Looking for a way to increase engagement, differentiate instruction, and incorporate more informational text and student writing into your curriculum? Teaching with Text Sets is your answer! This must-have resource walks you through the steps to create and use multi-genre, multimodal text sets for content-area and language arts study. It provides detailed information to support you as you choose topics, locate and evaluate texts, organize texts for instruction, and assess student learning. The guide is an excellent resource to help you meet the Common Core and other State Standards.

Today's multimedia, multimodal world necessitates literacy instruction that includes a variety of text forms (such as film, print, music, Internet, photographs). Strop and Carlson provide all types of learners with the lifelong tools they need to explore and interpret texts. This book will help teachers and students reach beyond printed texts to expand perspectives, understand different text forms and genres, make intertextual connections, and transcend strategy-based instruction. Multimedia Text Sets includes: -ideas for explicit teaching of how to read different forms and genres of texts. -real stories, which demonstrate the power of multiple literacies, from three teachers who incorporate multimedia text sets in their classrooms. -engaging ideas for instruction you can use to help develop your own students' reading/writing practices with a variety of text forms. -practical suggestions on how to create your own multimedia text sets. Contributors to this book are Holly Dionne, Richard Kuhnen, and Stephanie Reid.

To develop strong disciplinary literacy skills, middle and high school students need to engage with diverse types of challenging texts in every content area. This book provides a blueprint for constructing literacy-rich instructional units in English language arts, science, and social studies. The authors describe how to design interconnected text sets and plan lessons that support learning and engagement before, during, and after reading. Presented are ways to build academic vocabulary and background knowledge, teach research-based comprehension strategies, and guide effective discussions and text-based writing activities. Chapters also cover how to teach students to write argumentative, informative, and narrative essays, and to conduct discipline-specific inquiry. Special features include sample text sets and 24 reproducible planning templates and other teaching tools; purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size.

Caldecott Honor-winner Ted Lewin takes readers on a thrilling journey to the wilds of Peru in this story of Hiram Bingham, who, in 1911, carved a treacherous path through snake-filled jungles and across perilous mountains in search of Vilcapampa, the lost city of the Incas. Guided the last steps by a young Quechua boy, however, he discovered not the rumored lost city, but the ruins of Machu Picchu, a city totally unknown to the outside world, and one of the wonders of the world.

Written by educators from diverse experiences, Text Sets: Multimodal Learning for Multicultural Students provides ready-to-use multicultural text sets complete with annotations, instructional activities, and multimedia tools, as well as a framework for building and using new sets.

In this much anticipated follow-up to their groundbreaking book, Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom, authors Jan Burkins and Kari Yates, together with co-author Katie Cunningham, extend the conversation in Shifting the Balance 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom. This new text is built in mind specifically for grades 3-5 teachers around best practices for the intermediate classroom. Shifting the Balance 3-5 introduces six more shifts across individual chapters that: Zoom in on a common (but not-as helpful-as-we-had-hoped) practice to reconsider Untangle a number of "misunderstandings" that have likely contributed to the use of the common practice Propose a more science-aligned shift to the current practice Provide solid scientific research to support the revised practice Offer a collection of high-leverage, easy-to-implement instructional routines to support the shift to more brain-friendly instruction The authors offer a refreshing approach that is respectful, accessible, and practical - grounded in an earnest commitment to building a bridge between research and classroom practice. As with the first Shifting the Balance, they aim to keep students at the forefront of reading instruction.