Annotated Bibliography

Atwell, N. (2015). In the middle: A lifetime of learning about writing, reading and

adolescents. 3rd ed. Portsmouth, NH: Heinemann.

An extremely comprehensive guide to reading and writing in the classroom, assessments and a

lot of amazing poetry. WRITING TERRITORIES lessons I have marked a few poems about

dogs with bookmarks on the bottom, the top ones are for classroom strategy.

Charles, C.M. (2011) Building classroom discipline. 10th ed. Boston, MA: Allyn &Bacon.

Breakdown of the stages of behavior development for 4 levels, up to 18 years old – interests,

motivations, environmental factors.

Beginning of year discipline – how to set up rules and follow up on them within the first few

days of the school year, and afterwards.

How to work with student from different demographics – race, income, etc..A great and detailed

focus on severe behavioral and developmental problems in this book is appreciated! Discusses

children’s dysfunctions and disabilities.

Reference for disciplinarian philosophies: Skinner, Glassner, Kounin, Coloroso, the Wongs, etc..

The idea of developing moral intelligence through classroom discipline; establishing dignity

Responsible Thinking Process.

Relating to difficult students, using power sparingly – least coercive road, being a listener

Communicating your rules to the students, establishing cooperation versus consequences

Fields, M.V & Boesser, K (2014) Constructive guidance and discipline. 6th ed. New York,

NY: Pearson
Stages of child development – emotional needs, Erikson’s stages, Adler’s theory – power,

acceptance and attention; Developing social skills, social competence, learning conflict

resolution

Preventing discipline problems – proper physical environment, designing spaces, intellectual

environment, social!

Making learning active, integrating the curriculum, incorporating real experiences

Modeling behaviors – how modeling works, cultural differences, effectiveness, working with

parents, teaching children to solve their own problems

Motivation – extrinsic and intrinsic, praise versus reward versus natural rewards

Consequences – natural consequences versus punishment, using with caution, helping children

understand and make connections from action to consequence. Punishment versus discipline –

why corporal punishment is ineffective

Matching behaviors to causes, matching the appropriate disciplinary action

Supporting children with learning needs, from abusive homes, supporting families, promoting

resilience.

Fletcher, R. & Portalupi, J. (2001). Writing workshop, the essential guide. Portsmouth,

NH: Heinemann.

All about writing in the classroom – yearly timeline, minilessons to get the workshop started,

reluctant writers, conferencing one-on one, assessments and guidelines for short and long-term

goals, and the rituals of everyday writing with and in front of the students.

Freeman, D.E. & Freeman, Y.S. (2014). Essential linguistics: What you need to know to

teach reading, ESL, spelling, phonics, grammar. 2nd ed. Portsmouth, NH:

Heinemann.
Language acquisition, English phonology, morphology – this book dissects the English language

and how we learn it while incorporating developmental psychology. These guys really know

their words and the language.

Hicks, T. (2009). The digital writing workshop. Portsmouth, NH: Heinemann.

Incorporating technology into the classroom – the various programs, ways to use in lessons,

assessment categories and rubric ideas. A new kind of literacy using visual, audio and written

content. Organizing a classroom using technology and communicating with students.

Jimenez, T., Graf, V. (2008). Education for all: Critical issues in the education of children

and youth with disabilities. San Francisco, CA: Jossey-Bass.

The origins of the RTI models and civil education acts; how to reach out to parents for support;

differentiated instruction. Supporting cultural learners and bias in the referral processes. The

whole system of SpEd in one book, with downfalls and benefits.

Johnston, P. (2004). Choice words: How our language affects children’s learning.

Portland, ME: Stenhouse.

A positive way to use language to encourage participation from students and support their

creativity. Language choices and how to use them at different times in the classroom depending

on desired outcome, including guidance for students in their thinking.

Johnston, P. (2012). Opening minds: Using language to change lives. Portland, ME:

Stenhouse.

Taking a further step into the relationship between a student and a teacher Johnston explains how

to support the self-esteem of young learners, encourage positive communication, using social
imagination and managing social problems. I think this is the best one to learn how to connect

with a variety of thinkers and encourage all their personalities.

Koechlin, C., Zwaan, S. (2014). Q Tasks: How to empower students to ask questions and

care about the answers. 2nd ed. Markham, Ontario, Canada: Pembroke.

Inquiry-based and collaborative learning are the foundations of this book. Engaging curiosity,

clarifying tasks and making them more accessible for students, tools like KWL chart and others -

maps, etc.. all ways to make students ask their own questions and know how to do the research it

takes to find out!

Lemov, D. (2010) Teach like a champion: 49 techniques that put students on the path to

college. San Francisco, CA: Jossey-Bass.

Management techniques that are constructive in getting the students to participate in the learning,

in reacting to behavior, setting and enforcing rules, reacting to students, calling on students…and

are extremely effective.

way to keep your cool in any situation – with examples provided!

Techniques for the classroom strategies that re-focus the student back to the task, foster

communication. - No opt out! Cold call, wait time, positive framing, check for understanding….

The section on how to be a good reading teacher is awesome – techniques on how to get students

to read with comprehension.

Lickona, T. (1994) Raising good children. Bantom (Kindle version)

Stages of morality and moral reasoning. Respect! – a must between the parents and children

Helping kids take on responsibilities, balancing control and independence

Moral development – activities which stunt moral growth

Different life-based scenarios and problems addressed!

MacKenzie, R. (2010) Setting limits in the classroom. 3rd ed. New York, NY: Three Rivers

Press.

DETAILED classroom procedure and rule-setting guidelines, for the first days and weeks of the

year especially. Guidelines on how to lay out the classroom, delegate student jobs, positively

increase motivation.

Using encouragement in discipline and motivation, and involving the parents!

Engagement – hooking the students, group work strategies….

PAT – Preferred Activity Time reward system, amazing! Time as the only valid exchange,

reward and consequence

Setting limits – not teaching permissively, or punitively, but stopping the action, giving choices.

Democratic approach! Time Outs – how long, rules.

Unclear directions and ineffective role modeling, inconsistencies.

How to stop power struggles; hold firm, ignore the attitude, do not take personally, address the

actions, follow through, logical consequences. RECESS ACADEMY

Conducting parent-teacher conferences

Managing special needs behavior – extreme defiant, violent, ADD/ADHD, learning needs and

students under stress

Miller, D. (2008). Teaching with intention: Defining beliefs, aligning practice, taking

action. Portland, ME: Stenhouse.

How to connect your beliefs about literacy learners with your classroom – setting up an

atmosphere that is conducive to effective literacy instruction and engagement practices. Lesson

designs, comprehension assessments, and a format for REFLECTING. Putting the students in

charge of their learning

Miller, D. (2009). The book whisperer: Awakening the inner reader in every child. San

Francisco, CA: Jossey-Bass.

Individualized reading for each student, how to build a classroom library, discovering student

interests, guides to assessing comprehension and building metacognition in readers. Objectives

for the teacher in the reader’s classroom – ways to be encouraging and supporting and create a

literacy friendly environment in your class.

PTA (2009) National Standards for Family-School Partnerships

http://www.pta.org/files/National_Standards_Implementation_Guide_2009.pdf

amazing tips on getting the families involved in school activities and events, organizing PTA’s,

keeping up with communication with the parents, encouraging parents to address problems and

seek help if necessary, involving the parents and community in creating safety and moral

guidelines. Includes a rubric to guide yourself in implementing communication with the parents

and community!

Scarpaci, R. (2007) Case study approaches to classroom management. Retrieved from

http://www.wou.edu/~tbolsta/web/texbook/36_IOSIE.pdf

A system of addressing problems – identify, make objectives, create solutions, implement and

evaluate. Case studies showing how to use the system. This idea also uses the power of the

student to make reasonable choices and participate in the solutions to problems.

Strickland, D., Ganske, K., Monroe, J. K. (2001). Supporting struggling readers and writers:
 Strategies for classroom intervention 3 – 6. Portland, ME: Stenhouse.

This is a guideline to optimizing literacy in the classroom with a heavy emphasis on

differentiation, fostering reading fluency, overcoming setbacks with tentative learners.

Instructional strategies to help with learning words, to help with standardized tests. Explicit

modeling of a reader’s workshop. Strategies can be used in middle school settings as well.

Taylor, C. and S. B. Nolen (2008) Classroom assessment: Supporting teaching and

learning in real classrooms. 2nd ed. Pearson.

Incorporating assessment into instruction – so many ways to create a meaningful exchange of

information between the student and the teacher. Child Development concepts support

instructional activities. Special needs learners and their requirements.

How to create goals, objectives, how to assess the learning in progress. Matching performance

and learning goals to objectives,

Making valid assessment tools – validity standards, reliability standards

Making assessments interesting, challenging students, encouraging successes, creating

opportunities for improvement,

Types of assessments – oral, written, anecdotal evidence-based, journals, homework, groupwork

Accommodating assessments, differentiation

Classroom testing - building tests, considering content, using study guides, traditional test items-

rules on multiple-choice, short answer, matching sets, true-false…

Feedback – positive feedback, examples of negative

Portfolios – purpose, showcasing work, reflecting on growth, using portfolios,

Grading – standard-based, criterion-referenced, norm-referenced. Grading philosophies for

different levels of students.

Communicating assessments to parents, explaining scores, holding conferences with parents.

Tomlinson, C. (2014) Differentiated classrooms: Responding to the needs of all learners.

2nd ed. Alexandria, VA: ASCD

Modifying the curriculum for all learner styles, making a flexible agenda. Using complex

instruction tasks to promote in-depth reflection and planning. Differentiating in content, the

process, the product, the environment, etc…Differentiating what? How? Why?

Teaching as a triangle – teacher, students, content. Learning on different levels – facts, meaings,

attitudes, connecting the learning to life.

Connecting learning levels to the curriculum

Strive for joyful learning, and set high expectations. Promote student independence.

Supporting differentiation – stations, agendas, orbital studies, centers, tiered activities.

How to get started differentiating in your classroom – look at individual student needs, start

small, Re-evaluate and reassess

Weaver, C. (2009). Reading process: Brief edition of reading process and practice. 3rd ed.

Portsmouth, NH: Heinemann.

Miscue analysis and reader’s profile, literacy program set-up and classroom organization,

constructivist teaching. Weaver describes the development of readers and allows the teacher to

focus on supporting each student’s unique needs. An inside look at the way children learn.