Heinemann is a publisher of professional resources and a provider of educational services for teachers, kindergarten through college. We strive to give voice to those who share our respect for the professionalism and compassion of teachers and who support teachers' efforts to help children become literate, empathetic, knowledgeable citizens. Our authors are exemplary educators eager to support the practice of other teachers through books, videos, workshops, online courses, and most recently through explicit teaching materials. Our commitment to our work and customers' enthusiastic response to our offerings has made us the leading publisher in this area.
Students are reading and writing all the time, but in places we aren't necessarily paying attention to. Build on their authentic interest and motivation using the technologies they are already committed to, and you've won half the battle. You won't believe how engaged they are; they won't believe they're learning for school. In iWrite, Dana Wilbur shows how to guide students through the new literacies, including how to discern between media, how to account for audience and voice, how to choose appropriate genre, and how to harness what they already know to be more successful in school.
When students' instruction is organized around meaningful, clear questions, writes Jim Burke in What's the Big Idea? they understand better, remember longer, and engage much more deeply and for greater periods of time. Jim shows how teaching with essential questions eases the tension between good teaching and teaching to the test, while giving students dependable, transferable tools for reading, writing, thinking, and the real world. Going in depth on his own units, Jim shows how to plan lessons, units, and even entire courses around big ideas.
Literacy consultants Bonnie Campbell Hill and Carrie Ekey know that a healthy, respectful classroom environment is fundamental to successful school change. Their Next-Step Guide to Enriching Classroom Environments helps schools achieve this foundation with parallel rubrics that help everyone contribute to a successful initiative. Includes: 1) a rubric for leaders assesses whether a school's physical spaces and instructional practices are well aligned, helping set goals; and 2) a rubric for teachers helps them design spaces that mirror research-based beliefs about learning and teaching.
The RTI Daily Planning Book makes exemplary RTI possible in every classroom. Gretchen Owocki gives specific tools for collecting and assessing reading data and targeted follow-up instruction that are sensible and developmentally sensitive. Her research-based assessment framework shows what to assess, while rubrics, charts, and checklists support ongoing assessment of readers' progress. For intervention, she offers streamlined strategies linked to assessments by an if-then chart as well as ideas for grouping that increase instructional flexibility and avoid interruptions.
In Constructing Algebra, Catherine Twomey Fosnot and Bill Jacob help teachers recognize, support, and celebrate their students' capacity to structure their worlds algebraically. They identify for teachers the models, contexts, and landmarks that facilitate algebraic thinking in young students, supporting children as they construct mathematical strategies and big ideas, creating realistic contexts and representational models that develop children's capacity to mathematize their world, and building a collaborative community of mathematical thinkers engaged in inquiry.
Donna Hooker Topping and Roberta McManus help you support struggling middle school students with page after page of immediately useful, ready-for-differentiation teaching. These strategies work by making the process of content-area literacy transparent and repeatable. Without interrupting the flow of instruction, the strategies in Stuck in the Middle help adolescents not only read texts but understand them too, make crucial subject-area vocabulary stick, grapple with themes, ideas, and content through writing, and find ways into content that fit individual learning styles.
In Classroom Reading Assessments, Frank Serafini opens windows into students' thinking about selecting, reading and responding to books. He gives you his best of the best - proven, research-based reading assessments that meet four stringent requirements: they improve your students' reading; they increase your effectiveness by pinpointing where students need help; they maximize efficiency by avoiding unnecessary instructional interruptions; they make sharing what you learn about students - with parents, other teachers, and instructional leaders - simple, direct, and useful.
Fostering deeper, more critical thinking, offering a place to process content and new ideas, and reinforcing the importance of students' own thoughts are just some of the many important reasons to implement the daybook approach in Thinking Out Loud on Paper. It provides classroom-tested, research-based daybook strategies for helping students get started with daybooks, ideas for organizing for a variety of teaching and learning styles, ways to sustain daybooks through meaningful invitations and instruction, assessments of student thinking, and more.
Writing is thinking and with Negotiating Science you'll move students toward the kind of writing that real scientists do. They will negotiate meaning from results and argue for ideas - questioning, documenting, making claims, and sharing data. Perfect for science notebooks! Negotiating Science demonstrates what good science arguments look like, models and supports top-notch instruction adaptable to any classroom, contains guidelines for assessment, and includes activities for transitioning from traditional science writing to real science writing.
In Adolescent Literacy and Differentiated Instruction, Barbara King-Shaver and Alyce Hunter summon the latest research and share effective, essential differentiation practices. With more than 30 replicable models and practical ideas for managing differentiated classrooms, King-Shaver and Hunter help you assess students' individual needs, interests, and learning styles, turn assessment into doable plans for targeted instruction, and implement dynamic differentiation strategies such as stations, flexible grouping, choice, and anchor activities.
The Interactive Notebook works so well with ELLs because it scaffolds content and helps them develop school-based ways of thinking. With Interactive Notebooks and English Language Learners, you'll see how the Notebook becomes a classroom text for rigorous instruction as you use it to scaffold content so ELLs can develop and access background knowledge, increase their facility with academic language, engage everyone actively and improve their note-taking and retention, work with parents to add support for classroom goals, and assess student learning and progress authentically.
Mathematics and Science for a Change describes the lessons learned by effective National Science FoundationDfunded Local Systemic Change programs. Iris Weiss and Joan Pasley support your initiative with key practices drawn from a careful examination of more than ten years of case histories and data. With their observations, you'll lay the groundwork for change, design PD that achieves your goals, launch and sustain your PD model, and bolster your improvement effort by enlisting support from key school or district constituencies.
It pays to be detail-oriented. Emily Kissner shows why in The Forest AND the Trees. She proves that focusing readers on details can help you boost comprehension levels, build students' genre understanding, help students with responses to texts, and support success on state-mandated tests. Emily's activities get adolescents looking for details that contribute to meaning and help students make better inferences, uncover main ideas, and use details for interpretation. Students will be able to support ideas in discussion, writing, exams, and on-demand responses.
With Writing Between Languages, Danling Fu shows that by beginning with the literacy students bring from their native language and putting writing at the center of the curriculum, we can help them transition to English and support academic literacy. You'll learn the crucial and helpful role native literacy plays in building written English fluency, assess where ELLs are in their development as writers, use movement between languages to scaffold writing - no matter whether you know a student's home language - and implement instructional strategies to support development in writing.
In English Language Learners Day by Day, Christina Celic answers the question, How can I teach grade-level curriculum so that my ELLs are successful? She shows you what best practices look like, starting day one. She guides you through setting up a classroom to support ELLs, launching instruction and assessment, and establishing schedules, routines, rules, and procedures sensitive to ELLs. You'll learn to integrate literacy and content-area instruction during the school year, teach academic language across the curriculum, and differentiate to meet the individual needs.
Discover an approach to science teaching that engages students by linking literacy and inquiry. Replace drab lab reports with the writing real scientists do. Lead students to enjoy and learn from science time more than ever. Questions, Claims, and Evidence immerses students in scientific inquiry and writing. It transforms experiments from following directions and making notes into chances to pose and answer questions that interest students. Its approach helps you: increase students' interest in science, improve their analysis skills, and boost their science writing.