Curriculum Books

I am the author of the book The Little Man In the Map: With Clues To Remember All 50 States Gale and her team did a wonderful job reviewing the book. This article provides excellent insight in how the book works to help kids remember all the states. Useing mnmeonics of rhyme and images it is like a play unfolding with the states as the characters in the play.

Fascinating book. It's the most accessible and clear account of new literacies that I've read. The chapter "from Reading to New Literacy Studies" succinctly and clearly describes the social, economic, and educational factors that have influenced the evolution of the terms literacy and new literacies. The chapter "Faking It: The National Grid for Learning" is a useful example of what New Literacies (and good teaching) are not.

I would have liked some more connections to current work on epistemic cognition (ala books like Women's Ways of Knowing and Personal Epistemology)--there's a big opportunity to connect digital epistemology to this area of inquiry. But this 'suggestion' doesn't diminish my overall enthusiasm of the book (just add those books to your reading list if you are interested in the applications of epistemology in education).

Overall, this is an excellent book for any teacher or teacher educator who wants some guidance or food for though on using technology in literacy, humanities, or the social sciences--from Kindergarten to graduate school.

As I begin to send out applications for my first administrative position, thoughts of the great responsibility, the challenges, and the complex and often unpredictable nature of the job are daunting. Throughout my training and internship I have received numerous helpful resources and read many inspiring texts, but after reading The New Principal's Fieldbook, I can say one thing with certainty: If I could only take one book through the door with me on my very first day as principal, this would be the one.

The New Principal's Fieldbook is an absolute gold mine of information. Written by seasoned administrators and including tales of trials and successes from countless others, this book takes a true "rubber-meets-the-road" approach that addresses the actual challenges new leaders will face. The New Principal's Fieldbook goes well beyond theory and philosophy to provide new principals with practical tools and suggestions that can be applied on the job. Within the fifteen well-organized chapters are dozens of tips, strategies, check-lists, and activities dealing with extremely helpful topics such as how to prepare for the first day of school, navigating the "hidden culture" and informal lines of communication within the building, ideas for how to cultivate cooperation with parents and community groups, crisis management, and working with the media to just name a few.

Even if the New Principal's Fieldbook sold for twice as much, it would be worth every penny of its purchase price. I am going to keep it close at hand and refer to it often!

1984 is extremely influential on the way we as a society label each other and our government with names such as "Big Brother" Orwellian and such. These names like calling someone a Nazi allow us to appear to argue but actually allow us to dodge the real issues. This is fairly ironic considering the origin of such terms. Basically 1984 is set in London in the distopian future. Orwell wrote it in response to Stalin's corrupting the ideals of Socialism. He was a socialist and so was really bothered by that failure.

The plot to 1984 isn't so important as the setting. Basically the story follows Winston Smith. Smith harbors less than perfect views of his environment, for which he will one day be arrested regardless of his actions. Not loving the government (thought crime) is the only crime that is recognized. Hidden cameras and microphones are omnipresent in the city, included mandatory TVs which can't be turned off, only show a single government station and contain hidden cameras through which "thought police" may monitor what is in front of the TV at any time. Social interaction doesn't exist, since that would be considered weird and therefore criminal.

There are three classes of people in London: Inner Party members, Party members like Winston and the proletariate, who aren't watched so closely because they aren't considered human. In this world Winston goes from merely not liking the government to engaging in unusual behavior. He starts by buying decorative antiques at a proletariate shop and progresses to having a girl friend, who he can only meet with in remote country side settings on account of social interaction is not allowed by the government. It is obvious to him that he will one day be taken to the Ministry of Love, a windowless building which handles law enforcement, and never fails at getting thought criminals to love the government.

The novel is always dark. No happy beginning, no happy middle and no happy ending. Still it is important to read it before throwing around terms like "Orwellian" It has been so influential on society that it is required reading - if you want to pass your tenth grade English. Failing to read is a sign of insurgence against the government.

This book makes it possible for teachers of writing to sit beside Judy Davis and Sharon Hill as they teach in their classrooms in the Manhattan New School. As the title suggests, this book is full of practical strategies for teaching students to write well. But the book is much more ambitious than that. It gives us a window into how these two incredible writing teachers think about children and curriculum in a writing workshop. For all of that, readers of this book will be thankful each time they return to the pages of the book to learn more and more.

Fredericks, Anthony D. Fredericks. 2007. NONFICTION READERS THEATRE FOR BEGINNING READERS. Westport, Connecticut: Teacher Ideas Press. ISBN # 9781591584995

Nonfiction Readers Theatre for Beginning Readers is a great resource for classroom teachers and librarians who want their students involved in and excited about learning. In this book reader's theatre is defined as "an oral interpretation of a piece of literature red in a dramatic style". This is a process which actively involves students in their learning. Reading and language arts skills are integrated into the science and social studies curriculum.

There are many values of reader's theatre which are pointed out in this resource. Reader's theatre gives children the opportunity to become storytellers. Reader's theatre can also greatly improve children's ability to read fluently. When children participate in reader's theatre they are actively involved in their learning. The learning is supportive and non-threatening. Children are able to utilize their personal style and personality. Through out the process children are learning about science and social studies concepts while improving reading and language arts skills. Reader's theatre is informal and relaxed. Props, scenery, and costumes are optional and do not need to be elaborate. These activities stimulate imaginations and creativity. Cooperative learning strategies are utilized. Communication skills and creative and critical thinking skills are enhanced. Positive self-concept is fostered. Finally, learning through the implementation of reader's theatre is fun!

The book continues with suggestions for presentations. These tips include preparing scripts, starting out, staging, props, delivery, special help for English language learners, and post presentation activities. There is also a section on the bonus features and activities which are included. These include descriptions of the assessment of the readability of the scripts and the inclusion of content standards. With the importance of accountability in today's schools the addition of content standards is an important feature. This source also includes Spanish versions of many of the scripts. Specific activities which address the needs of the English language learner are suggested. Another great feature is the discussion of how to use the inclusion of related experiments and other related activities for the scripts. Finally the use of additional related nonfiction literature to extend learning is discussed.

The scripts included in this resource are divided into three sections, scripts specially designed for first graders, second graders, and finally third graders. Each script includes the discipline covered, the science or social studies content standards which are addressed, a brief summary, prop and presentation suggestions, a related experiment or activity and additional suggested related literature for further learning. This information is followed by the various scripts. The scripts include more specific staging advice as well as a visual map of where the participants should be situated. The scripts are well organized and easy to follow. By organizing the scripts by grade level it is easy to choose scripts which are the appropriate reading level for students. The topics cover many science and social studies curriculum areas such as plants, insects, matter, weather, dinosaurs, heat and light, families, health, holidays, rules and laws, and communities. With the abundance of choices it is easy to connect to topics which are regularly covered in any classroom.

At the end of this book a section on additional resources is included. This section includes information on many books which focus on reader's theatre and storytelling, including more books by this author. In addition to the many books on these topics, helpful websites are listed. Finally the address and website is listed for the professional organization of The Institute for Readers Theater.

This is a resource which will benefit classroom teachers and librarians alike. The use of these scripts will promote fluency, integrate language arts with science and social studies curriculum, support English language learners, and give students ownership for their learning. Most of all the use of reader's theatre will make learning fun and memorable for the students while building their self-esteem. This is a great choice to add to any elementary classroom or library!

Deborah Coppenbarger
Professional Book Review
LS 5613

Without doubt, all parents are sometimes (or often) guilty of ignoring the requests of their children for attention because the parents are trying to accomplish some (to them) important task. 'Not Now, Bernard' illustrates the folly of this policy and the disastrous consequences for both Bernard's existence and for a moster's self-respect

I first used this curriculum with 7th graders in my drama class, although the curriculum guide is plenty challenging for senior high. For my 7th graders, Richard III was a big stretch, but the activities and illustrated graphic organizers were engaging for them and helped them considerably in understanding the play as we read it. There are detailed lesson plans that accompany each student activity. There are historical tie-ins such as tracing the lineage of the houses of Lancaster, York, and Tudor; students are also given a historical map of England to help them trace the events of the play geographically. Many activities for dramatic interpretation are also included. Students are provided with a sketch of the Globe Theater; a blocking activity is included, and several opportunities are provided to visualize characters and analyze their motives based on information from the text. The curriculum guide also helps to enrich the viewing of the play on stage or film. It saved me preparation time and provided a deeper learning experience for my students in terms of understanding historical context.

"Nursing Practice in Multiple Sclerosis
A Core Curriculum
Editors:
Kathleen Costello, RN, MS, CRNP, MSCN
June Halper, MSCN, ANP, FAAN
Colleen Harris, RN, MN, MSCN"

"This core curriculum was developed for use by all nurses preparing to take the certification examination in MS nursing given under the auspices of the International Organization of Multiple Sclerosis Nurses (IOMSN),
whose mission is to establish and perpetuate a specialized branch of nursing in multiple sclerosis;
to establish standards of nursing care in multiple sclerosis;
to support multiple sclerosis nursing research;
to educate the health care community about the disease;
and to disseminate this knowledge throughout the world.

It summarizes in outline form the basic concepts of multiple sclerosis and MS nursing.
It has been developed to be a companion to Halper/Holland, Comprehensive Nursing Care in Multiple Sclerosis, 2nd Edition and Halper's, Advanced Concepts in Multiple Sclerosis Nursing Care.

Each chapter provides relevant information as well as references for further study.

Readers will learn about the history of MS,
as well as the current theories regarding the immunologic basis for the disease.

Pharmacologic strategies that include treatment for acute attacks,
immunomodulating therapies,
and symptomatic therapies are discussed, as are nonpharmacologic interventions."

"122 pages with answers to certification questions, spiral paperback.
Copyright 2003 by Demos Medical Publishing.
Printed in Canada.
Preface by Kathleen Costello."

"Dedication
THIS WORK IS DEDICATED TO ALL OF OUR MS PATIENTS AND FAMILIES
who have taugh us the meaning of strength and hope in the face of adversity,
and to our MS team throughout the world.

In memory of Morris Halper, M.D., whose spirit lives on in the work of June Halper."
[from the book]

Ellen Cromwell has written a beautiful book and curriculum that captures all that is important for young children in early learning environments. A deep understanding of young children and the uniqueness of this time of life is evident in her writing. I have explored and used many curricula for young children, but none of them is as responsive to the ultimate needs of young learners as this one - based on play, learning (nurturing readiness), the arts and nurture. Her writing is beautiful, and her advocacy for young children is so "right on" it often brought tears to my eyes. I have used this book as the textbook in my community college classes, and my students love it as well. Cromwell clearly and simply presents the essentials of an early childhood curriculum. She cuts through all the rhetoric about early childhood to the heart of what we intuitively know young children need to be "ready to learn".