"This is a book about responding to children. A book about listening and noticing children. The first move is not the teacher's. Rather, the starting place is the child's practice through language, drawing, and storytelling. This requires great patience, and I was struck by the time markers that breathed through the text. How long does a teacher wait? It could be ten seconds, twenty, thirty—long enough to tell the child you have all the time in the world to listen. This is a book that teachers have been waiting for but didn't know they needed."
Writing test scores indicate that boys have fallen far behind girls across the grades. In general, boys don't enjoy writing as much as girls. What's wrong? How can we do a better of job of creating “boy-friendly” classrooms so their voices can be heard?
We've learned a lot in recent years about the important role vocabulary plays in making meaning, yet many teachers still struggle with vocabulary instruction that goes beyond weekly word lists. Effective vocabulary instruction is particularly vital in the content areas, where the specialized language used by “insiders” often creates a barrier to understanding for those new to the subjects. In Inside Words, Janet Allen merges recent research and key content-area teaching strategies to show teachers how to help students understand the academic vocabulary found in textbooks, tests, articles, and other informational texts.
Editing is often seen as one item on a list of steps in the writing process—usually put somewhere near the end, and often completely crowded out of writer's workshop. Too many times daily editing lessons happen in a vacuum, with no relationship to what students are writing.