Emotional literacy is the ability to understand one's own feelings and to empathise with others in a way that enhances living. In this work Steiner shows how emotional intelligence can be developed by following his three stage training programme. Practical exercises and questionnaires are included. First he shows how to open the heart with techniques to break down the barriers which separate us from our feelings. Next he teaches how feelings can be recognised and expressed productively, and how to listen with empathy as others express their emotions. Finally he shows how to take the responsibility by means of defining problems in relationships, accepting our role in them and making meaningful changes. Practical exercises to nurture emotional literacy skills and questionnaires which allow the reader to evaluate their EQ appear throughout, whilst real-life examples are also given.

High-quality preschool programs are essential to improving children's outcomes in reading achievement and leveling language and literacy disparities among students from diverse backgrounds. Grounded in state-of-the-art research evidence, this practice-oriented book demonstrates how preschool professionals can create, evaluate, and sustain exemplary programs. Chapters from leading authorities cover coaching, assessment, and differentiation, as well as explicit strategies for teaching English language learners and helping at-risk readers. Discussion questions and suggested activities for professional development are included, as are reproducible assessment forms and planning tools for use in the classroom.

As a teacher, what you want most is for your students to learn—to immerse themselves in rich and challenging content and leave your classroom better prepared for school and life. In English language arts and humanities, this includes developing the multifaceted reading, writing, thinking, and communication skills that constitute next generation literacy, including the ability to * Read complex text independently * Develop strong content knowledge through reading, writing, listening, and speaking * Tailor communication in response to different audiences, tasks, purposes, and disciplines * Comprehend text as well as critique it * Value evidence in arguments they read, hear, or develop * Use technology strategically and capably * Understand perspectives and cultures that differ from their own But as a teacher, you also know how much is riding on THOSE TESTS—achievement tests from the national assessment consortia, the SAT and ACT, and independent state assessments. Is it possible to help students succeed on mandated tests without sacrificing your values, your creativity, and their education? Yes, it is possible. This book shows you how. This not a test-prep book. It is not about “drill and kill” practices that narrow learning so that students will pass an exam. Instead, authors Maureen Connolly and Vicky Giouroukakis present a lesson planning approach for the secondary classroom that generates test success as a byproduct of comprehensive literacy learning. After a comparative analysis of how current ELA assessments measure literacy, they model a backward design-based process for using these test items as a tool to create engaging and effective instruction. With 6 sample lessons, 42 instructional techniques, and tips for differentiation, this practical resource will empower you to help the students you love become capable, literate individuals who are also well-prepared to ace high-stakes tests.

This book addresses questions of how early literacy instruction can meet children's diverse needs and provide essential skills. The focus is on issues of theory and practice for children ages 2 to 8 in prekindergarten through third grade. Each chapter examines and describes practices surrounding a critical issue in early literacy. Chapters in the book are: (1) "How Can We Enable All Children To Achieve?" (Susan B. Neuman); (2) "What Is Developmentally Appropriate Practice in Early Literacy?: Considering the Alphabet" (Judith A. Schickedanz); (3) "'I No EvrethENGe': What Skills Are Essential in Early Literacy?" (Beth Roberts); (4) "How Do We Teach Literacy to Children Who Are Learning English as a Second Language?" (Diane Barone); (5) "How Do We Provide Inclusive Early Literacy Instruction for Children with Disabilities?" (David A. Koppenhaver, Stephanie A. Spadorcia, and Karen A. Erickson); (6) "How Can We Provide for Culturally Responsive Instruction in Literacy?" (Patricia A. Edwards and Heather M. Pleasants); (7) "How Can We Foster Children's Early Literacy Development through Parent Involvement?" (Peter Hannon); (8) "How Do We Motivate Children toward Independent Reading and Writing?" (Lesley Mandel Morrow and Linda B. Gambrell); (9) "How Do We Teach Literature to Young Children?" (Lea M. McGee); (10) "What Is the Role of Computer-Related Technology in Early Literacy?" (Linda D. Labbo and Gwynne Ellen Ash); (11) "How Do We Foster Young Children's Writing Development?" (Renee M. Casbergue); (12) "How Do We Assess Young Children's Literacy Learning?" (Terry Salinger); and (13) "How Do Practicing Teachers Grow and Learn as Professionals?" (Kathleen A. Roskos and Carol Vukelich). An appendix presents descriptions of more than 150 learning resources for young writers and readers. Each chapter contains references. (EF)

One of the most important challenges teachers face is making sure children can read. It is an absolutely crucial skill, and current educational policy is giving it a very high priority. Based on one of the largest studies ever undertaken of what primary schools do to improve literacy, this book reports what Professor Ted Wragg and his research team found. The importance placed on literacy has never been greater. When children learn to read, they are laying the foundations for their entire educational future. Effective teachers can make a huge difference, as a poor start can hinder children throughout their schooling and beyond. By looking at what actually goes on in classrooms, this volume provides an invaluable insight into what happens to children and how their reading progresses. It shows how particular teachers manage the improvement of their pupils' reading levels, and also follows individual pupils through a school year. This is a very readbale account of a fascinating and crucial area of research that is highly topical. Every class teacher should read it.