Seth A. Parsons

This book connects evidence-based approaches with project-based learning so that you can help your students develop their literacy skills in engaging and authentic ways. There are so many real-world scenarios that can be used in classrooms, such as newscasts, podcasts, movie making, and all of which require skills that can be taught discretely and explicitly so that students can accomplish the goals of each project. This book takes the research in reading and translates it into structured projects that you can then integrate into your lesson plans. Once the research is described, the authors list the skills necessary to complete the project and the ways that these skills can be taught in structured and explicit ways, many of which are embedded in the project itself. Each chapter contextualizes the skills within the Active View of Reading. Then, step-by-step instructions are given on how to complete the project. Each chapter includes an example activity and lesson plan that you can incorporate into your teaching immediately. Through the integration of the science of reading and project-based learning, this is a key resource for elementary school reading teachers. With the strategies and ideas outlined in this book, you can see how evidence-based instruction can be fun and connected to authentic experiences.

This book connects evidence-based approaches with project-based learning so that you can help your students develop their literacy skills in engaging and authentic ways. There are so many real-world scenarios that can be used in classrooms, such as newscasts, podcasts, movie making, and all of which require skills that can be taught discretely and explicitly so that students can accomplish the goals of each project. This book takes the research in reading and translates it into structured projects that you can then integrate into your lesson plans. Once the research is described, the authors list the skills necessary to complete the project and the ways that these skills can be taught in structured and explicit ways, many of which are embedded in the project itself. Each chapter contextualizes the skills within the Active View of Reading. Then, step-by-step instructions are given on how to complete the project. Each chapter includes an example activity and lesson plan that you can incorporate into your teaching immediately. Through the integration of the science of reading and project-based learning, this is a key resource for elementary school reading teachers. With the strategies and ideas outlined in this book, you can see how evidence-based instruction can be fun and connected to authentic experiences.

Meeting a tremendous need for K-8 schools and educators, this timely book outlines core principles for counteracting the disruptions of the pandemic and recovering from learning loss. The authors present a holistic approach to responsive literacy instruction to support all students’ academic and social–emotional growth, now and in the years to come. Fundamental areas of learning recovery are addressed--developing schoolwide action plans, partnering with families and communities, building collaborative literacy leadership, assessing for differentiated instruction, planning targeted interventions, and implementing supplemental learning programs. Every chapter includes relevant research findings, clear examples of principles in action, and reflection questions that help educators apply the concepts they have learned.

Meeting a tremendous need for K-8 schools and educators, this timely book outlines core principles for counteracting the disruptions of the pandemic and recovering from learning loss. The authors present a holistic approach to responsive literacy instruction to support all students’ academic and social–emotional growth, now and in the years to come. Fundamental areas of learning recovery are addressed--developing schoolwide action plans, partnering with families and communities, building collaborative literacy leadership, assessing for differentiated instruction, planning targeted interventions, and implementing supplemental learning programs. Every chapter includes relevant research findings, clear examples of principles in action, and reflection questions that help educators apply the concepts they have learned.

How can early and preservice teachers master the complex practice of teaching? This clearly written, research-based guide shows how to successfully navigate coursework, build relationships with mentors, and negotiate fieldwork and student teaching while developing metacognitive thinking skills. These are skills that allow teachers to continuously reflect on instructional practices and adapt them to fit their own teaching context and their students' diverse needs. Metacognitive teaching requires higher-level thought processes that, for teachers, include making connections among each segment of the teacher preparation program, as well as deciding how these experiences directly and effectively apply to their classrooms. The authors argue that this kind of support is needed early in the journey of a teacher if they are to succeed and remain in the classroom. Book Features:Engages and empowers teacher candidates to become metacognitive teachers.Encompasses the entire preservice program, while also being of help to novice teachers.Includes key points, vignettes, and reflection questions. Based on research from a 3-year longitudinal, national study of teacher candidates.

How can early and preservice teachers master the complex practice of teaching? This clearly written, research-based guide shows how to successfully navigate coursework, build relationships with mentors, and negotiate fieldwork and student teaching while developing metacognitive thinking skills. These are skills that allow teachers to continuously reflect on instructional practices and adapt them to fit their own teaching context and their students' diverse needs. Metacognitive teaching requires higher-level thought processes that, for teachers, include making connections among each segment of the teacher preparation program, as well as deciding how these experiences directly and effectively apply to their classrooms. The authors argue that this kind of support is needed early in the journey of a teacher if they are to succeed and remain in the classroom. Book Features:Engages and empowers teacher candidates to become metacognitive teachers.Encompasses the entire preservice program, while also being of help to novice teachers.Includes key points, vignettes, and reflection questions. Based on research from a 3-year longitudinal, national study of teacher candidates.