Lessons, strategies, management tips, and organizational techniques to help you lead your young learners to reading sucess, while maintaining the sense of joy and playfulness that are the hallmarks of kindergartners everywhere.

It can take a lifetime to eradicate a reader’s shame—or it can take one great teacher Shame-bound readers want someone to notice them. It’s true. But then what does a teacher do to help students? Justin Stygles found fresh answers in Gershen Kaufman’s seminal research on shame and applied it to his teaching. The results proved to him—and now us—that building relationships and taking deliberate actions to alleviate shame is crucial. With this remarkable book, Stygles shows us how to build an interpersonal bridge with students and make vulnerability okay. But make no mistake—disengaged readers need to feel competent before they fully buy in, and so the author packs the book with powerful instructional ideas. Learn to: Spot all the distress signals, including withdrawal, perfectionism, and compliance. Help students see that they are not permanently locked out of a reading life Use assessment instruments to note and celebrate incremental change Plan mini-units that develop skills in concert with engagement Design small group experiences that are free of levels and other shame-inducing labels Pump up independent reading with scaffolding and sociability Harness writing about reading to convince students of their uniqueness. The shame factor is real. It’s time we meet it head on, with innovation and the best thinking from multiple research fields. I Hate Reading is the tool that does just that.

Vols. for 1871-76, 1913-14 include an extra number, The Christmas bookseller, separately paged and not included in the consecutive numbering of the regular series.

This newly updated edition provides a solid introduction to curriculum development in gifted and talented education. Written by experts in the field of gifted education, this text uses cutting-edge curriculum design techniques and aligns the core content with national and state standards. In addition to a revision of the original chapters, the second edition contains new chapters on topics such as second language learning, leadership, arts curriculum, and technology. The text identifies the basic principles of curriculum development : accelerated learning within the core content areas, use of higher order process skills, development of creative student products, and concept development and learning. These techniques are incorporated into a chapter on each core content area : language arts, mathematics, science, and social studies, as well as world languages and the arts. The final chapters focus on the roles of teachers, program coordinators, and administrators during curriculum design, including selecting resources and materials, aligning curriculum, and assessing student learning. --from back cover.