Transforming School Culture: How to Overcome Staff Division By Anthony Muhammad Publisher: Solution Tree ISBN-13: 9781934009451; ISBN: 1934009458
Sometimes I skip the Forward of a Book.I am glad I read this one!Rick Dufour says on Page 3
“ For too long educators have given lip service to the idea
of creating schools where all kids learn at high levels.For too long we have devoted time to
developing pious mission statements rather than aligning our practices with
that mission.(We say a lot of
stuff but are we doing anything differently in our daily practice? Have you
learned something new and implemented it successfully?Have you been willing to slosh through
the awkwardness of a new practice until you see success with your students and staff?)For
too long we have tinkered with the structures of our schools and focused on
projects or goals that have no impact on student learning. (For example:
Changing the master schedule, changing the recess schedule, blaming the test.)
For too long we have ignored the elephant in the room and avoided the crucial
conversations regarding the assumptions, expectations and beliefs that underlie
our practices.” (You might say that you believe that all kids can learn but do
you really believe it?Do you
practice it?Are you willing to
examine your deepest held beliefs about how students learn?Are you willing to accept new ideas and
try new practices?Are you willing
to be coached when it doesn’t go so swell?)
Dr. Muhammad helps us examine our selves in this book.He looks at fundamental issues
surrounding school reform and asks us to take a deep look at ourselves and
understand the “urgency of now.”Why should you change? Why do we need to change?
I firmly believe that public education is on the edge of
both disaster and possibility.This is a must read for all educators.It starts with you! If you are going to stay in education
for even another year you must make a difference otherwise it might be time to step
aside.There are new young people
who believe. They believe they can make a difference.They believe that they should be accountable for
results.They are willing to
collaborate and help each other as a true team.Our students need us more now than ever!
by Peggy Alexander,Retired Assistant Superintendent of Schools, Vacaville
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Mosaic of Thought: The Power of Comprehension Strategy Instruction by Ellin Keene and Susan Zimmermann Published by Heinemann ISBN-10: 0325010358/ISBN-13: 978-0325010359 “This book has been around for a while but it’s insight still holds true. Mosaic of Thought is a marvelous learning puzzle for teachers. How do we engage learners in reading so they don’t become “school readers” (students who rarely read once they leave the classroom)? How do we develop avid readers? What are the thought processes one needs to engage in to read efficiently and passionately? This book gives teachers practical ideas to use in the classrooom tomorrow.” by Denise Fracchia, English Language Literacy Coach, VUSD
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Reading Magic by Mem Fox Publisher: Harcourt Trade Publishers ISBN-10: 0156010763 ISBN-13: 978-0156010764 “Mem Fox is a brilliant writer both with children’s books and adult books. Reading Magic is a must book for all new parents. Reading Magic convinces the reader that reading aloud to our children from birth is one of the greatest gifts we can give. Mem Fox believes that if every adult caring for a child read aloud three stories a day to the children in their lives, we would wipe out illiteracy within one generation. Experts in literacy and child development have discovered that if children know eight nursery rhymes by heart by the time they are four years old, they are usually among the best readers. Reading Magic is filled with practical advice, activities and inspiring true read-aloud miracles. This book is a must for every parent and any educator wanting to know more about how children learn to read.” by Joan E. Masaryk, Former Reading Specialist, VUSD
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Setting Limits in the Classroom: How to Move Beyond the Classroom Dance of Discipline by Robert J. Mackenzie Publisher: Prima Lifestyles (July 10, 1996) ISBN-10: 0761500332 “I wish I had this book eighteen years ago when I started teaching. Robert McKenzie has simplified everything you need to know about management in the classroom. You can easily impliment his ideas and see results immediately.” by Linnea Determann, 6th grade teacher, SCRA Membership Chairperson
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Understanding and Using Reading Assessment K-12 by Peter Afflerbach published by the IRA ISBN 13: 978-0-87207-585-6
"If there was ever a book for our times, this is the book. Professor Afflerbach asks needed questions about assessment. How do we assess reading? The purpose of Afflerbach’s book is to examine the important issues in reading assessment and how the outcomes of these assessments influence our teaching practices and student growth. This book is a must for all principals, curriculum and assessment leaders. It helps professionals think critically about quality reading instruction and assessment as it relates to the classroom, community and political arenas." A Review by Joan E. Masaryk, Former Vacaville Reading Specialist and current president of Yavapai Reading Council, Arizona
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Green Eggs and Ham Cookbook Written by Georgeanne Brennan Illustrated by Dr. Seuss Publisher: Random House Books for Young Readers (October 24, 2006) ISBN: 978-0679884408 (0679884408)
“Ever wonder what green eggs and ham taste like? This cookbook is great because kids learn not only how to explore the kitchen, but they learn how to be creative cooks. Each recipe sparks memories of a story or character that brings them back to one of Dr. Seuss’ books and gives them the excitement of making something that was once only imaginary.” by Elena Fracchia, Assistant Program Director, Westminster Woods Camp and Conference Center
Each recipe is accompanied by the original verse that inspired it, and the pages are laminated to protect against getting splatters of Sneetch Salad, Oobleck, and Solla Sollew Stew.
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I Read It, But I Don’t Get It: Comprehension Strategies for Adolescent Readers by Cris Tovani and Ellin Oliver Keene Publisher: Stenhouse Publishers (October 2000), ISBN: 157110089X
“This book is a must read for all teachers. Cris provides strategies to motivate adolescents to read. Her strategies can be applied to all readers, especially reluctant readers. Cris says there are two kinds of students: those who can’t read and those who choose not to read. Cris’ work with these readers is revealed in her practical suggestions. Each chapter of her book describes her students, their attempts and challenges with curriculum and the interventions that worked for her students. The quality of our teaching is determined by the decisions we make. Cris helps teachers reflect and make decisions crucial to reading success. I highly recommend this book.” Joan E. Masaryk, Past President CCRA and former VUSD Reading Specialist
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If You’re Trying To Teach Kids How to Write...you’ve gotta have this book! by Marjorie Frank Publisher: Incentive Publications; Revised edition (March 1995), ISBN: 0865303177
An easy to read book jam packed with fun and different ideas for writing. A great book if you’re looking to spice up your writing program. The book talks about “romancing” your student writers by getting them excited about words and language before they write. It has many specific ideas. My copy is full of post-its on things I can use right away in my classroom. One page lists 200 alternatives to... “Write a story” such as awards, greeting cards, and sports reports. Marjorie states that “You don’t teach writing. You teach writers. “ This book would make a great addition to any teacher’s library. Ann Story, 1st Grade, Nelda Mundy, FSUSD
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Simple Truths: Clear & Gentle Guidance on the Big Issues in Life by Kent Nerburn Publisher: MJF Books; ISBN: 1567315232 More Than a Score On a Test A review by Joan Masaryk, past president of Contra Costa Reading Association and former VUSD Reading Specialist.
It seems appropriate as the New Year begins to reflect on education and learning. We live in an age where learning has become equated with a score on a test and all learning and curriculum are measured by that score. In the book Simple Truths, Nerburn reminds us that education should be one of the great joys and solaces of life because it enables us to understand our world and to touch the thoughts and feelings of others both in the past and in the present. Education is an attitude of curiosity and wonder. Nerburn reminds us that education is both formal and informal. It is learning from our schooling and learning from the daily events of our life. He cautions us with the voice Confucius, “Study without thinking and you are blind; think without studying and you are in danger.” Schooling makes us part of a community of learners helping us to understand, appreciate, and experience many peoples and cultures. The true measure of our education is not what we know, but how we share what we know with others. Is that not the calling of a teacher? We are called to share what we know, to recognize and encourage the talents of our students so they can share what they know. This is no small challenge in today’s world when learning is measured by a score rather than shared understanding and an endless sense of curiosity and wonder. However, there are ways we can daily motivate wonder, curiosity, and encourage talent even amidst these challenges. 1. Choose Read-Alouds that connect and inspire students. 2. Use many modalities in teaching. 3. Provide opportunities for teacher modeling, student practice, and immediate feedback. 4. Ask students often: “How do you know?” 5. Integrate best teaching practices into the required curriculum. 6. Provide many opportunities for cooperative learning. 7. And remember, an encouraging word works wonders.
“I just finished Teaching Struggling Readers by Carol Lyons. The sub-title is How to Use Brain-based Research to Maximize Learning, and there is a lot of information about regions of the brain that affect instruction. But it’s not all jargon - there are lots of personal stories about the author’s own son and about many of her students which illustrate her points. She refers often to her Reading Recovery training and points out the brain research as rationale for many parts of those lessons. She writes about parents’ and teachers’ influence on children’s learning through classroom atmosphere, ourquestioning strategies and our support on the way to independence.” Martha Beetley, Reading Specialist, Davis USD
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What You Know By Heart How to Develop Curriculum for Your Writing Workshop by Katie Wood Ray
Publisher: Rebound by Sagebrush (June, 2002) ISBN: 1417624450 “Excellent ideas for having current authors help the teacher “co-teach” both product and process writing and encouraging students to think about their own writing. It is full of mini-lessons and examples and makes a great reference, as well as an easy read for someone just starting a writer’s workshop.” Michelle Labelle-Fisch, GATE Sixth Grade, FSUSD
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Is That a Fact? by Tomie De Paola (Foreword), Tony Stead
“If you are looking for a way to teach nonfiction writing to K-3 students, this is the book for you. Is That a Fact? by Tony Stead offers a step by step format on how to help children locate information (leveled book lists are included), record, publish and share information. There are a variety of types of writing that are included: descriptive reports, scientific explanations, persuasive writing, and nonfiction narrative. Sample letters are included to be sent home. I have used this book in my first grade class for the past three years. We write a group report about an animal. For example, at this time in my class we are writing a report on owls. When we finish it, each child has a report he/she can read and share with family members. My kids love to become “experts” on an animal.” Christine O’Connor, 1st grade, Orchard School, VUSD
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Classroom Instruction that Works Research Based Strategies for Increasing Student Achievement by Robert J. Marzano, Debra J. Pickering, Jane E. Pollock
Publisher: Association for Supervision & Curriculum Development; (January 2001) ISBN: 0871205041
Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock have examined decades of research findings giving nine broad teaching strategies that have positive effects on student learning. Each chapter presents extended classroom examples of teachers and students in action, models of instruction, and many frames, rubrics, organizers, and charts to help teachers plan and implement the strategies.
"We have read this book as a professional reading book club with our Title I teachers, coaches and principals. This is a very practical book that integrates theory and research. It is an easy book to ‘chunk’ and great fun to read with a group." Peggy Alexander, VUSD Projects
"Fletcher captures the elements of writing one inspiring chapter at a time. Each chapter is a jewel, modeling the trait being described in an entertaining yet imminently useful way. I return over and over to these writing lessons to nudge my own writing forward as well as to enlighten me on where my students are stuck." Lynne Nittler, Writing Coordinator, VUSD
Ralph Fletcher provides practical strategies for challenging and extending student writing. Included are chapters on details, voice, character, beginnings and endings, among others. The appendix includes a useful list of picture books and novels.
Linda Hoyt provides a practical, classroom-friendly guide to unlocking the treasures of informational text.
"A Wonderful new book with lots of strategies for success with informational text. Standardized tests are now comprised of anywhere from 50-85% informational texts so it is important for teachers to provide students with lots of opportunities to read nonfiction." Christy Davis, Title 1 Teacher, Markham Elementary, VUSD
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A Framework for Understanding Poverty by Ruby K. Payne, Ph.D.
ISBN: 1929229143; Revised edition (2001)
"The support these students need are cognitive strategies, appropriate relationships, coping strategies, goal-setting opportunities, and appropriate instruction both in content and discipline." pg.139.
"In her book, Framework for Understanding Poverty, Dr. Payne applies her years of research and experience to building a framework for teachers who work with disadvantaged students. Her "real world" perspective provides insight into the specific struggles these children face in school, at home and in their neighborhoods. More than just telling a story about these children, Dr. Payne gives specific and constructive strategies, based on research, for working with both the children and their families to give them access to the education all children deserve. This book opened my mind and touched my heart and changed my teaching forever." Reviewed by Kathy Bergman, SCRA President, Fairmont School, Vacaville
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A Mind at a Time by Dr. Mel Levine, Simon & Schuster;
ISBN: 0743202228; (March 2002)
"A Mind at a Time, a New York Best Seller, explains Dr. Mel Levine's learning theory without getting locked up in medical jargon. As a professor of pediatrics at the University of North Carolina Medical School and director of its Clinical Center for the Study of Development and Learning, his work is based on clinical experience with children who have learning or behavioral problems. He has had great success helping children understand how they individually learn. To make a difference in a child's learning by providing valuable information about their learning is to be valued. This is a must read for educators!" Reviewed by Dana Camp-Farber, Teacher, Highland Elementary School, Vallejo.
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What Really Matters for Struggling Readers by Dick Allington
ISBN 0-321-06396-1, Pearson Education The book can be ordered through O.W.L. Associates. (800) 772-7165, www.owlassoc.com
“Reading this book helped me to come up with the questions I need to effectively evaluate our reading program. It confirms years of research that there is no one fits-it-all solution. The quality of the teaching, not the curriculum, is the single most important factor in effective instruction. Good teachers must know their students and individualize instruction to teach needed strategies. Allington offers a set of articles that are interesting and help the reader to examine professional beliefs and practices. I highly recommend this book to any professional that believes all children can learn to read.” Valerie Rogers, Principal, Sierra Vista School, Vacaville USD
"What Really Matters for Struggling Readers" offers easy-to-understand interpretations of research that support three important principles: Children need to read a great deal to become proficient, children need access to appropriate books, and children need to develop fluent reading to become proficient readers. Allington gives suggestions on how to monitor the amount of reading and create interventions that expand reading activity, gives suggestions for designing schools where appropriate books are available for all children, and provides instructional models and methods for fostering fluency.
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Guided Readers and Writers (Grade 3-6) Teaching Comprehension, Genre, and Content Literacy by Irene C. Fountas & Gay Pinnell
IBN 0-325-00310-6, Heinemann Publishing Company,
“Finally! A book with clear descriptions and examples of guided reading and writer's workshop just for us upper grade teachers. It is the best book out since Mosaic of Thought!” Michelle Labelle-Fisch, Literacy Facilitator & 6th grade teacher at Tolenas School, FSUSD
Authors Irene Fountas and Gay Su Pinnell have already helped hundreds of thousands of K-3 teachers engage, inform, and inspire early readers and writers. Now, with "Guided Readers and Writers (Grades 3-6)", Fountas and Pinnell support teachers on the next leg of the literacy journey, addressing the unique challenges of teaching upper elementary students. It explores all the essential components of a quality literacy program in six separate sections: *Breakthrough to Literacy, *Independent Reading, *Guided Reading, *Literature Study, *Teaching for Comprehension and Word Analysis, and *The Reading and Writing Connection. A special feature appears at the end of each section for working with struggling readers and writers.
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Snapshots By Linda Hoyt
ISBN 0-325-00272-x, Heinemann Publishing Company
"Snapshots" is a treasure of practical mini lessons that can easily be woven into whole class as well as small group experiences. The mini lessons in "Snapshots" can turn small segments of classroom time into high impact teaching and learning." Patrice Faraclas, Reading Specialist, VUSD & SCRA Co-President.
Linda Hoyt, author of the popular "Revisit, Reflect, Retell", returns with the definitive guide to conducting mini lessons across the literacy spectrum. Linda covers oral reading, guided reading, independent reading, and writing, providing more than 170 of her best mini lessons for understanding individual words and whole texts, fiction and nonfiction. For each "Snapshot," Linda guides you through a process for gradually handing over responsibility to your students with:
*Demonstration, *Guided and Independent Practice, and * Reflection. Snapshots is essential for making the most of even the shortest moments of your day.
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On Solid Ground Strategies for Teaching Reading K-3 by Sharon Taberski
ISBN: 0325002274, Heinemann Publishing Co.
"This book offers clear, practical advice and inspiration to anyone teaching in the primary grades. I especially appreciated the description of her students' reading folders which contain her assessments and student responses to literature. Probably the best book on teaching reading I have ever read!" - Pat Sobrero, Kindergarten Teacher, Dan O. Root II Elementary, FSUSD
This book focuses on four areas of teaching reading:
Assessment: scheduling and managing reading conferences, taking oral reading records, and using retellings and discussions as assessment tools.
Demonstration: using shared reading and read-alouds as platforms for figuring out words and comprehending texts, and explores small-group work-guided reading and word-study groups-and teaching children one on one.
Practice: using independent reading as a time for practice, spelling out the very active roles she and her students play.
Response : using writing and dialogue as tools to better understanding themselves as readers.
"On Solid Ground" is informed by current thinking, yet loaded with advice, booklists, ready-to-use reproducible, and-of course-the words and work of real children. Sharon's approach is clear, sensible, and timeless.
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After "THE END" Teaching and Learning Creative Revision by Barry Lane
ISBN: 0435087142, Heinemann Publishing Company
"This lively, easy to read resource is a must for any teacher who struggles with getting their students to revise their writing after they write THE END! As a real writer and teacher of writing, Barry Lane's humorous approach and practical classroom practices makes this a funny but highly useful book." - Jackie Albright, 3rd grade Teacher/ Literacy Facilitator, Dan O. Root II Elementary, FSUSD
At a time when the writing process is sometimes viewed as a seven-step recipe, with revision one of those steps, author Barry Lane inspires language arts teachers to approach the subject with flexibility and playfulness. For students in upper elementary to secondary school and beyond, and for every teacher looking to develop a common language of craft in the classroom, After "THE END" is a book of practical ideas and applications that inspire
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Reading & Learning Strategies for Middle & High School Students by Lenski, Wham, & Johns
Kendall/Hunt Publishing Co, August 2001, ISBN 0-7872-5607-2
"Once students learn to read, the greatest task is teaching them to read to learn. This is a great book with research-based strategies to assist grades 4-12 to increase reading comprehension. It includes easy-to-use graphic organizers, lessons on note taking skills, vocabulary, using text structure, accessing prior knowledge, summarizing, and much more. This is a wonderful source!" Barbara Debevec, Reading Specialist, Fairmont School, VUSD
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We The People poems by Bobbi Katz
Harper Collins Publications, November 2000 ISBN 0-688-16531-1
"I like this book very much. It puts a face on history that we sometimes forget to teach. I will use some of these poems in my Honors Classes." Jody Wara, Honors History, Vacaville High School, VUSD
"We The People" is a collection of original poems, all written by author Bobbi Katz. What makes this volume unique is the perspective of the poems: each poem is told from the point of view of a historical figure. The poems are accentuated by a timeline and pictures created by illustrator Nina Crews. The illustrations combine actual photographs with a variety of media, such as watercolors and digital images. The poems are well suited for performance and can be used as supplemental information in history and biography assignments.
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Talking Classrooms Shaping Children's Learning Through Oral Language Instruction Editor: Patricia G. Smith
ISBN: 0-87207-278-9
"This book validates the importance of oral language in every classroom. I found this book to be an excellent support and resource in my search for oral language instruction." Denise Fracchia, Fairmont School, Vacaville USD
"Talking Classrooms" shows you how to use students' oral language to enrich their understanding not only of what they read, but also of how they see themselves in relation to the rest of the world. This collection combines exemplary scholarship with practical suggestions in a way that will be welcomed by academicians and practitioners alike. At one end of the spectrum are theoretical perspectives on oral language, models of application, and reflections on how assessment practices affect language development. At the other end are wonderful transcripts of children engaged in classroom discussions, and tools for creating a curriculum that promotes active learning through talk.
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From Phonics to Fluency Effective Teaching of Decoding and Reading Fluency in the Elementary School by Timothy Rasinski and Nancy Padak
ISBN: 0-3210-4903-9
"This book is an excellent presentation of a balanced and sequenced approach to word study. The focus is on literacy development in word recognition and comprehension." Roger Heym, Reading Specialist, Highland Elementary School, Vallejo.
This book focuses on two primary issues-engaging and authentic word study and effective fluency instruction. Specific teaching strategies are identified and described in detail for teachers to use in developing word recognition teaching portfolios to lead students from decoding to fluency.
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Unraveling the Seven Myths of Reading Assessment and Intervention Practices for Counteracting Their Effects by Frank B. May, Ph.D.
Allyn & Bacon; ISBN: 0205309143
“This book is valuable for teachers because it provides a variety of forms of positive interventions to improve the literacy of struggling readers. It also provides an excellent insight into when to correct decoding errors and whether sounding out is the best strategy for word work.” Roger Heym, Reading Specialist, Highland School, Vallejo UCD
Examine the seven incorrect beliefs about reading. These beliefs are minimized through intervention models, theories, case studies, and assessments. This book is based on research and theory published during the last 40 years. It is also based on the author’s professional assessments, instructional interventions, recommendations for over 4,000 readers, and analysis and interventions from over 3,000 practicing teachers.
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Peer Talk in the Classroom Learning from Research by Jeanne R. Paratore (Editor), Rachel L. McCormack (Editor) (January 1, 1998)
“Finally a research based book that supports the importance of oral language at all levels of education and specifically focuses on peer discussions. Researchers such as Vygotsky, Cazden, and Brown give teachers validation why Literature Circles, Info Circles, and Shared Inquiry really work. This is the best book I’ve read on oral language.” Denise Fracchia, Kindergarten Teacher and Reading Specialist, Fairmont School, VUSD
This book, which includes contributions from both classroom teachers and university professors, will help teachers and researchers uncover the connections between what is known about language and literacy acquisition and how teachers can create conditions for peer talk in a variety of settings. The book first focuses on students in classrooms where peer-led discourse contributes to learning, explores the conflicts and complexities that students confront as they engage in peer-led discussions, and then shifts the focus to teachers and their role in supporting students’ opportunities to learn. “Peer Talk in the Classroom” will be a valuable resource for all teachers and researchers looking for ways to increase student-initiated interaction and to encourage oral discourse to support literacy learning. International Reading Association; ISBN: 0872071812
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