D. Ray Reutzel

"The Common Core and C3 Framework emphasize literacy and inquiry in social studies, but do not offer resources to achieve these goals. This practical guide presents six research-tested investigations, along with corresponding teaching materials and tools that have improved the historical thinking and argumentative writing of academically diverse students. Each investigation integrates content with reading, analysis, planning, composing, and reflection in a writing process that results in an argumentative history essay. Modified primary sources allow struggling readers to access the material, while Web links to original and additional primary sources provide challenging extensions. Sample student essays and formative feedback illustrate the progress of two different learners and explain how to support students' development."--Back cover.

Written expressly for early childhood educators, and those who support their professional development, this handbook distills essential knowledge about how to help all PreK-3 learners succeed. Leading experts describe doable ways to create effective learning environments and implement instructional practices with a strong evidence base. Engaging vignettes illustrate discussions of such topics as differentiated instruction, response to intervention, the Common Core standards, social and emotional learning, assessment, and teaching across the curriculum. Each chapter links cutting-edge research to practical applications, examples, and professional development activities.

Reading fluency has been identified in the Common Core Standards as a foundational competency for reading proficiency. This resource provides teachers with approaches to fluency instruction that are effective, engaging, and easy to implement. The authors begin with a comprehensive definition of reading fluency, a discussion of why fluency has fallen out of favor in recent years, and evidence of its importance to literacy instruction. They follow up with authentic approaches to reading fluency that teachers and literacy interventionists can immediately use to improve students' overall proficiency in reading. A unique feature of the book is the participation sections ''What do you think?'' and ''What we think, '' which challenge the reader to engage in issues related to fluency -- from concept, to assessment, to instruction -- and then check their views against those of the authors. This important new book updates and adds to Timothy Rasinski's classic text, The Fluent Reader.