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• Sales Rank: #223099 in Books
• Published on: 2005-03-18
• Original language: English
• Number of items: 1
• Dimensions: 10.84" h x .30" w x 8.22" l, .0 pounds
• Binding: Paperback

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• Published on: 2013-01-01
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• Sales Rank: #963359 in Books
• Published on: 2014-08-14
• Released on: 2014-08-14
• Original language: English
• Number of items: 1
• Dimensions: 9.30" h x .40" w x 7.40" l, .0 pounds
• Binding: Paperback
• 176 pages

About the Author
Luke Reynolds currently teaches 7th grade English in the public school system in Harvard, Massachusetts. He has also taught middle and secondary English in public high schools in Connecticut and Massachusetts. He is a husband, a father, an activist, a writer, a teacher, and a researcher who is passionate about creative, relational, and imaginative education. Luke is the author of A Call to Creativity and co-editor of Burned In, Dedicated to the People of Darfur and Break These Rules.

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• Sales Rank: #5921816 in Books
• Published on: 1998
• Binding: Hardcover
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• Sales Rank: #193320 in Books
• Published on: 2003
• Number of items: 1
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"The essential element in rigor is engagement. If students are to read rigorously they must be committed to understanding some intriguing character, to solving some problem, to figuring out what a writer believes and how those thoughts compare with their own. The literary signposts in Notice and Note encourage this rigor. Now in the Notice and Note Literature Log, we share our signposts with students."
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Notice and Note transformed how teachers help students read and analyze complex texts.
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The Notice and Note Literature Log is more than a place where students can "note what they notice." Through its regular coaching commentary, this literature log offers students an opportunity, during independent reading, to read and learn with two master educators at their side.

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• Sales Rank: #210017 in Books
• Published on: 2013-11-11
• Released on: 2013-11-11
• Original language: English
• Number of items: 1
• Dimensions: 10.10" h x .56" w x 8.30" l, .70 pounds
• Binding: Spiral-bound
• 144 pages

About the Author
Kylene Beers, Ed.D., is a former middle school teacher who has turned her commitment to adolescent literacy and struggling readers into the major focus of her research, writing, speaking, and teaching. She is author of the best-selling When Kids Can't Read/What Teachers Can Do, co-editor (with Bob Probst and Linda Rief) of Adolescent Literacy: Turning Promise into Practice, and co-author (with Bob Probst) of Notice and Note: Strategies for Close Reading and Reading Nonfiction, Notice & Note Stances, Signposts, and Strategies all published by Heinemann. She taught in the College of Education at the University of Houston, served as Senior Reading Researcher at the Comer School Development Program at Yale University, and most recently acted as the Senior Reading Advisor to Secondary Schools for the Reading and Writing Project at Teachers College. Kylene has published numerous articles in state and national journals, served as editor of the national literacy journal, Voices from the Middle, and was the 2008-2009 President of the National Council of Teachers of English. She is an invited speaker at state, national, and international conferences and works with teachers in elementary, middle, and high schools across the US. Kylene has served as a consultant to the National Governor's Association and was the 2011 recipient of the Conference on English Leadership outstanding leader award. Kylene is now a consultant to schools, nationally and internationally, focusing on literacy improvement with her colleague and co-author, Bob Probst.

Robert (Bob) Probst is the author of Response and Analysis, he is coeditor (with Kylene Beers and Linda Rief) of Adolescent Literacy: Turning Promise into Practice, and coauthor (with Kylene Beers) of Notice and Note: Strategies for Close Reading, and Reading Nonfiction, Notice & Note Stances, Signposts, and Strategies all published by Heinemann. Bob has also published over one hundred articles, chapters, and monographs in national and international publications. Bob began his teaching career as high school English teacher and then became a supervisor of English for a large district in Maryland. He spent most of his academic career at Georgia State University where he is now Professor Emeritus of English Education. After retiring from Georgia State University, he served as a research fellow for Florida International University. Bob is now a consultant to schools, nationally and internationally, focusing on literacy improvement. He works in schools with his colleague and co-author, Kylene Beers. Bob has served as a member on the Conference on English Board of Directors, an NCTE journal columnist, a member of the national advisory board to American Reading Company, and a member of the NCTE Commission on Reading. In 2004 he was awarded the NCTE's Exemplary Leadership Award, presented by the Conference on English Leadership.

Most helpful customer reviews

7 of 7 people found the following review helpful.
Very Beneficial for All Students
By Yvonne C
Five stars from me for practicality, clear instructions, abundance, variety, and encouragement. I've rated it for what it IS, not for what I'd like it to be.

This book is very useful for assisting students in close reading -- which is a must if students are to clearly understand what they are reading. It's designed to be used by students, not teachers.

It contains useful pages where students are encouraged to jot down things they've noticed in the novel they're reading, which clearly invites close reading. Pages for interacting with the text (such as questions students have about the novel, comments, aha moments, etc.) are well thought out and call on students to reread portions of text for clarity.

An abundance of graphic organizers invites students to comment, question, etc. and requires that they note page and paragraph numbers of the text. Inviting students to draw scenes from the novel they're reading draws on differentiation. No pun intended. :)

If used, this log prevents "fake" reading, encourages students to analyze texts, and clearly enhances their reading comprehension and pleasure.

As a language arts teacher, I believe this log is money well spent -- for students who are avid readers and for those who don't particularly care for it.

Bottom Line: Buy it.

7 of 7 people found the following review helpful.
One of the best ways to helps students engage with the text
By Margaret S. Ruppert
I just finished using this literature log with my 6th grade class. It was a wonderful way to help students to understand how important it is for them to engage with the text. It was also wonderful when one student found a signpost and another disagreed and thought it was another. The discussions that the students had were rich and showed that they not only understood the signposts but they understood the text that much more. I highly recommend this Literature Log.

5 of 5 people found the following review helpful.
Notice and Note
By Dawn Gray
This log and its companion book, Notice and Note, provide teachers and students with clear road maps for navigating texts more deeply. Instead of rushing through a book to find out what will happen next in the plot, readers will learn to stop and notice what is motivating the characters. As a result, the act of reading will become a richer experience.

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"To have any hope of kids investing fully in the subject matter, we have to start by evoking their curiosity and get them interested in the topic. Engaging the students can't wait. If we wait for the fun stuff that might pop up later, the kids will have already jumped ship."

-Harvey "Smokey" Daniels and Nancy Steineke

Today we're all expected to be "teachers of reading"-no matter what our subjectarea. With Texts and Lessons for Content-Area Reading, Harvey "Smokey" Daniels and Nancy Steineke support content-area and language-arts teachers alike by pairing more than 75 short, kid-tested reproducible nonfiction texts with 33 simple, ready-to-go lessons that deepen comprehension and support effective collaboration. And we all know that comprehension and collaboration are just what the new Common Core State Standards call for (CCSS, 2010).

In the same teacher-friendly, classroom-wise voices that made Subjects Matter and Content-Area Writing bestsellers, Daniels and Steineke prove that with the right materials and the right lessons, you can turn your kids into much better readers in your subject field by showing:

• how proficient readers think
• how skillful collaborators act
• how to use quick and engaging activities that add to,
  not steal from subject-matter learning.

Each real-world text was chosen for its subject-area relevance, its interest to teens, and for its "wow factor"-the texts most likely to engage kids in discussion and debate. Step-by-step lessons accompany each text, including:

• 23 Strategy Lessons that focus closely on at least one key comprehension strategy or collaboration skill that proficient learners use, and address the Common Core Standards for ELA
• 10 Text Set Lessons that directly align to commonly taught curricular topics and offer a deeper, longer engagement in the subjects and strategies at hand.

Watch what happens when you give your kids a combination of interesting texts, instruction in smart-reader strategies, and an explicit understanding of good discussion skills. Meeting the standards has never been so much fun.

Better Together!

Used together, Texts and Lessons for Teaching Literature and Texts and Lessons for Content-Area Reading give you all the lesson ideas you need for all text types. Save 15% when you buy them together in a Texts and Lessons Bundle.

• Published on: 2011-02-01
• Released on: 2011-02-01
• Binding: Paperback
• 280 pages

About the Author
Harvey "Smokey" Daniels has been a city and suburban classroom teacher and a college professor, and now works as a national consultant and author on literacy education. In language arts, Smokey is known for his pioneering work on student book clubs, as recounted in Literature Circles: Voice and Choice in Book Clubs and Reading Groups, and Minilessons for Literature Circles. His latest bestselling books on content-area literacy are Subjects Matter, Second Edition; Texts and Lessons for Teaching Literature; Texts and Lessons for Content-Area Reading; Comprehension & Collaboration; and Content-Area Writing. He is also coauthor of Best Practice, Fourth Edition and The Best Practice Video Companion as well as editor of Comprehension Going Forward. Smokey works with elementary and secondary teachers throughout the United States, Canada, and Europe, offering demonstration lessons, workshops, and consulting, with a special focus on creating, sustaining, and renewing student-centered inquiries and discussions of all kinds. Smokey shows colleagues how to simultaneously build students' reading strategies, balance their reading diets, and strengthen the social skills they need to become genuine lifelong readers. Connect with Smokey @smokeylit.

As an English teacher at Victor J. Andrew High School in Tinley Park, Illinois, Nancy Steineke has witnessed firsthand the potential of collaborative, performance-based learning in extending and refining student knowledge. In addition to informing Assessment Alive! this experience has likewise influenced her other Heinemann books Mini-Lessons for Literature Circles with Harvey "Smokey" Daniels (2004), Content Area Writing: Every Teacher's Guide with Harvey "Smokey" Daniels and Steve Zemelman (2007), and Reading and Writing Together: Collaborative Literacy In Action (2002). A 25-year veteran of the teaching profession, Nancy Steineke has taught 9-12 English at Victor J. Andrew High School in Tinley Park, Illinois, since 1984. During the summer, she works with Dr. Harvey Daniels at the Walloon Institute, offering seminars for teachers, administrators, parent leaders, and their families.

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• Sales Rank: #8941294 in Books
• Published on: 2010
• Binding: Paperback

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With Scott Foresman Science, you’ll spend less time planning for science and more time actually doing science.

Our program provides inquiry-rich content with Scaffolded Inquiry™ activities; cross-curricular connections that link reading and science skills in every chapter for all students including your ELLs; hundreds of Leveled Readers for differentiated instruction; and time-saving strategies—from lesson preparation to 30-second lab setup—that create extra time in your day.

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• Sales Rank: #231467 in Books
• Brand: Scott Foresman
• Published on: 2005-01-07
• Original language: English
• Number of items: 1
• Dimensions: 10.90" h x .57" w x 8.30" l, 1.10 pounds
• Binding: Paperback
• 8 pages

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2 of 2 people found the following review helpful.
Workbooks are great
By Karen B.
My students love their workbooks. Its cheaper to buy than reproduce a bunch of worksheets. it has a Pretest at beginning of each chapter that asks the student to rate if they know or dont know something. after workbook enrichment, they go back and answer same questions...hopefully they all know the stuff now.
I find it nice to have the workbook as another tool too. Some kids that aren't getting science that well, do more of the exercises in the work book. Kids that breeze thru the text book assignments can do the workbook chapter...at their option, for an extra 5 points for that chapter.

1 of 1 people found the following review helpful.
EXCELLENT CONDITION
By Jennifer Duffy
JUST WHAT WE WERE LOOKING FOR. DESCRIPTION IS EXCATLY WHAT IT SAYS. SHE WILL ENJOY DOING SCIENCE THIS YEAR ...BETTER THAN LAST YEARS BOOK

0 of 0 people found the following review helpful.
Science Work Book
By Dixie Lee Shrum
This work book is ok but it does not go along with the lesson plans in the teachers manual.
Dixie Shrum

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• Published on: 2005
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• Sales Rank: #3630656 in Books
• Published on: 2007-01-12
• Original language: English
• Number of items: 1
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• Sales Rank: #5909157 in Books
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"We need to evaluate how we spend time in our classroom by asking whether it is proportional to how valuable the activity is in fostering students' independence and growth."
-Elizabeth Brinkerhoff and Alysia Roehrig

Time is precious, and every teacher needs more. No More Sharpening Pencils During Work Time and Other Time Wasters shows you where to find it as well as research-based ways to align every classroom minute you can with the goals you have for learners.

The most important learning in any classroom occurs when students actively engage in work that matters, so clearing away anything that siphons off learning time is crucial. Elizabeth Brinkerhoff and Alysia Roehrig provide tools for assessing your classroom time, a summary of pertinent research, and suggestions for planning and teaching that help make every minute count. Their strategies will help you create and leverage instructional opportunities by:

• finding new efficiencies in your classroom management
• improving alignment between instruction and learning objectives
• increasing the time students spend in higher-level thinking.

"If we want students to become adults who spend their time in purposeful, constructive ways," write Elizabeth and Alysia, "we need to give them opportunities to spend their time purposefully and take responsibility for how their time is spent." Give them the time to become independent with No More Sharpening Pencils During Work Time and Other Time Wasters.

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• Sales Rank: #138537 in Books
• Published on: 2014-05-02
• Released on: 2014-05-02
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x .22" w x 6.00" l, .31 pounds
• Binding: Paperback
• 96 pages

About the Author
Elizabeth Brinkerhoff is coauthor of No More Sharpening Pencils During Work Time and Other Time Wasters, part of the Not This, But That series, edited by Nell K. Duke and Ellin Oliver Keene. Elizabeth taught elementary school for 26 years in the Volusia County, Florida, schools. Currently, she is a doctoral candidate at Florida State University, where she can further her passion for helping future educators and improving instruction for students who are at-risk for academic difficulties. Her research addresses to teachers' use of academic language and differentiation through the use of student formative and summative data.

Ellin is author of Talk About Understanding: Rethinking Classroom Talk to Enhance Understanding, To Understand: New Horizons in Reading Comprehension, co-author of Comprehension Going Forward and of Mosaic of Thought: The Power of Comprehension Strategy Instruction, 2nd edition as well as numerous chapters for professional books and journals on the teaching of reading as well as education policy journals. Ellin Oliver Keene has been a classroom teacher, staff developer, non-profit director and adjunct professor of reading and writing. For sixteen years she directed staff development initiatives at the Denver-based Public Education & Business Coalition. She served as Deputy Director and Director of Literacy and Staff Development for the Cornerstone Project at the University of Pennsylvania for 4 years. Ellin currently serves as Director of Research and Development for the PEBC, as senior advisor to Heinemann Professional Development and works with schools and districts throughout the country and abroad. Ellin Oliver Keene is a Heinemann Professional Development provider. She presents Heinemann One-Day Workshops, Webinars Series, and all forms of On-Site PD. She is most sought after for her long-term professional development residencies in partnership with Heinemann Professional Development. For an overview of the Keene Residency »

Alysia Roehrig is coauthor of No More Sharpening Pencils During Work Time and Other Time Wasters, part of the Not This, But Thatseries, edited by Nell K. Duke and Ellin Oliver Keene. At Florida State University, Alysia is Learning and Cognition Program Coordinator and Associate Professor of Educational Psychology. She is also a faculty member of the Florida Center for Reading Research's Predoctoral Interdisciplinary Training Program in Education Science. Her research interests focus on issues related to effective teaching, primarily the professional development of teachers and the literacy learning of students. She has published articles in The Elementary School Journal; The Journal of Literacy Research; Science; and The Teacher Educator. Her most recent article, "The Nature of Elementary Preservice Teachers' Reflection During an Early Field Experience," is currently in press.

Nell K. Duke, Ed.D., is a professor of language, literacy, and culture and faculty associate in the combined program in education and psychology at the University of Michigan. Duke received her Bachelor's degree from Swarthmore College and her Masters and Doctoral degrees from Harvard University. Duke's work focuses on early literacy development, particularly among children living in poverty. Her specific areas of expertise include development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She currently serves as Co-Principal Investigator on projects funded by the Institute of Education Sciences, the National Science Foundation, and the Spencer Foundation. Duke is the recipient of the American Educational Research Association Early Career Award, the Literacy Research Association Early Career Achievement Award, the International Reading Association Dina Feitelson Research Award, the National Council of Teachers of English Promising Researcher Award, and the International Reading Association Outstanding Dissertation Award. Nell is author and co-author of numerous journal articles and book chapters as well as the books Reading and Writing Informational Text in the Primary Grades: Research-Based Practices; Literacy and the Youngest Learner: Best Practices for Educators of Children from Birth to Five; Beyond Bedtime Stories: A Parent's Guide to Promoting Reading, Writing, and Other Literacy Skills From Birth to 5; and her most recent book, Reading and Writing Genre with Purpose in K - 8 Classrooms. She is also editor of The Research-Informed Classroom book series, co-editor with Ellin Keene of the Not This But That book series, and co-editor of the book Literacy Research Methodologies. Duke teaches preservice, inservice and doctoral courses in literacy education, speaks and consults widely on literacy education, and is an active member of several literacy-related organizations. She has served as author and consultant on a number of educational programs, including Buzz About IT, iOpeners, National Geographic Science K-2 and the DLM Express. Duke also has a strong interest in improving the quality of educational research training in the U.S. Nell is currently overseeing IRA's Literacy Research Panel blog, which you can follow here: http://www.reading.org/general/Publications/blog/LRP

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1 of 1 people found the following review helpful.
Perfect Summer Reading For Teachers and Student Teachers
By Sara K.
If you are looking for some inspiration for your classroom this fall, look no further! Elizabeth Brinkerhoff and Alysia Roehrig have complied a practical and theoretically sound book about making the most of your instructional minutes. I work with preservice and in service teachers in urban Los Angeles and this book is definitely on my must-read list for all of my students! An engaging read that pushes you to reflect on your practice, AND gives many helpful ideas to try. This is one book in a terrific series from Nell Duke and Ellin Keene. You'll want them all in your professional library!

0 of 0 people found the following review helpful.
Unlike other books in this genre of educational research and strategy this isn't a personal case study or researched play book f
By M. Keli Swearingen
Brinkerhoff, a veteran teacher, starts with a warning teachers--a disorganized and discombobulated classroom allows hours of instructional time slip through the cracks. She gives short vignettes of good intentions the veer off course and yield lost time rather than clear learning targets, student engagement, or standards mastery. Roehrig, a researcher, picks novice teachers up by offering explanation of the three factors that influence teaching time and student engagement in learning tasks. Roehrig pushes teachers to think about in ways that aren't dictated by the clock but rather by cognitive demands.

Rather than give prescribed solutions Roehrig and Brinkerhoff point out issues and give suggestions. They direct teachers away from known time traps and share a number of resources for making good decision, but ultimately the decision making, planning, and implementation is owned by the reader (teacher). Definitely a quick read for a teacher and a great way for coaches to assign some pre-reading over the summer that will set up a number of coaching conversations.

0 of 0 people found the following review helpful.
This book really didn't seem to offer that many new ...
By Louise Mettler
This book really didn't seem to offer that many new ideas. I was hoping that this book would revolutionize how I manage my classroom, but was underwhelmed.

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