ANNA J. SMALL ROSEBORO, National Board Certified Teacher Teaching Middle School Language Arts

Questions: An Overview WHO am I? WHAT is my platform for writing? WHEN may you find these books useful? WHERE are the books being used now? WHY should you consider purchasing these books? HOW can I support you in your current position?

WHO is Anna J. Small Roseboro? Wife Mother Teacher (5 states) NBCT (EA/ELA) Writing Project Fellow

WHAT is Platform for Writing? Classroom (Gr. 7-12) Department Chair Administrator College Professor Mentor

WHAT ’s in the Books? Rationales Lesson Plans Student Work Diagrams Assessments Technology Tips Grammar and Speech Reading Lists My own writing

Tables of Contents Teaching Reading Foreword: Carol Jago, Past NCTE President Teaching Writing Foreword: Terry Bigelow Preface: “Getting to the Core of Language Arts Instruction” Dr. Quentin J. Schultze, Calvin College Professor

Table of Contents, con’t Introduction Anna J. Small Roseboro (Theoretical Foundation) Teaching Young Adolescents- “Captain your ship.” (p.11)

Teaching Middle School Language Arts: Incorporating Twenty-first Century Literacies p. 9 While offering students lots of choice in their reading, writing, and responding is important, the key to becoming an effective teacher is to establish structures and routines on which the students can depend. …. Balancing Structure with Choices

Teaching Middle School Language Arts: Incorporating Twenty-first Century Literacies p. 9 “You Are Not Going Crazy, This Really is Normal Behavior,” … once adolescents know the boundaries, they frequently challenge them, but they usually comply. 9 …Anne King

Sample Chapters from Teaching Reading Scoping Out the Year – (Overview and Planning) Networking Socially at the Start of a School Year (Anthology Scavenger Hunt) Unpacking the Story and Understanding the Genre (Elements of Fiction) Exploring Traditional and Contemporary Grammars Grammar Image

Sample Chapters from Teaching Reading Discussing and Writing Short Stories: Where Story Meets Genre (R.A.G’s) Checking Out a Twentieth Century Novel (Vocabulary and Journaling) Teaching Classical Fiction: Where the Ghosts of the Past Speak Today (M.I.))

Sample Chapters from Teaching Reading Taking T.I.M.E. to Teach Poetry

Words, Words, Words Words stir me When I hear them, When I read them, When I write them, When I speak them.

Words urge me To keep listening To keep reading To keep writing To keep speaking.

Let me hear you, so I can know you. Let me speak, so you can know me.

Prodigiously stirring words help me know you. And viscerally urging words help me know me. by Anna J.Roseboro

Opening the Past Imaginatively: Teaching Historical Fiction

Sample Chapters from Teaching Writing Telling it Like It Is (Informative Writing) Writing to Learn in the Content Areas (Formative Assessments and Reflective Writing) Making the Case (Persuasive Writing) Versing Life Together (Writing Poetry)

Sample Chapters – Teaching Writing Playing It Right: Reading, Performing and Writing Drama Speaking of Grammars: Public Speaking and Media Arts

Sample Chapters – Teaching Writing Celebrating Names: A Unit about Community and Identity

Appendix and Bibliography Collage Assignment Book Reports Evaluating Student Written Short Story Prompts for Telling T.I.M.E. in Poetry Myth Play Check-List Outline for Problem Solving Speech Peer Evaluation Rubric

GETTING TO KNOW OUR READING MATERIALS SAMPLE LESSON

Introducing/Reviewing Text Features Anthologies, Magazines and Textbooks Fiction and Non-Fiction IMAGE

Table of Content vs INDEX Image

National Geographic

Video – Non-Fiction Features Rap

WHEN may you find books useful? TEACHER new to middle school  Recent graduate  Reassigned to middle school  First time English Language Arts Veteran looking for fresh ideas Parent of teacher education student TE Prof or Mentor

WHERE are books being used? Middle School Classrooms High School Classrooms College Classrooms Home School Kitchen Tables Science Classroom District/Curriculum Workshops Homes of Non-Teachers (My sister now writes poetry.)

WHY these books? Full year of instructional support Current theory and best practices Practical ideas for use with and without technology Specific guidelines for implementation Student responses to assignments

WHY these books? Classroom and time management Suggestions for adapting to various settings Recommended reading lists Extensive bibliography Companion website

HOW can I support you? Companion Website Workshops Seminars On-line Mentoring teachinglanguage arts. com

Congratulations and Bon Voyage!