Bringing the Joy of Reading and Writing into Focus for Teachers and Students
HardcoverPaperbacke-bookprint + e-book
September 17, 2020
ISBN 9781462544547 Price: $80.00
Size: 7" x 10"
September 17, 2020
ISBN 9781462544509 Price: $30.00
Size: 7" x 10"
September 4, 2020 Price: $30.00
print + e-book order Price: $33.00
Paperback + e-Book (ePub and PDF) ?
This inspiring book shows how K–12 teachers, literacy specialists and coaches, and school- and district-level administrators can work together to make needed instructional improvements while fostering a lifelong love of reading and writing.
The book presents collaborative leadership strategies and research-based best practices for creating joyful, effective learning environments. It includes ways to evaluate and recalibrate literacy programs for sustainable change, provide students with a wide variety of engaging reading opportunities, meet the needs of English learners and adolescent learners, partner with families, and enhance professional learning and development. Teacher-friendly features include practical tips and “Stop, Think, and Take Action” sections in each chapter. Several reproducible
forms can be downloaded and printed in a convenient 8½“ x 11” size.
“The authors have done an excellent job of offering both initial knowledge for new teachers and deeper knowledge for ongoing learning about ways to support literacy growth across the grades for English speakers and multilingual students—and how to do this as part of a collegial team….The tone of this book is one of joy because it is chock full of real-world ideas that will indeed work for you, your faculty, and your students.”—from the Foreword by Diane Lapp, EdD, Distinguished Professor of Education, San Diego State University; instructional coach and teacher, Health Sciences High and Middle College
“An amazing book that shares powerful practices to implement immediately in our work. There are ideas in every chapter for those who perform various roles in schools, including district-level administrators and staff developers. Engaging 'Lit Ideas' woven throughout the book offer practical tips to bring joy to our readers and writers of all ages. I appreciate the stories from classrooms and schools and the authors' suggestions for other resources to explore. This book should be on the shelf of every educator who believes in the potential of literacy to change lives.”—Julia Reynolds, PhD, Assistant Superintendent of Curriculum and Instruction, Allendale Public Schools, Michigan
“Outlines a framework that empowers literacy professionals—from classroom teachers to literacy specialists to principals—to be innovators in curriculum and pedagogy. The idea of bringing joy into the classroom to help students realize their potential as readers and writers is powerfully student centered. The book includes small and big ideas for working together in a school to make a difference in the literacy development of students. Students in my literacy coaching course will find that the text provides a practical and relevant roadmap to support systemic work. The book is full of practical 'do-now' ideas as well as suggestions for bigger systemic processes, and its conversational style makes it approachable and relatable.”—Catherine M. Kelly, PhD, Department of Education, St. Catherine University
“Kunz, Hall, and Lella deliver an encouraging and practical guide to making changes in literacy teaching at the school or district level. Acknowledging the challenges of being a changemaker, the authors offer practical strategies for supporting professional development, encouraging the adoption of new teaching techniques, and welcoming the voices of students and parents. Ways to improve the experiences of young learners, adolescent learners, and multilingual learners are specifically addressed. The authors' enthusiastic voices and detailed suggestions will inspire and prepare readers to lead the way to sustainable change.”—Susan Dougherty, EdD, College of Education and Human Services, Rider University
Table of Contents
Foreword, Diane Lapp
1. Shared Literacy Leadership: Getting Involved on Behalf of All Readers and Writers
2. Engaging and Joyful Literacy Leadership
3. Telling Your School or District’s Literacy “Story”
4. Rethinking Professional Development and Professional Learning Communities: Teacher-Centered Opportunities for Authentic Buy-In
5. Recalibrating Literacy Programs: What Makes the Best Learning Environment?
6. Recalibrating Literacy Programs: What Works for Early Literacy?
7. Recalibrating Literacy Programs: What Works for Adolescent Learners?
8. “Eyes Lit Up With Joy”: Advocating for Multilingual Learners
9. Family Literacy
10. New Literacies and Technology
About the AuthorsKenneth Kunz
, EdD, is Assistant Professor of Literacy/Language Arts at Monmouth University and serves as co-president of the New Jersey Literacy Association. He is also on the board of the International Literacy Association and the advisory board of the Rutgers Center for Literacy Development. Dr. Kunz began his career as a third-grade teacher in the New Jersey Public Schools and was recognized as an outstanding teacher through the New Jersey Governor’s Teacher Recognition Program. He was awarded an Edward Fry Fellowship in Literacy at Rutgers, The State University of New Jersey. Dr. Kunz has served in the roles of teacher, reading specialist/coach, school administrator, district administrator, and teacher educator. His website is www.fortheloveofliteracy.net.
, EdS, is a literacy coach in several districts across New Jersey. She is co-president of the New Jersey Literacy Association and serves on the advisory board for the Rutgers Center for Literacy Development. Ms. Hall was recognized as an outstanding teacher through the New Jersey Governor’s Teacher Recognition Program and has served in the roles of teacher, reading specialist/coach, school administrator, district administrator, and teacher educator.
, EdD, is Supervisor of Elementary Education and K–12 English as a Second Language in the Wall Township (New Jersey) Public Schools and serves on the board of the New Jersey Literacy Association. She began her career in education working with preschool students and went on to teach third- and fourth-grade language arts/literacy in a Title I district, where she had the opportunity to work closely with multilingual learners and their families. Dr. Lella is a recipient of a scholarship from the Rutgers Center for Literacy Development and an Edward Fry Fellowship in Literacy at Rutgers, The State University of New Jersey. She has served in the roles of teacher and district administrator.
K–12 classroom teachers, literacy specialists/coaches, staff developers, and principals.
May serve as a supplemental text in graduate-level courses.