Professional Resources

Adams, Marilyn Jager (1990). Beginning To Read: Thinking and Learning about Print, A Summary by the Center for the Study of Reading, The Reading Research and Education Center, University of Illinois at Urbana-Champaign
This book is a summary of the large and wide-ranging Beginning To Read book. 

Allen, Camille A. (2001). The Multigenre Research Paper; Voice, Passion, and Discovery in Grades 4-6, Heinemann, ISBN 032500319X
When given the chance to select their own research genre research writing is different for students. This book will lead you through the process of multigenre research papers.

Allen, David (1998). Assessing Student Learning: From GRADING to UNDERSTANDING. Teachers College Press, ISBN 0807737534
This resource features contributions from some of today’s leading educators and provides a range of practical, replicable processes for collaboratively examining student work. It builds a powerful argument for refocusing professional development on the collaborative and reflective examination of authentic student work, rather than relying on representations of student learning such as test scores and grades.

Allen, Janet (1995). It’s Never Too Late; Leading Adolescents to Lifelong Literacy, Heinemann, ISBN 0435088394
This book is a research chronicle that offers not only proven methods, but also inspiration. It is at once a story and a”how-to” book. 

*Allen, Janet and Gonzalez, Kyle (1998). There’s Room For Me Here; Literacy Workshop in the Middle School, Stenhouse, ISBN 1571100423
Included in this book are record-keeping forms, extensive bibliographies of literature for shared and independent reading, professional materials and resource information, and samples of strategy lessons all embedded in this engaging story of a teacher’s first three years building a literacy workshop in her classroom. 

Allen, Janet (1999). Words, Words, Words; Teaching Vocabulary in Grades 4-12. Stenhouse, ISBN 1571100857
Provides teachers with a strong research base, numerous detailed classroom-based lessons, and graphic organizers to support the strategy lessons.

*Allen, Janet (2000). Yellow Brick Roads, Shared and Guided Paths to Independent Reading 4-12, Stenhouse, ISBN 1571103198
This book offers research-based methods for helping teachers move toward these goals. It provides research, practical methods, detailed strategies, and resources for read-aloud, shared, guided, and independent reading.

*Allington, Richard L. (2001). What Really Matters for Struggling Readers; Designing Research-Based Programs, Addison-Wesley, ISBN 0321063961
Offers easy-to-understand interpretations of research that support three important reading principles and show teachers how to use a variety of best practices with struggling readers.

*Atwell, Nancy (1998). In the Middle; New Understandings About Writing, Reading, and Learning, 2nd Edition, Heinemann, ISBN 0867093749
The first edition of this seminal work was widely hailed for its honest examination of how teachers teach, how students learn, and the gap that lies in between. The 2nd edition still urges educators to “come out from behind their own big desks” to turn classrooms into workshops where students and teachers create curriculums together. 70% of the materials are new, with six brand-new chapters on genres, evaluations, and the teacher as writer.

Bagert, Brod (1999) Rainbows, Head Lice, and Pea Green Tile; Poems in the Voice of the Classroom Teacher, Maupin House Publishing,
ISBN 0929895282
Mr. Bagert captures the voice of the classroom teacher in this amazing book that will tug at your heart strings, brighten your day, replenish your spirit, and remind you of the reasons you chose teaching as your profession.

*Bamford, Rosemary A and Kristo, Janice (1998) Making Facts Come Alive; Choosing Quality Nonfiction Literature K-8, Christopher-Gordon Publishers, Inc. ISBN 0926842676
This volume brings together sixteen educators who write about selecting and sharing the best in nonfiction literature and how to select the best titles. 

*Beers, Kylene and Samuels, Barbara (1998). Into Focus: Understanding and Creating Middle School Readers, Christopher-Gordon Publishers, Inc.
ISBN 0926842641
This book is about middle school readers – who they are; why they read; why they don’t; what they read; how to encourage reading; what to do when they can’t read; and how to make reading meaningful in the content areas.

 

Billings-Ladson, Gloria (1994). The Dreamkeepers; Successful Teachers of African American Children, Jossey-Bass, ISBN0787903388
“The Dreamkeepers is an immensely important and useful book for teachers and teacher educators who are interested in understanding the multiple and complex ways in which teachers contribute to the achievement of African American students.”

Blythe, Tina, Allen, David, Powell, Barbara Schieffelin (1999). Looking Together at Student Work: A Companion Guide to Assessing Student Learning. Teachers College Press, ISBN 0807738557
The authors have created a practical, user-friendly guide to provide teachers with strategies and resources for working together to examine and discuss student work. 

Bolman, Lee G. and Deal, Terrence E. (1995). Leading with Soul; An Uncommon Journey of Spirit, Jossey-Bass, Inc., ISBN 1555427073
“Wonderful lessons about leadership in a very personal story of a relationship between a teacher and a student. It is teaching and storytelling at its best.”

Bomer, Randy (1995). Time For Meaning; crafting literate lives in middle & high school, Heinemann, ISBN 0435088491
Thoughtful and practical, this book confronts the realities of today’s classrooms, suggesting ways to transform obstacles into opportunities.

Bosma, Bette and Guth, Nancy DeVries (1995). Children’s Literature in an Integrated Curriculum, IRA, ISBN 0807734373
The authors have gathered real success stories for classroom teachers who have integrated their schools’ curricula, including science, social studies, and other content areas, as well as accounts of teachers working with at-risk learners and multiaged groups of students.

Booth, David (2002). Reading and Writing in the Middle Years, Stenhouse,
ISBN1551381362
This comprehensive book is a no-nonsense exploration of the latest and most successful approaches to teaching reading and writing to students in grades four to eight. 

Brandt, Ron (1998). Powerful Learning, ASCD, ISBN 0871203057
Drawing upon findings from psychology and brain research, Mr. Brandt describes conditions that promote learning and then provides examples of real schools to illustrate how those conditions apply to students in the classrooms.

Braunger, Ed.D. and Lewis, Jan, Ph.D (1998). Building A Knowledge Base in Reading, 3rd Edition, NCTE, Stock # 03871
This paper is intended to provide a research baseline for teachers, policymakers, decision makers and other interested person to consider in helping all children meet today’s higher literacy standards.

Brozo, William (2002). To Be A Boy, To Be A Reader; Engaging Teen and Preteen Boys in Active Literacy. IRA, ISBN 0872071758
Structured on the premise that adolescent males need to be exposed to literary images they can identify with and look up to, the book presents 10 positive male archetypes that engage hem. Classroom strategies for using reading material containing these archetypes are interspersed throughout the book. An appendix listing more than 300 titles is included.

**Buehl, Doug (2001). Classroom Strategies for Interactive Learning, 2nd Edition, International Reading Association, ISBN 0872072843
Features 45 literacy skill-building strategies for middle/high teachers that emphasize effective learning in content contexts. 

Burke, Jim (2001). Illuminating Texts, Heinemann, ISBN 0867094974
Each chapter of this book has a clear focus—e.g., Reading the Internet, Reading Textbooks, Reading Literature, Reading Images—and all follow a similar format, including background information and rationale, standards connections, questions to ask, classroom connections, elements of the text, and additional resources. 

Burke, Jim (2000). Reading Reminders: Tools, Tips, and Techniques. Heinemann, ISBN 0867095008
Features 100 best techniques for teaching reading, complete with tools and tips on how to implement them.

Carbo, Marie (1997), What Every Principal Should Kinow About Teaching Reading; How to Raise Test Scores and Nurture a Love of Reading, National Reading Styles Institute, ISBN 1883186005
Because it outlines how to design an effective and comprehensive reading program that teaches children from their identified strengths, this is an invaluable resource for principals

Carr, Judy F. and Harris, Douglas E. (2001). Succeeding With Standards; Linking curriculum, Assessment, and Action Planning, ASCD, 
ISBN 0871205092
In this book the authors describe a comprehensive process by which schools and districts can turn piecemeal initiatives into a coherent plan. They stay within the context of improving academic performance for all children by linking standards to improved student performance.

Chandler, Kelly and the Mapleton Teacher-Research Group (1999). Stenhouse, ISBN 1571103031
Written by classroom teachers using a unique collaborative process, this book has a two-fold emphasis on inquiry. It provides a true K-5 perspective on spelling development

Close, Elizabeth and Katherine D. Ramsey (2000). A Middle Mosaic; A Celebration of Reading, Writing, and Reflective Practice at the Middle Level,
NCTE, ISBN 0814100341
Sixteen essays written by presenters at the firs Middle Mosaic Conference held in Detroit are included in this book. In the first section, authors examine Literature and Literacy at the Middle Level. The second section focuses on Reflective Practice and in the third section, the Nature and Needs of Students at the Middle Level are addressed.

Covey, Stephen (1990). The 7 Habits of Highly Effective People; Powerful Lessons in Personal Change, Fireside, ISBN 0671708635
Stephen Covey presents a holistic, integrated, principle-centered approach for solving personal and professional problems. He reveals a step-by-step pathway for living with fairness, integrity, honesty, and human dignity – principles that give us wisdom and power to take advantage of the opportunities that change creates.

**Crafton, Linda K. (1996). Standards in Practice Grades K-2
NCTE, ISBN 0814146910
One of four in the NCTE Standards in Practice series, the idea for this series grew out of requests from many teachers around the country who participated in the development of the NCTE/IRA standards and who asked if a book or series could be published that would illustrate what the standards might look like in actual classrooms at different grade levels.

Cunningham, Patricia M. and Hall, Dorothy P. (1998). Month-By-Month Phonics for Upper Grades; A Second Chance for Struggling Readers and Students Learning English, Carson-Dellosa Publishing Co., Inc. 
ISBN 0887244734
This book focuses on Working with Words. Each chapter presents engaging and easy-to-follow activities that reinforce five critical fluency goals.

**Daniels, Harvey (1994). Literature Circles; Voice and Choice in the Student-Centered Classroom, Stenhouse, ISBN 155138048X
Two potent ideas – independent reading and cooperative learning – come together in this practical and exciting book. Drawing on stories from twenty-two classroom teachers who work with students from Kindergarten through college, this book delivers ample guidance and inspiration for teachers who want to implement Literature Circles for themselves.

Daniels, Harvey (2002) Literature Circles; Voice and Choice in Book Clubs & Reading Groups, 2nd Edition, Stenhouse, ISBN 15511381397
This is a thoroughly revised and expanded guide to forming, managing, and assessing peer-led book discussion groups. Along with the voices of twenty practicing teachers, Mr. Daniels offers a wealth of practical and concrete suggestions for every aspect or book club management.

**Daniels, Harvey and Bizar, Marilyn (1998). Methods that Matter; Six Structures for Best Practice Classroom, Stenhouse, ISBN 1571100822
This book offers concrete descriptions of practical and proven ways of organizing time, space, materials, students, and activities that embody new standards while creating genuinely student-centered classrooms. 

Delpit, Lisa (1995). Other People’s Children; Cultural Conflict in the Classroom, The New Press, ISBN 1565841808
This book is a radical and piercing analysis of what is going on in American classrooms today. “By the year 2000, nearly 40 percent of the children in America’s classrooms will be African American, Hispanic, Asian American, or Native American, yet most of those children’s teachers will be white.” 

**DuFour, Richard and Eaker, Robert ( 1998). Professional Learning Communities at Work; Best Practices for Enhancing Student Achievement, 
ASCD, ISBN 1879639602
The authors provide specific how-to information about transforming schools into results-oriented professional learning communities. 

EDThoughts (2001). EDThoughts: What We Know About Science Teaching and Learning. Mid-continent Research for Education and Learning (McREL), Eisenhower Regional Consortium for Mathematics and Science, 
ISBN 1893476014
The format of this series of books is intended to bring to K-12 educators the rich world of educational research and best practices. These documents balance reporting research results with drawing implications from it. Each pertinent question is addressed through both a page of Research and Best Practice and a page of Classroom Implications.

Elliott, Joan B. and Dupuis, Mary M. (2002). Young Adult Literature in the Classroom; Reading It, Teaching It, Loving It. IRA, ISBN 0872071731
This book explores the reasons that YA literature is so popular, and ways that it can be used to teach and learn across cultures, genres, disciplines, and grade levels.

 

Ellis, Mark W., Barnhart, Tara D., and Milch, Leslee M. (2012). Understanding National Board Certification: A Guide for Teachers and Those Who Support Them. ISBN 0132101378

This valuable supplement to the National Board standards instructions gives educators pursuing Board certification and those supporting candidates in their efforts a thorough, accessible examination of all aspects of certification for First Time candidates, Take One! Candidates, Retake (or Advanced) candidates, and National Board Certified Teachers (NBCTs) working on Renewal. With Understanding Board Certification as their guide, educators will deepen their understanding of the National Board standards, become fully prepared to be successful National Board candidates, and enhance their growth as educational professionals. 

Erickson, Lawrence G. (1995) Supervision of Literacy Programs; Teachers as Grass-Roots Change Agents, Allyn and Bacon, ISBN 0205162401
Using the growing body of research, informed opinion, current practice, as well as case studies, the author illustrates how teachers, acting as true change agents, are leading a “quiet revolution” to improve schools.

Faigley, Lester and Selzer, Jack (2000). Good Reasons, Allyn and Bacon, 
ISBN 0205285864
Because so much writing in college involves arguments in the disciplines, this book provides a simple approach to formulating arguments in different genres and different media.

Feathers, Karen M. (1993) Infotext: Reading and Learning, Pippin Publishing, ISBN 0887510566
Infotexts are the textbooks, manuals, magazines and so on that we read for information. The author explains how they present problems, even for proficient readers, and how teachers of content subject can help students overcome these problems. 

Fitzpatrick, Kathleen A. (1998). Indicators of Schools of Quality – Vol. 1: Schoolwide Indicators of Quality, A Research-based Self-assessment Guide for Schools Committed to Continuous Improvement, National Study of School Evaluation, 1699 East Woodfield Road, Suite 406, Schaumburg, IL 60173
One of the chief goals of this publication is to help focus schools’ attention on the critical attributes of schools of quality that are grounded in the research on high-performing systems of teaching and learning.

Fletcher, Ralph (1996). A Writer’s Notebook; Unlocking the Writer Within You, Avon Camelot Publishing, ISBN 0380784300
This guide will show you exactly how to keep your writer’s notebook, the most important tool a writer can have.

Fletcher, Ralph and Portalupi Joann (1998). Craft Lessons; Teaching Writing K-8, Stenhouse Publishers, ISBN 1571100733
This book is the practical text for the over-scheduled writing teacher who wants to give students fresh challenges for their writing but doesn’t have time to pore over dozens of trade books to do so. Each lesson features three teaching guidelines: Discussion, How to Teach It, and Resource Material.

Fletcher, Ralph (1999). Live Writing; Breathing Life into Your Own Words, Avon Books, ISBN0380797011
This book is based on the simple idea that every writer has a “tool box” full of words, imagination, a love of books, a sense of story, and ideas for how to make the writing live and breathe. 

Fletcher, Ralph (1993). What A Writer Needs, Heinemann, ISBN 0435087347
The author provides a wealth of specific, practical strategies for challenging and extending student writing. This is a book for writing teachers as well as for teachers who write.

Fletcher, Ralph and Portalupi, JoAnn (2001). Writing Workshop; The Essential Guide, Heinemann, ISBN 0325003629
This is a practical book, providing everything a teacher needs to get the writing workshop up and running. The authors explain the simple principles that underlie the writing workshop, and explore the major components that make it work.

Flynn, Nick and McPhillips, Shirley (2000). A Note Slipped Und the Door; Teaching From Poems We Love, Stenhouse, ISBN 1571103201
The authors will show how you might help your student writers let the poems they love teach them what they need to know, and build a writing life that includes finding and crafting their own.

Freeman, Marcia S. (1997) Listen to This: Developing an Ear for Expository. (For teachers of grades four through twelve) Maupin House Publishing, Inc. ISBN 0929895193
This book shows you how to help your students develop an ear for the expository genre by reading sample pieces to them and asking them to listen for the specific expository characteristics and techniques.

Fry, Edward Bernard, Ph.D.; Kress, Jacqueline E., Ed.D.; and Fountoukidis, Dona Lee, Ed.D. ( 2000). The Reading Teacher’s Book of Lists, 4th Edition, Prentice Hall, ISBN 0130281859
The newly revised and updated 4th edition places at your fingertips over 190 of the most used and useful lists for developing instructional materials and planning lessons for elementary and secondary students.

Glickman, Carl D. (2002) Leadership for Learning; How to Help Teachers Succeed, ASCD, ISBN 0871205963
The author provides instructional leaders – supervisors, principals, and teachers – with practical guidance and thoughtful insight to help them succeed as they work with teachers to improve classroom teaching learning.

Globe Fearon (2000). Reading in the Content Areas: Strategies for Reading Success, Levels A-D. Globe Fearon Educational Publisher, ISBN 0130231762
Set of 4 books. Teaches reading strategies to help students comprehend selections in the four major content areas: language arts, social studies, science, and math. Each book is written at a specific reading level & features high-interest reading selections, vocabulary development practice, and graphic organizers to help students absorb the information they learn.

Glover, Mary Kenner (1999). A Garden of Poets; Poetry Writing in the Elementary Classroom. NCTE, ISBN 0814118232
The author has written a warm, thoughtful book that argues for the importance of helping children write poetry that is integrated with their lives at home and in school. It is filled with examples poems and many are illustrated.

Hamra, Amy (1999). But I Only Have 45 Minutes! Pieces of Learning, 
ISBN 1880505428
This book is a collection of enrichment and problem solving activities that offer all that and more for middle grade students. 

Hansen, Jane 2001). When Writers Read, 2nd Ed. Heinemann, 
ISBN 0325003009
When Writers Read, they evaluate all the time. Students’ ability to answer questions affects their growth, and that’s what this second edition is all about: What teachers can do so their students become better evaluators of themselves.

Harvey, Stephanie (1998). Nonfiction Matters; Reading, Writing, and Research in Grades 3-8, Stenhouse, ISBN 1571100725
Shows how students can read expository text, engage in research, and write authentic nonfiction that is captivating, visual, and full of voice. Full of practical suggestions to help you.

**Harvey, Stephanie and Goudvis, Anne (2000). Strategies That Work. Stenhouse, ISBN 1571103104
Full of practical suggestions to help students think when they read. A number of
helpful appendixes are included (i.e. bibliography of content-area text sets on the most common curricular topics in history, science, the arts, & literacy).

Herrmann, Beth Ann (1994) The Volunteer Tutor’s Toolbox, IRA,
ISBN 0872073947
Whether you’re a volunteer or a parent who wants to support classroom learning, this book will show you how to work with individual students to strengthen their reading abilities.

Hill, Bonnie Campbell; Johnson, Nancy J., and Schlick Noe, Katherine L., (1995). Literature Circles and Response, Christopher-Gordon Publishers, 
ISBN 092684248X
Through this book, the authors not only provide practical suggestions about literature circles, but an example of how to support professional growth. Their process as a study group of learning and thinking together is more powerful and transforming that the traditional model of “training” teachers in a curricular innovation through a series of inservice presentations

Hoyt, Linda (1999).Revisit, Reflect, Retell; Strategies for Improving Reading Comprehension, Heinemann, ISBN 0325000719
This is a highly practical collection of strategies and reproducibles and is the perfect resource for any teacher attempting to evoke high-quality responses to literature. It is a valuable resource for creating meaningful and authentic learning experiences in any content area.

Hubbard, Ruth Shagoury, Barbieri, Maureen; and Power, Brenda Miller (1998). “We Want to Be Known” Learning from Adolescent Girls, Stenhouse, 
ISBN 1571100792
This book, written by teacher researchers throughout the country, documents successful innovations in the research of practical strategies for changing the curriculum and building communities that help girls grow up secure and strong.

Hurst, Carol Otis and Otis, Rebecca (1999) Using Literature in the Middle School Curriculum, Linworth Publishing, Inc., ISBN 0938865730
The authors have brought together some of the research, methods, and philosophy supporting the use of trade book literature in the curriculum for middle school. They have described or summarized the content of a number of good books so that they can be used as an integral part of the curriculum without destroying their integrity.

 

Jennings, B., Joseph, M. A., & Orlando, F. J. (2011). Accomplished Teaching: The Key to National Board Certification w/ CD [Paperback]. ISBN-10: 0757588808 | ISBN-13: 978-0757588808 | Publication Date: May 6, 2011 | Edition: 3

**Jensen, Eric (1997). Brain Compatible Strategies, Turning Point Publishing,
ISBN 0963783270
This book contains a virtual gold-mine of creative, ready-to-use ideas to motivate, instigate, and encourage students of all ages. 

**Jensen, Eric (2000). Learning Smarter–The New Science of Teaching. 
Brain Store, Inc., ISBN 1890460095
Learning Smarter represents new territory. It is a unique compilation of research findings that collectively inform the teaching practice we have come to know as “brain compatible.” The articles, most of them published online by The Brain Store over the past year, summarize recent discoveries about the brain and learning while translating them into practical solutions for educators.

Jobe, Ron and Dayton-Sakari, Mary (1999). Reluctant Readers; Connecting Students and Books for Successful Reading Experiences, Pembroke Publishers, ISBN1551381060
This book is an easy-to-use resource filled with the latest and most valuable information on reluctant readers. It includes a multitude of annotated lists of suggested literature.

Lamott, Anne (1994). Some Instructions on Writing and Life, Anchor Books, ISBN 0385480016
“A warm, generouse and hilarious guide through the writer’s world and its treacherous swamps.”

Lane, Barry (1993). After The End; Teaching and Learning Creative Revision, Heinemann, ISBN 0435087142
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, this book is loaded with practical ideas and applications that inspire the reader to put it down and put it to use.

Lane, Barry (1997) Reviser’s Toolbox, Discover Writing Press, 1-800-613-8055
The Reviser’s Toolbox uses student examples, reproducible forms, models and posters to inspire and create a class where revision is seen as the most important and fun part of writing. Targeted for students in grades 2-12. 

Langer, Judith A. , Close, Elizabeth, Angelis, Janet, and Preller, Paula (2000).
Guidelines for Teaching Middle and High School Students to Read and Write Well: Six Features of Effective Instruction. National Research Center on English Learning & Achievement (CELA), For more information, visit or contact:
CELA, University at Albany, ED-B9, State University of New York, 1400 Washington Avenue, Albany, NY 12222, cela@csc.albany.edu, (518) 442-5026.
The guidelines includes in this booklet draw from a five-year study. A team of researchers has been investigating English programs in 44 classrooms in 25 schools in 4 states. By comparing typical programs with those that get outstanding results, Langer and colleagues have been able to identify the features of the more effective programs. This booklet details the features of this research.

Levy, Nathan (1998). Nathan Levy’s Test Booklet of Basic Knowledge for Every American Over 9 Years Old, NL Associates, Inc. Publication. 
ISBN 1878347489

Macrorie, Ken (1985). Telling Writing, 4th Edition, Heinemann
ISBN 0867091533
The author’s conviction is that writing and speaking are, to a large extent, unconscious activities. At the moment of producing our best utterances, we’re usually thinking of meaning, not words! This book addresses ways to help students understand this process and become successful writers.

Marshak, David (1999). Encouraging Student Engagement in the Block Period, Eye On Education Publishing, ISBN 188300165X
This book shows how block periods provide an environment which generates and nurtures student initiative and responsibility.

Martens, Prisca (1996). i already know how to read! A Child’s View of Literacy. Heinemann, ISBN 0435072269
Over a period of three years, the author observed and analyzed her child’s reading and writing (ages 2-5). Mrs. Martens recognizes that by looking closely at one child’s literacy development, we learn how to see and understand the literacy development of others.

**Marzano, Robert J., Pickering, Debra J., and Pollock, Jane E. (2001). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement, ASCD, ISBN 0871205041
Authors examined decades of research findings to distill the results into nine broad teaching strategies that have positive effects on student learning. Included are extended classroom examples of teachers and students in action, models of successful instruction, and many other ideas to help teachers plan and implement the strategies.

**Marzano, Robert J.; Norford, Jennifer S.; Paynter, Diane E.; Pickering, Debra J.; and Gaddy, Barbara B. (2001) A Handbook for Classroom Instruction that Works, ASCD, ISBN 087120522X
This handbook is designed to help you begin using effective instruction strategies immediately, based on the research and information contained in the book mentioned above.

Marzano, Robert J. ( 2000). Transforming Classroom Grading, ASCD,
ISBN 0871203839
This book is about designing grading systems that are both precise and efficient. The author provides a thorough grounding in grading research, theory, and the practical application of grading.

McEwan, Elaine K. (1998) The Principal’s Guide to Raising Reading Achievement, Corwin Press, Inc. ISBN 080396627X
McEwan offers the kind of practical guidance you need to start a productive reading improvement program in your school. 

McLaughlin, Maureen, and Allen, Mary Beth (2002). Guided Comprehension; A Teaching Model for Grades 3-8, IRA, ISBN 0872071723
The authors have developed an innovative teaching model for grades 3-8. It is a complete resource that provides all the necessary tools to make this classroom-tested process work with students effective.

Moline, Steve (1995). I See What You Mean; Children at Work with Visual Information, Stenhouse, ISBN 1571100318
Examples of visual texts – maps, diagrams, time lines, graphs, tables, and many others – are found in this book. In this activity-laden resource book, the author outlines learning/literacy strategies that require students to communicate using visual texts. Visual literacy extends into all subject areas; therefore, any elementary classroom teacher will find helpful information and ideas in this book.

NL Associates, Inc. (1988). A.C.T. 1 – Affective Cognitive Thinking, Thinking Strategies for the Gifted. Penns Valley Publishers
This is a workbook of activities designed for GT Students based on cognitive thinking and affective process skills.

National Educational Technology Standards (NETS), (2000). Technology Standards for Students; Connecting Curriculum and Technology, ISTE, 
ISBN 1564841502
The primary goal of the ISTE/NETS Project is to enable stakeholders PreK-12 education to develop national standards for educational uses of technology that facilitate school improvement in the United States. This book provides activities, lessons, and units to help accomplish this goal.

National Research Council (1998). Preventing Reading Difficulties in Young Children, National Academy Press, ISBN 030906418X
This important book draws upon the expertise of psychologists, neurobiologists, and educators to establish clear recommendations on several prominent education controversies.

**Opitz, Michael and Rasinski, Timothy (1998). Good-Bye Round Robin; 25 Effective Oral Reading Strategies. Heinemann, ISBN 0325000980
Offers teachers a new alternative to traditional round robin reading. It demonstrates how to use oral reading to help students develop comprehension, share information, and discover effective reading strategies.

Parson, Les (2001). Revising and Editing; Using Models and Checklists to Promote Successful Writing Experiences. Pembroke Publishers, 
ISBN 1551381303
This book shows classroom teachers how to address the direct teaching of specific revising and editing skills. Based on extensive classroom experience, the book includes a host of concrete and effective ways to motivate young writers to improve their work.

Popham, W. James (2001). The Truth about Testing; An Educator’s Call to Action, ASCD, ISBN 0871205238
The author explores both the absurdity and the serious destructive consequences of today’s testing programs; however; he insists there’s a way out of the “measurement mess”, but it’s up to educators to take the first steps. 

Portalupi, Joann & Fletcher, Ralph (2001). Nonfiction Craft Lessons; Teaching Information Writing K-8, Stenhouse, ISBN 1571103295
Gives teachers a wealth of practical strategies to help student grow into strong writers of nonfiction. Concrete strategies are included that help students scaffold their ideas as they write.

Pratt, David (1997). Terrific Teaching: 100 Great Teachers Share Their Best Ideas, Pembroke Publishers Limited, ISBN 1551380838
The strategies included in this book are by practicing teachers and reflect three important criteria for good education: use inexpensive materials, employ social and interpersonal methods, and make learning a significant hands-on experience for students. 

Readence, John, Moore, David, and Rickelman, Robert (2000). Prereading Activities for Content Area Reading and Learning, 3rd Edition. International Reading Association, ISBN 0872072614
Provides practical activities that promote the learning of adolescents in their daily work in content classrooms. Offers valuable strategies for asking and answering questions before reading, forecasting passages, understanding vocabulary, graphically representing information, and writing before reading.

Reid, Louann and Golub, Jeffrey N. (1999). Reflective Activities; Helping Students Connect with Texts, NCTE, ISBN 0814117554
Extending from middle and high school through college composition and English education classrooms, this book provides practical and innovative ideas to establish a climate that supports reflection.

Richardson, Judy S. (2000). Read It Aloud! Using Literature in the Secondary Content Classroom. International Reading Association, ISBN 0872072568
Based on the author’s “Read It Aloud” columns from the IRA Journal of Adolescent & Adult Literacy, this book shows middle/high teachers how read-aloud excerpts from a variety of genres can be used in the content areas.

Robb, Laura (2000). Redefining Staff Development; A Collaborative Model for Teachers and Administrators, Heinemann, ISBN 0325002142
In this book the author advocates for meaningful change—change that takes into account the culture of the school community and the diversity among its members. She demonstrates how to start, maintain and assess with a menu of ongoing strategies—study groups, coaching, and peer mentoring and evaluation. 

Robb, Laura (2000). Teaching Reading in Middle School; A Strategic Approach To Teaching Reading That Improves Comprehension and Thinking, Scholastic Professional Books, ISBN 0590685600
With this book, Laura Robb takes the question on everyone’s mind: How do I teach reading comprehension? – and runs with it, fueled by her 36 years of experience as a reading teacher and her passion for teaching middle schoolers.

Roller, Cathy M. (2001). Learning to Teach Reading; Setting the Research Agenda, International Reading Association, ISBN 0872072959
In this volume, Cathy M. Roller has compiled chapters based on presentations at the IRA’s Reading Research 2000 Conference. Issues addressed range from the status of the knowledge base to social reconstruction and teacher education, from beginning teachers’ instructional practices to practicing teachers’ reactions to teaching standards.

Sadler, Charlotte Rose (2001). Comprehension Strategies for Middle Grade Learners; A Handbook for Content Area Teachers, International Reading Association, ISBN 082072924
Handbook offers 56 basic strategies, each with a description and easy-to-follow procedures, content area examples, and suggestions for assessment.

**Schlechty, Phillip C. (1990). Schools for the 21st Century; Leadership Imperatives for Educational Reform, Jossey-Bass, ISBN 1555423663
In order to prepare our children for a future of constant change, the structure and fundamental purposes of our schools must be reexaminded. The author provides and adaptable framework for the kind of change school must accommodate if they are to meet the challenges of the next century.

**Schmoker, Mike (2001). The Results Fieldbook; Practical Strategies from Dramatically Improved Schools, ASCD, ISBN 0871205211
The Results Fieldbook describes in abundant, practical detail how five school systems overcame obstacles and achieved exceptional results for all their students. It contains easily adapted processes and refinements that result from teacher collaboration and all but guarantees measurable improvement.

**Schmoker, Mike (1999). Results; The Key to Continuous School Improvement, 2nd Edition, ASCD, ISBN 0871203561
In this 2nd edition of Results, the author, through hundreds of up-to-date examples from real schools and districts, shows how to achieve – and celebrate – both short and long term success.

Schoenbach, Ruth; Greenleaf, Cynthia; Cziko, Christine; and Hurwitz, Lori 
(1999). Reading for Understanding; A Guide to Improving Reading in Middle and High School Classrooms, Jossey-Bass, ISBN 0787950459
This easy to read book filled with vivid classroom lessons and exercises, shows teachers how they can create classroom “reading apprenticeships” to help students build reading comprehension skills and relate what they read to a larger knowledge base.

Senge, Peter (1990). The Fifth Discipline; The Art & Practice of The Learning Organization, Doubleday, ISBN 0385260954
The author has found a means of creating a “learning organization”. In this book he draws the blueprints for an organization where people expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together.

Senge, Peter; Ross, Richard; Smith, Bryan; Roberts, Charlotte; and Kleiner, Art (1994). The Fifth Dicipline Fieldbook, Doubleday, ISBN 0385472560
The stories in this book show that companies, businesses, schools, agencies, and even communities can undo “learning disabilities” and achieve superior performance. “This should be a valuable guide and reference to those leading or simply taking part in, organizational transformation.”

**Sierra-Perry, Martha (1996). Standards in Practice Grades 3-5, 
NCTE, ISBN 0814146937
One of four in the NCTE Standards in Practice series, the idea for this series grew out of requests from many teachers around the country who participated in the development of the NCTE/IRA standards and who asked if a book or series could be published that would illustrate what the standards might look like in actual classrooms at different grade levels.

**Silver, Harvey F.; Strong, Richard W.; and Perini, Matthew (2000). So Each May Learn; Integrating Learning Styles and Multiple Intelligences, ASCD,
ISBN 0871203871
The authors show educators at all grade levels and in all content areas how to implement a holistic learning program that seamlessly integrates learning styles and multiple intelligences into instruction, curriculum, and assessment.

Sizemore, Judy (1999). Appalachian Literature, Appalachian Culture: Literature-Based, Cross Curriculuar Activities for the Primary and Intermediate Classrooms, Forward in the Fifth in association with Harmony House Publishers, ISBN 1564690547
Forward in the Fifth organized a series of professional development seminars for teachers that included many workshops on Appalachian heritage. This guide was a result of teacher evaluations requesting more information on this subject. It reflects more than 100 activities that were tried and tested by teachers and library media specialists. 

**Smagorinsky, Peter (1996). Standards in Practice Grades 9-12
NCTE, ISBN 0814146953
One of four in the NCTE Standards in Practice series, the idea for this series grew out of requests from many teachers around the country who participated in the development of the NCTE/IRA standards and who asked if a book or series could be published that would illustrate what the standards might look like in actual classrooms at different grade levels.

Smith, Frank (1988). Joining the Literacy Club; Further Essays into Education. Heinemann, ISBN 0435084569
“The Literacy Club” is the author’s metaphor describing the social nature of literacy learning. The essays in this book reflect his belief that we learn from other people, not so much through conscious emulation as by “joining the club” of people we see ourselves as being like and by engaging in their activities.

Smith, Michael and Wilhelm, Jeffrey D. (2002). “Reading Don’t Fix No Chevys” Literacy in the Lives of Young Men, Heinemann, ISBN 0867095091
Through a variety of creative research methods and an extended series of interviews with 49 young men in middle and high school – differing in class, race, academic achievement, kind of school, and geography – the authors identified the factors that motivated these young men to become accomplished in the activities they most enjoyed. 

Sorenson, Sharon (2000). Webster’s New World Student Writing Handbook, 4th Edition, IDG Books Worldwide, Inc. ISBN 0764561251
This is the first comprehensive writing guide created expressly for students. Here in one volume is everything you need to help you write top-quality essays, term papers, and reports – in any school subject.

Stephens, Elaine and Brown, Jean (2000). A Handbook of Content Literacy Strategies: 75 Practical Reading and Writing Ideas. 
Christopher-Gordon, ISBN 092684296X
Authors provide elementary, middle, and secondary teachers with strategies for integrating reading and writing as tools for learning in the content areas.

Strickland, Dorothy; Ganske, Kathy; and Monroe, Joanne K. (2002). 
Supporting Struggling Readers and Writers; Strategies for Classroom Intervention 3-6, Stenhouse, ISBN 1571100555
The extensive Strategy Bank included in this book, provides over twenty step-by-step practices, each with three sections: What It Does, How to Do It, and What to Look For. The Resources section provides extensive lists of children’s books and sources of books, organized by purpose.

**Stronge, James H. (2002). Qualities of Effective Teachers 
ASCD, ISBN 0871206633
The author synthesizes research to identify specific teacher behaviors that contribute to student achievement. Teachers, educators who hire teachers, teacher leaders, supervisors, and teachers-in-training can all use this book to learn how to be, how to develop, and how to choose better teachers.

Thornburg, David (2002). The New Basics; Education and the Future of Work in the Telematic Age, ASCD, ISBN 0871206560
This book provides and in-depth discussion of the skills necessary for professional success in the coming years, along with strategies on how best to teach them in the classroom. 

**Tomlinson, Carol Ann (2001) How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition, ASCD, ISBN 0871205122
This 2nd edition 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.

**Tomlinson, Carol Ann (1999). The Differentiated Classroom; Responding to the Needs of All Learners, ASCD, ISBN 0871203421
At the core of this book, the author includes three chapters that describe actual lessons, units, and classrooms with differentiated instruction in action. She looks at elementary and secondary classrooms in nearly all subject areas to show how real teachers turn the challenge of differentiation into a reality.

**Tovani, Cris (2000). I READ IT, BUT I DON’T GET IT: Comprehension Strategies for Adolescent Readers, Stenhouse, ISBN 157110089X
Written by an accomplished teacher of elementary through high school students, this book provides support for teachers who want to incorporate comprehension instruction into their daily lesson plans without sacrificing content knowledge. Included are many teaching tips, ideas, for grades 6-12 in all content areas. 

Trelease, Jim (1992). Hey Listen To This; Stories To Read Aloud, 
Penguin Books, ISBN 0140146539
The author brings together forty-eight read-aloud stories that parents and teachers can share with children ages five through nine. In addition a special introduction to each story is included along with suggestions for further reading.

Trelease, Jim (1993). Read All About It! Great Read-Aloud Stories, Poems, and Newspaper Pieces for Preteens and Teens, Penguin Books,
ISBN 0140146555
This is a wonderfully diverse collection of excerpts from newspapers, magazines, and books that have been created by the author especially to turn young people on to the many pleasures of reading.

Trelease, Jim (1995). The Read-Aloud Handbook, 4th Edition, Penguin Books, 
ISBN 0140469710
This beloved, classic guide includes an up-to-date treasury of more than 1,200 children’s books, from picture books to novels.

Walker, Barbara, (1992). Supporting Struggling Readers, Pippin Publishing, ISBN 0887510485
Dr. Walker believes that struggling readers are, in fact, active learners in search of meaning. This book examines the phases of literacy, proposing instructional strategies and assessment techniques that support children’s reading development during each stage.

Wheatley, Margaret J. (1999). Leadership and the New Science,
Berrett-Koehler Publishers, Inc. ISBN 1576750558
The author sheds new light on issues crucial to organizing work, people, and life. The new science offers a radically different understanding of change as a natural and continuous process.

**Wilhelm, Jeffrey D. (1996). Standards in Practice Grades 6-8, 
NCTE, ISBN 081414694
One of four in the NCTE Standards in Practice series, the idea for this series grew out of requests from many teachers around the country who participated in the development of the NCTE/IRA standards and who asked if a book or series could be published that would illustrate what the standards might look like in actual classrooms at different grade levels.

Wilhelm, Jeffrey D. (1997). “You Gotta BE the Book” Teaching Engaged & Reflective Reading with Adolescents. Teachers College Press,
ISBN 0807735663
Through textured case studies of engaged and reluctant readers, this book looks at many issues (i.e. What do highly engaged, adolescent readers DO as they read?). 

**Wolfe, Patricia (2001). Brain Matters; Translating Research into Classroom Practice, ASCD, ISBN 0871205173
The information contained in this book provides a look at some implications of the research for practice – why meaning is essential for attention, how emotion can enhance or impede learning, and how different types of rehearsal are necessary for different types of learning.

Wong, Harry K. and Wong, Rosemary T. (1998). The First Days of School; How To Be An Effective Teacher, Harry K. Wong Publications, 
ISBN 0962936022
This book is written to help all teachers “jumpstart” by beginning school successfully. The myriad of ideas and techniques included have been shared by the legions of educators who have interacted with the authors.

 

Wood, Chip (2007). Yardsticks: Children in the Classroom Ages 4-14. ISBN-13: 9781892989215

Wood, Karen and Dickinson, Thomas (2000). Promoting Literacy in Grades 4-9; A Handbook for Teachers and Administrators, Allyn and Bacon,
ISBN 0205283144
This book is an ideal reference for pre-service and practicing classroom teachers who want to develop and maintain literacy skills and abilities of their students. It provides up-to-date research on a wide range of literacy concerns and then translates that research into practice.

Wood, Karen D.; Lapp, Diane; and Flood, James (1992) Guiding Readers through Text: A Review of Study Guides, IRA, ISBN 0872073742
This book combines a discussion of why and how study guides help students comprehend text with a focus on the most effective ways to use these guides in the classroom.

Wormeli, Rick (2001). Meet Me in the Middle; Becoming an Accomplished Middle-Level Teacher, Stenhouse, ISBN 1571103287
Both a “how-to” book and a thoughtful narrative on important topics, this book gives you successful strategies for addressing key middle-level teaching challenges. It is a wonderful handbook of best practices and insights.

**Zemelman, Steve; Daniels, Harvey, and Hyde, Arthur (1993). Best Practice; New Standards for Teaching and Learning in America’s Schools, Heinemann, ISBN 0435087886
For the first time in a single volume, the current standards for instructional excellence in the main teaching fields: reading, writing, mathematics, science and social studies are assembled. All the ideas included are highly applicable within the current educational system. This is a comprehensive summary of the emerging set of progressive educational standards.

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