Peter Johnston

On the evening of 5 June 1944, the people of Britain braced for news that would truly change the course of history. Ships and landing craft assembled in the Channel, paratroopers prepared for flight and troops readied for action. A brief announcement the following morning declared that D-Day had finally arrived. It would be the start of a long and arduous campaign to liberate Europe from the tyranny of Nazi occupation.D-Day to VE Day narrates the final year of the Second World War in Europe, from the Normandy landings to the joyous celebrations of VE Day. It draws on IWM's vast photography collection to chart and illustrate the Allies' journey through war-torn Europe during those crucial months, moment by moment and day-by-day.Follow in the footsteps of the Allies in real time as they liberate Paris, fight through the dense forest of the Ardennes Forest during the Battle of the Bulge and cross the mighty Rhine River, paving the way for the final push towards Berlin. Along the way, you'll discover the key strategic operations, battles and crucial turning points that marked the Allies' march towards ultimate victory over Nazi Germany.

In the years since Choice Words: How Our Language Affects Children’s Learning was first published and quickly became a beloved bestseller, countless educators and their students have been impacted by this short, but powerful book. Throughout it, author Peter Johnston provides examples of seemingly ordinary words, phrases, and uses of language that are pivotal in the orchestration of the classroom. Grounded in a balance of research and classroom practice, Choice Words demonstrates how and what we say (and don't say) have surprising consequences for what children learn and for who they become as literate people.Now, in this second edition, Peter Johnston returns to the central message of the book—that teachers’ language is their most powerful tool for impacting children’s learning and creating classroom community. With updates throughout the chapters to both the research and classroom examples, and new chapters on social-emotional learning and mindsets, this book has much to offer to both those familiar with Choice Words and those who will read it for the first time.This book will be enlightening for any teacher who wishes to be more conscious of the many ways their language helps children acquire literacy skills and view the world, their peers, and themselves in new ways.

In a sea of troubling reporting about education, teaching, reading, and the wellbeing of teens, Ivey and Johnston bring some good news that shows what happens when we stop underestimating young people. This accessible book offers an engaging account of a 4-year study of adolescents who went from reluctant to enthusiastic readers. These youth reported that reading not only helped them manage their stress, but also helped them negotiate happier, more meaningful lives. This amazing transformation occurred when their teachers simply allowed them to select their own books, invited them to read with no strings attached, and provided time for them to do so. These students, nearly all of whom reported a previously negative relationship with reading, began to read voraciously inside and outside of school; performed better on state tests; and transformed their personal, relational, emotional, and moral lives in the process. This illuminating book leads readers on a tour of adolescents' reading lives in their own words, offering a long-overdue analysis of students' deep engagement with literature. The text also includes research to inform arguments about what students should and should not read and the consequences of limiting students' access to the books that interest them through censorship.Book Features:Links young adults' reading engagement with socio-emotional and intellectual development.Provides nuanced descriptions of teaching practices that facilitate student agency in learning.Features student voices that have been absent in debates about what is appropriate for young people to read and under what circumstances.Connects student perspectives on reading, with positive outcomes of reading, to research from other disciplines.Illuminates the breadth and depth of the responsibilities of teaching English language arts.

In a sea of troubling reporting about education, teaching, reading, and the wellbeing of teens, Ivey and Johnston bring some good news that shows what happens when we stop underestimating young people. This accessible book offers an engaging account of a 4-year study of adolescents who went from reluctant to enthusiastic readers. These youth reported that reading not only helped them manage their stress, but also helped them negotiate happier, more meaningful lives. This amazing transformation occurred when their teachers simply allowed them to select their own books, invited them to read with no strings attached, and provided time for them to do so. These students, nearly all of whom reported a previously negative relationship with reading, began to read voraciously inside and outside of school; performed better on state tests; and transformed their personal, relational, emotional, and moral lives in the process. This illuminating book leads readers on a tour of adolescents' reading lives in their own words, offering a long-overdue analysis of students' deep engagement with literature. The text also includes research to inform arguments about what students should and should not read and the consequences of limiting students' access to the books that interest them through censorship.Book Features:Links young adults' reading engagement with socio-emotional and intellectual development.Provides nuanced descriptions of teaching practices that facilitate student agency in learning.Features student voices that have been absent in debates about what is appropriate for young people to read and under what circumstances.Connects student perspectives on reading, with positive outcomes of reading, to research from other disciplines.Illuminates the breadth and depth of the responsibilities of teaching English language arts.

Increasingly, educators are recognizing that for children to thrive intellectually they need socially and emotionally healthy classrooms. Conveniently, this is exactly what parents have always wanted for their children's classrooms that offer and grow positive relationships and behavior, emotional self-regulation, and a sense of well-being. Using the guiding principles from Peter Johnston's best-selling professional resources, Choice Words and Opening Minds,Peter and six colleagues began a journey to create just such classrooms'senvironments in which children meaningfully engage with each other through reading, writing, making, and discussing books. Together, they bring you Engaging Literate Minds: Developing Children's Social, Emotional, and Intellectual Lives, K-3 where you'll discover how these teachers struggled and succeeded in building such classrooms. Inside you'll find the following:Practical ways to develop a caring learning community and children's socio-emotional competencePowerful teaching practices from real classroomsEngaging ways to encourage inquiry and student agencySuggestions on how to use formative assessment in everyday teaching practicesHelpful research behind the classroom practices and children's developmentWays to help students inspire and support each otherBuilding a just, caring, literate society has never been more important than it is today. By embracing the ideas and teaching strategies Engaging Literate Minds, you can help children to become socially, emotionally, and intellectually healthy. Not only do these classroom practices develop the skills to achieve district benchmarks and beyond, they help develop children's humanity.

Introducing a spelling test to a student by saying, 'Let' s see how many words you know,' is different from saying, 'Let's see how many words you know already.' It is only one word, but the already suggests that any words the child knows are ahead of expectation and, most important, that there is nothing permanent about what is known and not known. Peter Johnston Grounded in research, Opening Minds: Using Language to Change Livesshows how words can shape students' learning, their sense of self, and their social, emotional and moral development. Make no mistake: words have the power to open minds – or close them. Following up his groundbreaking book, Choice Words, author Peter Johnston continues to demonstrate how the things teachers say (and don't say) have surprising consequences for the literate lives of students. In this new book, Johnston shows how the words teachers choose can affect the worlds students inhabit in the classroom. He explains how to engage children with more productive talk and how to create classrooms that support students' intellectual development, as well as their development as human beings.

This book describes and documents an exciting new approach to educating literacy teachers. The authors show how to help teachers develop their own critical literacy, while also preparing them to accelerate the literacy learning of struggling readers. The text takes readers inside a literacy lab in a high-poverty urban elementary school, reveals the instructional approach in action, and provides many excellent examples of critically responsive teaching. Featuring a synthesis of several fields of theory and research, the book: illustrates teacher preparation and development as personal and social transformation - demonstrating that this process requires changing the ways teachers think about students, language, culture, literacy, learning, and themselves as educators; provides pedagogical tools - including the history of the innovative literacy lab, the context of the instructional interactions, and the transition from a university-based to a school-based project; and combines critical and accelerative literacy instruction - showing how teachers can accelerate the slowest developing readers in their classrooms, and also build a sense of engagement for students with the social world.