denny Study & Teaching books

Teaching Reading in Middle School (2nd Edition): A Strategic Approach to Teaching Reading That Improves Comprehension and Thinking Overviews
In this completely revised and updated edition of a best-selling classic, master teacher Laura Robb reflects on how her teaching has evolved over the ten years since the book’s initial publication. Drawing on current research and her most recent classroom experiences with students all over the country, Robb presents abundant new material, including fresh literacy vignettes that showcase lessons and learning experiences. She demonstrates how she has fine tuned her strategy lessons, focusing on helping students become more aware of why they’re doing what they’re doing. She expands her discussion of motivation, differentiation, assessment, classroom management, and more—including a whole new chapter on conferring. Robb’s passion for helping adolescents become lifelong readers radiates throughout the book, and she offers new insights and innovative ideas for working with students at this critical juncture of their literacy lives. Includes a CD with forms, charts, and more. For use with Grades 5 & Up.

Teaching Reading in Middle School (2nd Edition): A Strategic Approach to Teaching Reading That Improves Comprehension and Thinking Features

• Reading Skills

Social Studies for the Twenty-First Century: Methods and Materials for Teaching in Middle and Secondary Schools, 3rd Edition Overviews
Social Studies for the Twenty-First Century, Third Edition  weaves theory, curriculum, methods, and assessment into a comprehensive model to guide middle and secondary teachers in setting objectives; planning lessons, units, and courses; choosing classroom strategies; and constructing tests  for some of the field's most popular and enduring programs.  It offers practical, interesting, exciting ways to teach social studies and a multitude of instructional and professional resources for teachers. The text includes separate chapters on teaching each of the major areas of the social studies curriculum. Its reflective and integrative framework emphasizes building imagination, insight, and critical thinking into everyday classrooms; encourages problem-solving attitudes and behavior; and provokes analysis, reflection, and debate.
 
Throughout the text, all aspects of curriculum and instruction are viewed from a tripartite perspective that divides social studies instruction into didactic (factual), reflective (analytical), and affective (judgmental) components. These three components are seen as supporting one another, building the groundwork for taking stands on issues, past and present. At the center is the author's belief that the heart and soul of social studies instruction, perhaps all teaching, lies in stimulating the production of ideas; looking at knowledge from others' viewpoints; and formulating for oneself a set of goals, values, and beliefs that can be explained and justified in open discussion.
 
New in the Third Edition:
 
* Summaries of recent research, particularly in history education, that have been published since the last edition;
* Increased attention to social studies standards, as well as those for civics, economics, and history;
* An enriched view of teaching history and social studies with a wide array of sources ranging from material objects through primary sources on to art, music, and literature;
* Tightening of the text to make it shorter and more pointed, including a few provocative new ideas;
* More and better-organized ideas for classroom group and individual activities and cooperative learning;* Expanded appendices on instructional resources include the rapidly growing use of websites;
* New visuals that are better integrated into the text and which teachers can use in their classrooms as lessons in visual literacy; and
* Continued efforts to inject a bit of humor and self-criticism into a field of education most students view as a sizeable trunk of dead and deadly facts.
 Social Studies for the Twenty-First Century, Third Edition is a primary text for secondary and middle social studies methods courses.

Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms (0) Overviews
''The focusing questions, the teaching tips, and the primary sources make it possible for any teacher of history and social studies to help students become more interested, careful, and effective in handling information. The beauty of the book is that the authors show how to accomplish this while working with even the most traditional dreary textbook. Any educator interested in producing more thoughtful students should buy and use this book!''
--Grant Wiggins, president of Authentic Education, co-author of Understanding by Design and Schooling by Design


''What a great resource for teachers of history! This book explains how teachers can help students bring a critical eye to history, teaching ways of thinking that they can use in all of their studies.''
--Diane Ravitch, research professor of education at New York University, author of The Death and Life of the Great American School System


''Everyone agrees that developing 'critical thinking skills' is essential for 21st century learners. But how? This wonderful book vividly illustrates how teachers of history--and, indeed, other subjects--can teach students to be critical thinkers and democratic participants, as well as more effective readers. All educators who want to promote deeper understanding should read and use this book.''
--Linda Darling-Hammond, Charles E. Ducommun Professor of Teaching and Teacher Education, Stanford University, author of The Flat World and Education


Reaching beyond textbooks, this is a guide to teaching ''historical reading'' with middle and high school students. This practical resource shows you how to apply Sam Wineburg's highly acclaimed approach to teaching, Reading Like a Historian, in your classroom to increase academic literacy and spark students' curiosity. Each chapter begins with an introductory essay that sets the stage of a key moment in American history--beginning with exploration and colonization and the events at Jamestown and ending with the Cuban Missile Crisis. Following each essay are all the materials you'll need to teach this topic--primary documents, charts, graphic organizers, visual images, and political cartoons--as well as suggestions for where to find additional resources on the Internet and guidance for assessing students' understanding of core historical ideas. Reading Like a Historian will help you use your textbook creatively and give you ideas for how historical instruction can enhance students' skills in reading comprehension. Get started today and watch the excitement unfold in your classroom!


Contents:


1. Did Pocahontas Rescue John Smith?

2. ''Standing Tall'' or Fleeing the Scene?

3. Lincoln in Context

4. Columbus Day: 1892, Not 1492

5. Electricity and Women's Work: Who Really Benefited? And When?

6. ''Dust to Eat, and Dust to Breathe, and Dust to Drink''

7. Rosa Parks and the Montgomery Bus Boycott

8. To Blink or Not to Blink: The Cuban Missile Crisis