Bøger udgivet af Heinemann Educational Books

"Using technology doesn't mean that we throw out those strategies that we've found to be successful with students," write Katie Muhtaris and Kristin Ziemke. "It's not the tools--it's what we do with them that counts. Katie and Kristin start with our most important educational goals--literacy, independence, and critical thinking--and helps you connect them to the technology available in your classroom or school. You'll help students dig into texts, research their questions, and create powerful learning communities by using digital tools effectively, responsibly, and in combination with trusted artifacts and print resources. Amplify does exactly what the title implies. "When introducing technological tools, we often apply the same practices and strategies we use in our daily teaching, but amplify their power with technology," write Katie and Kristin. "We model what we want students to do with the technology, guide them to try it out with us, provide time for practice, then share as a class." They help amplify your literacy curriculum with lessons and guidance for: explicitly teaching kids how to be effective digital readers and thinkers giving students practice with closely reading images, infographics, and video emphasizing student ownership and creativity Whether you are in a 1:1 school, want to squeeze everything you can out of the one device in your classroom, or your school is encouraging you to use more digital tools, read Amplify. You'll discover how to gradually release responsibility to empower students as you--and your students--make the most of any technology.

Number Talks A five- to fifteen-minute classroom conversation around purposefully crafted problems that are solved mentally. The best part of a teacher's day. Number Talks: Whole Number Computation is a dynamic multimedia resource created in response to the requests of teachers--those who want to implement number talks but are unsure of how to begin and those with experience who want more guidance in crafting purposeful problems. It supports teachers in understanding: what a classroom number talk is how to follow students' thinking and pose the right questions to build understanding how to prepare for and design purposeful number talks how to develop grade-level-specific strategies for the operations of addition, subtraction, multiplication, and division. A Framework for Collaborative Learning While Number Talks: Whole Number Computation may be used as an independent resource, it is also structured to provide a framework for collaborative learning groups or to provide professional development opportunities through grade-level teams, individual schools, or districts. Chapter 9 was designed to serve as a facilitator's resource. Streaming Video and Reproducibles Included Number Talks also includes streaming video clips that provide a visual platform for teachers to reflect on their current practices and target essential understandings from their readings. The video clips feature number talks filmed in actual elementary classrooms, plus seven bonus videos highlighting interviews with the author and teachers. Clips range from five to ten minutes in length with a total viewing time of approximately two hours. The resource includes reference tables to help you quickly and easily locate the video clips by chapter and grade level. More than 250 pages of user-friendly reproducible dot images and ten-frames (from Chapter 4) are also included for free with this resource.

"Sentence composing provides acrobatic training in sentence dexterity...using literature as a writing school with a faculty of professional writers who virtually teach students to build better sentences." --Don and Jenny Killgallon Getting Started with High School Sentence Composing introduces the powerful sentence-composing approach. Using real sentences by authors as models, it provides practice with five sentence parts, or tools, that research shows skilled writers use to create high-quality, variety-packed writing: Extenders to enlarge meaning within a sentence Identifiers to identify someone or something Describers to describe someone or something Elaborators to add details for full understanding Combos to combine tools within a sentence Along the way, Don and Jenny Killgallon provide help for students, including: Basic sentence ideas--Activities to understand subjects, predicates, and their relationship to those five tools Broken sentences--Exercises to identify, avoid, and repair fragments Vocabulary scaffolds--"Quickshots" to include an immediate, clear definition in context for challenging words.

In this highly readable and provocative book, Thomas Newkirk explodes the long standing habit of opposing abstract argument with telling stories. Newkirk convincingly shows that effective argument is already a kind of narrative and is deeply "entwined with narrative." --Gerald Graff, former MLA President and author of Clueless in Academe Narrative is regularly considered a type of writing--often an "easy" one, appropriate for early grades but giving way to argument and analysis in later grades. This groundbreaking book challenges all that. It invites readers to imagine narrative as something more--as the primary way we understand our world and ourselves. "To deny the centrality of narrative is to deny our own nature," Newkirk explains. "We seek companionship of a narrator who maintains our attention, and perhaps affection. We are not made for objectivity and pure abstraction--for timelessness. We have 'literary minds" that respond to plot, character, and details in all kind of writing. As humans, we must tell stories." When we are engaged readers, we are following a story constructed by the author, regardless of the type of writing. To sustain a reading--in a novel, an opinion essay, or a research article-- we need a "plot" that helps us comprehend specific information, or experience the significance of an argument. As Robert Frost reminds us, all good memorable writing is "dramatic." Minds Made for Stories is a needed corrective to the narrow and compartmentalized approaches often imposed on schools--approaches which are at odds with the way writing really works outside school walls.

"Pencils ready? On your mark...get set...begin!" Remember flipping over a page full of unrelated fact problems and scrambling to answer as many as possible in a minute? Remember trying to memorize math facts by rote? Many of our children are still asked to learn this way---even though research shows this approach can harm student learning more than help. Explore an effective, research-based approach to math fact instruction. No More Math Fact Frenzy examines this research and concludes that our approaches to math fact instruction are often ineffective. We want our students to know their math facts. We know they're better mathematicians when they're comfortable with them. Yet the ways we ask students to learn them in many classrooms remain unproductive. To address this, the authors outline three phases for helping students master their math facts. Building foundational concepts and strategies Learning more efficient reasoning strategies Meaningful, ongoing practice leading to full fact fluency Then they share recommendations for all three phrases: activities and games that build number sense, strategies that lead to flexible thinking, and ways to create and sustain a classroom culture of fluency. This kind of teaching helps students learn their math facts more successfully--and with less stress and anxiety. "When we emphasize foundation concepts and reasoning strategies as the path towards building authentic fluency, students can develop their number sense, articulate their thinking, and understand the reasoning of others." --Linda Ruiz Davenport, Connie S. Henry, Douglas H. Clements, and Julie Sarama

"I'm convinced that Howard Gardner was right when he suggested that all leaders need chances to retreat to the mountains. I hope this book gives you metaphorical mountains. I hope that Leading Well allows you to step back from the hurly burly of school leadership, to see far horizons, to breathe a new kind of air, and to return home with new energy and vision. And more than that, I hope the book helps you give the teachers and children in your care their own metaphorical mountains; because in the end, good leaders create leaders." --Lucy Calkins In Leading Well: Building Schoolwide Excellence in Reading and Writing, Lucy Calkins draws on the transformative work that she and her colleagues at the Teachers College Reading and Writing Project have done in partnership with school leaders over the last thirty years. Travel to any corner of this country, inquire about the schools that are winning acclaim for their joyous and rigorous schoolwide literacy work, and you're apt to find yourself hearing about the results of the remarkable community of practice that has taken root around reading and writing workshop instruction. This book, like the work of the Teachers College Reading and Writing Project itself, is deeply research-based and principled, while also absolutely practical and real-world tested. Leading Well will provide you with the inspiration and energy you need to rally your teachers to outgrow their own best teaching practices and tackle predictable challenges. Additionally, Leading Well will remind you that you are part of a vibrant community of practice. You'll learn not only from Lucy Calkins and from contributing authors, Mary Ehrenworth and Laurie Pessah, but also from talented, tenacious, and imaginative school leaders who are creating new horizons for the world of education. The book is for school leaders who've invited their teachers to join them in the exhilarating work of adopting a dynamic, rigorous, student-centered language arts curriculum. It is for school leaders who have taken on the challenge of transforming their whole school into a place where everyone's potential, for learning and for growth, is sky high.

"This book will make the case for multiple, diverse kinds of analysis to be taught in the high school English classroom. In addition to showing what written analysis looks like "in the wild," the authors will provide readers with a framework of fundamental analytical skills for instruction. Importantly, Marchetti and O'Dell will advocate for framing analytical writing around students' (of all levels and abilities) passions and expertise. And just as they do in their previous Heinemann book, Writing with Mentors, they will share resources for bringing many different kinds of analytical writing into the classroom"--

In Children's Mathematics: Cognitively Guided Instruction, Thomas Carpenter, Megan Franke, and Linda Levi helped hundreds of thousands of teachers understand children's intuitive problem-solving and computational processes and how to use that knowledge to enhance students' understanding of arithmetic. In Thinking Mathematically, the same author team shows how Operations and Algebraic Thinking can be viewed as a unified field by understanding how children's intuitive strategies naturally draw upon the properties of operations and other algebraic concepts. This book shows how teachers can recognize and support children's use of the properties of operations and other algebraic concepts in a manner that deepens students' understanding of arithmetic and provides a solid foundation for learning algebra. This book also shows how teachers can increase their own knowledge of mathematics in the process of interacting with their children and reflecting about their practice. Thinking Mathematically provides numerous examples of classroom dialogues that indicate how properties of operations and other algebraic ideas emerge in children's thinking and what problems and questions help to elicit them. Special features of the book help teachers develop their own understanding of mathematics along with their students': Teacher Commentaries capture the voices of a number of teachers, providing realistic portrayals of what happens in class. End-of-chapter Challenges offer a variety of problems and activities for teachers to increase their own knowledge of mathematics and to help their students develop algebraic thinking. Additional Online Resources provide rich illustrations of ideas in the book, including extended interactions with individual children or classroom episodes--all clearly linked to the text.

Don and Jenny Killgallon's sentence-composing approach helps students all across America develop into more proficient and sophisticated writers. Now, in this powerful worktext, the Killgallons use their highly effective method to help elementary students become better readers and writers of nonfiction. Nonfiction for Elementary School: A Sentence Composing Approach offers varied practice in building better sentences and paragraphs by modeling writing after sentences from well-known authors, including Seymour Simon, Jerry Spinelli, Walter Dean Myers, Roald Dahl, Judith Ortiz Cofer, Bill Bryson, Richard Wright, Jim Murphy, Steve Sheinkin, Laura Hillenbrand, Philip M. Hoose, and many others. Using the activities in the worktext, students-- - build strong, complete sentences with a clear understanding of the role of subject and predicate - learn the meanings of words in the context of nonfiction sentences, promoting deep reading skills - practice varied sentence-composing tools to build better sentences - imitate the sentence and paragraph structure of mentor authors from a wide variety of short nonfiction pieces The Killgallons provide the scaffolding students need to build strong sentences and paragraphs, as well as to interpret challenging brief nonfiction texts. With recognizable nonfiction authors as their mentors, students learn skills and build confidence as their reading and writing become more meaningful and masterful. Teacher's Booklet -- guidance for teaching with this particular student worktext, including pacing suggestions and answer key FREE TEACHER'S BOOKLET (DOWNLOAD)

How can a secondary teacher reconcile the heavy demands of the content curriculum with best practices while enhancing students' literacy skills in the content areas? Core Instructional Routines helps you build background knowledge and literacy within and across subjects using "SWRL" (Speak, Write, Read, and Listen) routines that make learning more relevant and interactive. Andrea Honigsfeld and Judy Dodge share ample opportunities for creative collaboration, critical analysis, meaning-making, and student engagement. "Contrary to the belief that routines can lead to dull, repetitive, unimaginative, scripted ways of teaching," they write, "we believe that the routines here will not only lay the framework for predictable structures, instructional consistency, and skill building, but also provide plenty of opportunity for teacher autonomy, creative expression, and nurturing the desire to learn in each child." Trust Core Instructional Routines for results that are anything but routine.

"From the neuroscience of bereavement to trauma-informed pedagogies, social-emotional learning to teacher-wellbeing, "Leaning from Loss" comprises stories, strategies, and supporting evidence regarding best practices for teaching bereaved students and navigating themes of mortality at school"--

"Chris Hall uses mindset language (optimism and persistence, thinking flexibly and staying open to new learning, empathy, transfer, risk-taking, metacognition) to shift writing instruction back to the writer's identity. Revision isn't a stage of the writing process but an awareness that's present through all stages of writing: What did I think before and what do I think right now? How do I reconcile those two ideas to create something good? Cultivating this awareness leads not only to students' greater agency but also skill growth (as Chris's student examples show)"--

Independent reading is the right of every student. It is an indispensable foundation for solid reading instruction yet, is too often viewed as a luxury. Overly prescriptive, culturally irrelevant curriculum does not provide spaces for students to develop a sense of agency as readers or for teachers to make decisions that reflect the needs of the students in front of them. When teachers trust themselves and trust their students to create reading experiences that matter, they positively impact student growth. Trusting Readers puts the independence back into independent reading-and bolsters that independence with collaboration. Jen and Hannah offer a clear definition of independent reading. Their vision of conferring supports teachers as they support young readers. They help teachers craft reading experiences for students that are centered around their engagement, instructional needs, and identities as readers. Trusting Readers is an essential and accessible guide that provides teachers with the inspiration, information, and tools needed to grow enthusiastic independent readers. Jen and Hannah outline practical steps for teachers to implement independent reading time or to enrich their current practice with multiple entry points whether you've been teaching one year or twenty. In addition, they provide a model for reading conferences that support tailored instructional choices and keep students at the center. In Part 1 of Trusting Readers, Jen and Hannah define independent reading as based on the principles of time, choice, talk, and teacher support. Each chapter keeps student independence and reading identity development at the forefront, while leading teachers through the process of setting up classroom routines that safeguard time and space for independent reading in any environment. Part 2 focuses on conferring during independent reading using The Cycle of Conferring, a framework that teachers can use to help students set meaningful reading goals that not only build their skills, but also support their growth into joyful, purposeful, engaged readers. Dig into Trusting Readers and consider new possibilities for vibrant independent reading to thrive in your classroom in visible and invisible ways. What is the best that could happen when you trust yourself, your students, and the power of independent reading?

"Where do content and pedagogy meet? They converge in these beautifully crafted cases of teaching-richly detailed, deeply interpreted, sensitively glossed, moving effortlessly between written and visual media. Jo Boaler and Cathy Humphreys model the exquisite collaboration between a scholar of practice and a scholarly practitioner." -Lee S. Shulman, President, The Carnegie Foundation for the Advancement of Teaching In math, like any subject, real learning takes place when students can connect what they already know to new ideas. In Connecting Mathematical Ideas, Jo Boaler and Cathy Humphreys offer a comprehensive way to improve your ability to help students in the middle grades link different mathematical ideas, representations, and strategies. Video case studies from Humphrey's own classroom are included in the online resources. You'll see students bridging complex mathematical concepts with their prior knowledge, engaging in math talk, and investigating topics like representation, reasonableness, and proof. The online resources also include complete transcripts and study questions to stimulate professional learning. The accompanying book guides you through the online videos with in-depth commentary from Jo and Cathy that breaks down and analyzes the lesson footage from both a theoretical and a practical standpoint. In addition to addressing the key content areas of middle school mathematics, Connecting Mathematical Ideas covers a broad range of frequently asked questions, such as: How can I organize productive class discussions? How do I ask questions that stimulate discussion and thought among my students? What's the most effective way to encourage reticent class members to speak up? What role should student errors play in my teaching? Go inside real classrooms to solve your toughest teaching questions. Use the case studies and the wealth of professional support within Connecting Mathematical Ideas and find new ways to help your students connect with math. Discover more resources for developing mathematical thinking at Heinemann.com/Math

Anyone who has taught writing knows that sometimes the hardest part about teaching writing is getting students to write at all. What we sometimes forget, Kelly Boswell reminds us, is that every writer is reluctant to write at some point. It's the conditions--not the kids--that determine success. In Every Kid A Writer, Kelly provides strategies to get everyone in the classroom writing with energy and enthusiasm. Chapters provide moments to pause and reflect, samples of student work, clear explanations of how these strategies and ideas support state and national standards, and practical, powerful ways to try out strategies in your own classroom.

Ralph Fletcher is bringing joy back to writing Nothing helps writers grow like practice. But not just any kind of practice will do. You've got to bring the joy! In Joy Write, beloved writer and teacher Ralph Fletcher shows you how. How do writers really grow? "A writer needs wide latitude so she can bring all her intelligence to the task," Ralph observes. "Assigning a particular format--a hamburger essay, for instance--would curtail this play, if not eliminate it entirely." That's why, instead of teacher-driven assignments, Joy Write shares the whys and the how of giving students time and autonomy for the playful, low-stakes writing that leads to surprising, high-level growth. Five ideas for authentic, choice-driven writing First Ralph makes the case for carving out classroom time for low-stakes writing, despite pressure to focus on persuasive essays and test prep. Then he shares five big ideas for choice-driven, authentic, informal writing--deeply engaging work that kids want to do. He also provides numerous suggestions for helping students build and flex their writing muscles, increase their stamina, and develop passion for expressing themselves with the written word. "We don't teach students to write," Ralph Fletcher advises, "so much as create a safe space where they can teach themselves by doing." Trust Ralph and find out how to bring the joy to your writers.

This book is about teaching writing and the gritty particulars of teaching adolescents. But it is also the planning, the thinking, the writing, the journey: all I've been putting into my teaching for the last two decades. This is the book I wanted when I was first given ninth graders and a list of novels to teach. This is a book of vision and hope and joy, but it is also a book of genre units and minilessons and actual conferences with students. --Penny Kittle What makes the single biggest difference to student writers? When the invisible machinery of your writing processes is made visible to them. Write Beside Them shows you how to do it. It's the comprehensive book and companion video that English/language arts teachers need to ensure that teens improve their writing. Across genres, Penny Kittle presents a flexible framework for instruction, the theory and experience to back it up, and detailed teaching information to help you implement it right away. Each section of Write Beside Them describes a specific element of Penny's workshop: Daily writing practice: writer's notebooks and quick writes Instructional frameworks: minilessons, organization, conferring, and sharing drafts Genre work: narrative, persuasion, and writing in multiple genres Skills work: grammar, punctuation, and style Assessment: evaluation, feedback, portfolios, and grading All along the way, Penny demonstrates minilessons that respond to students' immediate needs, and her Student Focus sections profile and spotlight how individual writers grew and changed over the course of her workshop. In addition, Write Beside Them provides a study guide, reproducibles, writing samples from Penny and her students, suggestions for nurturing your own writing life, and a helpful FAQ. Best of all, the online videos take you right inside Penny's classroom, explicitly modeling how to make the process of writing accessible to all kids. Penny Kittle's active coaching and can-do attitude alone will energize your teaching and inspire you to write with your students. But her strategies, expert advice, and compelling in-class video footage will help you turn inspiration into great teaching. Read Write Beside Them and discover that the most important influence for all young writers is their teacher. Penny was the recipient of the 2009 NCTE Britton Award for Write Beside Them.

Don and Jenny Killgallons' bestselling sentence-composing approach has successfully taught upper-elementary students to write mature and varied sentences through imitating C.S. Lewis, Jerry Spinelli, Suzanne Collins, Gary Paulsen, J. R. R. Tolkien, Christopher Paolini, Rick Riordan, J. K. Rowling, and many others. Now, in this worktext, the Killgallons take the approach a step further by teaching upper-elementary students to build paragraphs. Using subjects, predicates, and sentence composing tools, students learn and practice what good sentences look like before moving on to imitate strong paragraphs written by established authors --their "fitness trainers in writing." The activities in this worktext help students: - learn and use the sentence-composing tools that foster elaboration in paragraphs - recognize and imitate how their favorite authors build sentences and paragraphs - practice composing paragraphs for different purposes. With well-known and well-loved authors as their mentors, students build confidence as their writing becomes more meaningful and mature. Teacher's Booklet -- guidance for teaching with this particular student worktext, including pacing suggestions and answer key FREE TEACHER'S BOOKLET (DOWNLOAD)

"Love brings us in close, leads us to study the details of a thing, and asks us to return again and again. These are the motivations and ideas that built this book." --Chris Lehman and Kate Roberts You and your students will fall for close reading. In Falling in Love with Close Reading, Christopher Lehman and Kate Roberts show us that it can be rigorous, meaningful, and joyous. You'll empower students to not only analyze texts but to admire the craft of a beloved book, study favorite songs and videogames, and challenge peers in evidence-based discussions. Chris and Kate start with a powerful three-step close-reading ritual that students can apply to any text. Then they lay out practical, engaging lessons that not only guide students to independence in reading texts closely but also help them transfer this critical, analytical skill to media and even the lives they lead. Responsive to students' needs and field-tested in classrooms, these lessons include: strategies for close reading narratives, informational texts, and arguments suggestions for differentiation sample charts and student work from real classrooms connections to the Common Core State Standards a focus on viewing media and life in this same careful way. "We see the ritual of close reading not just as a method of doing the academic work of looking closely at text-evidence, word choice, and structure," write Chris and Kate, "but as an opportunity to bring those practices together to empower our students to see the subtle messages in texts and in their lives." Read Falling in Love with Close Reading and discover that the benefits and joy of close reading don't have to stop at the edge of the page. Read a sample from the book to learn more about Chris and Kate's close-reading ritual for students and for an annotated text that shows how it works.

"I believe each of my students must craft an individual reading life of challenge, whim, curiosity, and hunger, and I've discovered that it is not too late in high school to lead a non-reader to reading. It's never too late."--Penny Kittle Penny Kittle wants us to face the hard truths every English teacher fears: too many kids don't read the assigned texts, and some even manage to slip by without having ever read a single book by the time they graduate. As middle and high school reading declines, college professors lament students' inability to comprehend and analyze complex texts, while the rest of us wonder: what do we lose as a society when so many of our high school graduates have no interest in reading anything? In Book Love Penny takes student apathy head on, first by recognizing why students don't read and then showing us that when we give kids books that are right for them, along with time to read and regular response to their thinking, we can create a pathway to satisfying reading that leads to more challenging literature and ultimately, a love of reading. With a clear eye on the reality of today's classrooms, Penny provides practical strategies and advice on: increasing volume, capacity, and complexity over time creating a balance of independent reading, text study, and novel study helping students deepen their thinking through writing about reading building a classroom library with themes that matter to 21st century kids. Book Love is a call to arms for putting every single kid, no exceptions allowed, on a personal reading journey. But much more than that, it's a powerful reminder of why we became English teachers in the first place: our passion for books. Books matter. Stories heal. The right book in the hands of a kid can change a life forever. We can't wait for anyone else to teach our students a love of books--it's up to us and the time is now. If not you, who? For information about the Book Love Foundation, which provides classroom libraries to deserving teachers and schools, visit booklovefoundation.org.

"In the electric, pulsating world around us, the essay lives a life of abandon, posing questions, speaking truths, fulfilling a need humans have to know what other humans think and wonder so we can feel less alone." --Katherine Bomer Sadly, many students only know "essay" as a 5-paragraph, tightly structured writing assignment that must check all the boxes of a standardized formula. How did essays in school get so far away from essays in the world? Katherine makes a powerful case for teaching the essay as a way to restore writing to think--that it is in fact necessary for students' success in college and career. "Essay helps students write flexibly, fluently, and with emboldened voices," she writes in The Journey Is Everything, "qualities they can translate into any assigned writing task in school or in life." She argues that the close reading of essays fulfills the recommendations of state and national standards, while practice in essay writing leads to better academic and test writing. More importantly, "Essay gives its author the space, time, and freedom to think about and make sense of things, take a journey of discovery, and speak her mind, without boundaries." Don't students deserve the chance to develop their own topics, discover their own writing voices, and learn to structure prose organically, according to the content? Katherine gives you tools, strategies, and activities to bring a unit on more authentic writing into your practice. Rediscover the power of the essay to bring out students' true thinking--their true selves. Because after all, the journey is everything.

Make a place for vegetables in your diet. From leafy greens to roots, vegetables provide a variety of nutrition in all forms. Read this book to learn about how to eat well and use MyPlate.

Play is serious business. Whether it's reenacting a favorite book (comprehension and close reading), negotiating the rules for a game (speaking and listening), or collaborating over building blocks (college and career readiness and STEM), Kristi Mraz, Alison Porcelli, and Cheryl Tyler see every day how play helps students reach standards and goals in ways that in-their-seat instruction alone can't do. And not just during playtimes. "We believe there is play in work and work in play," they write. "It helps to have practical ways to carry that mindset into all aspects of the curriculum." In Purposeful Play, they share ways to: optimize and balance different types of play to deepen regular classroom learning teach into play to foster social-emotional skills and a growth mindset bring the impact of play into all your lessons across the day. "We believe that play is one type of environment where children can be rigorous in their learning," Kristi, Alison, and Cheryl write. So they provide a host of lessons, suggestions for classroom setups, helpful tools and charts, curriculum connections, teaching points, and teaching language to help you foster mature play that makes every moment in your classroom instructional. Play doesn't only happen when work is over. Children show us time and time again that play is the way they work. In Purposeful Play, you'll find research-driven methods for making play an engine for rigorous learning in your classroom.

"In this book, George Hillocks teaches us not only what an argument is, but how to teach it and why we should. Essential reading for those preparing ALL students to think critically, write well, and succeed academically in both high school and college." Jim Burke, Author of The English Teacher's Companion and What's the Big Idea? Argument writing can be difficult to teach, but it may be the most important set of skills we teach in English. According to the National Common Core Standards, by the end of high school, students should be able to write arguments to support claims with clear reason and relevant evidence--and they should be able to do so well. Designed for middle and high school students, the activities in this book will enable students to write strong arguments and evaluate the arguments of others. When they are through, students will be able, as the Common Core Standards ask, to "Delineate and evaluate [an] argument and specific claims...including the validity of the reasoning [and] the relevance and sufficiency of the evidence." Developed by George Hillocks, Jr. and others in diverse inner city classrooms in Chicago, students are easily engaged in the lively problem-solving approach detailed in this book. Teaching Argument Writing begins with how to teach simple arguments and moves onto those that are more complex, showing step-by-step how to teach students to write and evaluate: arguments of fact arguments of judgment arguments of policy Student handouts, activities, and models of classroom discussions are provided to help you bring these methods to your classroom. Among other things, Hillocks guides you through teaching your students: how judgments are made in the real world how to make literary judgments based on criteria how to develop and support criteria for arguments.