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Mar 2015/192 pp./PB, $31.95/5633-1 photos/illustrationsThe Common Core State Standards in Literacy SeriesCopublished with NWP (National Writing Project)and TESOL International Association

“This book is a tour de force. It’s up-to-the-minute in offering what teachers and administrators need, and what parents want.”

—Judith A. Langer, director, Center on English Learning and Achievement, University at Albany

“These authors are at the very forefront of scientifically testing and validating instructional practices for improving the writing and reading of adolescents who are English learners. Why is their research so good? It is informed by years of experience in the classroom and working with hundreds of teachers across California. What a powerful combination. My advice: Ingest, consider, and employ the strategies described here. Your students will become better writers if you do.”

—From the Foreword by Steve Graham, Arizona State University

Helping English Learners to WriteMeeting Common Core Standards, Grades 6–12 Carol Booth Olson is an associate professor in the School of Education at the University of California, Irvine, and director of the UCI site of the National Writing Project; Robin C. Scarcella is a professor in the School of Humanities at the University of California, Irvine, and director of the Program in Academic English; Tina Matuchniak is the director of research for the UCI Writing Project and a lecturer at California State University, Long Beach.

Foreword by Steve Graham

Using a rich array of research-based practices, this book will help secondary teachers improve the academic writing of English learners. It provides specific teaching strategies, activities, and extended lessons to develop EL students’ narrative, informational, and argumentative writing, emphasized in the Common Core State Standards. It also explores the challenges each of these genres pose for ELs and suggests ways to scaffold instruction to help students become confident and competent academic writers.

Showcasing the work of exemplary school teachers who have devoted time and expertise to creating rich learning environments for the secondary classroom, Helping English Learners to Write includes artifacts and written work produced by students with varying levels of language proficiency as models of what students can accomplish. Each chapter begins with a brief overview and ends with a short summary of the key points.

Readers can use this book to:• Help ELs meet the writing demands of

the Common Core State Standards.• Plan and set goals for instruction.• Supplement existing English language

arts or English language development curricula with teacher-tested strategies, activities, and lessons.

• Develop a community of learners.• Create safe classroom spaces in which

students are encouraged to participate, even with less-than-perfect English.

• Design and implement culturally responsive instruction, building on students’ strengths.

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Research-Based Practices for Teaching Common Core LiteracyEdited by P. David Pearson, a professor and former dean at the Graduate School of Education at the University of California, Berkeley. Elfrieda H. Hiebert is president and CEO of TextProject, Inc. and a research associate at the University of California, Santa Cruz.

Foreword by Nell K. Duke

This one-of-a-kind resource will be invaluable to every teacher educator, every curriculum director, and every literacy coach, whether or not they must meet Common Core State Standards.

Bringing together perspectives from literacy luminaries, each addressing their specialty, Research-Based Practices for Teaching Common Core Literacy offers an accessible fund of rich practices in literacy instruc-tion. The book serves two purposes: First, it assembles a body of knowledge and wisdom from leading literacy researchers who each draw from a long career in the field to address topics of central importance to good literacy instruction. Second, these research-to-practice leaders connect established best practices and foundational research to the current challenge of instruction to meet Common Core State Standards and other rigorous cur-riculum guidelines. The contributors point out strengths of the Common Core as well as issues and oversights of which educators should be aware. Closing chapters situate the Common Core within a continuum of educa-tional policy and legislation.

Contributors: Richard L. Allington, Monica T. Billen, Jay S. Blanchard, Robert Calfee, Gina N. Cervetti, Michael F. Graves, John T. Guthrie, Elfrieda H. Hiebert, James V. Hoffman, Rosalind Horowitz, Michael L. Kamil, Barbara Kapinus, Richard Long, Leigh Ann Martin, Kimberly McCuiston, James Nageldinger, David Paige, P. David Pearson, Timothy Rasinski, S. Jay Samuels, Barbara M. Taylor, Joanna P. Williams, Kathleen Wilson

May 2015/288 pp./PB, $33.95/5644-7 HC, $74/5645-4 large formatCopublished with ILA (International Literacy Association)

“This book gets way beyond generalities and polemics about the Common Core, taking a deep and measured dive into a wide range of essential topics within the Standards. I read a lot, and I can’t think of the last time I read anything about the CCSS as engaging and thought-provoking as this.”

—Nell K. Duke, University of Michigan

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Assessing Students’ Digital WritingProtocols for Looking Closely

Troy Hicks is an associate professor of English at Central Michigan University and director of the Chippewa River Writing Project. Follow him on Twitter: @hickstro. With Jeremy Hyler, Julie Johnson, Bonnie Kaplan, Erin Klein, Christina Puntel, Stephanie West-Puckett, and Jack Zangerle Foreword by Richard Beach Prologue by Christina Cantrill, National Writing Project

In this book, Troy Hicks—a leader in the teaching of digital writing—collaborates with seven National Writing Project teacher consultants to provide a protocol for assessing students’ digital writing.

This collection highlights six case studies centered on evidence the authors have uncovered through teacher inquiry and structured conversations about students’ digital writing.

Beginning with a digital writing sample, each teacher offers an analysis of a student’s work and a reflection on how collaborative assessment affected his or her teaching. Because the authors include teachers from kindergarten to college, this book provides opportuni-ties for vertical discussions of digital writing development, as well as grade-level conversations about high-quality digital writing.

The text also includes an introduction and conclusion that provides context for the inquiry group’s work and recommendations for assess-ment of digital writing.

Jul 2015/168 pp./PB, $30.95/5669-0Copublished with NWP (National Writing Project)

Uncommonly Good IdeasTeaching Writing in the Common Core EraSandra Murphy is professor emerita at the University of California, Davis. Mary Ann Smith directed the Bay Area and California Writing Projects and served as Director of Government Relations and Public Affairs for the National Writing Project.

“You will love the way this book gives you permission to take time to do the intellectual work you went into this profession for. I know I did.”

—Carol Jago, UCLA “In this book I find the intelligence and insights that help me think about what it looks like to teach writing through the Common Core State Standards while maintaining my own integrity as a teacher.”

—Jim Burke, best-selling author and high school teacher The authors zero in on several “big ideas” that lead to and support effective practices in writing instruction, such as integrating reading, writing, speaking, and listening; teaching writing as a process; extend-ing the range of students’ writing; spiraling and scaffolding a writing curriculum; and collaborating. These “big ideas” are the cornerstones of best researched-based practices as well as the CCSS for writing.

The first chapter offers a complete lesson designed around teaching narrative writing and illustrating tried and true practices for teaching writing as a process. The remaining chapters explore a broad range of teaching approaches that help students tackle different kinds of narrative, informational, and argumentative writing and understand complexities like audience and purpose. Each chapter focuses on at least one of the uncommonly good ideas and illustrates how to create curricula around it.

Uncommonly Good Ideas includes model lessons and assignments, mentor texts, teaching strategies, student writing, and practical guid-ance for moving the ideas from the page into the classroom.

Apr 2015/168 pp./PB, $27.95/5643-0 ccssLanguage and Literacy SeriesCopublished with NWP (National Writing Project)

Book Features:• An adaptation of the

Collaborative Assessment Conference protocol.

• Detailed descriptions of students’ digital writing, including the assessment process and implications for instruction.

• Links to the samples of student digital writing available online.

“This book is slender, readable, and well worth the ride, whether you are a novice terrified as you stare into your first classroom or an old hand looking for an extra boost with a new class and a new year.”

—Arthur Applebee, University at Albany, SUNY

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Family Dialogue JournalsSchool–Home Partnerships That Support Student Learning JoBeth Allen, Jennifer Beaty, Angela Dean, Joseph Jones, Stephanie Smith Mathews, Jen McCreight, Elyse Schwedler, and Amber M. Simmons, all from the Red Clay Writing Project, the University of GeorgiaForeword by Luis Moll

“A beautiful, socially conscious book offering so much wisdom for cur-riculum, classroom norms, and creating learning-focused contexts.”

—Stephanie Jones, University of GeorgiaThis honest, clearly written, and accessible book shows how to use Family Dialogue Journals (FDJs) to increase and deepen learning across grade levels.

Written by K–12 teachers who have been implementing and study-ing the use of weekly journals for several years, it shares what they have learned and why they have found FDJs to be an invaluable tool for forming effective partnerships with families. Learn from firsthand accounts how students write weekly about one big idea they have studied, ask a family member a related question, and then solicit their writing in the journal. Through these journal entries, they share their family knowledge with classmates while actively engaging with the curriculum. In turn, teachers extend the academic discussion by writing to each family and incorporating their funds of knowledge into classroom lessons—writing about everything from the use of thermometers to life in Michoacán, Mexico. Family participation in the FDJs is remarkably high across ages, ethnicities, and economic realities.

Feb 2015/160 pp./PB, $34.95/5628-7/HC, $66/5629-4Practitioner Inquiry Series

Copublished with NWP (National Writing Project)

”There is definitely much to learn in these pages.”

—From the Foreword by Luis Moll, University of Arizona

“This is an incredibly read-able book that is highly useful for teachers, teacher educators, and university researchers interested in this powerful practice.”

—Kathy Schultz, dean and professor, Mills College

“The book not only challenges the status quo but offers a rational alternative that would benefit every struggling reader. I hope Reading Upside Down initiates a widespread movement to undo so much of what we have done in the name of ‘helping’ children who struggle with learning to read.”

—Richard L. Allington, University of Tennesse

Reading Upside DownIdentifying and Addressing Opportunity Gaps in Literacy Instruction Deborah L. Wolter is an elementary teacher consultant in Ann Arbor Michigan public schools. Visit her website at readingupsidedown.wordpress.comForeword by Richard L. Allington

Drawing on the author’s rich experiences working one-on-one with challenged readers, this book presents case studies illustrating the complexities of student learning experiences and the unique circum-stances that shaped their acquisition of literacy. Wolter explores eight key factors that contribute to reading challenges in developing read-ers, including school readiness, the use of prescribed phonics-based programs, physical hurdles, unfamiliarity with English, and special education labeling. With a focus on the differences that educators can make for individual students, the text suggests ways to identify and address early opportunity gaps that can impact students throughout their entire educational career.

Reading Upside Down will help educators to:• Shift from identifying deficit-based achievement gaps among

students to addressing opportunity gaps in literacy instruction.• Move beyond student labels, categories, or placements to provide

true opportunities for children to explore and develop literacy.• Take a strength-based view that students are in multiple

places of exploration of language and literacies and all children can succeed in becoming readers.

• Develop a strong sense of ownership and expertise in order to foster inclusion and assure authentic and engaged reading within their classrooms.

Jun 2015/160 pp./PB, $36.95/5665-2/HC, $76/5666-9

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ShoptalkLessons in Teaching from an African American Hair Salon

Yolanda J. Majors is a visiting associate professor and associate director of adolescent literacy and learning at the University of Minnesota, Twin Cities, associate professor of curriculum and instruction at the University of Illinois, Chicago, and professional developer for culturally responsive instruction.Foreword by Carol D. Lee

Shoptalk examines the development of literacy, identity, and think-ing skills that takes place through cross-generation conversation in an African American hair salon and how it can inform teaching in today’s diverse classrooms.

By shining a spotlight on verbal discussions between the salon’s patrons and workers, the author provides a critical reassessment of the achievement gap discourse and focuses on the intellectual toolkits available to African Americans as members of thriving communities. While this book offers a detailed analysis of the informal teaching and language practice that occurs within the salon, it also moves beyond that setting to consider culturally situated problem-solving within an urban, language arts classroom.

Shoptalk is essential reading for teachers, teacher educators, and administrators who are interested in widening their view of culturally responsive pedagogical practices. It will also enrich any course in culturally responsive instruction.

Jul 2015/192 pp./PB, $34.95/5661-4/HC, $76/5662-1

Teaching Transnational YouthLiteracy and Education in a Changing World

Allison Skerrett is associate professor in the department of curriculum and instruction at The University of Texas at Austin.Foreword by Randy Bomer

“Allison Skerrett makes masterful use of research, deep knowledge of teaching, and transnational voices in this most informative book. Readers meet intriguing young people living extraordinary lives and see how literacy affects and shapes those lives. Transnational lives and expe-riences are then used to inform the curriculum, teaching, and language learning.”

—Robert Jimenez, Vanderbilt University This is the first book to specifically address the needs of transnational youth, a growing population of students who live and go to school across the United States and other nations including Mexico and dif-ferent Caribbean islands.

The author describes a coherent approach to English language arts and literacy education that supports the literacy learning and development of transnational students, while incorporating these students’ unique experiences to enrich the learning of all students. Drawing from exemplary teachers’ classroom practice and research-based approaches, the book demonstrates how teachers can engage with transnationalism to reap the unique and significant benefits this phenomenon presents for literacy education. These benefits include a deeper appreciation of cultural and linguistic diversity, an increased awareness of world citizenship, and the development of globally informed ways of reading, writing, investigating, and thinking.

Jun 2015/144 pp./PB, $43.95/5658-4/HC, $92/5659-1Language and Literacy Series

Book Features:• Examines how African

Americans use language to achieve particular goals.

• Identifies culturally relevant literacy practices and related skills.

• Shows teachers how to leverage the out-of-school practices of students of color for literacy learning and development.

New

“This well-researched and engagingly written book brilliantly illuminates the often hidden or sorely misunderstood life and schooling experiences of transnational youth. It is a primary text for courses on literacy theories and practices, and fills a critical gap in how we conceptualize and implement literacy instruction for all youth.”

—Jabari Mahiri, UC Berkeley

availableJuly

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Looking Together at Student WorkThird EditionTina Blythe develops and facilitates online professional development courses for Harvard Project Zero and is a consultant for schools, districts, and organizations; David Allen, assistant professor, College of Staten Island, City University of New York, and; Barbara Schieffelin Powell, educational consultant in curriculum development, teacher education, and evaluation. Forewords by Joseph P. McDonald, David N. Perkins, and Kathleen Cushman

“School leaders looking for systemic strategies to improve student achieve-ment would be well-served by Looking Together at Student Work.”

—The School Administrator“Brief, elegant, and useful. . . . These authors know as well as anyone on earth that the practice of collectively accountable teaching is messy, but they also appreciate the fact that people in the midst of it nonetheless need some kind of map.”

—From the Foreword to the third edition by Joseph P. McDonald, New York University

New for the Third Edition: • The addition of The Microlab Protocol, a relatively quick and

easy way to introduce groups to protocol-guided conversation.• Facilitation strategies and more detailed notes for presenters

about how to select work and prepare for their roles.• Updated examples and a new case focused on a school’s

use of protocols to develop teachers’ understanding and application of the Common Core State Standards.

• Current research on the effectiveness of practices that involve the collaborative examination of student work.

Apr 2015/96 pp./PB, $24.95/5646-1 the series on school reform

Teaching the Tough IssuesProblem Solving from Multiple Perspectives in Middle and High School Humanities Classes Jacqueline Darvin is associate professor of secondary literacy, program director for adolescent literacy education, and deputy chair of the Secondary Education and Youth Services (SEYS) Department at Queens College–City University of New York.

Foreword by Douglas Fisher

“Darvin takes on the big important issues in adolescents’ lives that often go unaddressed in most classrooms.”

—William Brozo, George Mason University Teaching the Tough Issues introduces a groundbreaking teaching method intended to help English, social studies, and humanities teachers address difficult or controversial topics in their secondary classrooms.

Because these issues are rarely addressed in teacher preparation programs, few teachers feel confident facilitating conversations around culturally and politically sensitive issues in ways that honor their diverse students’ voices and lead to critical, transformative thinking. The author describes a four-step method to help teachers structure discussions and written assignments while concurrently assisting them in addressing Common Core State Standards. Designed to aid students in both developing their own viewpoints on contentious issues and in actively critiquing those of their teachers and peers, these practices will enhance any humanities curriculum.

Apr 2015/160 pp./PB, $34.95/5653-9/HC, $76/5654-6 ccss

ALSO OF INTEREST:

The Facilitator’s Book of QuestionsTools for Looking Together at Student and Teacher WorkDavid Allen and Tina BlytheForeword by Gene Thompson-Grove160 pp./PB, $25.95/4468-0

Dilemmas in Educational LeadershipThe Facilitator’s Book of Cases Donna J. Reid

120 pp. /PB, $29.95/5549-5

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“Darvin has provided us all with a powerful tool for guid-ing students as they explore their identity, unafraid to explore what it means to be human.”

—From the Foreword by Douglas Fisher, San Diego State University

NewEdition

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BESTSELLERS!

Critical Encounters in Secondary EnglishTeaching Literary Theory to Adolescents, Third EditionDeborah Appleman

“This Third Edition proves that Appleman still has her hand on the pulse of the rapidly changing landscape of education.”

—Ernest Morrell, Teachers College, Columbia University“All the undergraduate students cited [Appleman’s book] as their favorite piece of work

for the semester.” —English Journal “Provides powerful ways to get young people thinking about literature and about how it

relates to their lives.” —Rethinking Schools The Third Edition provides an integrated approach to incorporating nonfiction

and informational texts into the literature classroom. Grounded in solid theory with field-tested classroom activities, this edition shows teachers how to adapt practices that have always defined good pedagogy to the new generation of standards for literature instruction. This classic book now includes lists of nonfiction texts, a new chapter on new historicism, and new classroom activities.

2015/272 pp./PB, $29.95/5623-2 illustrations Language and Literacy Series ccss

Teaching the TabooCourage and Imagination in the Classroom, Second Edition Rick Ayers and William Ayers / Foreword by Carol D. Lee

“For those frustrated by the thrust of educational ‘reform’. . .this book provides what can be described as both a challenge and a set of alternatives.”

—Education Review “What makes this book important is that it represents an invitation to wrestle with deep-seated assumptions.”

—From the Foreword by Carol D. Lee, Northwestern University“Teaching the Taboo is provocative, challenging, funny in places, wild but sensible enough to be useful, inspiring, and practical for educators who are working to negate the

educational madness that is infecting the schools.” —Herb Kohl, bestselling author

The second edition of this bestseller has been thoroughly updated to include a deeper exploration of racism, the problems with math and science education, the importance of creative writing, the work of Freire, and the school struggles in Atlanta, Chicago, and Seattle.

2014/160 pp./PB, $24.95/5528-0 (T)

Reading, Thinking, and Writing About HistoryTeaching Argument Writing to Diverse Learners in the Common Core Classroom, Grades 6–12 Chauncey Monte-Sano, Susan De La Paz, and Mark FeltonForeword by Sam Wineburg

“The tools this book provides demystify the writing process and offer a sequenced path toward attaining proficiency.”

—From the Foreword by Sam Wineburg, Margaret Jacks Professor of Education, Stanford University

“This extraordinary book provides tried-and-true practical tools and step-by-step directions.”

—Michelle M. Herczog, president, National Council for the Social StudiesThe Common Core and C3 Framework emphasize literacy and inquiry in social

studies, but do not offer resources to achieve these goals. This practical guide presents six research-tested investigations, along with corresponding teaching materials and tools that have improved the historical thinking and argumentative writing of academically diverse students. Sample student essays and formative feedback illustrate the progress of two different learners and explain how to support students’ development.

2014/240 pp./PB, $31.95/5530-3 large format ccssThe Common Core State Standards in Literacy SeriesCopublished with NWP (National Writing Project)

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BESTSELLERS!

50 Myths and Lies That Threaten America’s Public SchoolsThe Real Crisis in EducationDavid C. Berliner, Gene V Glass, and Associates

“A valuable new book.”—The Washington Post

“A timely and hard-hitting book. The teachers of our children will be grateful.”—Jonathan Kozol, educator and author

“A flat-out masterpiece.”—W. James Popham, professor emeritus, UCLA

“If you care about the future of public education, you mustn’t ignore this book.”—Andy Hargreaves, Lynch School of Education, Boston College

In this comprehensive look at modern education reform, two of the most respected voices in education and a team of young education scholars use hard-hitting information and a touch of comic relief to separate fact from fiction. This provocative book features short essays on important topics to provide essential reading for every elected representative, school administrator, school board member, and teacher.

2014/272 pp./PB, $27.95/5524-2

Summer ReadingClosing the Rich/Poor Reading Achievement GapEdited by Richard L. Allington and Anne McGill-Franzen Foreword by Gerald G. Duffy

“Summer Reading shows us how to make voluntary reading programs work, especially for low achievers.” —P. David Pearson, University of California, BerkeleyThis timely volume offers not only a comprehensive review of what is known about summer reading loss, but also provides reliable interventions and guidance for planning a successful summer reading program. The authors clearly show how schools and communities can see greater academic gains for students from low-income families using the methods described in this book than from much more costly interventions.

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

2013/144 pp./PB, $28.95/5374-3 photos Language and Literacy SeriesCopublished with IRA (International Reading Association)

2009 NCTE David H. Russell Research Award

Teaching Vocabulary to English Language LearnersMichael F. Graves, Diane August, and Jeannette Mancilla-MartinezForeword by Catherine E. Snow

“Practical, research-based strategies to build a solid foundation for the education of English learners.” —Rosa Aronson, executive director, TESOL Building on Michael Graves’s bestseller, The Vocabulary Book, this new resource offers a comprehensive plan for vocabulary instruction that K–12 teachers can use

with English language learners. The authors describe a four-pronged program that follows these key com-ponents: providing rich and varied language experiences; teaching individual words; teaching word learning strategies; and fostering word consciousness. Includes vignettes, classroom activities, sample lessons, a list of children’s literature, and more.

2013/176 pp./PB, $24.95/5375-0 large format, illustrations Language and Literacy SeriesCopublished with IRA (International Reading Association), TESOL International Association, and Center for Applied Linguistics

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10 CLASSICS&BESTSELLERS!


All About WordsIncreasing Vocabulary in the Common Core Classroom, PreK–2Susan B. Neuman and Tanya S. WrightForeword by Timothy Shanahan

“Clearly illustrates how teachers can narrow the achievement gap and, at the same time, address the Common Core State Standards in developmentally appropriate ways.”

—Sue Bredekamp, Early Childhood Education SpecialistVocabulary forms a relentless divide between children who succeed and those who do not. All About Words is designed to help early childhood teachers take advantage of the unique opportunity provided by the Common Core State Standards. It offers strategies for planning and presenting vocabulary instruction and for monitoring children’s word learning progress, along with specific guidance on which words to teach.

2013/176 pp./PB, $25.95/5444-3/HC, $62/5445-0 photos ccssThe Common Core State Standards in Literacy Series

Educating Emergent BilingualsPolicies, Programs, and Practices for English Language LearnersOfelia García and Jo Anne Kleifgen Foreword by Jim Cummins

“An excellent resource for policymakers, researchers, and educators who are interested in taking specific action to improve the education of English learners.”

—Linguistics and EducationThis accessible guide presents the most up-to-date research findings to demonstrate how ignoring children’s bilingualism perpetuates inequities in their schooling.

2010/192 pp./PB, $27.95/5113-8/HC, $60/5114-5Language and Literacy Series

Reading the VisualAn Introduction to Teaching Multimodal LiteracyFrank Serafini Foreword by James Paul Gee

“An important text, perhaps essential, for all educators who are interested in an expanded understanding of literacy.”

—Teachers College Record“Reading the Visual is a timely and cogent text. It challenges us to place visual images and multimodal ensembles alongside printed texts instead of subordinating them in the classroom as complementary texts.”

—Illinois Reading Council JournalThis engaging book provides frameworks for teaching a wide-range of visual and multimodal texts, including historical fiction, picture books, advertisements, web-sites, comics, graphic novels, news reports, and film. Each unit of study contains suggestions for selecting cornerstone texts and visual images and launching the unit, as well as lesson plans, text sets, and analysis guides. These units are designed to be readily adapted to fit the needs of a variety of settings and grade levels.

2013/208 pp./PB, $34.95/5471-9/HC, $78/5472-6 photosLanguage and Literacy Series

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RECENTLY PUBLISHED 11

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The One-on-One Reading and Writing ConferenceWorking with Students on Complex TextsJennifer Berne and Sophie C. DegenerForeword by Douglas Fisher

“Will transform teachers’ conferencing, and more

importantly, their students’ writing and reading.”—Laurie Elish-Piper, IRA Board of Directors,

2013–2016Responding specifically to new Common Core State Standards in reading and writing, this book introduces a method of one-on-one interaction that encourages teachers to focus on more ambi-tious goals that will deepen students’ skills in comprehension and writing. This resource suggests where conferences fit in with other important pieces of literacy instruction; introduces a variety of high-quality cues to use during conferences; and shows how conferences can function as formative assessment.

2015/160 pp./PB, $32.95/5622-5 ccssLanguage and Literacy Series

Teaching for Creativity in the Common Core ClassroomRonald A. Beghetto, James C. Kaufman, and John BaerForeword by Robert J. Sternberg

“This wonderful book is filled with practical advice for teachers.”

—Keith Sawyer, University of North Carolina at Chapel Hill

Based on cutting-edge psychological research on creativity, this book debunks common misconcep-tions about creativity and describes how learning environments can support both creativity and the Common Core. It offers classroom examples, ideas, and lesson plans for teaching English language arts and mathematics, and includes assessments for creativity and Common Core learning.

2015/144 pp./PB, $34.95/5615-7/HC, $86/5616-4 ccss

Transforming Talk into TextArgument Writing, Inquiry, and Discussion, Grades 6–12Thomas M. McCann Foreword by George Hillocks, Jr.

“Writing arguments for Common Core performance assessments is a HUGE need right now that this book helps address.”

—Carol Jago, associate director, California Reading and Literature Project, UCLA

Thomas McCann invites readers to rethink their approach to teaching writing by capitalizing on students’ instinctive desire to talk. Drawing on extensive classroom research, he shows teachers how to craft class discussions that build students’ skills of analysis, problem solving, and argumenta-tion as a means of improving student writing. The text includes connections to the CCSS, examples of students at work, portraits of skilled teachers, interview questions for students and teachers, and more.

2014/176 pp./PB, $31.95/5588-4 ccssLanguage and Literacy Series

Copublished with NWP (National Writing Project)

Why We Teach NowEdited by Sonia Nieto

“Sonia Nieto has done it again, this time providing us with a hopeful book featuring a collec-tion of writings grounded in the lived experiences of outstanding teachers.”

—Luis Moll, University of Arizona

Why We Teach Now dares to challenge current notions of what it means to be a “highly qualified teacher” á la No Child Left Behind, and demonstrates the depth of commit-ment and care teachers bring to their work with students, families, and communities. This sequel to Nieto’s popular book, Why We Teach, features powerful stories of classroom teachers from across the country as they give witness to their hopes and struggles to teach our nation’s children.

2015 / 288 pp./PB, $29.95/5587-7/HC, $68/5624-9

Reading Across Multiple Texts in the Common Core Classroom, K–5Janice A. Dole, Brady E. Donaldson, and Rebecca S. Donaldson Foreword by Robert J. Marzano

“This is the book for which elementary school literacy educators have been waiting for ever since the Common Core State Standards were released.”

—From the Foreword by Robert J. Marzano, CEO, Marzano Research Laboratory“A must read for teachers.” —Sharon Walpole, University of DelawareThis teacher-friendly resource addresses one of the most important critical reading skills in the Common Core State Standards—reading across multiple texts.

The authors provide strategies for helping students answer text-dependent questions, find evidence in a text, and scan for information. Model lessons developed and taught by the authors and fellow educators will be especially useful to teachers, whether they are beginning or expanding their teaching of multiple texts.

2014/144 pp./PB, $29.95/5590-7 large format The Common Core State Standards in Literacy Series ccss


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Reading, Writing, and Literacy 2.0Teaching with Online Texts, Tools, and Resources, K–8Denise Johnson Foreword by Donald J. Leu

Reading, Writing, and Literacy 2.0 provides tools and teaching strategies for incorporating online reading

and writing into classroom learning, as well as a host of web resources that teachers can draw on to make this happen. The book connects to the Common Core State Standards and is organized around the Technological Literacy Assessment of the National Assessment of Educational Progress (NAEP). A companion blog offers ongoing support at literacytwopointzero.blogspot.com

2014/192 pp./PB, $29.95/5529-7 ccss large format, illustrations/photos

Copublished with IRA (International Reading Association)

Engaging Students in Disciplinary Literacy, K–6Reading, Writing, and Teaching Tools for the Classroom Cynthia H. Brock, Virginia J. Goatley, Taffy E. Raphael, Elisabeth Trost-Shahata, and Catherine M. Weber Foreword by Annemarie Sullivan Palincsar

This resource introduces teachers to key concepts from current trends in literacy education—from high-level standards to the use of 21st-century literacies. Readers follow teachers as they success-fully implement the curriculum they developed to promote high-level thinking and engagement with disciplinary content. The text focuses on three dis-ciplinary literacy units of instruction: a 2nd-grade science unit, a 4th-grade social studies unit, and a 6th-grade mathematics unit.

2014/160 pp./PB, $27.95/5527-3 ccssThe Common Core State Standards in Literacy Series

The Bilingual AdvantagePromoting Academic Development, Biliteracy, and Native Language in the Classroom Diane Rodríguez, Angela Carrasquillo, and Kyung Soon Lee Foreword by Margarita Calderón Afterword by Chun Zhang

This comprehensive handbook describes effective strategies for using native languages, even when the teacher lacks proficiency in that language. The text includes examples of programs that serve learners from diverse language backgrounds, including Spanish, Chinese, Korean, Haitian Creole, Hindi, Bengali, and Russian.

2014/176 pp./PB, $30.95/5510-5 large format

Reading and Representing Across the Content AreasA Classroom Guide Amy Alexandra Wilson and Kathryn J. ChavezForeword by Marjorie Siegel

This groundbreaking work redefines traditional ideas of what a “text” should be,

incorporating new kinds of multimodal texts to revitalize instruction within and across disciplines. The authors provide examples of innovative representations to aid learning in earth science, language arts, mathematics, and social studies classrooms. Each chapter focuses on a specific content area, outlining learning goals, relevant national standards, types of representation that enrich learning, and teaching strategies for developing critical literacy specific to that discipline.

2014/160 pp./PB, $37.95/5567-9/HC, $88/5571-6 photos

Language and Literacy Series

The Activist Learner: Inquiry, Literacy, and Service to Make Learning MatterJeffrey D. Wilhelm, Whitney Douglas, and Sara W. Fry Foreword by Mary Beth Tinker / Afterword by Bruce Novak

This dynamic book explores a variety of ways teachers can integrate service learn-ing to enliven their classroom, meet the unique developmental needs of their stu-dents, and satisfy the next generation of standards and assessments. A powerful blend of practice, theory, and inspiration, The Activist Learner includes templates for conducting inquiry units, charts with connections to the Core and next genera-tion standards, and a free online supplement.

2014/160 pp./PB, $32.95/5595-2 Copublished with NWP (National Writing Project) ccss

“You Gotta BE the Book”Teaching Engaged and Reflective Reading with Adolescents, Second Edition264 pp./PB, $25.95/4846-6Copublished with the National Council of Teachers of English (NCTE)

“Teaching Literacy for Love and WisdomBeing the Book and Being the ChangeJeffrey D. Wilhelm and Bruce Novak / Foreword by Sheridan Blau

272 pp./PB, $29.95/5236-4/HC, $60/5237-1Copublished with the National Council of Teachers of English

(NCTE) and the National Writing Project (NWP)

13CLASSICS&BESTSELLERS!

PROFESSORS Request Exam Copies at www.tcpress.com/form1.html ORDER ONLINE WWW.TCPRESS.COM ORDER BY PHONE 800.575.6566PROFESSORS Request Exam Copies at www.tcpress.com/form1.html

Writing Instruction That WorksProven Methods for Middle and High School ClassroomsArthur N. Applebee and Judith A. Langer with Kristen Campbell Wilcox, Marc Nachowitz, Michael P. Mastroianni, and Christine Dawson

“Secondary teachers should consider this a ‘must.’” —California Bookwatch

“Read it today. Buy a copy for every educator you know.” —Carol Jago, past president, NCTE 2013/216 pp./PB, $34.95/5436-8/HC, $78/5437-5Language and Literacy Series

Copublished with NWP (National Writing Project) ccss

Social Studies, Literacy, and Social Justice in the Common Core ClassroomA Guide for TeachersRuchi Agarwal-Rangnath Foreword by Christine Sleeter

This book presents a unique framework for using primary and other sources that will offer students (grades 3–8) new ways of thinking about history while meeting Language Arts Common Core Standards, ones that take into account teaching factors including pressures for content coverage and preparation of students for high-stakes tests.

2013/168 pp./PB, $31.95/5408-5 ccss large format

2013 AESA Critics’ Choice Award

Multicultural Teaching in the Early Childhood ClassroomApproaches, Strategies, and Tools, Preschool–2nd GradeMariana Souto-Manning

“Provides teachers of young children with strategies to ‘lift the moment[s]’ when inequity or unfairness arises in our classrooms rather than shutting students down with our adult logic.”

—Language Arts 2013/168 pp./PB, $28.95/5405-4/HC, $60/5406-1 photos Early Childhood Education Series

Copublished with Association for Childhood Education International (ACEI)

The Administration and Supervision of Reading ProgramsFifth EditionShelley B. Wepner, Dorothy S. Strickland, and Diana J. Quatroche, Editors Foreword by Jack Cassidy

“If I were to do a column ‘What’s Hot in Literacy/Reading Texts,’ this volume would undoubtedly be at the top of the list.”

—From the Foreword by Jack Cassidy, past president, IRA

2014/256 pp./PB, $34.95/5480-1 ccss large format, photos Language and Literacy Series

The New InclusionDifferentiated Strategies to Engage ALL StudentsKathy Perez Foreword by Lim Chye Tin

Embracing all the different needs that teachers face—from spe-cial education, to ELL, to a wide

spectrum of student ability and readiness—this innovative resource combines the latest research in brain-based teaching and student engagement with useful interventions and differentiated strategies (Pre-K–8).

2013/176 pp./PB, $29.95/5482-5 ccss large format, illustrations

The Complete Guide to Tutoring Struggling Readers—Mapping Interventions to Purpose and CCSSPeter J. Fisher, Ann Bates, and Debra J. Gurvitz Foreword by Darrell Morris

The authors offer hands-on guidance for designing interventions across grades K–8, provide sample tutoring plans and lessons, and describe procedures for teaching print skills, comprehension, vocabulary, fluency, and study skills.

2013/216 pp./PB, $29.95/5494-8 ccss

2014 NCTE David H. Russell Research Award • 2014 AESA Critics’ Choice Award

A Search Past SilenceThe Literacy of Young Black MenDavid E. KirklandForeword by Pedro Noguera

Key chapters on language, literacy, race, and masculinity examine how the literacies, languages, and identities of six African American friends are shaped by the silences of societal denial.

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

Other People’s EnglishCode-Meshing, Code-Switching, and African American LiteracyVershawn Ashanti Young, Rusty Barrett, Y’Shanda Young-Rivera, and Kim Brian LovejoyForeword by Victor Villanueva

This practical resource shows educators how to extend students’ abilities as writers and thinkers and to foster inclusiveness and creativity. The text includes activities and examples from middle and high school as well as college.2014/192 pp./PB, $32.95/5555-6/HC, $78/5503-7Language and Literacy Series

14 CLASSICS&BESTSELLERS!

The NCRLL Collection Approaches to Language and Literacy Research

JoBETH ALLEN and DONNA E. ALVERMANN, Editors

The Common Core State Standards in Literacy Series

SUSAN B. NEUMAN and D. RAY REUTZEL, Editors

2014 Choice Outstanding Academic Title

Critical Media PedagogyTeaching for Achievement in City SchoolsErnest Morrell, Rudy Dueñas, Veronica Garcia, and Jorge López

2013/192 pp./PB, $30.95/5438-2 HC, $72/5439-9 photos


Wham! Teaching with Graphic Novels Across the CurriculumWilliam G. Brozo, Gary Moorman, and Carla K. Meyer Foreword by Stergios Botzakis

2013/168 pp./PB, $29.95/5495-5 illustrations


Children, Language, and Literacy Diverse Learners in Diverse TimesCelia Genishi and Anne Haas Dyson

2009/176 pp./PB, $25.95/4974-6Language and Literacy Series

Copublished with NAEYC

Inspiring DialogueTalking to Learn in the English ClassroomMary M. Juzwik, Carlin Borsheim-Black, Samantha Caughlan, and Anne Heintz Foreword by Martin Nystrand 2013/176 pp./PB, $30.95/5467-2/HC, $72/5468-9 Language and Literacy Series

Visit www.tcpress.com for full series information

Visit www.tcpress.com for full series information

Accelerating Literacy for Diverse LearnersStrategies for the Common Core Classroom, K–8Socorro G. Herrera, Della R. Perez, Shabina K. Kavimandan, and Stephanie Wessels

In her new book, nationally known professional development consultant and literacy expert Socorro Herrera and her colleagues provide a theoretical foundation for culturally responsive teaching that will accelerate literacy development for all students, and particularly for English language learners. Aligned with Common

Core State Standards, this resource provides proven-effective strategies, tools, and ideas that can be modified for any grade level and content area. The book includes a demonstration DVD showing the strategies in action in real classrooms.

2013/208 page book + 1-hour DVD, $33.95/5450-4 ccss

Biography-Driven Culturally Responsive Teaching Socorro Herrera

Socorro Herrera provides a practical guide to help teachers plan and implement more successful culturally responsive instruction using students’ personal/academic/sociocultural biographies as the point of departure. Her research-based strategies incorporate easily into any program being used by a school or district for improved results. 2010/192 pp./PB, $31.95/5086-5 large format, photos

Crossing the Vocabulary BridgeDifferentiated Strategies for Diverse Secondary ClassroomsSocorro G. Herrera, Shabina K. Kavimandan, and Melissa A. Holmes

Provides a framework for academic vocabulary and language instruction in today’s diverse classrooms, using strategies that have evolved over a decade of research and classroom implementation to provide teachers with multiple avenues for mak-ing content and academic vocabulary both accessible and relevant for all students.

2011/208 pp./PB, $29.95/5217-3 large format, photos

RESOURCES BY PROFESSIONAL DEVELOPER SOCORRO HERRERA

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