Common Core and More
Roseboro offers an invaluable section that details the essence of teaching as more than telling and on behalf of student and teacher assures us that test prep is a no brainer. Having students "understand" what they are to be assessed on and in what way...as well as supplying reasons for measurement boosts their self-confidence and likelihood of their success lets them know that you are their advocate - not there to do a "gotcha". Her use of color coding is brilliant...as a primary teaching tool and as a means of making room for "peer instruction"...Beautiful use of the personal stories to alert the new teacher to the essence of individuality regarding learning styles. With regard to "critical reading"...and conferencing...what a wonderful opportunity to have students compare their earliest work - prior to introduction to a particular concept or concepts...to their most recent .or final work...discussing either orally or in writing (or both) their progress. Foremost, I love the idea of connecting personal writing to current events in their lives. In summation, Roseboro has created a practical guidebook for success as a neophyte teacher as well as a refreshing overview of personal practice as we monitor and adjust veteran approaches to effective teaching. -- Marilyn Gross, Pennsylvania retired reading specialist, 30+years. accelerated, developmental, corrective, remedial K-12 & university levels As Head of Middle School at a small, private, independent school, I would happily recommend this book not only to my middle school faculty and colleagues but also to teachers of language arts at any level. The thoughtful analysis of language arts teaching that Roseboro provides would, no doubt, be of value to any teacher who values literacy and, more importantly, values literacy learners. Confident but not arrogant, witty but not cloying, informative but not preachy, Teaching Reading in Middle School: Common Core and More should take a prominent, accessible position on every language arts classrooms reference shelf. -- Rudolph Sharpe, Jr. Head of Middle School,Lancaster Country Day School, Lancaster, PA Anna is the colleague all teachers hope they have and hope to become, and she is the teacher we all want for our own children. Her book is grounded in an over-arching philosophy of the relevance of teaching individual students in the seamless circle of an English classroom how to be successful and joyful while acquiring the tools of the mind and applying acquired skills to understanding texts and for producing them. Her writing style is an on-going conversation of ideas, practical, detailed, focused, and tested ideas, and of how to teach students to acquire, cherish, utilize, and hunger for knowledge. She provides a treasure trove of resources, including those within the wider community, and fresh day-to-day activities. These activities and resources energize collaboration and personal successes within the matrix of core standards, system-wide mandates, and standardized tests. She challenges rookie as well as vintage teachers, whether we are careered in a middle school, high school, or university, to create a balance between the awe of teaching/learning and the hard work for both the students and teacher, and she nudges us to remember that the journey of learning for all of us is on-going and ever-growing. -- Nancy Genevieve Perkins, professor emerita of English, University of Illinois Springfield; Co-author, Adult Literacy in Writing; editor and poet Teaching is a messy, imprecise, fantastically exciting and spectacularly demanding job but in these pages, Anna doesnt shy away from any of this. Shes blunt, funny, practical, ambitious, demanding, gentle and inspiring. She asks teachers to reflect, she shows teachers how to use best practices and she prods teachers working in a world of standards, standards, standards to remember th
Anna J. Small Roseboro has 40 years experience in public and private schools and she earned the National Board Certificate in Early Adolescent/English Language Arts from the National Board of Professional Teaching Standards in 1998. In 2008-9, Anna was a faculty leader at the NCTE Affiliates Leadership Conference, served as Master Teacher for the San Francisco Bay Area Teachers Center. She facilitated Early Career Educators in Leadership Institute, was awarded the California Association of Teachers of English 2009 Distinguished Service Award, in 2012-2013 served the Conference on English Leadership as mentor in their Emerging Leaders Fellowship Program, and in 2016 was presented with the NCTE Distinguished Service Award.
Dedication Foreword Introduction Chapter One - Scoping Out the Year in Preview - Plan Now To Be Effective and Efficient Chapter Two - Unpacking the Story and Understanding the Genre Chapter Three Crossing into Novel Territory Reading Longer Texts Chapter Four - Teaching Classical Fiction: Where the Ghosts of the Past Speak Today Chapter Five - Opening the Past Imaginatively: Teaching Historical Fiction Chapter Six - Taking T.I.M.E. to Teach Poetry Chapter Seven - Playing It Right: Reading, Writing About and Performing Drama Afterward-Bon Voyage Acknowledge the Challenge and Maximize the Opportunity Appendix - Teacher Resources Bibliography