Karen D. Wood

If we know someone has a tumor on a lung, we can picture it and pray for healing in that lung. If someone breaks a leg, we can imagine the cast, and pray for healing in that bone. Ahhh What if we could pray that specifically for someone with anxiety, or ADHD, or resentment, or rage? The purpose of this book is to take you out of the box, to open a new world of praying about one of our least understood parts: our brain. The study of the brain has exploded in recent decades, as has curiosity of prayer and the brain. Now, learn more about both, transform your life, and those that you pray for. So, these pages are for you whether: you have a minute, or you have an hour you didn't even know you have an amygdala, or you are neuroscientist you are not even sure how to pray, or you have prayed for years Explore your brain. Expand your prayers.

Brain Prayers

Middle level teachers are unique not just by virtue of the level of students they teach but also by the ways in which they teach. This monograph emphasizes strategies that actively engage students of all ability levels, promote collaboration, provide for various levels of concrete and abstract thought, and foster student inquiry. The monograph presents approaches to assessing reading and writing, cooperative learning, vocabulary development, reading comprehension, and critical thinking and to other topics that are directly reflective of current research. It provides step-by-step procedures along with classroom examples in a convenient and serviceable format, and its research-based teaching strategies are applicable to all subject areas. The introduction offers an overview of the research on prevailing versus preferred instructional practices in middle schools and discusses what can be done to improve instruction in five basic areas: (1) approaches to teaching; (2) lesson planning and implementation; (3) classroom instructional resources; (4) instructional activities and arrangements; and (5) promotion of higher order thinking. The monograph emphasizes the following groups of strategies: 1 and 2 are concerned with assessing reading and writing performance; 3 through 9 center around cooperative learning as it relates to various topics; 10 through 13 show practical ways to develop students' vocabulary with example spanning curricular areas. The remaining strategies deal with improving students' comprehension and appreciation of what they read. (NKA)

Practical Strategies for Improving Instruction

William E. Blanton

Thorough and accessible, this professional resource and text shows how the latest research in adolescent literacy can be translated into effective practice in middle and high school classrooms. Leading authorities discuss findings on the adolescent learner, addressing such essential topics as comprehension, content-area literacy, differentiated instruction, gender differences in literacy learning, and English language learners. With a focus on evidence-based methods, coverage ranges from techniques for building digital literacy and comprehension skills to strategies for flexible grouping and writing instruction. Ideal for courses in adolescent literacy, each chapter includes guiding questions, discussion questions, and classroom examples.

Research-Based Practice

Literacy Instruction for Adolescents

D. Bruce Taylor

Katie Stover Kelly

Can you sneak more writing into your already-jammed curriculum? Smuggling Writing shows how to integrate writing seamlessly into your lesson plans, with 32 written response activities that help students process information and ideas in short, powerful sessions. The authors invigorate time-tested tools and organize them into sections on Vocabulary and Concept Development, Comprehension, Discussion, and Research & Inquiry. Each strategy: Takes students through before, during, and after reading/learning Provides engaging digital applications Includes sample lessons Details connections to Common Core State Standards Smuggling Writing shows how big gains will come from “writing small” day by day.

Strategies That Get Students to Write Every Day, in Every Content Area, Grades 3-12

Smuggling Writing

Maryann Mraz

Sixth grade marks the transition to middle school and, for many students, the transition to early adolescence. The sixth-grade classroom is a place where problem-solving and abstract thinking skills can flourish as teachers devise creative ways to integrate language arts with effective content-area instruction. This book walks the reader through everyday life in a successful sixth-grade language arts/social studies classroom and provides foundational knowledge and hands-on strategies for working with diverse learners.

Karen D. Wood

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