This collection of practical surefire strategies will help every learner in class untangle word problems and approach problem solving with new confidence!

This is a detailed-scripted program using Schema-Based Instruction (SBI), designed as a framework for instructional implementation. It is primarily for school practitioners (e.g., special and general education teachers, school psychologists, etc.) teaching critical word problem solving skills to students with disabilities, grades 1-8.

An eyeopening look at how teachers can use literacy strategies to help students better understand mathematics.

Kids stop, think, and predict as they solve skill-building word problems.

Are you having trouble in finding Tier II intervention materials for elementary students who are struggling in math? Are you hungry for effective instructional strategies that will address students’ conceptual gap in additive and multiplicative math problem solving? Are you searching for a powerful and generalizable problem solving approach that will help those who are left behind in meeting the Common Core State Standards for Mathematics (CCSSM)? If so, this book is the answer for you. • The conceptual model-based problem solving (COMPS) program emphasizes mathematical modeling and algebraic representation of mathematical relations in equations, which are in line with the new Common Core. • “Through building most fundamental concepts pertinent to additive and multiplicative reasoning and making the connection between concrete and abstract modeling, students were prepared to go above and beyond concrete level of operation and be able to use mathematical models to solve more complex real-world problems. As the connection is made between the concrete model (or students’ existing knowledge scheme) and the symbolic mathematical algorithm, the abstract mathematical models are no longer “alien” to the students.” As Ms. Karen Combs, Director of Elementary Education of Lafayette School Corporation in Indiana, testified: “It really worked with our kids!” • “One hallmark of mathematical understanding is the ability to justify,... why a particular mathematical statement is true or where a mathematical rule comes from” (http://illustrativemathematics.org/standards). Through making connections between mathematical ideas, the COMPS program makes explicit the reasoning behind math, which has the potential to promote a powerful transfer of knowledge by applying the learned conception to solve other problems in new contexts. • Dr. Yan Ping Xin’s book contains essential tools for teachers to help students with learning disabilities or difficulties close the gap in mathematics word problem solving. I have witnessed many struggling students use these strategies to solve word problems and gain confidence as learners of mathematics. This book is a valuable resource for general and special education teachers of mathematics. - Casey Hord, PhD, University of Cincinnati

Ways of Writing with Young Kidspresents ideas and strategies for teaching children how to write creativelyin fiction, nonfiction and poetry, conventionallyusing standard spelling, punctuation and sentence structures, and confidentlyas they learn the roles and rules of written language. Ways of Writing with Young Kidsis uniquely organized in twenty-three ways of writing that expand beyond one particular area. Giving readers a new perspective, the authors adhere to a unique and easy-to-follow system-"The Five C's of Children's Writing" (Coaching, Creativity, Conventions, Choice and Confidence). Written in an easy-to-read format, the book explains writing ideas and strategies clearly and concisely in an open-ended, easy-to-do, and engaging style that offers readers lots of flexibility of how to use the activities with their children.Elementary school teacher.

Provides educators with instructions on applying response-to-intervention (RTI) while teaching and planning curriculum for students with learning disabilities.