small town in Mexico to join his older brother in Los Angeles. To cross the US border, he must become a “beast rider”—someone who hops on a train. The first time he tries, he is stopped by the Mexican police, who arrest and beat him. When he tries again, he is attacked by a Mexican gang and left for dead. Just when Manuel is ready to turn back, he finds new hope. Villagers clothe and feed him, help him find work, and eventually boost him back onto the train. When he finally arrives in LA and is reunited with his brother, he is elated. But the longer he’s there, the more he realizes that something isn’t right. | Diverse Young Adult Texts |
322 | Before The Ever After | Jacqueline Woodson | For as long as ZJ can remember, his dad has been everyone's hero. As a charming, talented pro football star, he's as beloved to the neighborhood kids he plays with as he is to his millions of adoring sports fans. But lately life at ZJ's house is anything but charming. His dad is having trouble remembering things and seems to be angry all the time. ZJ's mom explains it's because of all the head injuries his dad sustained during his career. ZJ can understand that--but it doesn't make the sting any less real when his own father forgets his name. As ZJ contemplates his new reality, he has to figure out how to hold on tight to family traditions and recollections of the glory days, all the while wondering what their past amounts to if his father can't remember it. And most importantly, can those happy feelings ever be reclaimed when they are all so busy aching for the past? | Diverse Young Adult Texts |
323 | Brown Girl Dreaming | Jacqueline Woodson | Raised in South Carolina and New York, Woodson always felt halfway home in each place. In vivid poems, she shares what it was like to grow up as an African American in the 1960s and 1970s, living with the remnants of Jim Crow and her growing awareness of the Civil Rights movement. Touching and powerful, each poem is both accessible and emotionally charged, each line a glimpse into a child’s soul as she searches for her place in the world. Woodson’s eloquent poetry also reflects the joy of finding her voice through writing stories, despite the fact that she struggled with reading as a child. Her love of stories inspired her and stayed with her, creating the first sparks of the gifted writer she was to become. | Diverse Young Adult Texts |
324 | Clap When You Land | Elizabeth Acevedo | In a novel-in-verse that brims with grief and love, National Book Award-winning and New York Times bestselling author Elizabeth Acevedo writes about the devastation of loss, the difficulty of forgiveness, and the bittersweet bonds that shape our lives. | Diverse Young Adult Texts |
325 | Damselfly | Chandra Prasad | In the wake of crash-landing on a deserted tropical island, a group of private-school teens must rely on their wits and one another to survive. Their survival is in their own hands...Samantha Mishra opens her eyes and discovers she's alone and injured in the thick of a jungle. She has no idea where she is, or what happened to the plane taking her and the rest of the Drake Rosemont fencing team across the Pacific for a tournament. Once Sam connects with her best friend, Mel, and they find the others, they set up shelter and hope for rescue. But as the days pass, the teens realize they're on their own, stranded on an island with a mysterious presence that taunts and threatens them. Soon Sam and her companions discover they need to survive more than the jungle... they need to survive each other. This taut novel, with a setting evocative of Lord of the Flies, is by turns cinematic and intimate, and always thought-provoking. (There are also 7 more copies in the Diverse Young Adult Class Sets category.) | Diverse Young Adult Texts |
326 | Darius The Great Is Not Okay | Adib Khorram | Darius has never really fit in at home, and he’s sure things are going to be the same in Iran. His clinical depression doesn’t exactly help matters, and trying to explain his medication to his grandparents only makes things harder. Then Darius meets Sohrab, the boy next door, and everything changes. Soon, they’re spending their days together, playing soccer, eating faludeh, and talking for hours on a secret rooftop overlooking the city’s skyline. Sohrab calls him Darioush—the original Persian version of his name—and Darius has never felt more like himself than he does now that he’s Darioush to Sohrab. | Diverse Young Adult Texts |
327 | Dear Justyce (Book 2) | Nic Stone | An incarcerated teen writes letters to his best friend about his experiences in the American juvenile justice system. This is an unflinching look into the tragically flawed practices and silenced voices in the American juvenile justice system. | Diverse Young Adult Texts |
328 | Dear Martin (Book 1) | Nic Stone | Justyce McAllister is a good kid, an honor student, and always there to help a friend—but none of that matters to the police officer who just put him in handcuffs. Despite leaving his rough neighborhood behind, he can't escape the scorn of his former peers or the ridicule of his new classmates. Justyce looks to the teachings of Dr. Martin Luther King Jr. for answers. But do they hold up anymore? He starts a journal to Dr. King to find out. Then comes the day Justyce goes driving with his best friend, Manny, windows rolled down, music turned up—way up, sparking the fury of a white off-duty cop beside them. Words fly. Shots are fired. Justyce and Manny are caught in the crosshairs. In the media fallout, it's Justyce who is under attack. | Diverse Young Adult Texts |
329 | Elatsoe | Darcie Little Badger | Elatsoe—Ellie for short—lives in an alternate contemporary America shaped by the ancestral magics and knowledge of its Indigenous and immigrant groups. She can raise the spirits of dead animals—most importantly, her ghost dog Kirby. When her beloved cousin dies, all signs point to a car crash, but his ghost tells her otherwise: He was murdered. Who killed him and how did he die? With the help of her family, her best friend Jay, and the memory great, great, great, great, great, great grandmother, Elatsoe, must track down the killer and unravel the mystery of this creepy town and its dark past. But will the nefarious townsfolk and a mysterious Doctor stop her before she gets started? A breathtaking debut novel featuring an asexual, Apache teen protagonist, Elatsoe combines mystery, horror, noir, ancestral knowledge, haunting illustrations, fantasy elements, and is one of the most-talked about debuts of the year. | Diverse Young Adult Texts |
330 | Fire Keeper's Daughter | Angeline Boulley | Firekeeper's Daughter, is a groundbreaking YA thriller about a Native teen who must root out the corruption in her community. | Diverse Young Adult Texts |
331 | For Every One | Jason Reynolds | For Every One is exactly that: for every one. For every one person. For every one who has a dream. But especially for every kid. The kids who dream of being better than they are. Kids who dream of doing more than they almost dare to imagine. Kids who are like Jason Reynolds, a self-professed dreamer. Jason does not claim to know how to make dreams come true; he has, in fact, been fighting on the front line of his own battle to make his own dreams a reality. He expected to make it when he was sixteen. Then eighteen. Then twenty-five. Now, some of those expectations have been realized. But others, the most important ones, lay ahead, and a lot of them involve kids, how to inspire them: All the kids who are scared to dream, or don’t know how to dream, or don’t dare to dream because they’ve never seen a dream come true. Jason wants kids to know that dreams take time. They involve countless struggles. But no matter how many times a dreamer gets beat down, the drive and the passion and the hope never fully extinguishes—because simply having the dream is the start you need, or you won’t get anywhere anyway, and that is when you have to take a leap of faith. | Diverse Young Adult Texts |
332 | Free Lunch | Rex Ogle | Free Lunch is a story of hardship threaded with hope and moments of grace. Rex’s voice is compelling and authentic, and Free Lunch is a true, timely, and essential work that illuminates the lived experience of poverty in America. | Diverse Young Adult Texts |
333 | Genesis Begins Again | Alicia D. Williams | This deeply sensitive and “compelling” (BCCB) debut novel tells the story of a thirteen-year-old who must overcome internalized racism and a verbally abusive family to finally learn to love herself. Genesis is determined to fix her family, and she’s willing to try anything to do so…even if it means harming herself in the process. But when Genesis starts to find a thing or two she actually likes about herself, she discovers that changing her own attitude is the first step in helping change others. | Diverse Young Adult Texts |
334 | Hearts Unbroken | Cynthia Leitich Smith | New York Times best-selling author Cynthia Leitich Smith turns to realistic fiction with the thoughtful story of a Native teen navigating the complicated, confusing waters of high school — and first love. | Diverse Young Adult Texts |
335 | I Am Not Your Perfect Mexican Daughter | Erika L. Sánchez | The Absolutely True Diary of a Part-Time Indian meets Jane the Virgin in this poignant but often laugh-out-loud funny contemporary YA about losing a sister and finding yourself amid the pressures, expectations, and stereotypes of growing up in a Mexican American home. (There are also 7 more copies in the Diverse Young Adult Class Sets category.) | Diverse Young Adult Texts |
336 | Ink and Ashes | Valynne E. Maetani | Claire Takata has never known much about her father, who passed away ten years ago. But on the anniversary of his death, she finds a letter from her deceased father to her stepfather. Before now, Claire never had a reason to believe they even knew each other. Struggling to understand why her parents kept this surprising history hidden, Claire combs through anything that might give her information about her father . . . until she discovers that he was a member of the yakuza, a Japanese organized crime syndicate. The discovery opens a door that should have been left closed. The race to outrun her father's legacy reveals secrets of his past that cast ominous shadows, threatening Claire, her friends and family, her newfound love, and ultimately her life. | Diverse Young Adult Texts |
337 | Internment | Samira Ahmed | Set in a horrifying near-future United States, seventeen-year-old Layla Amin and her parents are forced into an internment camp for Muslim American citizens. With the help of newly made friends also trapped within the internment camp, her boyfriend on the outside, and an unexpected alliance, Layla begins a journey to fight for freedom, leading a revolution against the camp's Director and his guards. Heart-racing and emotional, Internment challenges readers to fight complicit silence that exists in our society today. | Diverse Young Adult Texts |
338 | Just Mercy: A True Story of the Fight for Justice | Bryan Stevenson | In this very personal work--adapted from the original #1 bestseller, which the New York Times calls "as compelling as To Kill a Mockingbird, and in some ways more so"--acclaimed lawyer and social justice advocate Bryan Stevenson offers a glimpse into the lives of the wrongfully imprisoned and his efforts to fight for their freedom. Stevenson's story is one of working to protect basic human rights for the most vulnerable people in American society--the poor, the wrongly convicted, and those whose lives have been marked by discrimination and marginalization. Through this adaptation, young people of today will find themselves called to action and compassion in the pursuit of justice. This book is adapted for young adults. (There are also 7 more copies in the Diverse Young Adult Class Sets category.) | Diverse Young Adult Texts |
339 | Long Way Down | Jason Reynolds | Told in short, fierce staccato narrative verse, Long Way Down is a fast and furious, dazzlingly brilliant look at teenage gun violence, as could only be told by Jason Reynolds. | Diverse Young Adult Texts |
340 | Look Both Ways: A Tale Told in Ten Blocks | Jason Reynolds | Jason Reynolds conjures ten tales (one per block) about what happens after the dismissal bell rings, and brilliantly weaves them into one wickedly funny, piercingly poignant look at the detours we face on the walk home, and in life. | Diverse Young Adult Texts |
341 | Merci Suárez Can't Dance | Meg Medina | Seventh grade is going to be a real trial for Merci Suárez. For science she’s got no-nonsense Mr. Ellis, who expects her to be a smart as her brother, Roli. She’s been assigned to co-manage the tiny school store with Wilson Bellevue, a boy she barely knows, but whom she might actually like. And she’s tangling again with classmate Edna Santos, who is bossier and more obnoxious than ever now that she is in charge of the annual Heart Ball. One thing is for sure, though: Merci Suárez can’t dance—not at the Heart Ball or anywhere else. Dancing makes her almost as queasy as love does, especially now that Tía Inés, her merengue-teaching aunt, has a new man in her life. Unfortunately, Merci can’t seem to avoid love or dance for very long. She used to talk about everything with her grandfather, Lolo, but with his Alzheimer’s getting worse each day, whom can she trust to help her make sense of all the new things happening in her life? The Suárez family is back in a touching, funny story about growing up and discovering love’s many forms, including how we learn to love and believe in ourselves. | Diverse Young Adult Texts |
342 | Merci Suárez Changes Gears | Meg Medina | Merci Suárez knew that sixth grade would be different, but she had no idea just how different. For starters, as strong and thoughtful as Merci is, she has never been completely like the other kids at her private school in Florida, because she and her older brother, Roli, are scholarship students. They don’t have a big house or a fancy boat, and they have to do extra community service to make up for their free tuition. So when bossy Edna Santos sets her sights on the new boy who happens to be Merci’s school-assigned Sunshine Buddy, Merci becomes the target of Edna’s jealousy. Things aren't going well at home, either: Merci’s grandfather and most trusted ally, Lolo, has been acting strangely lately — forgetting important things, falling from his bike, and getting angry over nothing. And Merci is left to her own worries, because no one in her family will tell her what's going on. Winner of the 2019 Newbery Medal, this coming-of-age tale by New York Times best-selling author Meg Medina gets to the heart of the confusion and constant change that defines middle school — and the steadfast connection that defines family. | Diverse Young Adult Texts |
343 | Mexican WhiteBoy | Matt de la Peña | Mexican WhiteBoy is a story of friendship, acceptance, and the struggle to find your identity in a world of definitions. | Diverse Young Adult Texts |
344 | Northwest Resistance: A Girl Called Echo (Volume 3) | Katherena Vermette, Scott B . Henderson, and Donovan Yaciuk | Northwest Resistance follows Echo Desjardins on her travels through time. Going back to 1885, Echo finds herself in the thick of a new Métis resistance led by Louis Riel, who has returned from exile to resist encroaching forces from the East and ensure that his people’s rights are honored. For Echo, the experience empowers her, focuses her on her own identity and gives her the strength to confront the challenges in her life. | Diverse Young Adult Texts |
345 | Other Words For Home | Jasmine Warga | Jude never thought she’d be leaving her beloved older brother and father behind, all the way across the ocean in Syria. But when things in her hometown start becoming volatile, Jude and her mother are sent to live in Cincinnati with relatives. At first, everything in America seems too fast and too loud. The American movies that Jude has always loved haven’t quite prepared her for starting school in the US—and her new label of “Middle Eastern,” an identity she’s never known before. But this life also brings unexpected surprises—there are new friends, a whole new family, and a school musical that Jude might just try out for. Maybe America, too, is a place where Jude can be seen as she really is. | Diverse Young Adult Texts |
346 | Patron Saints of Nothing | Randy Ribay | A powerful coming-of-age story about grief, guilt, and the risks a Filipino-American teenager takes to uncover the truth about his cousin's murder. (There are also 7 more copies in the Diverse Young Adult Class Sets category.) | Diverse Young Adult Texts |
347 | Pemmican Wars: A Girl Called Echo (Volume 1) | Katherena Vermette, Scott B . Henderson, and Donovan Yaciuk | Echo Desjardins, a thirteen-year-old Métis girl, is struggling with feelings of loneliness while attending a new school and living with a new foster family. Then an ordinary day in Mr. Bee's history class turns extraordinary, and Echo's life will never be the same. During Mr. Bee's lecture, Echo finds herself transported to another time and place—a bison hunt on the Saskatchewan prairie—and back again. In the following weeks, Echo slips back and forth in time. She visits a Métis camp, travels the old fur-trade routes and experiences the perilous era of the pemmican wars. | Diverse Young Adult Texts |
348 | Piecing Me Together | Renée Watson | Jade believes she must get out of her poor neighborhood if she's ever going to succeed. Her mother tells her to take advantage of every opportunity that comes her way. And Jade has: every day she rides the bus away from her friends and to the private school where she feels like an outsider, but where she has plenty of opportunities. But some opportunities she doesn't really welcome, like an invitation to join Women to Women, a mentorship program for "at-risk" girls. Just because her mentor is black and graduated from the same high school doesn't mean she understands where Jade is coming from. She's tired of being singled out as someone who needs help, someone people want to fix. Jade wants to speak, to create, to express her joys and sorrows, her pain and her hope. Maybe there are some things she could show other women about understanding the world and finding ways to be real, to make a difference. | Diverse Young Adult Texts |
349 | Red River Resistance: A Girl Called Echo (Volume 2) | Katherena Vermette, Scott B . Henderson, and Donovan Yaciuk | Echo Desjardins is adjusting to her new home, finding friends, and learning about Métis history. She just can’t stop slipping back and forth in time. One ordinary afternoon in class, Echo finds herself transported to the banks of the Red River in the summer of 1869. All is not well in the territory as Canadian surveyors have arrived to change the face of territory, and Métis families, who have lived there for generations, are losing access to their land. As the Resistance takes hold, Echo fears for her friends and the future of her people in the Red River Valley. | Diverse Young Adult Texts |
350 | Road Allowance Era: A Girl Called Echo (Volume 4) | Katherena Vermette, Scott B . Henderson, and Donovan Yaciuk | The government has not fulfilled its promise of land for the Métis, and many flee to the Northwest. As part of the fallout from the Northwest Resistance, their advocate and champion Louis Riel is executed. As new legislation corrodes Métis land rights, and unscrupulous land speculators and swindlers take advantage, many Métis settle on road allowances and railway land, often on the fringes of urban centres. For Echo, the plight of her family is apparent. Burnt out of their home in Ste. Madeleine, they make their way to Rooster Town, a shanty community on the southwest edges of Winnipeg. In this final instalment of her story, Echo is reminded of the strength and resilience of her people, forged through the loss and pain of the past, as she faces a triumphant future. | Diverse Young Adult Texts |
351 | Shadowshaper | Daniel José Older | Sierra Santiago planned an easy summer of making art and hanging out with her friends. But then a corpse crashes their first party. Her stroke-ridden grandfather starts apologizing over and over. And when the murals in her neighborhood begin to weep tears... Well, something more sinister than the usual Brooklyn ruckus is going on. With the help of a fellow artist named Robbie, Sierra discovers shadowshaping, a magic that infuses ancestral spirits into paintings, music, and stories. But someone is killing the shadowshapers one by one. Now Sierra must unravel her family's past, take down the killer in the present, and save the future of shadowshaping for generations to come | Diverse Young Adult Texts |
352 | Shame the Stars | Guadalupe García McCall | Eighteen-year-old Joaquin del Toro's future looks bright. With his older brother in the priesthood, he is set to inherit his family's Texas ranch. He's in love with Dulcena and she's in love with him. But it's 1915, and trouble has been brewing along the US-Mexico border. On one side, the Mexican Revolution is taking hold; on the other, Texas Rangers fight Tejano insurgents, and ordinary citizens are caught in the middle. As tensions grow, Joaquin is torn away from Dulcena, whose father s critical reporting on the Rangers in the local newspaper has driven a wedge between their families. Joaquin's own father insists that the Rangers are their friends, and refuses to take sides in the conflict. But when their family ranch becomes a target, Joaquin must decide how he will stand up for what is right. (There are also 7 more copies in the Diverse Young Adult Class Sets category.) | Diverse Young Adult Texts |
353 | Speak | Laurie Halse Anderson | Freshman year at Merryweather High is not going well for Melinda Sordino. She busted an end-of-summer party by calling the cops, and now her friends—and even strangers—all hate her. So she stops trying, stops talking. She retreats into her head, and all the lies and hypocrisies of high school become magnified, leaving her with no desire to talk to anyone anyway. But it’s not so comfortable in her head, either—there’s something banging around in there that she doesn’t want to think about. She can’t just go on like this forever. Eventually, she’s going to have to confront the thing she’s avoiding, the thing that happened at the party, the thing that nobody but her knows. She’s going to have to speak the truth. (There are also 7 more copies in the Diverse Young Adult Class Sets category.) | Diverse Young Adult Texts |
354 | Stamped: Racism, Antiracism, and You | Jason Reynolds and Ibram X. Kendi | The construct of race has always been used to gain and keep power, to create dynamics that separate and silence. This remarkable reimagining of Dr. Ibram X. Kendi's National Book Award-winning Stamped from the Beginning reveals the history of racist ideas in America, and inspires hope for an antiracist future. It takes you on a race journey from then to now, shows you why we feel how we feel, and why the poison of racism lingers. It also proves that while racist ideas have always been easy to fabricate and distribute, they can also be discredited. Through a gripping, fast-paced, and energizing narrative written by beloved award-winner Jason Reynolds, this book shines a light on the many insidious forms of racist ideas--and on ways readers can identify and stamp out racist thoughts in their daily lives. | Diverse Young Adult Texts |
355 | The Best We Could Do | Thi Bui | This beautifully illustrated and emotional story is an evocative memoir about the search for a better future and a longing for the past. Exploring the anguish of immigration and the lasting effects that displacement has on a child and her family, Bui documents the story of her family’s daring escape after the fall of South Vietnam in the 1970s, and the difficulties they faced building new lives for themselves. (There are also 7 more copies in the Diverse Young Adult Class Sets category.) | Diverse Young Adult Texts |
356 | The Field Guide to the North American Teenageer | Ben Philippe | A hilarious YA contemporary realistic novel about a witty Black French Canadian teen who moves to Austin, Texas, and experiences the joys, clichés, and awkward humiliations of the American high school experience—including falling in love. (There are also 7 more copies in the Diverse Young Adult Class Sets category.) | Diverse Young Adult Texts |
357 | The Hate U Give | Angie Thomas | Sixteen-year-old Starr Carter moves between two worlds: the poor neighborhood where she lives and the fancy suburban prep school she attends. The uneasy balance between these worlds is shattered when Starr witnesses the fatal shooting of her childhood best friend Khalil at the hands of a police officer. Khalil was unarmed. Soon afterward, his death is a national headline. Some are calling him a thug, maybe even a drug dealer and a gangbanger. Protesters are taking to the streets in Khalil’s name. Some cops and the local drug lord try to intimidate Starr and her family. What everyone wants to know is: what really went down that night? And the only person alive who can answer that is Starr. But what Starr does—or does not—say could upend her community. It could also endanger her life. | Diverse Young Adult Texts |
358 | The Marrow Thieves | Cherie Dimaline | Humanity has nearly destroyed its world through global warming, but now an even greater evil lurks. The indigenous people of North America are being hunted and harvested for their bone marrow, which carries the key to recovering something the rest of the population has lost: the ability to dream. In this dark world, Frenchie and his companions struggle to survive as they make their way up north to the old lands. For now, survival means staying hidden—but what they don't know is that one of them holds the secret to defeating the marrow thieves. (There are also 7 more copies in the Diverse Young Adult Class Sets category.) | Diverse Young Adult Texts |
359 | The Poet X | Elizabeth Acevedo | The Poet X is about an Afro-Latina heroine who tells her story with blazing words and powerful truth. | Diverse Young Adult Texts |
360 | The Reluctant Storyteller | Art Coulson | Chooch is reluctant about many things. He is reluctant to be a storyteller like the rest of his Cherokee family, and he is reluctant to spend spring break in the small town of Greasy, Oklahoma, with Uncle Dynamite. But Chooch will find out theres more than one way to tell a story. | Diverse Young Adult Texts |
361 | The Stars Beneath Our Feet | David Barclay Moore | David Barclay Moore paints a powerful portrait of a boy teetering on the edge—of adolescence, of grief, of violence—and shows how Lolly’s inventive spirit helps him build a life with firm foundations and open doors. | Diverse Young Adult Texts |
362 | The State of Grace | Rachel Lucas | Grace is autistic and has her own way of looking at the world. She's got a horse and a best friend who understand her, and that's pretty much all she needs. But when Grace kisses Gabe and things start to change at home, the world doesn't make much sense to her any more. Suddenly everything threatens to fall apart, and it's up to Grace to fix it on her own. | Diverse Young Adult Texts |
363 | The Talk: Conversations About Race, Love & Truth | Wade Hudson & Cheryl Willis Hudson (editors) | Thirty diverse, award-winning authors and illustrators invite you into their homes to witness the conversations they have with their children about race in America today in this powerful call-to-action that invites all families to be anti-racists and advocates for change. | Diverse Young Adult Texts |
364 | They Call Me Güero: A Border Kid's Poems | David Bowles | Twelve-year-old Güero is Mexican American, at home with Spanish or English and on both sides of the river. He's starting 7th grade with a woke English teacher who knows how to make poetry cool. In Spanish, "Güero" is a nickname for guys with pale skin, Latino or Anglo. But make no mistake: our red-headed, freckled hero is puro mexicano, like Canelo Álvarez, the Mexican boxer. Güero is also a nerd--reader, gamer, musician--who runs with a squad of misfits like him, Los Bobbys. Sure, they get in trouble like anybody else, and like other middle-school boys, they discover girls. Watch out for Joanna! She's tough as nails. But trusting in his family's traditions, his accordion and his bookworm squad, he faces seventh grade with book smarts and a big heart. Life is tough for a border kid, but Güero has figured out how to cope. (There are also 7 more copies in the Diverse Young Adult Class Sets category.) | Diverse Young Adult Texts |
365 | They Called Us Enemy | George Takei | A stunning graphic memoir recounting actor/author/activist George Takei's childhood imprisoned within American concentration camps during World War II. Experience the forces that shaped an American icon -- and America itself -- in this gripping tale of courage, country, loyalty, and love. | Diverse Young Adult Texts |
366 | This Book Is Anti-Racist: 20 Lessons On How To Wake Up, Take Action, and Do The Work | Tiffany Jewell | Gain a deeper understanding of your anti-racist self as you progress through 20 chapters that spark introspection, reveal the origins of racism that we are still experiencing, and give you the courage and power to undo it. Each chapter builds on the previous one as you learn more about yourself and racial oppression. 20 activities get you thinking and help you grow with the knowledge. All you need is a pen and paper. This book is written for everyone who lives in this racialized society--including the young person who doesn't know how to speak up to the racist adults in their life, the kid who has lost themself at times trying to fit into the dominant culture, the children who have been harmed (physically and emotionally) because no one stood up for them or they couldn't stand up for themselves, and also for their families, teachers, and administrators. | Diverse Young Adult Texts |
367 | This Is My America | Kim Johnson | Every week, seventeen-year-old Tracy Beaumont writes letters to Innocence X, asking the organization to help her father, an innocent Black man on death row. After seven years, Tracy is running out of time--her dad has only 267 days left. Then the unthinkable happens. The police arrive in the night, and Tracy's older brother, Jamal, goes from being a bright, promising track star to a "thug" on the run, accused of killing a white girl. Determined to save her brother, Tracy investigates what really happened between Jamal and Angela down at the Pike. But will Tracy and her family survive the uncovering of the skeletons of their Texas town's racist history that still haunt the present? | Diverse Young Adult Texts |
368 | Track Series Paperback Collection (Ghost, Patina, Sunny, and Lu) | Jason Reynolds | Ghost. Patina. Sunny. Lu. A fast but fiery group of kids from wildly different backgrounds, chosen to compete on an elite track team. They all have a lot to lose, but they also have a lot to prove, not only to each other, but to themselves. Discover each of their stories in this complete collection of Jason Reynolds’s explosive New York Times bestselling Track series. | Diverse Young Adult Texts |
369 | Under The Mesquite | Guadalupe García McCall | Lupita, a budding actor and poet in a close-knit Mexican American immigrant family, comes of age as she struggles with adult responsibilities during her mother's battle with cancer in this young adult novel in verse. When Lupita learns Mami has cancer, she is terrified by the possibility of losing her mother, the anchor of her close-knit family. Suddenly, being a high school student, starring in a play, and dealing with friends who don't always understand, become less important than doing whatever she can to save Mami's life. While her father cares for Mami at an out-of-town clinic, Lupita takes charge of her seven younger siblings. As Lupita struggles to keep the family afloat, she takes refuge in the shade of a mesquite tree, where she escapes the chaos at home to write. Forced to face her limitations in the midst of overwhelming changes and losses, Lupita rediscovers her voice and finds healing in the power of words | Diverse Young Adult Texts |
370 | Watch Us Rise | Renée Watson and Ellen Hagan | Jasmine and Chelsea are best friends on a mission--they're sick of the way women are treated even at their progressive NYC high school, so they decide to start a Women's Rights Club. They post their work online--poems, essays, videos of Chelsea performing her poetry, and Jasmine's response to the racial microaggressions she experiences--and soon they go viral. But with such positive support, the club is also targeted by trolls. When things escalate in real life, the principal shuts the club down. Not willing to be silenced, Jasmine and Chelsea will risk everything for their voices--and those of other young women--to be heard. These two dynamic, creative young women stand up and speak out in a novel that features their compelling art and poetry along with powerful personal journeys that will inspire readers and budding poets, feminists, and activists. | Diverse Young Adult Texts |
371 | We Are Not Free | Traci Chee | We Are Not Free is the collective account of a tight-knit group of young Nisei, second-generation Japanese American citizens, whose lives are irrevocably changed by the mass U.S. incarcerations of World War II. | Diverse Young Adult Texts |
372 | We Are Not Yet Equal: Umderstanding Our Racial Divide | Carol Anderson with Tonya Bolden | History texts often teach that the United States has made a straight line of progress toward Black equality. The reality is more complex: milestones like the end of slavery, school integration, and equal voting rights have all been met with racist legal and political maneuverings meant to limit that progress. We Are Not Yet Equal examines five of these moments: The end of the Civil War and Reconstruction was greeted with Jim Crow laws; the promise of new opportunities in the North during the Great Migration was limited when blacks were physically blocked from moving away from the South; the Supreme Court’s landmark 1954 Brown v. Board of Education decision was met with the shutting down of public schools throughout the South; the Civil Rights Act of 1964 and Voting Rights Act of 1965 led to laws that disenfranchised millions of African American voters and a War on Drugs that disproportionally targeted blacks; and the election of President Obama led to an outburst of violence including the death of Black teen Michael Brown in Ferguson, Missouri as well as the election of Donald Trump. | Diverse Young Adult Texts |
373 | We Were Here | Matt de la Peña | From the streets of Stockton to the beaches of Venice, all the way to the Mexican border, We Were Here follows a journey of self-discovery by a boy who is trying to forgive himself in an unforgiving world. | Diverse Young Adult Texts |
374 | Wild Tongues Can't be Tamed | Saraciea J. Fennell | In Wild Tongues Can’t Be Tamed, bestselling and award-winning authors as well as up-and-coming voices interrogate the different myths and stereotypes about the Latinx diaspora. These fifteen original pieces delve into everything from ghost stories and superheroes, to memories in the kitchen and travels around the world, to addiction and grief, to identity and anti-Blackness, to finding love and speaking your truth. Full of both sorrow and joy, Wild Tongues Can't Be Tamed is an essential celebration of this rich and diverse community. | Diverse Young Adult Texts |
375 | Beyond the Bake Sale: The Essential Guide to Family-School Partnerships | Anne T. Henderson, Karen L. Mapp, Vivian R. Johnson, and Don Davies | and school are more likely to earn higher grades and test scores, enroll in higher-level programs, graduate from high school, and go on to post-secondary education. Beyond the Bake Sale shows how to form these essential partnerships and how to make them work. Packed with tips from principals and teachers, checklists, and an invaluable resource section, Beyond the Bake Sale reveals how to build strong collaborative relationships and offers practical advice for improving interactions between parents and teachers, from insuring that PTA groups are constructive and inclusive to navigating the complex issues surrounding diversity in the classroom. | Family Partnership |
376 | Learning on the Blog | Will Richardson | Family Partnership | |
377 | Literacy in the Welcoming Classroom--Creating Family-School Partnerships That Support Student Learning | JoBeth Allen | This research-based guide is essential reading for teachers and administrators who want to make welcoming classrooms a reality. With a focus on literacy instruction, it showcases stories of "what works" when teachers in elementary school classrooms throughout the country partner with families across cultural and language differences. | Family Partnership |
378 | Partnering with Parents to Ask the Right Questions | Luz Santana, Dan Rothstein, and Agnes Bain | Partnering with Parents to Ask the Right Questions, by Luz Santana, Dan Rothstein, and Agnes Bain of the Right Question Institute, presents a deceptively simple strategy for how educators can build effective partnerships with parents—especially those who typically have not been actively involved in their children's schooling. It distills complex, important ideas on effective civic participation into an easy-to-learn process that teaches parents two fundamental skills they can use to support the education of their children, monitor their progress, and advocate for them: asking better questions and participating effectively in key decisions. (3 copies) | Family Partnership |
379 | School, Family, and Community Parternships: Your Handbook for Action | Joyce L. Epstein and Associates | This updated edition of a bestseller enables school, district, and state leaders to develop more effective programs for family and community involvement. The authors show how to develop action teams to plan and implement partnership activities to reach school goals, mobilize community resources, evaluate program results, and maintain involvement over time. (CD-ROM included) | Family Partnership |
380 | 9 Professional Conversations to Change Our Schools: A Dashboard of Options | William A. Sommers and Diane P. Zimmerman | Nine Professional Conversations to Change Our Schools is a framework for revitalizing the art of the professional conversation. It guides educators through structures for collaboration, grants access to vast storehouses of applied wisdom, and facilitates a consensual knowledge base for standards of excellence. | Leadership |
381 | A More Beautiful Question | Warren Berger | 3 Copies Warren Berger shows that one of the most powerful forces for igniting change in business and in our daily lives is a simple, underappreciated tool - one that has been available to us since childhood. Questioning - deeply, imaginatively, "beautifully" - can help us identify and solve problems, come up with game-changing ideas, and pursue fresh opportunities. | Leadership |
382 | Becoming a Learning Team | Stephanie Hirsh and Tracy Crow | Leadership | |
383 | Cage-Busting Leadership | Frederick M. Hess | In his travels across the country, Rick Hess has met school and system leaders who have shared stories about evading, blasting through, or reshaping unnecessary and counterproductive constraints. Drawing on these stories, and with his sharp eye, Hess shows current and aspiring leaders how they can cultivate and sustain powerful cultures of teaching and learning. A practical, provocative, and entertaining volume, Cage-Busting Leadership will be of profound interest and value to school and district leaders-and to everyone with a stake in school improvement. (3 copies) | Leadership |
384 | Change Leadership, A Practical Guide to Transforming Our Schools | Tony Wagner, Robert Kegan, Lisa Lahey, Richard W. Lemons, Jude Garnier, Deborah Helsing, Annie Howell, and Harriette Thurber Rasmussen | This book brings the work of the Change Leadership Group to a broader audience, providing a framework to analyze the work of school change and exercises that guide educators through the development of their practice as agents of change. | Leadership |
385 | Coolaborative Inquiry for Educators | Jenni Donohoo | Leadership | |
386 | Collaborative Leadership: Six Influences that Matter Most | Peter M. Dewitt | What type of leadership do you practice? Many of us rely on transformational and instructional leadership. But there are advantages in applying a holistic angle including all stakeholders―an approach known as collaborative leadership. Peter DeWitt unpacks six factors framed through John Hattie’s research while painting a powerful scheme: meet stakeholders where they are, motivate stakeholders to strive for improvement, model how to do it. | Leadership |
387 | Creating Cultures of Thinking, The 8 Forces We Must Master to Truly Transform Our Schools | Ron Ritchhart | 3 copies As educators, parents, and citizens, we must settle for nothing less than environments that bring out the best in people, take learning to the next level, allow for great discoveries, and propel both the individual and the group forward into a lifetime of learning. This is something all teachers want and all students deserve. In Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools, Ron Ritchhart, author of Making Thinking Visible, explains how creating a culture of thinking is more important to learning than any particular curriculum and he outlines how any school or teacher can accomplish this by leveraging 8 cultural forces: expectations, language, time, modeling, opportunities, routines, interactions, and environment. | Leadership |
388 | Don't Trust Your Gut | Seth Stephens-Davidowitz | Big decisions are hard. We consult friends and family, make sense of confusing “expert” advice online—maybe we read a self-help book to guide us. In the end, we usually just do what feels right, pursuing high-stakes self-improvement—such as who we marry, how to date, where to live, what makes us happy—based solely on what our gut instinct tells us. But what if our gut is wrong? Biased, unpredictable, and misinformed, our gut, it turns out, is not all that reliable. And data can prove this. | Leadership |
389 | Driven by Data | Paul Bambrick-Santoyo | Leadership | |
390 | The End of Average | Todd Rose | Leadership | |
391 | Every School, Every Team, Every Classroom--District Leadership for Growing Professional Learning Communities at Work | Robert Eaker and Janel Keating | The authors ask, "What kind of school would we consider good enough for our own children? What would a PLC look like if we really meant it when we committed to ensuring the learning of each student?" Robert Eaker and Janel Keating suggest that these two questions drive effective PLC leaders. With a focus on simultaneous top-down and bottom-up leadership, the authors show how to embed PLC practices and grow leaders at every level of a school system. | Leadership |
392 | Fierce Conversations: Achieving Success at Work & in LIfe, One Conversation at a Time | Susan Scott | The author explains in this book that you must transform everyday conversations with effective ways to get your message across--and get what you want. | Leadership |
393 | The First 90 Days | Michael D. Watkins | Leadership | |
394 | Good Arguments | Bo Seo | Two-time world champion debater and former coach of the Harvard debate team, Bo Seo tells the inspiring story of his life in competitive debating and reveals the timeless secrets of effective communication and persuasion | Leadership |
395 | How Full is Your Bucket? | Tom Rath and Donald O. Clifton, Ph.D. | This book reveals how even the briefest interactions affect your relationships, productivity, health, and longevity. | Leadership |
396 | If You're Riding a Horse and It Dies, Get Off | Jim Grant and Char Forsten | This is humorous allegory about education, well-intentioned people with unrealistic ideas, and a dead horse. Confused? Read this book to consider some of the more important strategies for dealing with education today. (2 copies) | Leadership |
397 | Implementing Change: Patterns, Principles and Potholes | Gene E. Hall and Shirley M. Hord | This book is based on the Concerns-based Adoption Model for change (CBAM) and offers a number of important ways for understanding what change is about especially as it relates to the people involved. It presents a way of understanding and facilitating the change process in organizational and educational settings. (4 copies) | Leadership |
398 | In Praise of American Educators | Dr. Richard DuFour | This book explores the keys to altering the traditional structure and culture of public schools so educators become even more successful and students achieve at even higher levels. (2 copies) | Leadership |
399 | In Search of Deeper Learning: The Quest to Remake the American High School | Jal Mehta Sarah Fine | Leadership | |
400 | Indelible Leadership: Always Leave Them Learning | Michael Fullan | Learn to lead well and leave a lasting impact with this compact, richly innovative book from the Corwin Impact Leadership series. Discover six specific leadership attributes to stimulate deep learning―and deep leadership―that transforms schools for the future. | Leadership |
401 | Intentional Leadership | Jane A. G. Kise | The author introduces the 12 Lenses for Leadership--a framework developed from extensive research on personality type and emotional intelligence, and a meta-analysis of the essential tasks and attitudes of successful leaders. | Leadership |
402 | Leading for powerful Learning: A guide for Instructional Leaders | Angela Breidenstein, Kevin Fahey, Carl Glickman, and Frances Hensley | Supporting teacher learning is a complicated and challenging task. This much-awaited book offers a practical research-based framework for thinking about instructional leadership, along with the necessary resources and tools for improving practice. The authors identify specific structures, formats, and strategies that an instructional leader can use to support new and veteran principals and teacher leaders. The authors also discuss ways to think about which structures are most appropriate for particular settings, offering suggestions on the most effective way to work with these structures. This unique book combines theory with best practices to create a vision of how 21st-century instructional leaders can improve education for all students. | Leadership |
403 | Leading Impact Teams: Building a Culture of Efficacy | Paul J. Bloomberg and Barb Pitchford | Teachers are a school’s greatest resource. Excellent teachers make excellent schools. Leading Impact Teams taps into the scheduled team planning time every school already has, and repurposes it in a model that provides the processes needed to build teacher expertise and increase student learning. The model combines two existing practices, formative assessment and collaborative inquiry, and promotes a school culture in which teachers and students are partners in learning. | Leadership |
404 | Leading Learning that Matters | Flossie S.G. Chua, David N. Perkins, and Daniel G. Wilson | How can school learning be expanded to matter more in learners’ lives? How can school leaders shape an institution to stay true to its core commitments and thrive as a center of contemporary learning? "Leading Learning that Matters" offers a flexible process to help school leaders and their communities construct a vision of what learning really matters for the lives their learners are likely to live and then make that vision a daily reality in classrooms. | Leadership |
405 | Leading Together: Teachers and Administrators Improving Student Outcomes | Jonathan Eckert | Leadership is what is done, not who is doing it. The leadership work blurs the lines between teachers and administrators. Leading Together introduces a collective approach to progress, process, and programs to help build the conditions in which strong leadership can flourish and student outcomes improve. Explore the Collective Leadership Development Model for School Improvement. | Leadership |
406 | Learning Leader: How to Focus School Improvement for Better Results | Douglas B. Reeves | Mr. Reeves helps leadership teams go beyond excuses to capitalize on their strengths and reduce their weaknesses. He introduces the Leadership for Learning Framework, which challenges readers to consider that student achievement is more than a set of test scores. ( 2 copies) | Leadership |
407 | Limitless Mind: Learn, Lead, and Live Without Barriers | Jo Boaler | Stanford University professor, bestselling author, and acclaimed educator Jo Boaler has spent decades studying the impact of beliefs and bias on education. In "Limitless Mind", she explodes these myths and reveals the six keys to unlocking our boundless learning potential. Her research proves that those who achieve at the highest levels do not do so because of a genetic inclination toward any one skill but because of the keys that she reveals in the book. Our brains are not “fixed,” but entirely capable of change, growth, adaptability, and rewiring. | Leadership |
408 | Making Teachers Better Not Bitter | Tony Frontier and Paul Mielke | Leadership | |
409 | Mastrmind Unlocking Talent Within Every School Leader/2 copies | Daniel Bauer | Lack of mentorship and coaching is a leading reason for leader attrition in education, but it doesn’t have to be this way. If it’s true that "Everyone wins when the leader gets better," then your community is counting on you to prioritize your own professional growth – so that YOU get better. | Leadership |
410 | Nudge: The Final Edition | Richard H. Thaler and Cass R. Sunstein | Since the original publication of Nudge more than a decade ago, the title has entered the vocabulary of businesspeople, policy makers, engaged citizens, and consumers everywhere. The book has given rise to more than 200 "nudge units" in governments around the world and countless groups of behavioral scientists in every part of the economy. It has taught us how to use thoughtful "choice architecture" - a concept the authors invented - to help us make better decisions for ourselves, our families, and our society. | Leadership |
411 | The Power of Making Thinking Visible: Practices to Engage and Empower All Learners | Ron Ritchhart and Mark Church | 2 Copies - Visible Thinking―a research-based approach developed at Harvard's Project Zero - prompts and promotes students' thinking. This approach has been shown to positively impact student engagement, learning, and development as thinkers. Visible Thinking involves using thinking routines, documentation, and effective questioning and listening techniques to enhance learning and collaboration in any learning environment. The Power of Making Thinking Visible explains how educators can effectively use thinking routines and other tools to engage and empower students as learners and transform classrooms into places of deep learning. | Leadership |
412 | Principal Evaluation | James H. Stronge | Effective principals run effective schools: this much we know. Accurately measuring principal effectiveness, however, has long been an elusive goal for school administrators. James H. Stronge details the steps and resources necessary for designing a comprehensive principal evaluation system that is based on sound research and established best practices. | Leadership |
413 | Principles | Ray Dalio | In Principles, Dalio shares what he?s learned over the course of his remarkable career. He argues that life, management, economics and investing can all be systemized into rules and understood like machines. The book?s hundreds of practical lessons, which are built around his cornerstones of ?radical truth? and ?radical transparency,? include Dalio laying out the most effective ways for individuals and organizations to make decisions, approach challenges and build strong teams. He also describes the innovative tools the firm uses to bring an idea meritocracy to life, such as creating ?baseball cards? for all employees that distill their strengths and weaknesses and employing computerized decision-making systems to make believability-weighted decisions. While the book brims with novel ideas for organizations and institutions, Principles also offers a clear, straightforward approach to decision-making that Dalio believes anyone can apply, no matter what they?re seeking to achieve. | Leadership |
414 | Reach for Greatness: Personalizable Education for All Children | Yong Zhao | 3 copies | Leadership |
415 | Right to Learn | Linda Darling-Hammond | The author addresses how teacher knowledge and skills impact student learning. | Leadership |
416 | School Culture by Design: Building & Sustaining Positive School Culture | Phil Boyte | 2 copies | Leadership |
417 | School Culture Rewired: How to Define, Assess, and Transform It | Steve Gruenert and Todd Whitaker | Your school is a lot more than a center of student learning--it also represents a self-contained culture, with traditions and expectations that reflect its unique mission and demographics. In this book, education experts Steven Gruenert and Todd Whitaker offer tools, strategies, and advice for defining, assessing, and ultimately transforming your school's culture into one that is positive, forward-looking, and actively working to enrich students' lives. (2 copies) | Leadership |
418 | Teaching Students to Become Self-Determined Learners | Michael Wehmeyer and Yong Zhao | 4 copies | Leadership |
419 | The Art of Learning | Josh Waitzkin | In his riveting new book, The Art of Learning, Waitzkin tells his remarkable story of personal achievement and shares the principles of learning and performance that have propelled him to the top—twice. Josh Waitzkin knows what it means to be at the top of his game. A public figure since winning his first National Chess Championship at the age of nine, Waitzkin was catapulted into a media whirlwind as a teenager when his father’s book Searching for Bobby Fischer was made into a major motion picture. After dominating the scholastic chess world for ten years, Waitzkin expanded his horizons, taking on the martial art Tai Chi Chuan and ultimately earning the title of World Champion. How was he able to reach the pinnacle of two disciplines that on the surface seem so different? “I’ve come to realize that what I am best at is not Tai Chi, and it is not chess,” he says. “What I am best at is the art of learning.” | Leadership |
420 | The Principal 50: Critical Leadership Questions for Inspiring Schoolwide Excellence | Baruti K. Kafele | This book will motivate school leaders through 50 self-reflection exercises designed to yield a deeper understanding of the meaning behind the work that they do. This transformative book is essential reading for principals and other building-level administrators determined to reinvigorate their practice, revitalize their staff, and--most importantly--guarantee the strongest outcomes for students. | Leadership |
421 | The Principal Influence | Pete Hall, Deborah Childs-Bowen, Ann Cunningham-Morris, Phyllis Pajardo, Alisa Simeral | Principals navigate the dynamic complexities and subtleties of their schools every day. They promote, facilitate, and lead efforts to achieve both tangible and intangible results throughout the school community. They fulfill a role that includes counseling, budgeting, inspiring, teaching, learning, disciplining, evaluating, celebrating, consoling, and a million other critical functions. | Leadership |
422 | Using Quality Feedback to Guide Professional Learning | Shawn Clark and Abbey S. Duggins with Foreword by Pam Robbins | With this guide to quality feedback, you’ll promote professional growth clearly and successfully, with lasting results. Whether you work with novices, struggling teachers, or good teachers with potential for greatness, this book helps you give feedback that’s both heard and understood. | Leadership |
423 | What Great Principals Do Differently | Todd Whitaker | What are the specific qualities and practices of great principals which elevate them above the rest? This books reveals fifteen things that the most successful principals do and that other principals do not. (2 copies) | Leadership |
424 | Collaborative Inquiry for Educators, A Facilitator's Guide to School Improvement | Jenni Donohoo | Aligned to current Learning Forward standards and based on the latest professional development research, Collaborative Inquiry for Educators deconstructs the collaborative inquiry process. This step-by-step guide gives facilitators tools to move teams toward purposeful, productive, and impactful collaborative work. | Leadership |
425 | 20 Literacy Strategies to Meet the Common Core | Elaine K. McEwan-Adkins and Allyson J. Burnett | With the advent of the Common Core State Standards and their high expectations with regard to content literacy, secondary teachers are scrambling for ways to implement the standards effectively. 20 Literacy Strategies to Meet the Common Core provides a clearly written, easy-to-access plan for implementing content literacy to meet the needs of these educators. | Literacy |
426 | 180 Days: Two Teachers and the Quest to Engage and Empower Adolescents | Kelly Gallagher and Penny Kittle | Literacy | |
427 | Adolescent Literacy: Turning Promise into Practice | Kylene Beers, Robert E. Probst and Linda Rief | In Adolescent Literacy renowned educators Kylene Beers, Bob Probst, and Linda Rief lead twenty-eight of the most important and widely read educators across the country in a conversation about where we are in the teaching of literacy to adolescents and how best to move forward. From researchers to classroom teachers, from long-treasured voices to important new members of the education community, Adolescent Literacy includes the thoughts of central figures in the field today. | Literacy |
428 | Becoming a Literacy Leader: Supporting Learning and Change | Jennifer Allen with Foreword by Franki Sibberson and Karen Szymusiak | This is a thoughtful, reflective evolution of the author's work as she rethinks how her identity and role as a literacy leader has evolved in the ten years since she wrote the first edition. Jennifer Allen focuses on three ideas to describe her work: the concept of layered leadership, shared experiences in making meaning together, and the importance of rowing in the same direction as a school community. | Literacy |
429 | Best Practices in Literacy Instruction | Linda B. Gambrell, Lesley Mandel Morrow, Susan B. Neuman, and Michael Pressley, Editors | “Recent school reform efforts have emphasized the need for higher literacy standards in schools across the country. Offering practical guidance for literacy educators, curriculum development specialists, and other education professionals and policy makers, this volume considers how we can effectively improve quality and content of reading and writing instruction." ( 2 copies) | Literacy |
430 | ||||
431 | Cafe Book, Engaging All Students in Daily Literacy Assessment & Instruction | Gail Boushey and Joan Moser | The authors present a practical, simple way to integrate assessment into daily reading and classroom discussion. The CAFE system, based on research into the habits of proficient readers, is an acronym for Comprehension, Accuracy, Fluency, and Expand vocabulary. (This book contains a DVD.) | Literacy |
432 | Comprehensive Phonics, Spelling, and Word Study Guide | Fontes & Pinnell | 2 copies | Literacy |
433 | Content Counts! Developing Disciplinary Literacy Skills, K-6 | Jennifer L. Altieri | With so much emphasis on literacy in the elementary grades, how do you give math, science, and social studies the attention they deserve? How do you make content count without sacrificing the precious time spent on nurturing literacy development? This books innovative approach to disciplinary literacy shows you the way. | Literacy |
434 | Continuum of Literacy Learning | Gay Su Pinnell and Irene C. Fountas | This book places the behaviors and understandings children can be expected to demonstrate on continua that show how each evolves across the grades in seven critical instructional contexts. | Literacy |
435 | Daily 5, Fostering Literacy Independence in the Elementary Grades | Gail Boushey and Joan Moser | This book not only explains the philosophy behind the structure, but shows you how to carefully and systematically train your students to participate in each of the five components. Explicit modeling, practice, reflecting and refining take place during the launching phase, preparing the foundation for a year of meaningful content instruction tailored to meet the unique needs of each child. | Literacy |
436 | Disciplinary Literacy Inquiry & Instruction | Jacy Ippolito, Christina L. Dobbs, and Megin Charner-Laird | 2 Copies - This book provides research-based frameworks, guiding questions and examples, and lots of stories from teachers who have already walked the path of Disciplinary Literacy Inquiry and Instruction -- it's for educators who want to take ownership of their own learning alongside like-minded colleagues, and raise the achievement of all their students. | Literacy |
437 | From Tired to Inspired, Fresh Strategies to Engage Students in Literacy | Mary Kim Schreck | Literacy is a hollow set of skills unless it is enlivened by active, precise, and create thinking. From Tired to Inspired is designed to take upper elementary and secondary school students beyond reading and writing to comprehension, creative thinking, the articulation of ideas, and conversations of depth and breadth, as encouraged by the Common Core State Standards. | Literacy |
438 | Going with the Flow | Michel W. Smith and Jeffrey D. Wilhelm | Jo-Ann Cipriano Pearl and Lawrence W. Lezotte | Literacy |
439 | Good to Great Teaching, Focusing on the Literacy Work That Matters | Mary Howard | In this valuable resource for teachers, Mary Howard shares step-by-step process for focusing on the literacy work that matters in any effective literacy design--including schools implementing the Common Core State Standards and an RTI model--to identify good work, to celebrate great work, and to accommodate high-quality literacy practices. | Literacy |
440 | Growing Independent Learners from Literacy Standards to Stations, K-3 | Debbie Diller | Debbie Diller has revolutionized literacy instruction in countless classrooms over the years with her seminal books Literacy Work Stations, Practice with Purpose, and Spaces & Places on how to effectively use literacy work stations to engage students in critical literacy learning. In Growing Independent Learners, she provides a comprehensive guide with more than 400 full-color photos to help you plan instruction focused on literacy standards, organize your classroom for maximum benefit, and lead your students to independence through whole-group lessons, small-group focus, and partner learning at literacy stations. | Literacy |
441 | Guided Reading: Good First Teaching for All Children | Fountas & Pinnell | Literacy | |
442 | Inside Information | Nell K. Duke | Literacy | |
443 | Interactive Writing & Interactive Editing | Stanley L. Swartz, Adria F. Klein, & Rebecca E. Shook | Literacy | |
444 | Language Instinct: How the Mind Creates Language | Steven Pinker | One of the world's leading scientists of language and the mind, he lucidly explains everything you always wanted to know about language: how it works, how children learn it, how it changes, how the brain computes it, and how it evolved. | Literacy |
445 | Leading the New Literacies | Heidi Hayes Jacobs | Leading the New Literacies explores how to shift to digital, media, and global (DMG) project-based learning and create engaged, energized, and globally competent teachers and students. The book also offers case studies showing how schools have integrated the new literacies with traditional print literacy. | Literacy |
446 | Leading Well | Lucy Calkins, Mary Ehrenworth, and Laurie Pessah | 2 copies | Literacy |
447 | Literacy Continuum | Fountas & Pinnell | Literacy | |
448 | Literacy Jigsaw Puzzle--Assembling the Critical Pieces of Literacy Instruction | Beverly Tyner | This book shows you how to identify, assembly and deliver a comprehensive literacy plan that includes whole-group instruction, small-group differentiated instruction, and independent practice based on the standards, curriculum, and assessments already in place in your school or district. | Literacy |
449 | Literacy Look-Fors, An Observation Protocol to Guide K-6 Classroom Walkthroughs | Elaine K. McEwan-Adkins | This book is a practical, research-based resource that addresses two of the biggest challenges facing elementary school literacy leaders today. Through the simple seven-step process outlined in Literacy Look-Fors, administrators and literacy leaders will gain a thorough understanding of how to assess and build instructional capacity, overcome roadblocks, develop professional growth opportunities, and create a balanced literacy program. | Literacy |
450 | Mastering Digital Literacy | Heidi Hayes Jacobs | Mastering Digital Literacy explores the wealth of digital tools, applications, and technologies that extend learning far beyond the classroom walls. This book strongly makes the case for modernizing our students' learning environment - and shows how to do it. | Literacy |
451 | Mastering Global Literacy | Heidi Hayes Jacobs | Mastering Global Literacy explores how educators can cultivate globally literate learners while becoming globally connected themselves. The authors examine ways to bring global issues into the classroom and personalize them using digital tools. They also offer strategies for implementing global-awareness studies in the traditional school curriculum, as well as creating new types of 21st century learning environments. | Literacy |
452 | Mastering Media Literacy | Heidi Hayes Jacobs | Mastering Media Literacy shows educators the role media can play in merging technology and instruction to give students greater access to knowledge, make learning more meaningful, and help students play a more active role in their education. The authors provide practical, proven tips for incorporating media literacy into the traditional school curriculum. | Literacy |
453 | Pathways to the Common Core: Accelerating Achievement | Lucy Calkins, Mary Ehrenworth, and Christopher Lehman | This book will illuminate both the standards themselves and the pathways you can take to achieve those ambitious expectations. It will help you understand what is written and implied in the standards and help you grasp the coherence and central messages of them. | Literacy |
454 | Powerful Content Connections: Nurturing Readers, Writers, and Thinkers in Grades K-3 | Jennifer L. Altieri | Research-based, classroom-tested, and peer-reviewed, IRA titles are among the highest quality tools that help literacy professionals do their jobs better. | Literacy |
455 | Read, Write, Lead | Regie Routman | Literacy | |
456 | Reading Don't Fix No Chevys, Literacy in the Lives of Young Men | Michael W. Smith and Jeffrey D. Wilhelm | The authors' data-driven findings are provocative, explaining why boys reject much of school literacy and how progressive curricula and instruction might help boys engage with literacy and all learning in more productive ways. providing both challenges and practical advice for overcoming those challenges, Smith and Wilhelm have produced a book that will appeal to teachers, teacher educators, and parents alike. (3 copies) | Literacy |
457 | The Science of Spelling | J. Richard Gentry, PhD | Literacy | |
458 | Teaching the Integrated Language Arts, Second Edition | Shane Templeton | “Each chapter in this book concurrently weaves in multiple language arts, contextualizing how teachers can integrate all language arts in their classrooms.” | Literacy |
459 | Teaching Literacy in the Visible Learning Classroom | Douglas Fisher, Nancy Frey, and John Hattie | Literacy | |
460 | Total Literacy Techniques | Persida Himmele, William Himmele, and Keely Potter | Literacy | |
461 | Visible Learning for Literacy | Douglas Fisher, Nancy Frey, and John Hattie | Literacy | |
462 | Words Their Way: Their Way for PreK-K | Francine Johnston, Marcia Invernizzi, Lori Helman, Donald Bear, and Shane Templeton | Literacy | |
463 | Words Their Way: Word Sorts for Letter Name-Alphabetic Spellers | Francine Johnston, Marcia Invernizzi, Lori Helman, Donald Bear, and Shane Templeton | Literacy | |
464 | Words Their Way: Word Sorts for Syllables and Affixes Spellers | Francine Johnston, Marcia Invernizzi, Lori Helman, Donald Bear, and Shane Templeton | Literacy | |
465 | Words Their Way: Word Sorts for Within Word Pattern Spellers | Francine Johnston, Marcia Invernizzi, Lori Helman, Donald Bear, and Shane Templeton | Literacy | |
466 | 5 Practices for Orchestrating Productive Mathematics Discussions | Margaret S. Smith and Mary Kay Stein | This book provides teachers with concrete guidance for engaging students in discussions that make the mathematics in classroom lessons transparent to all. These instructional practices are extremely timely in light of the focus on Standards for Mathematical Practice in the Common Core State Standards for Mathematics, and they will support teachers and student in engaging in these standards. | Math |
467 | About Teaching Mathematics, A K-8 Resource | Marilyn Burns | In this third edition, an entirely new section, "Questions Teachers Ask," addresses teachers' pedagogical questions about classroom management and instructional issues. From the many questions that Marilyn has received over the years, she selected those with the greatest appeal and that span the grades--from a first-grade teacher's query about students using their fingers to add and subtract to a middle school teacher's request for help with supporting group work in the classroom. | Math |
468 | Accessible Mathematics--10 Instructional Shifts that Raise Student Achievement | Steven Leinwand | In this book the author focuses on the crucial issue of classroom instruction. He scours the research and visits highly effective classrooms for practical examples of small adjustments to your teaching that lead to deeper student learning in math. Some of his 10 classroom-tested teaching shifts may surprise you and others will validate your thinking. But all of them will improve your students' performance. | Math |
469 | Achieving Fluency: Special Education and Mathematics | Frances Fernell | Math | |
470 | Adding it Up | National Research Council and Division of Behavioral and Social Sciences and Education | Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years. The committee identifies five interdependent components of mathematical proficiency and describes how students develop this proficiency. With examples and illustrations, the book presents a portrait of mathematics learning. | Math |
471 | Bridges in Mathematics Grade 1 | The Math Learning Center | The box includes a wide variety of age-appropriate assessments at each grade level, ranging from interviews, observation tips, and short performance tasks to unit pre- and post-assessments, mid-unit checkpoints, and more extensive performance tasks. Student workbooks are included. | Math |
472 | Bridges in Mathematics Grade 5 | The Math Learning Center | The box includes a wide variety of age-appropriate assessments at each grade level, ranging from interviews, observation tips, and short performance tasks to unit pre- and post-assessments, mid-unit checkpoints, and more extensive performance tasks. Student workbooks are included. | Math |
473 | Building thinking Classrooms in Mathematics Grades K-12 | Peter Liljedahl | Math | |
474 | Choosing to See: A Framework for Equity in the Math Classroom | Pamela Seda and Kyndall Brown | Math | |
475 | Classroom Discussions: Using Math Talk to Help Students Learn | Suzanne H. Chapin, Catherine O'Connor, and Nancy Canavan Anderson | Math | |
476 | Connecting Arithmetic to Algebra | Susan Jo Russell, Deborah Schifter, and Virginia Bastable | This book shows how investigating the behavior of the operations can move students forward. Nationally-known math educators Russell, Schifter, and Bastable and a group of collaborating teachers describe how elementary teachers can shape their instruction so that students learn to: notice and describe consistencies across problems, articulate generalizations about the behavior of the operations, and develop mathematical arguments based on representations to explain why such generalizations are or are not true. | Math |
477 | Developing Essential Understanding of Addition & Subtraction Pre-K-Grade 2 | NCTM | This book focuses on essential knowledge for teachers about mathematical reasoning. It is organized around one big idea, supported by multiple smaller, interconnected ideas--essential understandings. Taking you beyond a simple introduction to mathematical reasoning, the book will broaden and deepen your mathematical understanding of one of the most challenging topics for students--and teachers. It will help you engage your students, anticipate their perplexities, avoid pitfalls, and dispel misconceptions. You will also learn to develop appropriate tasks, techniques, and tools for assessing students' understanding of the topic. | Math |
478 | Developing Essential Understanding of Algebraic Thinking Grades 3-5 | NCTM | This book focuses on essential knowledge for teachers about mathematical reasoning. It is organized around one big idea, supported by multiple smaller, interconnected ideas--essential understandings. Taking you beyond a simple introduction to mathematical reasoning, the book will broaden and deepen your mathematical understanding of one of the most challenging topics for students--and teachers. It will help you engage your students, anticipate their perplexities, avoid pitfalls, and dispel misconceptions. You will also learn to develop appropriate tasks, techniques, and tools for assessing students' understanding of the topic. | Math |
479 | Developing Essential Understanding of Mathematical Reasoning Pre-K-Grade 8 | NCTM | This book focuses on essential knowledge for teachers about mathematical reasoning. It is organized around one big idea, supported by multiple smaller, interconnected ideas--essential understandings. Taking you beyond a simple introduction to mathematical reasoning, the book will broaden and deepen your mathematical understanding of one of the most challenging topics for students--and teachers. It will help you engage your students, anticipate their perplexities, avoid pitfalls, and dispel misconceptions. You will also learn to develop appropriate tasks, techniques, and tools for assessing students' understanding of the topic. | Math |
480 | Developing Essential Understanding of Multiplication and Division Grades 3-5 | NCTM | This book focuses on essential knowledge for teachers about mathematical reasoning. It is organized around one big idea, supported by multiple smaller, interconnected ideas--essential understandings. Taking you beyond a simple introduction to mathematical reasoning, the book will broaden and deepen your mathematical understanding of one of the most challenging topics for students--and teachers. It will help you engage your students, anticipate their perplexities, avoid pitfalls, and dispel misconceptions. You will also learn to develop appropriate tasks, techniques, and tools for assessing students' understanding of the topic. | Math |
481 | Developing Essential Understanding of Number & Numeration Pre-K--Grade 2 | NCTM | This book focuses on essential knowledge for teachers about mathematical reasoning. It is organized around one big idea, supported by multiple smaller, interconnected ideas--essential understandings. Taking you beyond a simple introduction to mathematical reasoning, the book will broaden and deepen your mathematical understanding of one of the most challenging topics for students--and teachers. It will help you engage your students, anticipate their perplexities, avoid pitfalls, and dispel misconceptions. You will also learn to develop appropriate tasks, techniques, and tools for assessing students' understanding of the topic. | Math |
482 | Developing Essential Understanding of Rational Numbers Grades 3-5 | NCTM | This book focuses on essential knowledge for teachers about mathematical reasoning. It is organized around one big idea, supported by multiple smaller, interconnected ideas--essential understandings. Taking you beyond a simple introduction to mathematical reasoning, the book will broaden and deepen your mathematical understanding of one of the most challenging topics for students--and teachers. It will help you engage your students, anticipate their perplexities, avoid pitfalls, and dispel misconceptions. You will also learn to develop appropriate tasks, techniques, and tools for assessing students' understanding of the topic. | Math |
483 | Elementary and Middle School Mathematics--Teaching Developmentally | John A. Van de Walle, Karen S. Sharp, and Jennifer M. Bay-Williams | This book provides unparalleled depth of ideas and discussion to help mathematics coaches and other teacher leaders foster teachers' understanding of the mathematics they will teach and the most effective teaching methods for the various mathematics topics. (2 copies) | Math |
484 | Eyes on Math, A Visual Approach to Teaching Math Concepts | Marian Small | Eyes on Math is a unique teaching resource that provides engaging, full-color graphics and pictures with text showing teachers how to use each image to stimulate mathematical teaching conversations around key K-8 concepts. Teachers using the book can download the images for projection onto classroom white boards or screens. The questions and answers will help both students and teachers look more deeply and see the math behind the math! | Math |
485 | Geometry: Detailed Lesson Plan: Avalanche Rescue Training | MidSchoolMath | During Avalanche Rescue Training, the students are part of the Ski Patrol training for avalanche rescues. The trainers explain the set-up of the coordinate grid as being part of the Beacon system worn by the patrol and used to help guide the avalance dogs to the victim's location. The data provided is a numberless grid showing the location of the "victim." | Math |
486 | How I Wish I'd Taught Maths | Craig Barton | When you speak to the likes of Dylan Wiliam, Doug Lemov, Daisy Christodoulou, Kris Boulton and the Bjorks, you are bound to learn a thing or two. But when he started his Mr. Barton Maths Podcast, Craig Barton wasn t expecting to have his whole outlook on teaching and learning turned upside down. Brought to an American audience for the first time, How I Wish I d Taught Maths is the story of an experienced and successful math teacher s journey into the world of research, and how it has entirely transformed his classroom. Along the way we meet practical, easy-to-implement strategies including Supercharged Worked Examples, Silent Teacher, SSDD problems, low-stakes quizzes, diagnostic questions, Purposeful Practice, self-explanations, harnessing the power of the hypercorrection effect, how to (and how not to) teach problem-solving and much more. No matter your experience, teaching style or favorite number, every math teacher will find something to think about in this book. | Math |
487 | Intentional Talk: How to Structure and Lead Productive Mathematical Discussions | Elham Kazemi and Allison Hintz | The critical first step is to identify a discussion's goal and then understand how to structure and facilitate the conversation to meet that goal. Through detailed vignettes from both primary and upper elementary classrooms, the authors provide a window into what teachers are thinking as they lead discussions and make important pedagogical and mathematical decisions along the way. | Math |
488 | Making Number Talks Matter: Developing Mathematical Practices and Deepening Understanding, Grades 4-10 | Cathy Humphreys and Ruth Parker | This book is about the myriad decisions facing teachers as they make this fifteen-minute daily routine a vibrant and vital part of their mathematics instruction. Throughout this book, the authors offer practical ideas for using Number Talks to help students learn to reason numerically and build a solid foundation for the study of mathematics. (3 copies) | Math |
489 | Mathematics Methods for Elementary and Middle School Teachers | Mary M. Hatfield, Nancy Tanner Edwards, Gary G. Bitter, and Jean Morrow | Always on the cutting-edge of mathematics teaching, this book continues to integrate technology with hands-on experience and the latest research and standards. | Math |
490 | MidSchoolMath Fixing Middle School's Greatest Problem: Comprehensive Curriculum, Blended Digital and Print Math Curriculum for Grades 5 through 8 featuring The Math Simulator™ (Lesson 5) | MidSchoolMath | MidSchoolMath Comprehensive Curriculum is developed to fix this problem through a fundamentally different approach. As the centerpiece to the curriculum, The Math Simulator™ creates a rich context for students to develop variables, comprehend the functional purpose of math, and prepares them for the transition from middle school to high school math. | Math |
491 | MidSchoolMath Fixing Middle School's Greatest Problem: Comprehensive Curriculum, Blended Digital and Print Math Curriculum for Grades 5 through 8 featuring The Math Simulator™ (Lesson 7) | MidSchoolMath | MidSchoolMath Comprehensive Curriculum is developed to fix this problem through a fundamentally different approach. As the centerpiece to the curriculum, The Math Simulator™ creates a rich context for students to develop variables, comprehend the functional purpose of math, and prepares them for the transition from middle school to high school math. | Math |
492 | More In-Depth Discussion of the Reasoning Activities in "Teaching Fractions and Ratios for Understanding" | Susan J. Lamon | More is not an answer key but a resource that provides the scaffolding for the groundbreaking approach to fraction and ratio instruction presented in its companion text, Teaching Fractions and Ratios. Keeping the focus on the reasoning needed to properly understand and teach rational numbers, More shows teachers how to engage in powerful ways of thinking so that they can, in turn, enhance the mathematical education of their students. Like its companion text, More has been heavily expanded and reorganized, including even more student work, templates for key manipulatives, and an emphasis on applications to everyday life. | Math |
493 | Number Talks: Whole Number Computation | Sherry Parrish | This dynamic multimedia resource was created in response to the requests of teachers—those who want to implement number talks but are unsure of how to begin and those with experience who want more guidance in crafting purposeful problems. It supports teachers in understanding: what a classroom talk is; how to follow students' thinking and pose the right questions to build understanding; how to prepare for and design purposeful number talks; and how to develop grade-level-specific strategies for the operations of addition, subtraction, multiplication, and division. Number Talks supports the Common Core State Standards for Mathematics. | Math |
494 | Principles to Action--Ensuring Mathematical Success for All | NCTM | NCTM continues its tradition of mathematics education leadership by defining and describing the principles and actions that are essential to strengthen mathematics learning and teaching for all students. This book offers guidance to teachers, specialists, coaches, administrators, policymakers, and parents. (2 copies) | Math |
495 | Putting Essential Understanding of Rations and Proportions into Practice 6-8 | NCTM | This book focuses on the specialized pedagogical content knowledge that you need to teach ratios and proportions in grades 6-8. The authors demonstrate how to use this multifaceted knowledge to address the big ideas and essential understandings that students must develop for success with these relationships-not only in their current work, but also in higher-level mathematics and a myriad of real-world contexts. | Math |
496 | Putting the Practices into Action--Implementing the Common Core Standards for Mathematical Practice K-8 | Susan O'Connell and John SanGiovanni | The Standards for Mathematical Practice promise to elevate students' learning of math from knowledge to application and bring rigor to our math classrooms. But how can we incorporate the Practices into our teaching and ensure that our students develop these critical skills? The authors unpack each of the eight Practices and provide a wealth of practical ideas and activities to help you quickly integrate them into your existing math program. (2 copies) | Math |
497 | Ratios & Proportional Relationships: Detailed Lesson Plan: Sport Stats | MidSchoolMath | In Sport Stats, Dave and Shannon are broadcasting live for Game 1 of the American East Division Unicycle Hockey Playoffs on the TV show, Ultimate Obscure Sports. During the broadcast, the planned to provide the viewers the win percentages for each of the four teams, but they don't have the percentages! They only have the win-loss records for each team. The data provided is Shannon's notes with the win-loss records for the four teams. | Math |
498 | Reflect, Expect, Check, Explain: Sequences and Behaviour to Enable Mathematical Thinking in the Classroom | Craig Barton | Some students think mathematically. They have the curiosity to notice relationships, the confidence to ask why, and the knowledge to understand the answer. They are the lucky ones. Many others just “do” maths. They look at a question, think about how to answer it, answer it, and then move on. In this book, Craig Barton, maths teacher and best-selling author of How I wish I’d taught maths, offers an approach to help all our students think mathematically. It requires the careful sequencing of questions and examples, the role of the teacher, and the mathematical behaviour of our students. It has transformed his teaching. | Math |
499 | RTI in Math | William N. Bender and Darlene Crane | Math | |
500 | Sensible Mathematics--A Guide for School Leaders in the Era of Common Core State Standards | Steven Leinwand | Providing effective leadership for school mathematics programs is particularly challenging in an era of both ambitious Common Core State Standards and unprecedented pressure to raise mathematics achievement. The author provides principals, teacher leaders, math coaches, and administrators with specific guidance on how to make the necessary shifts in curriculum. | Math |
501 | Small Steps, Big Changes: Eight Essential Practices for Transforming Schools Through Mathematics | Chris Confer and Marco Ramirez | The authors identify eight tested principles that transform what can be an overwhelming process into a set of comprehensible and concrete steps. Each phase of the change process is brought to life through the stories and perspectives of teachers, coaches, and principals--stories that will strike familiar chords for every educator. | Math |
502 | Teaching Fractions and Ratios for Understanding | Susan J. Lamon | This popular text addresses the urgent need for curriculum materials that cross traditional boundaries to include many of the elements that are integrated in the teaching/learning enterprise: mathematics content, teacher understanding, student thinking, teaching methods, instructional activities, and assessment. This book pushes readers beyond the limits of their current understanding of rational numbers, challenging them to refine and explain their thinking--without falling back on rules and procedures they have relied on throughout their lives. | Math |
503 | Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 3-5 Volume II | John A. Van de Walle, LouAnn H. Lovin, Karen S. Karp, and Jennifer M. Bay-Williams | Each Volume focuses on the content relevant to a specific grade band and provides additional information on creating an effective classroom environment, engaging families, and aligning teaching to the Common Core State Standards. Volume II is tailored specifically to grades 3-5, allowing teachers to quickly and easily locate information to implement in their classes. The student-centered approach will result in successful math students, making these books indispensable for 3-5 classroom teachers! | Math |
504 | Visible Thinking in the K-8 Mathematics Classroom | Ted H. Hull, Don S. Balka, and Ruth Harbin Miles | Do you ever wish your students could read each other's thoughts? Now they can--and so can you! Veteran mathematics educators Ted Hull, Don Galka and Ruth Harbin Miles explain why making students' thought processes visible is the key to effective mathematics instruction. Their newest book contains numerous grade-specific sample problems and instructional strategies for teaching essential concepts such as number sense, fractions, and estimation. | Math |
505 | What's Math Got To Do With It? | Jo Boaler | Jo Boaler outlines concrete solutions that can transform students' math experiences, including classroom approaches, essential strategies for students, and advice for parents. Now updated to address the controversial Common Core, this is a must read for anyone who is interested in the future of our children and our country. (3 copies) | Math |
506 | Why Write in Math Class? K-5 | Kathleen O'Connell Hopping and Rebeka Eston Salemi | To help students communicate their mathematical thinking, many teachers have created classrooms where math talk has become a successful and joyful instructional practice. Building on that success, the ideas in Why Write in Math Class? help students construct, explore, represent, refine, connect, and reflect on mathematical ideas. Writing also provides teachers with a window into each student’s thinking and informs instructional decisions. Focusing on five types of writing in math (exploratory, explanatory, argumentative, creative, and reflective), Why Write in Math Class? offers a variety of ways to integrate writing into the math class. The ideas in this book will help you make connections to what you already know about the teaching of writing within literacy instruction and build on what you’ve learned about the development of classroom communities that support math talk. The authors offer practical advice about how to support writing in math, as well as many specific examples of writing prompts and tasks that require high-cognitive demand. Extensive stories and samples of student work from K-5 classrooms give a vision of how writing in math class can successfully unfold. | Math |
507 | Young Mathematicians at Work, Constructing Fractions, Decimals, and Percents | Catherine Twomey Fosnot and Maarten Dolk | In this third volume of a series of three, Fosnot and Dolk focus on how children in grades 5-8 construct their knowledge of fractions, decimals, and percents. This book describes and illustrates what it means to do and learn mathematics, contrasts word problems with true problematic situations that support and enhance investigation and inquiry, provides strategies to help teachers turn their classrooms into math workshops and much, much more. | Math |
508 | Young Mathematicians at Work, Constructing Multiplication and Division | Catherine Twomey Fosnot and Maarten Dolk | In this second volume in a series of three, the authors concentrate on how to develop an understanding of multiplication and division in grades 3-5. This book examines several ways to engage and support children as they construct important strategies and big ideas related to multiplication. It takes a close look at these strategies and big ideas related to division and much more. (2 copies) | Math |
509 | Young Mathematicians At Work: Constructing Number Sense, Addition, and Subtraction | Catherine Twomey Fosnot and Maarten Dolk | The first in a three-volume set, Young Mathematicians At Work, focuses on young children between the ages of four and eight as they construct a deep understanding of number and the operations of addition and subtraction. Rather than offer unrelated activities, Fosnot and Dolk provide a concerted, unified description of development, with a focus on big ideas, progressive strategies, and emerging models. | Math |
510 | 17 Things Resilient Teachers Do (And 4 Things They Hardly Ever Do) | Bryan Harris | Neuroscience and Learning | |
511 | Brain Compatible Strategies | Eric Jensen | Neuroscience and Learning | |
512 | Brain Rules, 12 Principles for Surviving and Thinking at Work, Home, and School | John Medina | In Brain Rules, molecular biologist John Medina shares his lifelong interest in how the brain sciences might influence the way we teach our children and the way we work. In each chapter, he describes a Brain Rule –what scientists know for sure about how our brains work-and then offers transformative ideas for our daily lives. | Neuroscience and Learning |
513 | Captivate, Activate, and Invigorate the Student Brain in Science and Math Grades 6-12 | John Almarode and Ann M. Miller | Neuroscience and Learning | |
514 | Culturally Responsive Teaching & the Brain | Zaretta Hammond | Neuroscience and Learning | |
515 | Cultivating Curiosity in K-12 Classrooms | Wendy L. Ostroff | This book describes how teachers can create a structured, student-centered environment that allows for openness and surprise, where inquiry guides authentic learning. (2 copies) | Neuroscience and Learning |
516 | The Digital Mindset: What it Really Takes to Thrive in the Age of Data, Algorithms, and Al | Paul Leonardi and Tsedal Neeley | The digital revolution is here, changing how work gets done, how industries are structured, and how people from all walks of life work, behave, and relate to each other. To thrive in a world driven by data and powered by algorithms, we must learn to see, think, and act in new ways. We need to develop a digital mindset. But what does that mean? Some fear it means that we all need to become technologists who master the intricacies of coding, algorithms, AI, machine learning, robotics, and who-knows-what's-next. That's not the case. You can develop a digital mindset, and this book shows you how. It introduces three approaches—Collaboration, Computation, and Change—and the perspectives and actions within each approach that will enable you to develop the digital skills you need. With a digital mindset, you'll ask the right questions, make smart decisions, and appreciate new possibilities for a digital future. Leaders who adopt these approaches will be able to develop their organization's talent and prepare their company for successful and continued digital transformation. | Neuroscience and Learning |
517 | Distracted: Why Students Can't Focus and What You Can Do About It | James M. Lang | Neuroscience and Learning | |
518 | Drive--The Surprising Truth About What Motivates Us | Daniel H. Pink | Drawing on four decades of scientific research on human motivation, Pink exposes the mismatch between what science knows and what business does--and how that affects every aspect of life. In Drive, he examines the three elements of true motivation--autonomy, mastery, and purpose--and offers smart and surprising techniques for putting these into action. | Neuroscience and Learning |
519 | e-Learning and the Sceince of Instruction | Ruth Colvin Clark and Richard E. Mayer | Neuroscience and Learning | |
520 | Essentialism: The Disciplined Pursuit of Less | Greg McKeown | The Way of the Essentialist isn’t about getting more done in less time. It’s about getting only the right things done. It is not a time management strategy, or a productivity technique. It is a systematic discipline for discerning what is absolutely essential, then eliminating everything that is not, so we can make the highest possible contribution towards the things that really matter. By forcing us to apply a more selective criteria for what is Essential, the disciplined pursuit of less empowers us to reclaim control of our own choices about where to spend our precious time and energy – instead of giving others the implicit permission to choose for us. Essentialism is not one more thing – it’s a whole new way of doing everything. A must-read for any leader, manager, or individual who wants to do less, but better, and declutter and organize their own their lives, Essentialism is a movement whose time has come. | Neuroscience and Learning |
521 | Genetic Epistemology | Jean Piaget | Analyzing the formation and meaning of knowledge, Piaget discusses through analysis of children's thinking how we learn to perceive and organize what we experience. | Neuroscience and Learning |
522 | The Growth Mindset Coach | Annie Brock and Heather Hundley | Neuroscience and Learning | |
523 | The Growth Mindset Playbook | Annie Brock and Heather Hundley | Neuroscience and Learning | |
524 | How Learning Happens | Paula A. Kirschner & Carl Hendrick | Neuroscience and Learning | |
525 | Mindset: The New Psychology of Success | Carol S. Dweck, Ph.D. | Dr. Dweck explains why it's not just our abilities and talent that bring us success - but whether we approach our goals with a fixed or growth mindset. She makes clear why praising our children's intelligence and ability doesn't foster self-esteem and lead to accomplishment but may actually jeopardize success. With the right mindset, we can motivate our kids and help them to improve in school, as well as reach our own goals, personal and professional. (3 copies) | Neuroscience and Learning |
526 | Multiple Intelligences in the Classroom 4th Edition | Thomas Armstrong | Neuroscience and Learning | |
527 | The New Science of Learning | Terry Doyle and Todd Zakrajsek | Neuroscience and Learning | |
528 | Powerful Teaching | Pooja K. Agarwal PhD and Patrice M. Bain | Neuroscience and Learning | |
529 | Rationality, What is it, Why it Seems Scarce, Why it Matters | Steven Pinker | Today humanity is reaching new heights of scientific understanding - and also appears to be losing its mind. How can a species that developed vaccines for COVID-19 in less than a year produce so much fake news, medical quackery, and conspiracy theorizing? | Neuroscience and Learning |
530 | Responsive Teaching: Cognitive Science and Formative Assessment in Practice | Harry Fletcher-Wood | Neuroscience and Learning | |
531 | School Culture Rewired: How to Define Assess, and Transform it | Steve Gruenert and Todd Whitaker | Neuroscience and Learning | |
532 | Six Thinking Hats | Edward De Bono | Six Thinking Hats can help you think better with its practical and uniquely positive approach to making decisions and exploring new ideas. It is an approach that thousands of business managers, educators, and government leaders around the world have already adopted. | Neuroscience and Learning |
533 | The Power of Moments | Chip Heath and Dan Heath | This book delves into some fascinating mysteries of experience: Why we tend to remember the best or worst moment of an experience, as well as the last moment, and forget the rest. Why “we feel most comfortable when things are certain, but we feel most alive when they’re not.” And why our most cherished memories are clustered into a brief period during our youth. Readers discover how brief experiences can change lives, such as the experiment in which two strangers meet in a room, and forty-five minutes later, they leave as best friends. (What happens in that time?) Or the tale of the world’s youngest female billionaire, who credits her resilience to something her father asked the family at the dinner table. (What was that simple question?) | Neuroscience and Learning |
534 | Teach Students How to Learn | Sandra Yancy McGuire | Neuroscience and Learning | |
535 | Uncommon Sense Teaching | Barbara Oakley | Neuroscience and Learning | |
536 | Why Don't Students Like School | Daniel T. Willingham | Neuroscience and Learning | |
537 | The Wisdom of the Body: What Embodied Cognition Can Teach Us About Learning, Human Development, and Ourselves | Erik Shonstrom | Combing cutting edge science and educational philosophy, The Wisdom of the Body offers practical, effective advice for anyone interested in how humans learn and think. With compelling arguments in favor of an embodied approach to school, Shonstrom illuminates the power of learning through physical, sensory experiences, and challenges traditional approaches in education by offering dynamic, ground-breaking examples of how an embodied pedagogy could revolutionize learning. | Neuroscience and Learning |
538 | Action Research: A Guide for the Teacher Researcher | Geoffrey E. Mills | Professional Learning | |
539 | Assessing Impact | Joellen Killion | Professional Learning | |
540 | Designing Schools for Meaningful Professional Learning, A Guidebook for Educators | Janice Bradley with Foreword by Shirley M. Hord | Janice Bradley shows how to promote your faculty's professional growth and accountability through job-emedded learning. Say goodbye to top-down programming that's quickly forgotten, and discover an approach that empowers and inspires your faculty at all levels of experience. | Professioinal Learning |
541 | Collaborative Inquiry for Educators, A Facilitator's Guide to School Improvement | Jenni Donohoo | Aligned to current Learning Forward standards and based on the latest professional development research, Collaborative Inquiry for Educators deconstructs the collaborative inquiry process. This step-by-step guide gives facilitators tools to move teams toward purposeful, productive, and impactful collaborative work. | Professional Learning |
542 | The Collaborative Analysis of Student Learning: Professional Learning that Promotes Success for All | Amy Colton, Georgea Langer, and Loretta Goff with Foreword by Delores B. Lindsey and Randall B. Lindsey | Does professional learning at your school promote teacher growth and propel student achievement? You'll find complete strategies, resources, and more in thie evidence-based guide to help meet the demands of the Common Core State Standards. Discover how to put CASL in place at your school, helping faculty--and students--to reach their full potential. | Professional Learning |
543 | Collective Efficacy | Jenni Donohoo | If educators’ realities are filtered through the belief that they can do very little to influence student achievement, then it is likely these beliefs will manifest in their practice. The solution? Collective efficacy (CE)—the belief that, through collective actions, educators can influence student outcomes and increase achievement. Educators with high efficacy show greater effort and persistence, willingness to try new teaching approaches, and attend more closely to struggling students’ needs. This book presents practical strategies and tools for increasing student achievement. | Professional Learning |
544 | Common Formative Assessment, A Toolkit for Professional Learning Communities At Work | Kim Bailey and Chris Jakicic | Real improvement in student achievement starts with common formative assessments. Teams that design, use, and address results from these assessments are more knowledgeable about standards, more literate in assessment, and more ready to develop strategies to help all students learn. The authors offer accessible tools, templates, and protocols for K-12 educators to incorporate common formative assessments into their professional learning community practices to monitor and enhance student learning. | Professional Learning |
545 | Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research | John Cresswell and Timothy C. Guetterman | Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research offers a truly balanced, inclusive, and integrated overview of the processes involved in educational research. This text first examines the general steps in the research process and then details the procedures for conducting specific types of quantitative, qualitative, and mixed methods studies. Direct guidance on reading research is offered throughout the text, and features provide opportunities for practice. | Professional Learning |
546 | Engaging Teachers in Classroom Walkthroughs | Donald S. Kachur, Judith A. Stout, and Claudia L. Edwards | This book is a practical guide to the planning and implementation of brief but focused classroom observations that involve teachers in every step of the process. This book demonstrates that when teachers learn from one another in a cycle of continuous professional growth--through observation, shared inquiry, dialogue, and follow-up--they develop a sense of collegiality and common mission. (2 copies) | Professional Learning |
547 | Evaluating Professional Development | Thomas R. Guskey | Explore increasing levels of sophistication in evaluating professional development, from the participants' reaction to professional development to how to evaluate organizational support and change. | Professional Learning |
548 | Evidence of Practice: Playbook for Video-Powered Professional Learning | Adam Geller with Annie Lewis O'Donnell and Afterword by Jim Knight | This playbook draws from researcher and practitioner advice to offer twelve video-based strategies that readers can implement in their own context for professioinal development, including Video Learning Communities (VLCs), Virtual Walk-Through, and Online Lesson Study. | Professional Learning |
549 | The Feedback Process | Joellen Killion | 7 Copies | Professional Learning |
550 | First Days of School | Harry Wong and Rosemary Wong | This book is the best selling advice from the well known author, Harry Wong. It contains five units. The first is Basic Understandings; a successful teacher must know and practice the three characteristics of an effective teacher. The first characteristic, positive expectations, the second characteristic, classroom management, and the third characteristic, lesson mastery. The last unit is Future Understandings, the professional; the teacher who constantly learns and grows becomes a professional educator. | Professional Learning |
551 | Getting Teacher Evaluation Right: What Really Matters for Effectiveness and Improvement | Linda Darling-Hammond | The author states that we should think about teacher evaluation as part of a teaching and learning system that creates a coherent, well-grounded supports for strong teaching throughout the profession. In addition to clear standards for student learning, accompanied by high-quality curriculum materials and assessments, this system should include five key elements: common statewide standards; performance-based assessments; local evaluation systems aligned to the same standards; aligned professional learning opportunities; and support structures. | Professional Learning |
552 | How to Develop PLCs for Singletons and Small Schools | Aaron Hansen | This book addresses how singletons-solitary subject-area teachers-and small schools can achieve collective visions in forming teams in a PLC. | Professional Learning |
553 | The Knowledge Gap: The Hidden Cause of America's Broken Education System-and How to Fix it. | Natalie Wexler | But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention. | Professional Learning |
554 | Made In America: Immigrant Students in Our Public Schools | Laurie Olsen | Made in America describes Madison High, a prototypical public high school, where more than 20 percent of students were born in another country and more than a third speak limited English or come from homes in which English is not spoken. Through interviews with teachers, administrators, students, and parents, Olsen explores such issues as the complexities of bilingual education and the difficulties of dating for students already promised in marriage at birth. | Professional Learning |
555 | On Common Ground | Richard DuFour, Robert, Eaker, and Rebecca DuFour, Editors | This book brings the ideas and recommendations of many of North America's educational leaders into one resource for educators working to help their students achieve at ever-higher levels. | Professional Learning |
556 | Personal Learning Networks--Using the Power of Connections to Transform Education | Will Richardson and Rob Mancabelli | Using step-by-step advice and real-world stories, this book aims to narrow the technological divide, put educators on the same footing as students, and provide a recipe for incorporating digital tools into every classroom. The authors will introduce tools such as Twitter, social bookmarking, RSS feeds, blogs, and Facebook; share a three-step plan to build a learning network throughout a school or district; and discuss four common hurdles most schools face when implementing learning networks. | Professional Learning |
557 | The PD Book: 7 Habits that Transform Professional Developmenyt | Elena Aguilar and LoriCohen | 7 Copies | Professional Learning |
558 | PLC+: Better Decisions and Greater Impact by Design | Douglas Fisher, Nancy Frey, John T. Almarode, Karen Flories and Dave Nagel | PLC+: Better Decisions and Greater Impact by Design calls for strong and effective PLCs plus—and that plus is YOU. Until now, the PLC movement has been focused almost exclusively on students and what they were or were not learning. But keeping student learning at the forefront requires that we also recognize the vital role that you play in the equation of teaching and learning. This means that PLCs must take on two additional challenges: maximizing your individual expertise, while harnessing the power of the collaborative expertise you can develop with your peers. PLC+ is grounded in four cross-cutting themes—a focus on equity of access and opportunity, high expectations for all students, a commitment to building individual self-efficacy and the collective efficacy of the professional learning community and effective team activation and facilitation to move from discussion to action | Professional Learning |
559 | Qualities of Effective Teachers | James H. Stronge | The profiles of effective teachers are as diverse as the students they teach. Stronge focuses specifically on what teachers can control: their own preparation, personality, and practices. | Professional Learning |
560 | Reach the Highest Standard in Professional Learning--Data | Thomas R. Guskey, Patricia Roy, and Valerie Von Frank | In this volume, the authors explore the crucial function of data for designing, implementing, and evaluating professional learning. Learning to collect, analyze, and use data is an essential component of professional development. | Professional Learning |
561 | Reach the Highest Standard in Professional Learning--Implementation | Michael Fullan, Shirley M. Hord, and Valerie Von Frank | In this volume, you'll get original essays, an inspirational case study, and detailed guidance on "implementing the implementation standard." Discover what it takes to implement lasting, high-impact professional learning and practice. | Professional Learning |
562 | Reach the Highest Standard in Professional Learning--Learning Designs | Eleanor Drago-Severson, Patricia Roy, and Valerie Von Frank | In this volume, you'll get original essays, an inspirational case study, and detailed guidance on implementing the Learning Designs standard. With this book, educators will reach new heights of professional growth and students will reap the benefits. | Professional Learning |
563 | The Reflective Educator's guide to Classroom Research: Fourth Edition | Nancy Fichtman Dana and Diae Yendol-Hoppey | Professional Learning | |
564 | Schools Reimagined: Unifying the Science of Learning With the Art of Teaching | Jacqueline Grennon Brooks and Martin G. Brooks | The pause in the traditional structure of schooling due to COVID-19 presents a unique opportunity for openness on many different levels: openness to the science of learning, openness to schoolwork centered around big ideas and authentic problems, openness to responsible assessment practices, and openness to a renewed ethic of social justice. In this book the authors make the case that now is a timely moment to reimagine schools and put the intellectual and social-emotional health of students and teachers at the center of the educational process. They offer practical classroom examples across disciplines and grade levels based on constructivist pedagogy, neuroscience research, psychological theory, and design thinking, as well as on their own experiences in observing and advancing instructional practice that fosters human development. Schools Reimagined will help administrators and teachers to structure their settings in ways that maximize the likelihood of meaningful and enduring student learning. | Professional Learning |
565 | The Success Criteria Playbook Geades K-12 | Fisher and Frey | 7 copies | Professional Learning |
566 | Tackling the Motivation Crisis | Mike Anderson | 3 Copies | Professional Learning |
567 | Teaching with Clarity: How to Prioritize and Do Less so Students Understand More | Tony Frontier | In Teaching with Clarity, Tony Frontier focuses on three fundamental questions to help reduce curricular and organizational clutter in the interest of clarity and focus. By prioritizing clear success criteria, intentional design, meaningful feedback, and a shared purpose, teachers can begin to clear away the curricular clutter that overwhelms the profession—and embrace the clarity that emerges. | Professional Learning |
568 | The Teacher Clarity Playbook | Fisher and Frey | 7 copies | Professional Learning |
569 | Transforming Professional Development into Student Results | Douglas B. Reeves | In this thoughtful and informative guide for teachers, administrators, and policymakers, Douglas B. Reeves provides answers. First he casts a critical eye on professional learning that is inconsistent, unfocused, and ultimately ineffective, and explains why elaborate planning documents and "brand-name" programs are not enough to achieve desired outcomes. | Professional Learning |
570 | Transforming Teaching through Curriculum-Based Profesional Learning The Elements | James B. Short and Stephanie Hirsh | Professional Learning | |
571 | Art of Teaching Reading | Lucy Calkins | The Art of Teaching Reading is widely encompassing, providing teachers with the companionship and guidance they need in order to approach each of the components of their reading curriculum - independent reading, guided reading, book talks, word study, reading aloud, with new clarity and direction. (2 copies) | Reading |
572 | Book Buddies; A Tutoring Framework for Struggling Readers | Marcia Invernizzi, Donna Lewis-Wagner, Francine R. Johnston, and Connie Juel | 2 Copies The book shows how reading tutors--including educators, volunteers, and parents--can deliver individualized lessons for struggling students in grades K–3. Chapters offer step-by-step guidance for providing effective one-on-one instruction at the emergent, beginning, and transitional stages of reading, and address the needs of English language learners. In a large-size format for easy photocopying, the manual features 39 reproducible handouts and forms. Tutor training is facilitated by videos of sample sessions (at the companion website). The website also gives book purchasers access to downloadable copies of the handouts and forms. | Literacy |
573 | Catching Readers Grade 1 | Barbara M. Taylor | The author provides powerful intervention strategies for your classroom and empowering professional development for your school. (This book includes a DVD.) | Reading |
574 | Catching Readers Grade 2 | Barbara M. Taylor | The author provides powerful intervention strategies for your classroom and empowering professional development for your school. (This book includes a DVD.) | Reading |
575 | Catching Readers Grade 3 | Barbara M. Taylor | The author provides powerful intervention strategies for your classroom and empowering professional development for your school. (This book includes a DVD.) | Reading |
576 | Catching Readers Grade K | Barbara M. Taylor | The author provides powerful intervention strategies for your classroom and empowering professional development for your school. (This book includes a DVD.) | Reading |
577 | Catching Readers Grades 4/5 | Barbara M. Taylor | This book will give you powerful intervention strategies for your classroom and empowering professional development for your school. (This book includes a DVD.) | Reading |
578 | Catching Schools | Barbara M. Taylor | This book provides processes around which other reforms can be carved. Improve student achievement and teacher effectiveness as you build a strong school community. (This book includes a DVD.) | Reading |
579 | The Complete Guide to Tutoring Struggling Readers | Peter J. Fisher, Ann Bates, Debra J. Gurvitz | 2 copies | Reading |
580 | Comprehensive Reading Intervention in Grades 3-8: Fostering Word Learning, Comprehension, and Motivation | Lynn M. Gelzheiser, Donna M. Scanlon, Laura Hallgren-Flynn, and Peggy Connors | 3 Copies This book provides innovative tools and strategies to support reading intervention for students in grades 3–8 who do not yet read with grade-level accuracy. Uniquely comprehensive, the Interactive Strategies Approach--Extended (ISA-X) has been shown to enhance intermediate and middle grade students' reading accuracy and comprehension as well as content vocabulary knowledge. Preservice and inservice teachers learn how to conduct assessments that help to identify instructional goals; monitor progress toward these goals; promote students' strategic thinking and motivation; and implement small-group instruction using thematic text sets on science and social studies topics. Numerous lesson examples and a thematic text set are included. Purchasers get access to a companion website where they can download and print reproducible materials from the book, as well as additional Web-only lesson templates and assessments | Reading |
581 | Do I Really Have to Teach Reading? | Cris Tovani | The author takes on the challenge of helping students apply reading comprehension strategies in any subject. Cris shows how teachers can expand on their content expertise to provide instruction students need to understand specific technical and narrative texts. | Reading |
582 | Energize Research Reading and Writing | Lucy Calkins | Reading | |
583 | Engaging Readers and Writers with Inquiry | Jeffrey D. Wilhelm | Offering up equal parts research and classroom illustrations, Wilhelm shows you that it's easy to teach with inquiry no matter what subject you teach. | Reading |
584 | Everenything's an Argument with Readings | Andrea A. Lunsford, John J. Ruszkiewicz, and Keith Walters | Reading | |
585 | In the Middle | Nancie Atwell | This is the second edition of In the Middle, published ten years after the initial edition. It still urges educators to “come out from behind their own big desks” to turn classrooms into workshops where students and teachers create curriculums together. It also advocates a more activist role for teachers. Atwell writes, "I'm no longer willing to withhold suggestions and directions from my kids when I can help them solve a problem, do something they've never done before, produce stunning writing, and ultimately become more independent of me.” | Reading |
586 | Inference--Teaching Students to Develop Hypotheses, Evaluate Evidence, and Draw Logical Conclusions | Harvey F. Silver, R. Thomas Dewing, and Matthew J. Perini | The guide focuses on inference, or the ability to examine information, generate hypotheses, and draw conclusions that are not explicitly stated. Making inferences is a crucial foundational process that underlies higher-order thinking and 21st century skills. This guide walks readers through four research-based, classroom-tested strategies that help develop students' inferential thinking skills. | Reading |
587 | Interactive Lecture--How to Engage Students, Build Memory, and Deepen Comprehension | Harvey F. Silver and Matthew J. Perini | The guide focuses on the Interactive Lecture, a strategy that increases students' abilities to think actively about the content of lectures and presentations so they can lock the critical information in their memories. The Interactive Lecture engages students and helps them build strong permanent memories by leading them through a four-phase learning process. | Reading |
588 | Intervention Strategies to Follow Informal Reading Inventory Assessment | JoAnne Schudt Caldwell and Lauren Leslie | Intervention Strategies will help to connect performance on an informal reading inventory to related and practical intervention strategies. This book will provide a clear understanding of how to connect assessment and instruction. | Reading |
589 | Literature Circles, Voice and Choice in Book Clubs and Reading Groups | Harvey Daniels | A guide to forming, managing, and assessing peer-led book discussion groups. It offers abundant new strategies, structures, tools, and stories that show how to launch and guide literature circles effectively. Everything from getting started to advanced variations are explored. (2 copies) | Reading |
590 | Locating and Correcting Reading Difficulties | James L. Shanker and Eldon E. Ekwall | This book is organized to provide reading specialists, teachers, tutors, and reading education students with specific, concrete methods for locating and correcting reading difficulties. | Reading |
591 | Making Meaning with Texts | Louise Rosenblatt | This book brings together some of Rosenblatt's most important work, essays from the 1930s through the 1990s that explore the breadth and depth of her theory. She speaks directly to you, the teacher. In three parts--Theory; Practice: Education; and Practice: Criticism--she gives body to her ideas. | Reading |
592 | Making Words, Grades 1-3 | Patricia M. Cunningham and Dorothy P. Hall | An innovative, developmental approach to teaching phonics and spelling. This classroom resource contains lessons in which students select letters to build short and long words. It also includes effective tools for strengthening spelling and phonics skills. Making Words is a multilevel book that explores words and letter patterns while increasing vocabularies. | Reading |
593 | Making Words, Grades 3-6 | Patricia M. Cunningham and Dorothy P. Hall | This innovative book combines phonics and spelling in 150 hands-on activities that will challenge children as they learn new words and sort them by letter patterns, prefixes, suffixes, and big word parts. With each lesson, students use pre-selected letters to make 15-20 words, starting with short words and building up to longer words. They will also discover that changing just one letter or the sequence of letters in a word can change its meaning. It also includes guidelines for creating lessons to suit your specific needs! | Reading |
594 | Mosaic of Thought - Teaching Comprehension in a Reader's Workshop | Ellin Oliver Keene and Susan Zimmermann | This book proposes a new instructional paradigm focused on in-depth instruction in the strategies used by proficient readers. (3 copies) | Reading |
595 | No Quick Fix | Richard L. Allington and Sean A. Walmsley | No Quick Fix is of critical importance to today's teachers, principals, administrators, policymakers, and everyone interested in creating schools where all students learn to read. | Reading |
596 | Notice and Note: Strategies for Close Reading | Kylene Beers and Robert E. Probst | The authors introduce 6 "signposts" that alert readers to significant moments in a work of literature and encourage students to read closely. Learning first to spot these signposts and then to question them, enables readers to explore the test, any test, finding evidence to support their interpretations. | Reading |
597 | On Solid Ground - Strategies for Teaching Reading K-3 | Sharon Taberski | This book is organized around a series of interconnected interactions with the learner: Assessment, Demonstration, Practice, and Response. (4 copies) | Reading |
598 | One Hundred Great Essays | Robert Diyanni | Reading | |
599 | Phonemic Awareness in Young Children | Marilyn Jager Adams Barbara R. Forrman, Ingvar Lundberg, and Terri Beeler | Brimming with fun, adaptable activities and games, this supplemental language and reading curriculum complements a pre-reading program. Preschool, Kindergarten, and first-grade teachers can use these engaging activities in any classroom- general, bilingual, inclusive, or special education. The developmental sequence follows a school year calendar. Assessment activities evaluate language and listening skills, and the assessment forms can be photocopied for frequent use with large groups of children. (4 copies) | Reading |
600 | Read-Aloud Handbook | Jim Trelease | The author shows you how to make every child an avid reader. (2 copies) | Reading |
601 | Readicide | Kelly Gallagher | Reading | |
602 | Reading Above the Fray: Reliable, Research-Based Routines for Developing Decoding Skills | Julia B. Lindsey | Reading | |
603 | Reading & Writing Informational Text in the Primary Grades | Nell K. Duke, ED.D. and V. Susan Bennett-Armistead | The authors explain why its important to weave informational text into the primary curriculum. From there, they provide a framework for organizing your time and space, and classroom-test strategies. | Reading |
604 | Reading Critically, Writing Well: A Reader and Guide | Rise B. Axelrod, Charles R. Cooper, and Alison M. Warriner | With more critical reading coverage than any other composition text, Reading Critically, Writing Well helps students read for meaning and read like a writer. A robust catalog of reading strategies complement assignment chapters that cover four expository genres, including autobiography/literacy narratives and reflection, and four argumentative genres, including evaluation and proposal. Each chapter starts with a guide to reading that challenges students to analyze the authors’ techniques, and concludes with a step-by-step guide to writing and revising that helps them apply these techniques to their own essays. The provocative readings throughout represent an array of topics and disciplines. | Reading |
605 | Reading Essentials: The Specifics You Need to Teach Reading Well | Regie Routman | She gets to the heart of what effective reading instruction is all about and puts the fun back into teaching and learning. (4 copies) | Reading |
606 | Reading for Meaning--How to Build Students' Comprehension, Reasoning, and Problem-Solving Skills | Harvey F. Silver, Susan C. Morris, and Victor Klein | This guide focuses on Reading for Meaning, a reading and reasoning strategy that helps students understand new ideas, make inferences, and support their thinking with evidence. The strategy is designed around research showing that proficient readers use a specific set of thinking skills to build deep understanding of the texts they read and apply those skills in three distinct phases; before reading, during reading, and after reading. | Reading |
607 | Reading Research | CORE | This is an anthology of the "why" of reading instruction. | Reading |
608 | Reading, Writing, & Learning in ESL: A Resource Book for K-12 Teachers | Suzanne F. Peregoy and Owen F. Boyle | This is a comprehensive, reader-friendly resource book that provides a wealth of teaching ideas for promoting oral language, reading, and writing development in English for K-12 English learners. | Reading |
609 | Reality Checks--Teaching Comprehension with Nonfiction K-5 | Tony Stead | Teaching comprehension with informational texts is a critical component of any reading program and one that many children struggle with as they progress through their schooling. | Reading |
610 | Road to the Code | Benita Blachman, Eileen Ball, Rochella Black, and Darlene Tangel | For helping kindergartners and first graders who are having difficulty with their early literacy skills try this 11-week program for teaching phonemic awareness and letter sound correspondence. | Reading |
611 | RTI for Reading at the Secondary Level | Deborah K. Reed, Jade Wexler, and Sharon Vaughn | Reading | |
612 | Shared Reading: Reading with Children | Stanley L. Swartz, Rebecca E. Shook, & Adria F. Klein | This book is organized into 3 parts. Part one gives instructions about the procedures employed in shared reading. Part two includes shared reading pieces and lesson plans for each reading. Part three of the book includes a literacy skills checklist, a planning document, and other additional resources. | Reading |
613 | Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom (K-2) | Jann Burkins and Kari Yates | 2 copies From phonological processing to brain research to orthographic mapping to self-teaching hypothesis, Shifting the Balance cuts through the rhetoric (and the sciencey science) to offer readers a practical guide to decision-making about beginning reading instruction. The authors honor the balanced literacy perspective while highlighting common practices to reconsider and revise—all through a lens of what’s best for the students sitting in front of us. (2 copies) | Reading |
614 | Small-Group Reading Instruction, A Differentiated Teaching Model for Intermediate Readers, Grades 3-8 | Beverly Tyner and Sharon E. Green | This book focuses on growth in fluency, word study, and comprehension, strategies for addressing content area mandates while teaching reading, and ongoing management and assessment of small groups. (3 copies) | Reading |
615 | Teaching Reading in Social Studies, Science, and Math | Laura Robb | Help students read and engage with textbooks, and navigate the special demands of any nonfiction text structure. In this highly practical book, master teacher Laura Robb shares dozens of strategy lessons to use before, during, and after reading. Other chapters show you how to support students one-on one, how to use discussions to deepen learning, build vocabulary, and use literature in the content areas. Includes lots of examples for social studies, science, and math. For use with Grades 3 & Up. | Reading |
616 | Teaching Reading in the Middle School | Laura Robb | A strategic approach to teaching reading that improves comprehension and thinking. The author tells a compelling tale about how a teacher can combine several key ingredients to craft a middle school reading program that can turn lives around and reverse the cycle of failure experienced by so many struggling readers in our middle schools. (2 copies) | Reading |
617 | Text Complexity: Raising Rigor in Reading | Douglas Fisher, Nancy Frey, and Diane Lapp | This book focuses on instruction and assessment of complex texts through close readings and extensive discussions. With this understanding, lessons can be developed that ensure students are prepared for the wide range of reading and writing they will do for the rest of their lives. | Reading |
618 | Text-Dependent Questions Grades K-5 | Douglad Fisher and Nancy Frey | Reading | |
619 | Texts and Lessons for Content-Area Reading | Harvey "Smokey" Daniels and Nancy Steineke | This book pairs more than 75 short, kid-tested reproducible nonfiction texts with 33 simple, ready-to-go lessons that deepen comprehension and support effective collaboration. You can turn your kids into much better readers in your subject area by showing: how proficient readers think; how skillful collaborators act; and how to use quick and engaging activities that add to, not steal from, subject-matter learning. | Reading |
620 | Texts and Lessons for Teaching Literature | Harvey "Smokey" Daniels and Nancy Steineke | The authors share their powerful strategies for engaging students in challenging, meaningful reading of fiction and poetry using some of their favorite short, fresh texts--or, as they put it, "full-strength adult literature that gives us English majors a run for our interpretive money--but is still intriguing enough to keep teen readers digging and thinking." | Reading |
621 | The Book Whisperer: Awakening the Inner Reader in Every Child | Donalyn Miller | Donalyn Miller says she has yet to meet a child she couldn't turn into a reader. No matter how far behind Miller's students might be when they reach her 6th grade classroom, they end up reading an average of 40 to 50 books a year. Miller's unconventional approach dispenses with drills and worksheets that make reading a chore. Instead, she helps students navigate the world of literature and gives them time to read books they pick out themselves. Her love of books and teaching is both infectious and inspiring. The book includes a dynamite list of recommended "kid lit" that helps parents and teachers find the books that students really like to read. | Reading |
622 | The English Teacher's Companion--A Complete Guide to Classroom, Curriculum, and the Profession | Jim Burke | The author shows how teachers can address standards and assessment issues while maintaining their commitment to meaningful engaging curriculum. | Reading |
623 | The Reading Strategies Book--Your Everything Guide to Developing Skilled Readers | Jennifer Serravallo | With this book you'll get the 300 best strategies to share with readers in support of thirteen crucial goals. Each strategy is cross-linked to skills, genres, and Fountas & Pinnell reading levels to give you just-right teaching, just in time. | Reading |
624 | What Really Matters for Struggling Readers; Designing Research-Based Programs | Richard L. Allington | Nationally recognized scholar, Dick Allington, offers easy-to-understand interpretations of research that support three important principles that show teachers how to use a variety of best practices with children who are struggling readers. (4 copies) | Reading |
625 | What Research Has to Say About Reading Instruction | Alan E. Farstrup and S. Jay Samuels | This third edition maintains a balance among theory, research, and effective classroom practice while presenting solid information and astute insights from the most current research and policy work in the area of reading. Several chapters focus on research related to early reading instruction, phonemic awareness, comprehension, and fluency; these topics have come to national and international attention and have been the focus of much professional and public discussion and debate. | Reading |
626 | When Kids Can't Read | Kylene Beers | Kylene offers teachers the comprehensive handbook they've needed to help readers improve their skills, their attitudes, and their confidence. (3 copies) | Reading |
627 | Who's Doing The Work? | Jan Burkins and KimYaris | In their follow-up to Reading Wellness, Jan Burkins and Kim Yaris explore how some traditional scaffolding practices may actually rob students of important learning opportunities and independence. Who’s Doing the Work? suggests ways to make small but powerful adjustments to instruction that hold students accountable for their own learning. Educators everywhere are concerned about students whose reading development inexplicably plateaus, as well as those who face challenging texts without applying the strategies they’ve been taught. When such problems arise, our instinct is to do more. But when we summarize text before reading or guide students when they encounter difficult words, are we leading them to depend on our support? If we want students to use strategies independently, Jan and Kim believe that we must question the ways our scaffolding is getting in the way. Next generation reading instruction is responsive to students’ needs, and it develops readers who can integrate reading strategies without prompting from instructors. In Who’s Doing The Work?, Jan and Kim examine how instructional mainstays such as read-aloud, shared reading, guided reading, and independent reading look in classrooms where students do more of the work. Classroom snapshots at the end of each chapter help translate the ideas in the book into practice. Who’s Doing the Work? offers a vision for adjusting reading instruction to better align with the goal of creating independent, proficient, and joyful readers. | Reading |
628 | Words Their Way, Word Study for Phonics, Vocabulary, and Spelling Instruction | Donald R.Bear Marcia Invernizzi, Shane Templeton and Francine Johnston | This book provides a practical way to study words with students. Based on the research on invented and developmental spelling, the framework of this text is keyed to the five stages of spelling or orthographic development. Words Their Way compliments the use of any existing phonics, spelling, and vocabulary curricula. (2 copies) | Reading |
629 | A Framework for K-12 Science Education | National Research Council of the National Academies | The Framework outlines a broad set of expectations for students in science and engineering in grades K-12. it is intended to inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development. | Science |
630 | Captivate, Activate, and Invigorate the Student Brain in Science and Math Grades 6-12 | John Almarode and Ann M. Miller | If your STEM lessons are falling on disinterested ears, it's time to mix things up. What you need are more engaging, brain-based science and math strategies to captivate your student's attention, activate their prior knowledge, and invigorate their interest. | Science |
631 | It's Debatable! Using Socioscientific Issues to Develop Scientific Literacy K-12 | Dana L. Zeidler and Sami Kahn | This book encourages scientific literacy by showing you how to teach the understanding and thinking skills your students need to explore real-world questions. After introducing the concept of the framework and explaining how it aligns with the Next Generation Science Standards, the book shows you how to implement it through seven units targeted to the elementary, middle, and high school levels. | Science |
632 | NSTA Reader's Guide to A Framework for K-12 Science Education | Harold Pratt | This handy guide unpacks the three key dimensions of the Framework--scientific and engineering practices, crosscutting concepts, and core ideas in each specific discipline--allowing teachers, administrators, curriculum developers, university professors, and others to more easily grasp how the soon-to-be-released NGSS will differ from the current standards. | Science |
633 | Once Upon A GEMS Guide: Connecting Young People’s Literature to Great Explorations in Math and Science | Lawrence Hall of Science | This handbook connecting young people’s literature to the GEMS series is the result of a growing understanding of the profound educational benefits that can emerge from the many possible combinations of science and mathematics with literature and the language arts. | Science |
634 | Picture-Perfect Science Lessons Using Children's Books to Guide Inquiry, 3-6 | Karen Ansberry and Emily Morgan | How do you improve upon perfection? For years, new and experienced elementary school teachers alike have extolled the virtues of Picture-Perfect Science Lessons--the expertly combined appeal of children's picture books with Standards-based science content. The award-winning, bestselling book presents ready-to-teach lessons, complete with student pages and assessments, that use high-quality fiction and nonfiction picture books to guide hands-on science inquiry. | Science |
635 | Quantoons: Metaphysical Illustrations | Tomas Bunk | This book is a compilation of 58 contest problems that ran between 1991 and 2001 in Quantum magazine, a collaboration between U.S. and Russian scientists that was published by NSTA. In addition to serving as a reader-involvement device, the problems and cartoons were intended to make inquiring minds think about physics and art in new ways – and have fun doing it. | Science |
636 | Science for English Language Learners: K-12 Classroom Strategies | Ann K. Fathman and David T. Crowther, Editors | This book is organized into four sections: Principles and practices that science and English reading share; Classroom strategies for planning, teaching, assessing, and extending learning; How to design lessons and model lessons for K-12 students; and Context and research, including an overview of science and English-as-a-second-language standards; instructional practices, and ways to integrate science, language, and literacy. | Science |
637 | Science Through Children's Literature | Carol M. Butzow and John W. Butzow | The purpose of this book is to suggest an alternative approach to the teaching of elementary science in light of more contemporary definitions of both reading and science. | Science |
638 | STEM Lesson Essentials | Jo Anne Vasquez, Cary Sneider, Michael Comer | This book provides all the tools and strategies you'll need to design integrated, interdisciplinary STEM lessons and units that are relevant and exciting to your students. (3 copies) | Science |
639 | Teaching for Conceptual Understanding in Science | Richard Konicek-Moran and Page Keeley | What do you get when you bring together two of NSTA's bestselling authors to ponder ways to deepen students' conceptual understanding of science? A fascinating combination of deep thinking about science teaching, field-tested strategies you can use in your classroom immediately, and personal vignettes all educators can relate to and apply themselves. | Science |
640 | Teaching Reading in Science | Mary Lee Barton and Deborah Jordan | This is a supplement to teaching reading in the content areas. Reading in science requires different reading and thinking skills than reading fiction. Certainly informational text, and science text, in particular, presents unique challenges to novice readers. Therefore, one of the first steps for teachers is to help students understand that reading science text requires them to use different skills than they may have used in the past. | Science |
641 | What Principals Need To Know About Teaching and Learning Science | Eric C. Sheninger and Keith Devereaux | This book offers K-8 principals research-based strategies for increasing student achievement in science and fostering an environment that supports the science curriculum. The authors guide school leaders through the aspects of an effective science program; inquiry, curricula, program evaluation, inquiry-based learning, assessment, and professional development. | Science |
642 | All Learning is Social and Emotional: Helping Students Develop Essential Skills for the Classroom and Beyond | Nancy Frey, Douglas Fisher, and Dominique Smith | Along with a toolbox of strategies for addressing 33 essential competencies, you'll find real-life examples highlighting the many opportunities for social and emotional learning within the K–12 academic curriculum. Children’s social and emotional development is too important to be an add-on or an afterthought, too important to be left to chance. Use this books integrated SEL approach to help your students build essential skills that will serve them in the classroom and throughout their lives. | SEL |
643 | Courage to Teach | Parker J. Palmer | Parker Palmer takes teachers on an inner journey toward reconnecting with their vocation and their students and recovering their passion for one of the most difficult and important of human endeavors, teaching. (2 copies) | SEL |
644 | Emotional Agility: Get Unstuck, Embrace Change and Thrive in Work and Life | Susan David | Drawing on her deep research, decades of international consulting, and her own experience overcoming adversity after losing her father at a young age, David shows how anyone can thrive in an uncertain world by becoming more emotionally agile. To guide us, she shares four key concepts that allow us to acknowledge uncomfortable experiences while simultaneously detaching from them, thereby allowing us to embrace our core values and adjust our actions so they can move us where we truly want to go. Written with authority, wit, and empathy, Emotional Agility serves as a road map for real behavioral change—a new way of acting that will help you reach your full potential, whoever you are and whatever you face. | SEL |
645 | Energy to Teach | Donald H. Graves | The Energy to Teach offers groundbreaking insight along with proven-effective techniques on how highly effective teachers deal with emotional demands, and how they gain help and support from their colleagues and administrators. ( 2 copies) | SEL |
646 | Reframed Self-Reg for a Just Society | Stuart Shanker | Only a society that embraces these principles and strives to practice them, argues Shanker, can become a truly just society. The paradigm revolution presented in Reframed not only helps us understand the harrowing time we are living through, but inspires a profound sense of hope for the future. Shanker shows us how to build a compassionate society, one mind at a time. | SEL |
647 | Self-Reg: How to Help Your Child (and you) Break the Stress Cycle and Successfully Engage with Life | Dr. Stuart Shanker | SEL | |
648 | Social Emotional Learning and the Brain/ 4 copies | Marilee Sprenger | 4 Copies Offering clear, easy-to-understand explanations of brain activity and dozens of specific strategies for all grade levels, Social-Emotional Learning and the Brain is an essential guide to creating supportive classroom environments and improving outcomes for all our students. | SEL |
649 | Student Learning Communities | Douglas Fisher, Nancy Frey, and John Almarode | 2 copies | SEL |
650 | The Traume-Sensitive Classroom | Patricia A. Jennings | 2 copies | SEL |
651 | We Belong | Laurie Barron and Patti Kinney | SEL | |
652 | Inquiry-Based Practice in Social Studies Education | S.G. Grant, Kathy Swan, John Lee | Social Studies | |
653 | Inquiry Design Model | S.G. Grant, Kathy Swan, John Lee | Social Studies | |
654 | Mental Models for Social Studies/History, Grades 6-12 | aha! Process, Inc. | The term mental model, as used in the field of education and in this workbook, is intended to describe strategies, visual representations, analogies, and stories that assist in the development of accurate internal symbols. Each mental model is designed to move the student closer to a deeper and richer understanding of the standards and abstract concepts necessary for success in the academic setting, as well as meaningful interaction with the world. | Social Studies |
655 | Reading Like a Historian--Teaching Literacy in Middle and High School History Classrooms | Sam Wineburg, Daisy Martin and Chauncey Monte-Sano | This is a guide to teaching "historical reading" with middle and high school students. This practical resource shows you how to apply Sam Wineburg's highly acclaimed approach to teaching. Reading Like a Historian, in your classroom to increase academic literacy and spark students' curiosity. | Social Studies |
656 | Teaching the College, Career, and Civic Life (C3) Framework | Kathy Swan and John Lee | Social Studies | |
657 | Using Primary Sources in the Classroom | Kathleen Vest, M.A. Ed. | This book will help you: make your classroom come alive with authentic images of history; understand different types of primary sources and how each is important; find appropriate primary sources to use with students of all ages; discover creative ways to incorporate primary sources into your instruction; and improve student test taking abilities and scores through document-analysis. | Social Studies |
658 | Why Won't You Just Tell Us the Answer?--Teaching Historical Thinking in Grades 7-12 | Bruce A. Lesh | Each chapter focuses on a key concept in understanding history and then offers a sample unit on how the concept can be taught. By the end of the book, teachers will have learned how to teach history via a lens of interpretive questions and interrogative evidence that allows both student and teacher to develop evidence-based answers to history's greatest questions. | Social Studies |
659 | ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them | Daniel L. Schwartz, Jessica M. Tsang, and Kristen P. Blair | An explosive growth in research on how people learn has revealed many ways to improve teaching and catalyze learning at all ages. The purpose of this book is to present this new science of learning so that educators can creatively translate the science into exceptional practice. The book is highly appropriate for the preparation and professional development of teachers and college faculty, but also parents, trainers, instructional designers, psychology students, and simply curious folks interested in improving their own learning. Each chapter offers a concise and approachable breakdown of one way people learn, how it works, how we know it works, how and when to use it, and what mistakes to avoid. The book presents learning research in a way that educators can creatively translate into exceptional lessons and classroom practice. | Teaching Strategies |
660 | Academic Conversations, Classroom Talk That Fosters Critical Thinking and Content Understandings | Jeff Zwiers and Marie Crawford | Where would we be without conversation? Throughout history, conversations have allowed us to see different perspectives, build ideas, and solve problems. Conversations, particularly those referred to in this book as academic conversations, push students to think and learn in lasting ways. Academic conversations are back-and-forth dialogues in which students focus on a topic and explore it by building, challenging, and negotiating relevant ideas. (2 copies) | Teaching Strategies |
661 | Activating and Engaging Habits of Mind | Arthur L. Costa and Bena Kallick | This book explores classroom-tested strategies for teaching sixteen habits of mind that are essential to lifelong learning. | Teaching Strategies |
662 | Activating the Desire to Learn | Bob Sullo | Veteran educator Bob Sullo shows how to apply lessons from the research on motivation in the classroom. | Teaching Strategies |
663 | Art of Classroom Inquiry | Ruth Shagoury Hubbard and Brenda Miller Power | “The Art of Classroom Inquiry shows teachers how they can carefully and systematically pursue their wonderings through research. This is the first handbook published specifically for teacher-researchers with their needs and strengths in mind.” (2 copies) | Teaching Strategies |
664 | Assignments Matter | Eleanor Dougherty | What exactly is an "assignment," and why does it matter? How can educators ensure that their teaching meets the rigorous demands of the Common Core State Standards, so that all students are well prepared for college or careers? Drawing from her extensive experience as a teacher coach, author Eleanor Dougherty answers these questions and many more, with two aims in mind: (1) to guide teachers and administrators in crafting high-quality assignments, and (2) to help educators understand the powerful impact that assignments can have on teaching and learning. | Teaching Strategies |
665 | Authentic Learning in the Digital Age: Engaging Students Through Inquiry | Larissa Pahomov | How can you create an authentic learning environment--one where students ask questions, do research, and explore subjects that fascinate them--in today's standards-driven atmosphere? The author outlines a framework for learning structured around five core values. The framework is a guide, not a prescription, and middle and high school teachers can use it to structure whatever content and skills their current school or district requires. | Teaching Strategies |
666 | Background Knowledge--The Missing Piece of the Comprehension Puzzle | Douglas Fisher and Nancy Frey | The authors help you develop lasting subject-area understanding with ideas for modeling, guided practice, productive group work, and independent work that effectively engage adolescents. | Teaching Strategies |
667 | Better Than Carrots Or Sticks - Restorative Practices for Positive Classroom Management | Dominique Smith, Douglas Fisher, and Nancy Frey | This book provides a practical blueprint for creating a cooperative and respectful classroom climate in which students and teachers work through behavioral issues together. | Teaching Strategies |
668 | The Best Class You Never Taught | Alexis Wiggins | Teaching Strategies | |
669 | Classroom Habitudes, Teaching Habits and Attitudes for 21st Century Learning | Angela Maiers | Habitudes are the thinking problem-solving, innovation, and creativity skills critical to student learning and academic success. The author offers teachers activities, tools, and strategies to create scaffolded interactive lessons that appeal to 21st century learners. | Teaching Strategies |
670 | Classroom Instruction that Works | Robert J. Marzano and Debra J. Pickering | Teaching Strategies | |
671 | Classrooms That Work They Can All Read and Write (3rd Edition) | Patricia Cunningham and Richard Allington | Subjects include: "what works", the critical component of high quality classroom instruction, successful strategies for supporting and guiding children's reading and writing, a variety of activities that teachers can use to increase children's coding and spelling fluency, a model of how to achieve coherence and balance in a classroom, and larger school and social issues that impinge on literacy for all. (2 copies) | Teaching Strategies |
672 | Collective Efficacy | Jenni Donohoo | If educators’ realities are filtered through the belief that they can do very little to influence student achievement, then it is likely these beliefs will manifest in their practice. The solution? Collective efficacy (CE)—the belief that, through collective actions, educators can influence student outcomes and increase achievement. Educators with high efficacy show greater effort and persistence, willingness to try new teaching approaches, and attend more closely to struggling students’ needs. This book presents practical strategies and tools for increasing student achievement. | Teaching Strategies |
673 | Comprehension and Collaboration, Inquiry Circles | Stephanie Harvey and Harvey Daniels | It is a guide for teachers who want to realize the benefits of well-structured, engaging, cross-curricular projects. | Teaching Strategies |
674 | Confronting the Crisis of Engagement | Douglas Reeves, Nancy Frey, and Douglas Fisher | Teaching Strategies | |
675 | Deep Learning Enage the World Change the World | Michael Fullan, Joanne Quinn, Joanne McEachen | Teaching Strategies | |
676 | Designed to Learn: Using Design Thinking to Bring Purpose and Passion to the Classroom | Lindsay Portnoy | In Designed to Learn, cognitive scientist and educator Lindsay Portnoy shares the amazing teaching and learning that take place in design thinking classrooms. To set the stage, she provides easy-to-implement strategies, classroom examples, and clear tools to scaffold the processes of inquiry, discovery, design, and reflection. Because formative assessment is crucial to the process, Portnoy includes sample assessments that measure student learning and ensure that learners take the lead in their own learning | Teaching Strategies |
677 | Engagement by Design | Fisher adn Frey | Teaching Strategies | |
678 | Engaging Children | Ellin Oliver Keene | Teaching Strategies | |
679 | Ensuring High-Quality Curriculum: How to Design, Revise or Adopt Curriculum Aligned to Student Success | Angela Di Michele Lalor | We know that curriculum is the core of the classroom experience, but what makes a quality curriculum? How can educators be sure that what they teach is strongly aligned to the specific standards that their district or school has adopted? What kinds of lessons, learning experiences, and assessments are most effective, and how should they be embedded within the curriculum? You'll find the answers to these and many other questions in this definitive, step-by-step guide to curriculum design and evaluation. | Teaching Strategies |
680 | Focus | Mike Schmoker | Teaching Strategies | |
681 | Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom | Kristin Souers with Pete Hall | Grounded in research and the authors' experience working with trauma-affected students and their teachers, Fostering Resilient Learners will help you cultivate a trauma-sensitive learning environment for students across all content areas, grade levels, and educational settings. | Teaching Strategies |
682 | Four-Dimensional Education: The Competencies Learners Need To Succeed | Charles Fadel, Maya Bialik and Bernie Trilling | What should students learn to best prepare for the twenty-first century? In this book, the Center for Curriculum Redesign (CCR) describes a framework built to address this question, so that curriculum is redesigned for versatility and adaptability, to thrive in our volatile present and uncertain future. The framework focuses on knowledge (what to know and understand), skills (how to use that knowledge), character (how to behave and engage in the world), and meta-learning (how to reflect on and adapt by continuing to learn and grow). This book is essential for teachers, department heads, heads of schools, administrators, policymakers, standard setters, curriculum and assessment developers, and other thought leaders and influencers, who seek to develop a thorough understanding of the needs and challenges we all face, and to help devise innovative solutions. | Teaching Strategies |
683 | From Teaching to Thinking | Ann Pelo and Margie Carter | Teaching Strategies | |
684 | Future Wise: Educating Our Children for a Changing World | David N. Perkins | Throughout this vital resource, Perkins explores the key concepts, curriculum criteria, and techniques for prioritizing content so teachers can guide students toward the big understandings that matter. By reimagining the curriculum, teachers can go beyond the basic skills and cultivate critical and creative thinking. | Teaching Strategies |
685 | Habits of Mind: Across the Curriculum | Arthur L. Costa and Bena Kallick | The authors present this collection of stories by educators around the world who have successfully implemented the habits in their day-to-day teaching in K-12 classrooms. The collective wisdom and experience of these thoughtful practitioners provide readers with insight into the transdisciplinary nature of the 16 Habits of Mind as well as model lessons and suggestions for weaving the habits into daily instruction in language arts, music, physical education, social studies, math, foreign language, and other content areas. | Teaching Strategies |
686 | Handbook for Classroom Instruction that Works | Howard Pitler and Bj Stone | This new edition will help you explore and refine your use of the teaching strategies from the 2nd edition of Classroom Instruction That Works. This handbook is designed to help you begin using effective instructional strategies immediately. | Teaching Strategies |
687 | How Scaffolding Works a Playbook for Supporting and Releasing Responsibility to Students | Fisher adn Frey | Teaching Strategies | |
688 | Learning in the Fast Lane | Suzy Pepper Rollins | Teaching Strategies | |
689 | Learning to Choose Choosing to Learn | Mike Anderson | Teaching Strategies | |
690 | Make Just One Change: Teach Students to Ask Their Own Questions | Dan Rothstein and Luz Santana | As the title of this book indicates, Dan Rothstein and Luz Santana believe that education can be transformed if students, rather than teachers, assume responsibility for posing questions. This idea may sound simple, but it is both complex and radical: complex, in that formulating good, generative questions, and being prepared to work toward satisfactory answers, is hardly a simple undertaking; and radical, in the sense that an apparently easy move can bring about a Copernican revolution in the atmosphere of the classroom and the dynamics of learning. (2 copies) | Teaching Strategies |
691 | Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners | Ron Ritchhart, March Church, and Karin Morrison | 2 Copies Making Thinking Visible offers educators research-based solutions for creating just such cultures of thinking. This innovative book unravels the mysteries of thinking and its connection to understanding and engagement. It then takes readers inside diverse learning environments to show how thinking can be made visible at any grade level and across all subject areas through the use of effective questioning, listening, documentation, and facilitative structures called thinking routines. (3 copies) | Teaching Strategies |
692 | Make Just One Change: Teach Students to Ask Their Own Questions | Dan Rothstein and Luz Santana | Teaching Strategies | |
693 | Never Work Harder Than Your Students | Robyn R. Jackson | Robyn Jackson makes a radical assertion: Any teacher can become a master teacher by developing a master teacher mindset. The master teacher mindset can be achieved by rigorously applying seven principles to your teaching until they become your automatic response to students in the classroom. | Teaching Strategies |
694 | On Being A Teacher, The Human Dimension | Jeffrey A Kottler and Stanley J. Zehm | The single most important factor in teacher effectiveness is a unique style of interacting with students. Most teaching texts and manuals focus on the mechanics of instruction not the essence of what it means to be a great teacher. This second edition shows teachers how to gain added attention, respect, and devotion from their students. Plus, it features the latest thinking and key sections designed for both pre-service and veteran instructors. On Being a Teacher encourages readers to consciously build the personal and professional characteristics of the kind of teachers they want to be and access more of their own humanity, compassion, and creativity. | Teaching Strategies |
695 | Origins of Intellect, Piaget’s Theory | John L. Phillips Jr. | Here is a self-contained general summary of Piaget’s theory written at a relatively non-technical level. It is suitable for use in a variety of courses in psychology and education-child psychology, child development, educational psychology, psychological systems, general psychology, and others. It will also interest professionals and educated laymen as a timely exposition of ideas. | Teaching Strategies |
696 | Overcoming Textbook Fatigue | ReLeah Cossett Lent | This is an example-packed book that shows how educators can reclaim the curriculum by shifting the textbook from sole sources to resource. The author gives advice on using Common Core State Standards throughout the school and in the classroom. | Teaching Strategies |
697 | Peer Feedback in the Classroom Empowering Students to be the Experts | Starr Sackstein | 2 copies | Teaching Strategies |
698 | The Power of Protocols | Teaching Strategies | ||
699 | Productive Group Work | Nancy, Douglas Fisher, Sandi Everlove | Teaching Strategies | |
700 | Project-Based Teaching | Suzie Boss | Teaching Strategies | |
701 | Rigor by Design Not Chance | Karin Hess | 2 copies | Teaching Strategies |
702 | Rise to the Challenge: Designing Rigorous Learning That Maximizes Student Success | Jeff C. Marshall | In this follow-up to The Highly Effective Teacher: 7 Classroom-Tested Practices That Foster Student Success, Jeff Marshall provides teachers with a blueprint for introducing more rigor to the classroom by reorienting themselves and their students toward active learning—and establishing the habits that allow it to flourish; Creating a classroom culture where students aren't afraid to take risks—and where they grow as learners because of it; Planning the same lesson at different levels of challenge for different levels of development—and designing assessments that gauge student progress fairly without sacrificing expectations; and Implementing inquiry-based activities that push students beyond their comfort zones—and that result in well-rounded learners with stronger character and sharper thinking skills. Leveraging the latest research in the field as well as years of hard-won classroom experience, this book offers practical strategies, replicable examples, and thoughtful reflection exercises for educators to use as they work to help students embrace the mystery, complexity, and power of challenge. | Teaching Strategies |
703 | Sparking Student Creativity: Practical Ways to Promote Innovative Thinking and Problem Solving | Patti Drapeau | Author Patti Drapeau explores and explains research related to creativity and its relevance in today's standards-based, critical thinking-focused classroom. In addition, the book includes 40 "grab and go" ideas that infuse lesson plans with a spirit of exploration. No matter what grade levels or content areas you teach, Sparking Student Creativity will help you to produce creative lesson components that directly address critical content, target specific standards, and require thoughtful products from students as they grow into independent learners and become successful adults. | Teaching Strategies |
704 | Strategies That Work | Stephanie Harvey and Anne Goudvis | This book is full of practical suggestions to help students think when they read. | Teaching Strategies |
705 | Students at the Center | Bena Kallick and Allison Zmuda | Teaching Strategies | |
706 | Teach, Reflect, Learn: Building Your Capacity for Success in the Classroom | Pete Hall and Alisa Simeral | You'll find tools specifically made to enhance self-reflection of professional practice, including the Continuum of Self-Reflection and the Reflective Cycle. You'll be able to assess your current self-reflective tendencies, identify opportunities to reflect on your instruction, and begin to forge a path toward continuous growth and educational excellence. | Teaching Strategies |
707 | Teaching for Deeper Learning | Jay McTighe and Harvey F. Silver | Teaching Strategies | |
708 | Teaching in the Fast Lane | Suzy Pepper Rollins | Teaching Strategies | |
709 | Teaching with Clarity: How to Prioritize and Do Less so Students Understand More | Tony Frontier | In Teaching with Clarity, Tony Frontier focuses on three fundamental questions to help reduce curricular and organizational clutter in the interest of clarity and focus: * What does it mean to understand? * What is most important to understand? * How do we prioritize our strategic effort to help students understand what is most important? By prioritizing clear success criteria, intentional design, meaningful feedback, and a shared purpose, teachers can begin to clear away the curricular clutter that overwhelms the profession—and embrace the clarity that emerges. | Teaching Strategies |
710 | The Five Dimensions of Engaged Teaching: A Practical Guide for Educators | Laura Weaver and Mark Wilding | Engaged teaching recognizes that educators need to offer more than lesson plans and assessments for students to thrive in the 21st century. Equip your students to be resilient individuals, able to communicate effectively and work with diverse people. The authors contend that students must develop their emotional and social skills as thoroughly as their academic skills, and that teachers must cultivate this growth. | Teaching Strategies |
711 | The Formative Five: Fostering Grit, Empathy, and Other Success Skills Every Student Needs | Thomas R. Hoerr | For success in school and life, students need more than proficiency in academic subjects and good scores on tests; those goals should form the floor, not the ceiling, of their education. To truly thrive, students need to develop attributes that aren’t typically measured on standardized tests. In this lively, engaging book by veteran school leader Thomas R. Hoerr, educators will learn how to foster the “Formative Five” success skills that today’s students need. | Teaching Strategies |
712 | The Learning Brain, Lessons for Education | Sarah-Jayne Blakemore and Uta Frith | Forced learning, or "hot-housing", of infants has become increasingly popular in recent years--but does it work? The plasticity of the adolescent and adult brain is becoming acknowledged by brain scientists. What does this say about lifelong learning? In this groundbreaking book, two scientists take stock of what is now known about how and when the brain learns, and consider its implications for educational policy and practice. | Teaching Strategies |
713 | The New Science of Learning | Terry Doyle and Todd Zakrajsek | Advances in brain science show that most students' learning strategies are highly inefficient, ineffective, or just plain wrong. While all learning requires effort, better learning does not require more effort, but rather effectively aligning how the brain naturally learns with the demands of your studies. This book shows you what is involved in learning new material, how the human brain processes new information, and what it takes for that information to stick with you even after the test. | Teaching Strategies |
714 | The Talent Code: Greatness Isn't Born. It's Grown. Here's How. | Daniel Coyle | What is the secret of talent? How do we unlock it? In this groundbreaking work, journalist and New York Times bestselling author Daniel Coyle provides parents, teachers, coaches, business people and everyone else with tools they can use to maximize potential in themselves and others. | Teaching Strategies |
715 | This is Disciplinary Literacy: Reading, Writing, Thinking, and Doing...Content Area by Content Area | Releah Cossett Lent | Disciplinary Literacy is about to go from theory to game plan—taking students from superficial understanding to deep content expertise. And guess what? ReLeah Lent’s big secret lies in highlighting each content area’s differences—advancing a discipline-specific model in which literacy is used as a tool for strategic thinking, reading, writing, and doing within each field. | Teaching Strategies |
716 | Understanding by Design, Expanded 2nd Edition | Grant Wiggins and Jay McTighe | Combining provocative ideas, thoughtful analysis, and tested approaches, this book offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike. (2 copies) | Teaching Strategies |
717 | Understanding by Design, Guide to Creating High-Quality Units | Grant Wiggins and Jay McTighe | This guide offers instructional modules on the basic concepts and elements of Understanding by Design, the "backward design" approach used by thousands of educators to create curriculum units and assessments that focus on developing students' understanding of important ideas. (3 copies) | Teaching Strategies |
718 | Upgrade Your Teaching: Understanding by Design Meets NeuroScience | Jay McTighe and Judy Willis, M.D. | How can educators leverage neuroscience research about how the human brain learns? How can we use this information to improve curriculum, instruction, and assessment so our students achieve deep learning and understanding in all subject areas? Upgrade Your Teaching: Understanding by Design Meets Neuroscience answers these questions by merging insights from neuroscience with Understanding by Design (UbD), the framework used by thousands of educators to craft units of instruction and authentic assessments that emphasize understanding rather than recall. | Teaching Strategies |
719 | Visible Learning for Literacy | Douglas Fisher, Nancy Frey, and John Hattie | Renowned literacy experts Douglas Fisher and Nancy Frey work with John Hattie to apply his 15 years of research, identifying instructional routines that have the biggest impact on student learning, to literacy practices. These practices are “visible” because their purpose is clear, they are implemented at the right moment in a student’s learning, and their effect is tangible. Through dozens of classroom scenarios, learn how to use the right approach at the right time for surface, deep, and transfer learning and which routines are most effective at each phase of learning. | Teaching Strategies |
720 | Visible Learning for Teachers | John Hattie | Teaching Strategies | |
721 | Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement | John Hattie | This book presents research involving many millions of students and represents the largest ever collection of evidence-based research into what actually works in schools to improve learning. Areas covered include the influences of the student, home, school, curricula, teacher, and teacher strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. | Teaching Strategies |
722 | What If?: Building Students' Problem Solving Skills Through Complex Challenges | Ronald A. Beghetto | In this thought-provoking book, Beghetto explains how to foster "possibility thinking" to help students open up their thinking in creative, sometimes counterintuitive ways; the process of lesson unplanning, a way of transforming existing lessons, activities, and assignments into more complex classroom challenges; four basic action principles that teachers and students can use to design and solve complex challenges both inside and outside the classroom; and the steps for creating legacy challenges, which require students to identify a problem, develop a solution, and ensure that their work makes a lasting contribution. | Teaching Strategies |
723 | What Principals Need to Know About The Basics of Creating Brain-Compatible Classrooms | David A. Sousa | This book explores the latest brain research on teaching, learning, and leading. The author guides principals through the major characteristics of brain-compatible curriculum, instruction, assessment, and leadership. Using this brief and accessible overview of educational neuroscience, school leaders can construct meaningful professional development that enhances teachers' knowledge and skills about brain-compatible learning so they can build successful classrooms for all learners. | Teaching Strategies |
724 | What Really Works in Special and Inclusive Education | David Mitchell | This book will be essential reading for anyone with a vocational or academic interest in evidence-based special educational needs teaching strategies, whether a student in initial teacher education or a qualified classroom teacher, teacher educator, educational psychologist, special needs coordinator, parent, consultant or researcher | Teaching Strategies |
725 | Bringing Words to Life: Robust Vocabulary Instruction | Isabel L. Beck, Margaret G. McKeown, and Linda Kucan | Hundreds of thousands of teachers have used this highly practical guide to help K–12 students enlarge their vocabulary and get involved in noticing, understanding, and using new words. Grounded in research, the book explains how to select words for instruction, introduce their meanings, and create engaging learning activities that promote both word knowledge and reading comprehension. The authors are trusted experts who draw on extensive experience in diverse classrooms and schools. Sample lessons and vignettes, children's literature suggestions, "Your Turn" learning activities, and a Study Guide for teachers enhance the book's utility as a classroom resource, professional development tool, or course text. | Vocabulary |
726 | Building Academic Vocabulary, Teacher's Manual | Robert J. Marzano and Debra J. Pickering | The authors give teachers a practical way to help students master academic vocabulary. (3 copies) | Vocabulary |
727 | Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples | Isabel L. Beck, Margaret G. McKeown, and Linda Kucan | This book has enlivened the classrooms of hundreds of thousands of teachers. Responding to readers' success stories, practical questions, and requests for extended examples, this ideal complementary volume picks up where Brings Words to Life left off. The authors present additional tools, tips, and detailed explanations of such questions as which words to teach, when and how to teach them and how to adapt instruction for English language learners. | Vocabulary |
728 | Teaching the Critical Vocabualry of the Common Core | Merilee Sprenger | Vocabulary | |
729 | Teaching Vocabulary in All Classrooms | Camille Blachowicz and Peter Fisher | Research and practice emphasize that attention to learning vocabulary is an important part of all content learning as well as a significant part of any literacy program. Therefore, many of the techniques for teaching vocabulary that are explored in this book have the broader goal of enhancing the acquisition of content knowledge. Also explored are independent means of learning vocabulary, such as using metacognitive contextual clues. New features of this edition include greater attention to the ESL student and an added chapter on spelling and word structure. (2 copies) | Vocabulary |
730 | Vocabulary Energizers II: Stories of Word Origins | David Popkin | Like its predecessor, Vocabulary Energizers II builds vocabulary by presenting the fascinating histories behind those words we need for more effective communication and comprehension. | Vocabulary |
731 | Vocabulary Energizers: Stories of Word Origins | David Popkin | This book builds vocabulary by presenting the fascinating histories behind those words we need for more effective communication and comprehension. Focusing on a core of 100 words and their background stories, the author links these words with hundreds of synonyms and antonyms. | Vocabulary |
732 | Vocabulary Games for the Classroom | Lindsay Carleton and Robert J. Marzano | This practical book presents thirteen games designed to engage your students in learning academic vocabulary. The text follows a step-by-step approach explaining the design, set up, materials, and directions for each game. | Vocabulary |
733 | Vocabulary Their Way--Word Study with Middle and Secondary Students | Shane Templeton, Donald R. Bear, Marcia Invernizzi, and Francine Johnston | Vocabulary knowledge is the single best indicator of students' reading ability and comprehension, and therefore, one of the best predictors of their success in school. This book will help you build a solid content area vocabulary foundation with students as it gives you the tools to assess your students' knowledge to determine where instruction should begin. | Vocabulary |
734 | Word Nerds: Teaching All Students to Learn and Love Vocabulary | Brenda J. Overturf, Leslie H. Montgomery, and Margot Holmes Smith | This easy-to-read reference explains how to plan, teach, and assess based on the latest research in vocabulary instruction and learning. From prediction to practice to performance, students from all backgrounds can discover how to make words their own. | Vocabulary |
735 | Word Wise, Content Rich: Five Essential Steps to Teaching Academic Vocabulary | Douglas Fisher and Nancy Frey | The book offers a five-part framework for teaching vocabulary that's tailored to the needs of adolescent learners yet mindful of the demands on content-area teachers. Grounded in current research, this framework gives students the multiple encounters necessary to lock in the meaning of new words forever. | Vocabulary |
736 | ...And with a Light Touch: Learning About Reading, Writing, and Teaching with First Graders | Carol Avery | Carol has worked extensively in kindergarten and second grade, has had her own fourth- and sixth-grade classrooms, and has watched three grandchildren learn to read and write. Her latest edition incorporates Carol's stories and learning from these new experiences. It also expands sections on crafting writing, phonics instruction, read-alouds, and documenting assessment, and includes an updated bibliography. | Writing |
737 | A Call to Creativity: Writing, Reading, and Inspiring Students in an Age of Standardization | Luke Reynolds | In this age of standardization, many English teachers are unsure about how to incorporate creative writing and thinking into their classroom. In a fresh new voice, Luke Reynolds emphasizes that "creativity in our lives as teachers and in the lives of our students is one of our most vital needs in the 21st century." Based on his own journey as an English teacher, this book is a practical guide that shows teachers how they can encourage and support students' creativity in the English/language arts classroom. The book offers both the inspiration and practical steps teachers need to engage their students through a variety of hands-on projects and worksheets that can be used immediately to insert creativity into any standards-based curriculum. | Writing |
738 | A Guide to the Writing Workshop | Lucy Calkins | This is the first in a series of books designed to help upper-elementary teachers teach a rigorous yearlong writing curriculum. The books are intended to be read and used in sequence. | Writing |
739 | About the Authors: Writing Workshop with our Youngest Writers | Katie Wood Ray with Lisa B. Cleaveland | About the Authors is about the littlest authors - those in kindergarten through second grade. Based on a profound understanding of the ways in which young children learn, it shows teachers how to launch a writing workshop by inviting children to do what they do naturally - make stuff. So why not write books? Gifted educator and author of the best-selling What You Know by Heart (Heinemann, 2002), Katie Wood Ray has seen young authors do just that. And she wants your students to be able to do the same. Beautifully describing young children in the act of learning, she demonstrates what it takes to nourish writing right from the start. | Writing |
740 | Already Ready: Nurturing Writers in Preschool and Kindergarten | Katie Wood Ray and Matt Glover | Taking an exciting, new approach to working with our youngest students, Already Ready shows you how, by respecting children as writers, engaged in bookmaking, you can gently nudge them toward a lifetime of joyful writing. Katie Wood Ray and Matt Glover guide you through fundamental concepts of early writing. | Writing |
741 | Art of Teaching Writing, New Edition | Lucy McCormick Calkins | This book has new chapters on assessment, thematic studies, writing throughout the day, reading-writing relationships, publication, curriculum development, non-fiction writing and home/school connections. (2 copies) | Writing |
742 | Because Digital Writing Matters | National Writing Project and Danielle Nicole DeVoss, Elyse Eidman-Aadahl, and Troy Hicks | As many teachers know, students may be adept at text messaging and communicating online but do not know how to craft a basic essay. In the classroom, students are increasingly required to create web-based or multi-media productions that also include writing. Since writing in and for the online realm often defies standard writing conventions, this book defines digital writing and examines how best to integrate new technologies into writing instruction. | Writing |
743 | Because Writing Matters | National Writing Project and Carl Nagin | This is a reader-friendly book that reviews what we know about written language and that explains clearly how that knowledge can be used to build effective programs for teaching writing. (2 copies) | Writing |
744 | Boy Writers--Reclaiming Their Voices | Ralph Fletcher | Ralph Fletcher draws upon his years of experience as a staff developer, children's book author, and father of four boys. He also relates the insights shared by dozens of writing teachers around the U.S. and abroad. Boy Writers asks teachers to imagine the writing classroom from a boy's perspective and to consider specific steps we might take to create stimulating classrooms for them. | Writing |
745 | Breathing Life into Essays (Grades 3-5) (Part 3) | Lucy Calkins and Cory Gillette | This unit of study is designed to help students with the difficult and exhilarating work of learning to write well within an expository structure. | Writing |
746 | Bring Life Into Learning: Creating a Lasting Literacy | Donald H. Graves | Each chapter includes several "Actions" designed to bring the human aspect of various disciplines center stage while teaching essential learning skills. There are sample scripts for historical role plays, charts for delineating characters' motivation, art exercises, interview scripts, lists for recording personal observations on science and nature, and more. | Writing |
747 | Children to Want to Write | Donald Graves | This book is a collection of Donald Graves' most significant writings paired with recovered video footage that illuminate his research and his inspiring work with teachers. See the earliest documented use of invented spelling, the earliest attempts to guide young children through the writing process, the earliest conferences. This collection allows you to see this revolutionary shift in writing instruction--with its emphasis on observation, reflection, and approaching children as writers. (DVD included) | Writing |
748 | Cohesive Writing, Why Concept Is Not Enough | Carol Jago | The author offers an approach that is the very example of the kind of cohesion she expects from her students' writing. Neither a lock-step lesson plan nor a simple recipe, it is an organized, coherent method that works by offering clear and complete guidelines for the most common types of writing: informational and persuasive writing, narrative writing, and writing about literature. Complete with worksheets, rubrics, and graphic organizers, plus student samples and stories that are both engaging and familiar, Jago's book provides the strategies for teaching writing that result in significant student growth. | Writing |
749 | Conferring with Primary Writers | Lucy Calkins, Amanda Hartman, and Zoë White | This CD is a practical reference and dynamic staff development tool for units of study for primary writing. (2 copies) | Writing |
750 | Content Area Writing | Harvey Daniels, Steven Zemelman, and Nancy Steineke | This book guides you strategically through the two major types of writing that every student must know: writing to learn and public writing. (2 copies) | Writing |
751 | Craft Lessons, Teaching Writing K-8 | Ralph Fletcher and Joann Portalupi | This book is for teachers of primary students through Middle school students. The structure of the book allows teachers to go directly to those craft lessons most applicable and adaptable to their own students. (2 copies) | Writing |
752 | Crafting Digital Writing | Troy Hicks | Written for teachers of writing by a teacher of writing, this book is both an introduction for teachers new to digital writing and a menu of ideas for those who are tech savvy. Troy Hicks explores the questions of how to teach digital writing by examining the author's craft, demonstrating how intentional thinking about author's craft in digital texts engages students in writing that is grounded in their digital lives. | Writing |
753 | Current Issues and Enduring Questions: A Guide to Critical Thinking and Argument, with Readings | Sylvan Barnet and Hugo Bedau | This unique collaborative effort of a distinguished interdisciplinary team--a professor of English and a professor of philosophy--Current Issues and Enduring Questions provides the benefit of the authors' dual expertise in effective writing and rigorous critical thinking. Refined through seven widely adopted previous editions, it has been revised to address current student interests and trends in argument, research, and writing. | Writing |
754 | Everyday Editing | Jeff Anderson | Editing is often seen as one item on a list of steps in the writing process--usually put somewhere near the end, and often completely crowded out of writer's workshop. In this book, the author asks teachers to reflect on what sort of message this approach sends to students. Instead of rehearsing errors and drilling students on what's wrong with a sentence, Jeff invites students to look carefully at their writing along with mentor texts and to think about how punctuation, grammar, and style can best be used to hone and communicate meaning. | Writing |
755 | First Grade Writers | Stephanie Parsons | With First Grade Writers, Stephanie Parsons will change how you think about teaching the thinking behind writing. Parsons outlines five specific units of study for your writing workshop that help students prepare thoughtfully to write. (2 copies) | Writing |
756 | Get It Done! Writing and Analyzing Informational Texts to Make Things Happen | Jeffrey D. Wilhelm, Michael W. Smith, and James E. Fredricksen | Informational texts are a real-world tool for making things happen. Similarly, the Common Core State Standards for writing are designed to help adolescents be prepared for the world outside the classroom. Get It Done! will both help you teach all kinds of informational texts engagingly and effectively, and explicitly connect your work with the Common Core State Standards. | Writing |
757 | Guiding Readers and Writers, Grades 3-6, Teaching Comprehension, Genre, and Content Literacy | Irene C. Fountas, and Gay Su Pinnell | The authors provide special help for struggling readers and writers by presenting the basic structure of the language/literacy program, independent reading, guided reading, literature study, teaching for comprehension and word analysis, showcase the reading and writing connection, and present a comprehensive list containing 1000 books organized by title and level. | Writing |
758 | How's it Going? A Practical Guide to Conferring with Student Writers | Carl Anderson | Written in a conversational style, this book is filled with lots of useful advice, including an in-depth discussion of the teacher's role in conferences, strategies for teaching students to take an active role, ways to weave in literature, mini lessons, classroom management strategies, and responses to the most frequently asked questions about conferring. | Writing |
759 | Inside Writing | Donald H. Graves and Penny Kittle | This book will show you the power behind an apprenticeship approach to writing instruction where you mentor students using your own writing--even if you don't consider yourself a writer. This book is a practical, flexible, three-part program that give you numerous entryways for learning how to model the central elements of the craft. | Writing |
760 | Launching the Writing Workshop (Grades 3-5) | Lucy Calkins and Marjorie Martinelli | This book is the first in a series. It contains all the materials you need to launch your writing workshop. The book is actually a plan for a unit on Launching the Writing Workshop. (There is a resource CD.) | Writing |
761 | Learning from Classmates: Using Students' Writing as Mentor Texts | Lisa Eickholdt | This book will help you deepen your students' engagement during writing time, build their writing identities, and give them the willingness to take the risks necessary for making progress. | Writing |
762 | Lessons to Share on Teaching Grammar in Context | Constance Weaver | In this sequel, the author features eighteen articles addressing issues such as: how language is learned; teaching grammar through writing; sentence composing; power of dialects; teaching the English language; and using grammar-checking computer software. | Writing |
763 | Let's Talk | Mark Overmeyer | 2 copies When it comes to increasing student motivation and success in writing, classroom talk is a powerful tool. More than simply providing assessment data for predetermined standards, talking with our students builds relationships and a community where students rely on one another - not just their teacher - for advice, affirmation, and support. (2 copies) | Writing |
764 | Memoir: The Art of Writing Well (Grades 3-5) | Lucy Calkins and Mary Chiarella | 2 Copies This is the sixth book in the series. This final unit aims to teach children that they can compose not only pieces of writing but also lives in which writing matters. | Writing |
765 | Mentor Texts: Teaching Writing Through Children's Literature, K-6 | Lynne R. Dorfman and Rose Cappelli | This practical resource demonstrates the power of learning to read like writers. It shows teachers and students how to discover the ways that authors make writing come alive and how to use that knowledge to inspire and improve their own writing. (2 copies) | Writing |
766 | No More, "I'm Done!" | Jennifer Jacobson | Primary students can grow into being independent writers! Disregarding the false notion that writing instruction in the primary grades needs to be mostly teacher directed, Jennifer Jacobson shows teachers how to develop a primary writing workshop that helps nurture independent, engaged writers. | Writing |
767 | Nonfiction Mentor Texts | Lynne R. Dorfman & Rose Cappelli | Lynne and Rose guide teachers through a variety of projects, samples, and classroom anecdotes that demonstrate how teachers can help students become more effective writers of good nonfiction. The Your Turn lessons at the end of each chapter use the gradual release of responsibility model to guide and empower student writers. | Writing |
768 | Nonfiction Writing Power | Adrienne Gear | This remarkable book shows teachers how to help students recognize that they write to connect and engage with their reader. It argues that writing nonfiction well means considering the writer's intent and understanding the structure, language, and purpose of the various nonfiction genres. | Writing |
769 | Notebook Know-How | Aimee Buckner | A writer's notebook is an essential springboard for the pieces that will later be crafted in writer's workshop. This book provides the tools intermediate and middle-level teachers need to make writers' notebooks an integral part of their writing program. | Writing |
770 | Oh, Yeah?! Putting Argument to Work Both in School and Out | Jeffrey D. Wilhelm, Michael W. Smith, and James E. Fredricksen | This book is an argument. Let us persuade you that it's an ideal resource for teaching argument writing to adolescents. And not just any arguments, but the substantive kinds the real world demands. "We believe," write Michael Smith, Jeffrey Wilhelm, and James Fredricksen, "that instruction directed to improve student performance on standards-based assessments must be the most powerful and engaging instruction we can possibly offer." (2 copies) | Writing |
771 | One Writer’s Beginnings | Eudora Welty | Beguiling as an autobiography and profound and priceless as guidance for anyone who aspires to write serious fiction. (2 copies) | Writing |
772 | Poetry Mentor Texts, Making Reading and Writing Connections, K-8 | Lynne R. Dorfman and Rose Cappelli | Lynn and Rose show teachers how to use poems in both reading and writing workshops and across content areas. Written in a friendly, conversational tone, this practical book explores a variety of poetic forms, including poems that inspire response, list poems, acrostic poems, persona poems, and poems for two voices--versatile forms of poetry that can be used in every grade. | Writing |
773 | Project-Based Writing | Liz Prather | Project-Based Writing provides a 7 step structure to conceive, manage, and deliver writing projects built upon student voice and student choice. Liz includes classroom-tested strategies for helping kids persevere through roadblocks, changes in direction, failed attempts, and most importantly, "anticipate the tricks of that wily saboteur, Time." Both practical and inspirational, Project-Based Writing teaches kids the real-world lessons they need to become real-world writers. | Writing |
774 | Raising the Quality of Narrative Writing (Grades 3-5) | Lucy Calkins and Ted Kesler | This is the second book in a series. This is a unit designed to improve the quality of writing--and of the writers--in general. This book contains everything you need to teach a unit on Narrative Writing. | Writing |
775 | Real Revision | Kate Messner | Using successful strategies from her own classroom, Kate teaches how authors use research, brainstorming, and planning as revision tools; how they revise to add detail and make characters stronger; and how students can use those same techniques for all kinds of writing in the classroom. | Writing |
776 | Resources for Teaching Writing (Grades 3-5) | Lucy Calkins and Kathy Collins | This resource is a support CD for teaching writing. You can find assessment, resources and materials, students' writing, and much more. | Writing |
777 | Science of Spelling | J. Richard Gentry, Ph.D. | This book breaks down preconceptions and misconceptions about how kids learn to spell, making startling new connections between orthography and literacy. (3 copies) | Writing |
778 | Second Grade Writers | Stephanie Parsons | In Second Grade Writers Stephanie Parsons (author of First Grade Writers and a coauthor of Lucy Calkins' Units of Study for Primary Writing) offers five specific units of study that help children develop a keener sense of what they can and want to accomplish in their writing. Beginning with a September unit designed to build a classroom community that supports risk taking and encourages students to immerse themselves in writing, each successive unit engages children in a different genre and fosters increasing independence. (2 copies) | Writing |
779 | Self-Directed Writers | Leah Mermelstein | This book will show you how to nurture kids to become self-directed during writing workshop, as well as pave the way for them to become self-directed adults. | Writing |
780 | Small Moments: Personal Narrative Writing | Lucy Calkins and Abby Oxenhorn | This unit of study provides lessons for personal narrative writing for young children. | Writing |
781 | So What's the Story? | James E. Fredricksen, Jeffrey D. Wilhelm, and Michael W. Smith | This book shares lessons and unit frameworks on narrative that help students not only meet the standards, but do important real-world work. So, What's the Story? provides ways to help students make the leap from composing stories to understanding how narratives can help them identify problems then critique and change how their world works. | Writing |
782 | Story of My Thinking--Expository Writing Activities for 13 Teaching Situations | Gretchen S. Bernabei and Dottie Hall | In their signature easy-to-implement style, the authors offer new options for teaching expository writing that more realistically match the way readers actually think and writers actually write. The Story of My Thinking provides 13 writing activities for familiar teaching situations, with step-by-step lessons that help you bridge the gap between narrative and informative writing. | Writing |
783 | A Teacher's Guide to Getting Started with Beginning Writers Grades K-2 | Katie Wood Ray and Lisa Cleaveland | Writing | |
784 | Teaching Argument Writing, Grades 6-12 | George Hillocks, Jr. | This book begins with how to teach simple arguments and moves on to those that are more complex, showing step-by-step how to teach students to write and evaluate: arguments of fact, arguments of judgment, and arguments of policy. | Writing |
785 | Teaching Grammar in Context | Constance Weaver | The author begins by introducing some common meanings of "grammar" and provides a historical overview of traditional reasons for teaching grammar as a school subject. After examining those reasons, she questions them, citing decades of research that suggests that grammar taught in isolation has little, if any, effect on most students' writing. | Writing |
786 | Teaching Hope | Freedom Writer Teachers and Erin Gruwell | Teaching Hope unites the voices of the Freedom Writer teachers who share uplifting, devastating, and poignant stories from their classrooms, stories that provide insight into the struggles and triumphs of education in all of its forms. | Writing |
787 | The Unstoppable Writing Teacher | M. Colleen Cruz | The author takes on the common concerns, struggles, and roadblocks that we all face in writing instruction and helps us engage in the process of problem solving each one. (2 copies) | Writing |
788 | The Writing Strategies Book | Jennifer Serravallo | The Reading Strategies Book made the New York Times Best Seller List by making it simpler to match students' needs to high-quality instruction. Now, in The Writing Strategies Book, Jen Serravallo does the same, collecting 300 of the most effective strategies to share with writers, and grouping them beneath 10 crucial goals. | Writing |
789 | The Writing Teacher's Troubleshooting Guide | Lester L. Laminack and Reba M. Wadsworth | This guide offers practical ideas for helping students who may be out of gas, idling for too long, or just plain stuck in a rut. The authors first help you "notice and name" particular struggles that writers may have, identify possible causes, and then offer specific tools to nudge writers toward their next level of development. (2 copies) | Writing |
790 | Writing Workshop the Essential Guide | Ralph Fletcher and Joann Portalupi | 4 copies | Writing |
791 | Units of Study in Opinion, Information, and Narrative Writing--Grade 1 | Lucy Calkins with Colleagues from the Reading and Writing Project | For decades now, the Reading and Writing Project has been piloting, refining, adapting, and developing a K-8 system of writing instruction. Many of The Reading and Writing Project’s ideas on teaching writing have been, from the start, a part of the Common Core, but the Common Core also issued new challenges—ones that The Reading and Writing Project began working towards when the Common Core was just a whiff of a draft. This sequence of CCSS-aligned units in narrative, opinion and information writing, then, bears the stamp of both the Common Core and of thirty-five years of research and development. This unit contains A Guide to the Common Core Writing Workshop, Four Units of Study (Small Moments, Non Fiction Chapter Books, Writing Reviews, and From Scenes to Series) , a book of If..Then..curricular plans, an Assessment Guide, Resources CD, and accompanying Trade Book pack. (2 sets) | Writing |
792 | Units of Study in Opinion, Information, and Narrative Writing--Grade 3 | Lucy Calkins with Colleagues from the Reading and Writing Project | For decades now, the Reading and Writing Project has been piloting, refining, adapting, and developing a K-8 system of writing instruction. Many of The Reading and Writing Project’s ideas on teaching writing have been, from the start, a part of the Common Core, but the Common Core also issued new challenges—ones that The Reading and Writing Project began working towards when the Common Core was just a whiff of a draft. This sequence of CCSS-aligned units in narrative, opinion and information writing, then, bears the stamp of both the Common Core and of thirty-five years of research and development. This unit contains A Guide to the Common Core Writing Workshop, Four Units of Study (Crafting True Stories, The Art of Information Writing, Changing the World, and Once Upon a Time) , a book of If..Then..curricular plans, an Assessment Guide, Resources CD, and accompanying Trade Book pack. (2 sets) | Writing |
793 | Units of Study in Opinion, Information, and Narrative Writing--Grade 4 | Lucy Calkins with Colleagues from the Reading and Writing Project | For decades now, the Reading and Writing Project has been piloting, refining, adapting, and developing a K-8 system of writing instruction. Many of The Reading and Writing Project’s ideas on teaching writing have been, from the start, a part of the Common Core, but the Common Core also issued new challenges—ones that The Reading and Writing Project began working towards when the Common Core was just a whiff of a draft. This sequence of CCSS-aligned units in narrative, opinion and information writing, then, bears the stamp of both the Common Core and of thirty-five years of research and development. This unit contains A Guide to the Common Core Writing Workshop, Four Units of Study (The Arc of Story, Boxes and Bullets, Bringing History to Life, and The Literary Essay) , a book of If..Then..curricular plans, an Assessment Guide, Resources CD, and accompanying Trade Book pack. (2 sets) | Writing |
794 | Units of Study in Opinion, Information, and Narrative Writing--Grade 5 | Lucy Calkins with Colleagues from the Reading and Writing Project | For decades now, the Reading and Writing Project has been piloting, refining, adapting, and developing a K-8 system of writing instruction. Many of The Reading and Writing Project’s ideas on teaching writing have been, from the start, a part of the Common Core, but the Common Core also issued new challenges—ones that The Reading and Writing Project began working towards when the Common Core was just a whiff of a draft. This sequence of CCSS-aligned units in narrative, opinion and information writing, then, bears the stamp of both the Common Core and of thirty-five years of research and development. This unit contains A Guide to the Common Core Writing Workshop, Four Units of Study (Narrative Craft, The Lens of History, Shaping Texts, and The Research-Based Argument Essay) , a book of If..Then..curricular plans, an Assessment Guide, Resources CD, and accompanying Trade Book pack. (2 sets) | Writing |
795 | Units of Study in Opinion, Information, and Narrative Writing--Grade K | Lucy Calkins with Colleagues from the Reading and Writing Project | For decades now, the Reading and Writing Project has been piloting, refining, adapting, and developing a K-8 system of writing instruction. Many of The Reading and Writing Project’s ideas on teaching writing have been, from the start, a part of the Common Core, but the Common Core also issued new challenges—ones that The Reading and Writing Project began working towards when the Common Core was just a whiff of a draft. This sequence of CCSS-aligned units in narrative, opinion and information writing, then, bears the stamp of both the Common Core and of thirty-five years of research and development. This unit contains A Guide to the Common Core Writing Workshop, Four Units of Study (Launching the Writing Workshop, Writing for Readers, How-To Books, and Persuasive Writing of All Kinds) , a book of If..Then..curricular plans, an Assessment Guide, Resources CD, and accompanying Trade Book pack. (2 sets) | Writing |
796 | What a Writer Needs | Ralph Fletcher | This is the ultimate guide for writers and teachers on key elements of writing such as vivid details, compelling voice, engaging leads and endings. In this second edition, Ralph adds new chapters on nonfiction and revision and updates his handpicked booklists of mentor texts. | Writing |
797 | Write Like This--Teaching Real-World Writing Through Modeling and Mentor Texts | Kelly Gallagher | Kelly emphasizes real-world writing purposes, the kind of writing he wants his students to be doing twenty years from now. Each chapter focuses on a specific discourse: express and reflect, inform and explain, evaluate and judge, inquire and explore, analyze and interpret, and take a stand/propose a solution. In teaching these lessons, Kelly provides mentor texts, student writing samples, and numerous assignments and strategies proven to elevate student writing. | Writing |
798 | Writing Circles | Jim Vopat | Vogat helps you get started with circles and shows how they can help you achieve instructional goals. he includes step-by-step guidance for implementation and assessment, activities that make management smooth, and mini-lessons that scaffold growth in skills, topic selection, and craft. | Writing |
799 | Writing Fiction: Big Dreams, Tall Ambitions (Grades 3-5) | Lucy Calkins and M. Colleen Cruz | This is the fourth book in a series. After students spend a month writing essays, they'll be eager to return to the land of narrative writing, especially if they are finally, at long last, able to write what students want most to write: fiction. This book contains everything you need for such a unit. | Writing |
800 | Writing from Sources | Brenda Spatt | Used successfully by tens of thousands of instructors and students in six previous editions, Writing From Sources focuses on what is at the heart of all academic writing, equipping students with the skills they need to adapt source materials confidently and effectively into their own papers. This book provides detailed coverage of every aspect of both the research and the writing processes. | Writing |
801 | Writing Instruction That Works: Proven Methods for Middle and High School Classrooms | Arthur N. Applebee and Judith A. Langer with Kristen Campbell Wilcox, Marc Nachowitz, Michael P. Mastroianni, and Christine Dawson | Backed by solid research, Writing Instruction That Works answer the following questions: What is writing instruction today and what can it be tomorrow? This up-to-date, comprehensive book identifies areas of concern for the ways that writing is being taught in today's secondary schools. The authors offer far-reaching direction for improving writing instruction that assist both student literacy and subject learning. They provide many examples of successful writing practices in each of the four academic subjects, along with guidance for meeting the Common Core standards. The text also includes sections on Technology and the Teaching of Writing and English Language Learners. | Writing |
802 | Writing Toward Home | Georgia Heard | Georgia will inspire you to write toward the most fundamental aspect of yourself--the place you call home, whether past, present, or future. | Writing |