Rowman & Littlefield Publishers
Trim: 6 x 9
978-1-4758-2326-4 • Hardback • January 2016 • $74.00 • (£57.00)
978-1-4758-2327-1 • Paperback • January 2016 • $38.00 • (£29.00)
978-1-4758-2328-8 • eBook • January 2016 • $36.00 • (£28.00)
Janet Angelis was a classroom teacher early in her career. She has devoted the latter part of her career to linking the worlds of research and practice. She has authored or coauthored numerous articles for practitioners, researchers, and the public and with Kristen Wilcox is the author of two books about effective practices.
Karen Polsinelli taught social studies at the upper elementary and middle level for more than 30 years. She is an experienced writer, presenter, and professional developer in a variety of research-based strategies for improving student learning.
Eija Rougle earned a PhD. in language and education and has been coaching teachers for over a decade; with Mary Adler, she is coauthor of Building Literacy through Classroom Discussion. She is a frequent speaker on language and literacy and is multi-lingual.
Johanna Shogan taught English language arts at the secondary level for 35 years and received recognized in Who’s Who among America’s Teachers. She has served as an officer of the New York State English Council and is a contributing writer for The Storytelling Classroom.
Foreword – Judith A. Langer
Why We Wrote This Book
Who We Are
Our Research Base
Chapter 1. Purposeful Pedagogy: Developing Each Mind
How to Use This Book
Opening the Classroom to Student Thinking and Voice
Secure the Foundation by Teaching Students How to Talk and Think Together
Five Essentials of Productive Classroom Discussions
Chapter 2. Purposeful Engagement: Activities to Engage and Support All Learners
Sharing Thinking One-on-One
Journal Jot/Quick Write and Think-Pair Share
Extending Think-Pair-Share to Written Conversation about Content
Scaffolds for Productive Whole-Class Discussions
Reader’s Marks and Variations
Pass the Hat
Pair Engaging and Complex Texts to Foster Critical Thinking
Chapter 3. Purposeful Talk: A Framework for Facilitating Academic Discussions
A Guide to Facilitating Discussions that Foster higher-Level Thinking
The Envisionment-Building Guide (EBG)
A Teacher’s Role During Discussion
Preparing for and Facilitating Discussions that Foster Higher Levels of Thinking
Practicing with a Well-Known Poem
Trying an EBG and Discussion in Your Classroom
Chapter 4. Purposeful Experiences: Assignments to Sustain Thinking and Learning
Some Tools to Help Students Capture Thinking in Written Form
Why Writing Matters
Learning Logs or Journals
Purposeful Assignments That Provide Opportunities for Students to Share Thinking
Stand and Deliver
Chapter 5. Purposeful Planning: Designing a Coherent and Connected Curriculum
Supporting Students as Disciplinary Thinkers
Rethinking the Curriculum
Staring with the Big Ideas
Thinking beyond the Textbook
Chapter 6. Purposeful Leadership: Supporting Effective Instructional Practices
Rethinking the Curriculum to Be More Coherent
Collaboration across Grades and Subjects
Appendix A. Sample Lessons
An Envisionment-Building Lesson for Science
An Envisionment-Building Lesson for Mathematics
An Envisionment-Building Lesson for English Language Arts
Appendix B. Annotated Bibliography
Literary Works Cited
Building Academic Literacy provides teachers and instructional leaders with pedagogical strategies that promote academic literacy and higher-order thinking skills. The authors bill the text as a ‘coach-in-pocket,’ in which they make suggestions, explain why the suggestions should work, and ask questions to help readers reflect on teaching and learning and troubleshoot if necessary. Chapters are written in an accessible manner with explanations of each topic; examples drawn from classrooms, which vary by grade and subject; suggestions of specific strategies to use that engage learners in disciplined thinking; and prompts to help readers reflect on implementation. All activities discussed are meant to purposefully engage learners in developing knowledge and/or skills. The authors are clearly concerned about always engaging every student in learning, promoting higher-order thinking, and further developing language skills. This book is recommended for pre-service teachers, teacher-practitioners, and school leaders who are interested in finding ways to guide students to higher levels of thinking, help them use literacy more effectively, and take greater ownership of their learning. Summing Up: Recommended. Upper-division undergraduates through practitioners.
— Choice Reviews
[T]he authors describe gradual, purposeful ways to build a mindset and atmosphere that revolve around well-planned questioning, carefully chosen materials, student-driven discussion, and mutual discovery…. [T]his well-researched book offers some worthwhile ideas about the nature of teaching and learning.
— Mathematics Teacher
Now that I’m supervising student teachers, I see the need for more discussion and deeper thinking in all the classes I visit. The book is grounded in research, with practical strategies that can be used in the classroom.
— Kathy Nickson, supervisor of student teachers for SUNY Oneonta and Empire State College
This book is absolutely needed, as evidence suggests that large percentages of teachers are still wrestling with engagement, deep thinking and the development of literacy within their classrooms and students. I see this first as a resource for classroom teachers.
— Lynn Lisy-Macan, PhD., visiting assistant professor, Educational Administration and Policy, University at Albany
I like that the ideas and topics are 'doable' and not a lot of philosophical without practical application. . . . This text is applicable to teachers new to envisionments and ones who have been utilizing the strategies over the years. . . . Having strategies that are engaging and move students forward in their learning is what makes teaching interesting and fun.
— Kathy Cotugno-Surin, National Board Certified Teacher, Niskayuna, NY
I like the format in that it combines the rationale with practical/practicable implications.
— Kevin Kelly, principal, Ryder Elementary School, Cobleskill, NY