Staff+Reading+List

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**Suggested and Recommended Professional Reading** __The Art of Racing in the Rain__ by Garth Stein, a story of family life and relationships narrated through the eyes of a beloved, aging Labrador Retriever. (Susan Mitchell and Kate Callahan) __The Help__ by Kathryn Sockett from the perspective of Southern help in the 60s, amazing voice. (Deb Twombly) __The Book Thief__ by Marku Zusak During WWII from the perspective of Hitler’s Nazi youth and their families who did not agree with what was happening. __Mountains by Mountains__ b y Tracy Kidder Dr. Paul Farmer’s work in Haiti and the start of the Partners in Health organization he began with a benefactor many years before the earthquake. “The person is sick, I am the doctor.” Amazing commitment not unlike, the person needs knowledge, I am the teacher. A book with many comparisons to teaching today, one child at a time. __The Tender Bar__ by J.R. Moehringer (Kate Callahan) **Professional Reads** __The Inner Wealth Initiative: The Nurtured Heart Approach in Education__ (Grove, Glasser, Howl,.Diffenderfer (Kate Callahan)
 * Check on Amazon to get summaries and a look-see into the books.**
 * Also personal fiction favorites at the bottom of the list.**
 * Recommended fiction by Dondero staff**

__The Daily Cafe Book:Engaging All Students in Daily Literary Assessment and Instruction__ (G. Boushey and Joan Moser) Kate Callahan __Making the Most of Small Groups: Differentiation for All__ (D.Diller) About the Authors: Writer's Workshop with Our Youngest Writers (Katie Wood Ray and Lisa Cleveland) (Kate Callahan)

__RTI From All Sides: What Every Teacher Should Know__, by Mary Howard, is an excellent resource for what we're doing at Dondero. (Susan Mitchell)

__Teaching Reading in Small Groups, Differentiating Instruction for Building Strategic, Independent Readers,__ by Jennifer Serravallo. (Susan Mitchell)

__Teach like a Champion, 49 Techniques that put students on the path to college__ by Doug Lemov, the founder of uncommon schools, essential for teachers especially ones in their first 6 years of teaching, though there is something for everyone, has a DVD as well to show you how teachers do it. (Deb Twombly) Driven by Data: A Practical Guide to Improve … (Paperback)by  [|Paul Bambrick-Santoyo]  We need to teach looking at the assessments first so that we are not teaching something that isn’t tested and that we formulate tests that relate to what we teach. Benchmark assessments every 6 to 8 weeks are recommended. [|Readicide: How Schools Are Killing Reading and What You Can Do About It]  by   [|Kelly Gallagher]   (   Paperback   - Feb. 28, 2009) (Deb Twombly) __Igniting a Passion for Reading__ by Dr. Steven L. Layne, great rubric for book conversations __Curriculum Connections__ by Barbara K. Stripling and Sandra Hughes-Hassell dry title, but the best overview of useable reading strategies I’ve seen. Connection of literacy to content, students need to use literacy to learn content, learning about and comprehending something that matters to students. __Different Brains, Different Learner__s by Eric Jensen Updated throughout and packed with powerful strategies, this second edition demonstrates how students with learning difficulties can improve brain function and raise achievement scores. Can one book really be this good? Yes! Eric Jensen is the master at describing a particular type of student and then giving teachers simple concrete steps they can take in the classroom the very next day to meet their learning needs. Do your students and yourself a favor and read this book!

__The ABCs of CBM: A Practical Guide to Curriculum-Based Measurement__ (The Guilford Practical Intervention in Schools Series) By Michelle K. Hosp PhD, John L. Hosp PhD, Kenneth W. Howell PhD
This pragmatic, accessible book presents an empirically supported conceptual framework and hands-on instructions for conducting curriculum-based measurement (CBM) in grades K-8. The authors provide everything needed to evaluate student learning in reading, spelling, writing, and math; graph the resulting data; and use this information to make sound instructional decisions, plan interventions, and monitor progress. The role of CBM within a response-to-intervention model is also explained. Every chapter includes helpful answers to frequently asked questions, and the appendices contain over 20 reproducible administration and scoring guides, forms, and planning checklists. The large-size format and lay-flat binding facilitate photocopying and day-to-day use. [|Wounded by School: Recapturing the Joy in][| Learning and Standing Up to Old School Culture] by Kirsten Olson Te__aching Outside the Box: How to Grab Your Students By Their Brains__ By LouAnne Johnson (Deborah Twombly) From seating plans to Shakespeare, //Teaching Outside the Box// offers practical strategies that will help both new teachers and seasoned veterans create dynamic classroom environments where students enjoy learning and teachers enjoy teaching. This indispensable book is filled with no-nonsense advice, checklists, and handouts as well as · A step-by-step plan to make the first week of school a success · Approaches for creating a positive discipline plan · Methods for motivating students, especially reluctant readers · Strategies for successful classroom management · Suggestions for creating and grading student portfolios

Classroom Power Relations: Understanding Student-teacher Interaction By Mary Manke This book is based on a careful theorizing of classroom power relations that sees them as constructed from the actions of all participants. Contrary to the common assumption that the teacher is the source of classroom power, it sees that power as arising from the interaction between students and teachers. If power is owned by the teacher, she is completely responsible for events in the classroom, whether or not she chooses to share her power/control/authority with the students. If, as this book claims, power is the joint creation of all participants, teachers are freed from an excessive and damaging weight of responsibility for classroom events and outcomes. The shared responsibility between students and teachers for what happens in the classroom is brought to light.