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Read a quotation from this collection every morning, or any time you need a lift in spirits, to remind you why the work that you do with and for students and teachers is important…

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Quotations About Compassion

“Ask not what your country can do for you, but what you can do for

your country.”~John F. Kennedy

“Human kindness has never weak-ened the stamina or softened the

fiber of a free people . A nation does not have to be cruel to be tough .”

~Franklin D. Roosevelt

“I know for sure that what we dwell on is what we become.”

~Oprah Winfrey

“No one can make you feel inferior without your consent.”

~Eleanor Roosevelt

“You cannot do a kindness too soon , for you never know how soon it will

be too late .”~Ralph Waldo Emerson

“Kind words can be short and easy to speak, but their echoes are truly

endless.”~Mother Teresa

“Our attitude toward life determines life’s attitude towards us.”

~Earl Nightingale

“Our lives begin to end the day we become silent about the things that

matter.”~Martin Luther King

“He who lives in harmony with himself lives in harmony with the

world.”~Marcus Aurelius

“Better than a thousand hollow words is one word that brings peace.”

~Buddha

“To the world you might be one person , but to one person you might

be the world.”~J. W. von Goethe

“You cannot teach a person anything. You can only help him discover it

within himself.”~Galileo

“Love doesn’t make the world go round, love is what makes the ride

worthwhile .”~Elizabeth Browning

“Whether you think you can or you think you can’t—you are right!”

~Henry Ford

“Well done is better than well said.”~Benjamin Franklin

“Those having torches will pass them on to others.”

~Plato

“If you want others to be happy, practice compassion . If you want to be happy, practice compassion .”

~Dalai Lama

“There is no one way to be human .”~Robert Fulgham

“Carry out a random act of kindness, with no expectation of reward, safe

in the knowledge that one day some-one might do the same for you.”

~Lady Diana Spencer

“The past, the present and the future are really one: They are today.”

~Harriet Beecher Stowe

“In spite of everything I still believe that people are really good at heart.”

~Anne Frank


Chapter 1: Building Community 19

Events That Build Classroom Community

What are some classroom events you have introduced to build community in your own classroom? Have you considered the following? Which of these events have you tried? Which might you try?

☐ Class trip☐ Daily Read-Aloud☐ Sharing of personal stories☐ Class newsletter☐ Celebration of the learning with

others☐ Science fair☐ Play presentation☐ Preparation for an assembly☐ Publishing of student work☐ Creation of a mural☐ Buddying with another class☐ Classroom helpers☐ Creation of bulletin-board

displays☐ Inquiry projects☐ Pen pals☐ “Where are you from?” maps☐ Class quilt☐ Fundraising project☐ Singing together☐ Poetry anthology☐ Creation of a cooperative book

☐ Potluck☐ Hot topics drawn from news

events☐ SMART Board activity☐ Class meeting☐ Greet ’em at the door!☐ Board Game Day☐ Special days (e.g., Funky Hair

Day, Hat Day)☐ Artist in the classroom☐ Talent show☐ Choral speaking☐ Shared reading☐ Birthday celebrations!☐ Student of the Week☐ Extracurricular clubs☐ Class mission statement☐ School or class T-shirts☐ Baking☐ Being an audience for a film, play,

or concert☐ Snack days☐ Art show/Art gallery

Games That Build Community

Each of the following games serves to build a sense of inclusion among students.

Let’s Start with Our Names

Students stand in a circle. In turn, they introduce themselves to the group by call-ing out their names. The activity is repeated. This time the students each add a simple gesture (e.g., a wave of hand or a finger snap) as they call out their names. The name and gesture are passed around the circle so that each person has a chance to repeat everyone’s name. One person can be chosen to lead the game, and the gesture can be passed to the right. Everyone gets a chance to be a “leader.”

Variation #1: Students call out their names with an accompanying gesture. The whole group echoes the name and gesture.

Variation #2: The game is repeated with students creating a new gesture that hasn’t been used. Players can be encouraged to use their voices in different ways (e.g., shouting, whispering, or singing).

From inside Creating Caring Classrooms…

Creating Caring ClassroomsHow to encourage students to communicate, create, and be compassionate of othersKathleen Gould Lundy & Larry Swartz

160 pp • ISBN 978-1-55138-270-8 • $24.95

This passionate book is commited to building respectful relationships among students, teachers, administrators, and the wider school community. It explores ways to help kids care more about their work and each other, and ways to help teachers care more about their classrooms and students. Using active, engaging, relevant, open-ended dialogue and activities, students will be encouraged to engage in events, ideas, themes, texts, stories, and relationships from different perspectives. They will learn ways to represent their new understandings in innovative and creative ways. Ideal for any educator, at any level of experience, this timely book relates simple but profound strategies for initiating and maintaining respectful discussion, promoting collaboration over competition, and confronting difficult issues such as bullying and exclusion.

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38

Visiting teacher as baron: Well, be sure and keep out of the way. (looks away from the farmers) Watch out, there, Sir Daigle . . . What are you people staring at me for?

David as village leader: It’s just that we have never seen knights on our farms before.

Student 1: Why were the crops trampled?Visiting teacher as baron: They got in the way of the horses. Student 1: That’s not a good enough reason.

Teachers and Students: Moving into a Learning Partnership

When the class began exploring the story through drama, there was some laugh-ter, but before long, the students were inside the work. The language began to reflect their degree of commitment, and as they moved in and out of belief, their language power fluctuated. The original story seemed far away at the end of the lesson, but in retelling it at the conclusion of the work, the details fell into place.

The concept of “knight” was explored in a very different manner from that of the book. I felt it important to help the students build a bigger frame for the word knight, and I had to work in role along with them to refocus the work when they could not see the consequences of their actions. It was important that they explore the position of the baron and the reason behind the killing of the girl’s father. Many of my tentative suggestions were rejected. I had to push hard to slow down the acceptance of the knight by the villagers so that the students could begin to put together the whole picture of this society.

In discussion away from the baron and knight, the language was informal, and the role commitment, minimal. It required the theatre tension of the baron or knight to stimulate thoughtful language response. Of course, not all students were talking constantly, but there were times when all were involved, listening and observing in an emotionally connected way.

The students who generated the transcript above were working as a classroom community, tackling a historical issue in role, working collaboratively to have their voices heard. In many of the classroom communities that I have observed over the years, a positive partnership between teacher and students has had a supportive and enabling effect on how the learning developed. I realized that, in these instances, the teachers• payattentiontoindividuals,offerhelpuntiltheycanproceedalone,encour-

age them to compete with themselves rather than with others • makecertainallareinvolved• explainanddiscussclassroomandschoolrules• listenwithinteresttotheirexperiences• acknowledgetheirfeelings• createanatmosphereinwhichitissafeforstudentstotakerisks• askopen-endedquestions• supplynewmaterials,resources,andinformation• helpstudentssolveproblems• teachnewtechniques,orreviewwhathasbeenlearned

From inside I’ve Got Something to Say…

I’ve Got Something to Say!How student voices inform our teachingDavid Booth

160 pp • ISBN 978-1-55138-289-0 • $24.95

When students know that their voices count, they become more engaged with and connected to both their learning and issues that will affect their education. In this timely book, discover how to inspire students to buy into their own learning by giving them a voice in determining, organizing, structuring, and responding to what is happening in their classrooms and school. Throughout the book, transcripts from real student dialogues and conversations elaborate on a huge variety of interactions. At once practical and thoughtful, the book encourages offering opportunities that will challenge students’ thinking and that of their peers in meaningful ways, so they are constantly reflecting on their learning. It aims to increase, modify, and deepen student understanding through collaborative and cooperative events. Making student voices count is a first step toward meaningful citizenship. Students will recognize when they have voice, when they are marginalized, and what they can do to be heard.

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The Bully-Go-RoundLiteracy and arts strategies for promoting bully awareness in the classroomLarry Swartz

32-pg flipbook • ISBN 978-1-55138-285-2 • $12.95

Combat school harrassment with powerful and positive ways for students to connect.

Help your students avoid being caught in the cycle of the bully, the bullied, and the bystander, and build a better school together.

Desperately Seeking SolutionsHelping students build problem solving skills to meet life’s many challengesKathy Paterson

96 pp • ISBN 978-1-55138-247-0 • $24.95

Help students (and teachers!) meet problems head-on with this 5-step plan for handling a challenge — from defining the problem, through considering options, to taking action.

Learning to LearnStudent activities for developing work, study, and exam-writing skillsMike Coles, Chas White & Pip Brown

112 pp • ISBN 978-1-55138-153-4 • $18.95

An in-depth look at the 7 major factors that are essential to effective learning at any age: good time management, note taking, library and research skills, reading strategies, learning

techniques, essay writing, and exam writing and preparation.

Conquering the Crowded CurriculumKathleen Gould Lundy

128 pp • ISBN 978-1-55138-294-4 • $24.95 • coming in May 2014

This practical book illustrates ways to focus in on the big ideas, and take the confusion out of packed curriculum documents. It offers simple ways to use inquiry, innovation, identity, and integration as frameworks for delivering curriculum.

Students at Risk, 2nd EditionCheryll Duquette

160 pp • ISBN 978-1-55138-286-9 • $24.95

A practical guide for working with all students in the regular classroom — students with different learning styles, intelligences, and backgrounds, as well as exceptionalities such as autism spectrum disorders, mental health problems, learning disabilities, and more.

Creating Caring ClassroomsHow to encourage students to communicate, create, and be compassionate of othersKathleen Gould Lundy & Larry Swartz

160 pp • ISBN 978-1-55138-270-8 • $24.95

This passionate book is commited to build-ing respectful relationships among students, teachers, and the school community. It is about helping kids care more about their work and each other, and helping teachers care about their classrooms.

Interpersonal Development Professional DevelopmentConquering the Crowded CurriculumKathleen Gould Lundy

ComingSoon!

Attn: Teacher-Librarian


number of Canadian book awards for The Crazy Man, a story set in the Prairiesthat describes a disabled girl’s friendship with a man with a mental disorder.

Several verse novels have been written for young adult readers. Jinx byMargaret Wild is a powerful verse novel about identity, loss, and love. The workof Australian author Steven Herrick can be recognized by the prose that com-prises his novels about troubled teenagers: The Simple Gift, By the River, and TheWolf. The Brimstone Journals by Ron Koertge presents a haunting series ofpoems by fictional high-school students who contemplate the violence existingin their lives.

MULTI-GENRE APPROACHES

The multi-genre approach makes for an interesting twist of reading a novel. Inhis award-winning book Monster, Walter Dean Myers tells the story about themurder trial of a 16-year-old through diary entries, courtroom transcripts, andthe teenager’s imagined film script that helps him come to terms with the coursehis life has taken. In Shooter, Myers uses interviews, reports, and journal entriesto tell the story of a tragic shooting at a high school.

In a more humorous vein, Barry Boyhound by Andy Spearman is the story aboy who feels and acts like a canine after a flea bite turns his human brain intothat of a dog. Skimming through the book, readers can see Spearman’s cleveruse of maps, lists, photographs, exposition, diagrams, captions, a time line, andscripts that feature conversations between two fleas. In the The Fruit BowlProject by Sarah Durkee, a middle-school teacher arranges for a rock superstarto teach her Grade 8 students, who each tell a story about the same topic in thestyle of a rap, a poem, a monologue, a screenplay, haiku, and more. NakedBunyip Dancing by Steven Herrick looks at a wacky year from the point of viewof sixth-graders who are under the spell of Carey the Hairy, a teacher who intro-duces his class to new activities, such as writing punk poetry and belly dancing.

Many novels are written as diaries. This format gives the opportunity for astory told in first-person and invites the reader to learn about the lives of charac-ters from their first-hand views of the world. In The Amazing Days of Abby Hayesseries by Anne Mazer, the main character reflects on everyday events, and thesethoughts are presented in a different color to accompany the Mazer’s narrative.The Diary of a Wimpy Kid by Jeff Kinney includes cartoon drawings, and studentprint “written” on the lines of a journal. For mature readers, Sherman Alexie’snovel The Absolutely True Diary of a Part-time Indian is the story of a teenagernamed Arnold who laments his life on a Spokane Indian Reservation. When ateacher pleads with Arnold to get a better life, the boy switches to a rich whiteschool and becomes as much of an outcast as he was in his own community.Another humorous novel, Spud by John van de Ruit, is written in journal for-mat. This book invites young adult readers into the mind of John “Spud” Miltonas he goes through the stages of puberty at a South African private school.

The world of electronic communication is represented in a number of newnovels, most notably ttyl and its sequels ttfn and l8r g8r by Lauren Myracle,which chronicle in Instant Message format the day-to-day experiences and plansof three tenth-grade friends known as the Internet Girls. Michael J. Rosen haswritten Chaser in e-mails to tell the story of a young man who shares his outlookon life when his parents choose to move to a new home in the country. E-mailmessages are also spread throughout the novel The Gospel According to Larry byJanet Tashijan, which is about 17-year-old who creates a secret identity as theauthor of a web site that ends up receiving national attention. Battling cancer, a

119

Transcripts, which present theauthentic conversation of characters,are important features of the novelsDays of Tears by Julius Lester, Seek byPaul Fleischman, and Nothing but theTruth: A Documentary Novel by Avi.

Novels written as diaries or notebookentries include the titles The AmazingLife of Birds: The Nineteen DayPuberty Journal of Duane Homer Leechby Gary Paulsen, A Gathering of Days:A New England Girls’ Journal 1830–32by Joan W. Blos, Catherine, CalledBirdy by Karen Cushman, The SecretDiary of Adrian Mole, Aged 13 3/4 bySue Townsend, and the AnastasiaKrupnik series by Lois Lowry.

119GoodBooksMatter.prnD:\pembroke\2008Books\GoodBooksMatter\GoodBooksMatter.vpThursday, October 09, 2008 8:30:20 AM

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Good Books MatterHow to choose and use children’s literature to help children grow as readersShelley Stagg Peterson & Larry Swartz

184 pp • ISBN 978-1-55138-232-6 • $24.95

Are you wondering how to use quality literature to turn every student into an eager reader?

This valuable resource offers guidance on selecting books, strategies for specific grade levels, suggestions for extension, and tips for assessment. It is organized around the major genres — traditional literature, picture books, novels, nonfiction, poetry, and multicultural texts — that will inspire readers. This comprehensive book is rooted in the belief that educators must consider and offer a wide range of choice to ensure that students read “good” books. It argues that the choices kids make about what they read should be governed by their interests and desire to learn, not by a grade or reading level. This easy-to-use guide will help you promote a deeper understanding of books and reading, and help you use good books to broaden and enrich the lives and learning of the students in your care.

From inside Good Books Matter…

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Q TasksHow to empower students to ask questions and care about answersCarol Koechlin & Sandi Zwaan

144 pp • ISBN 978-1-55138-197-8 • $24.95

Help students to improve research skills with this step-by-step approach to critical thinking. Kids will learn to ask real questions that focus

on understanding and give them ownership over their learning.

Asking Better Questions, 2nd EditionNorah Morgan & Juliana Saxton

160 pp • ISBN 978-1-55138-209-8 • $24.95

This comprehensive guide to inquiry clarifies why questions are so important; promotes a 3-part classification of questions; offers models, techniques, and activities to encourage better questioning; and much, much more.

Building Info SmartsHow to work with all kinds of information and make it your ownCarol Koechlin & Sandi Zwaan

32-pg flipbook • ISBN 978-1-55138-226-5 • $12.95

This innovative flipbook shows students how to identify their learning style as they build important information literacy skills. As they work with the data they gather, students are encouraged to build personal understanding so their work reflects original thought.

Reading Doesn’t Matter Anymore…Shattering the myths of literacyDavid Booth

176 pp • ISBN 978-1-55138-202-9 • $16.95

12 simple steps to revolutionize the way we see kids and reading. This frank and open book includes discussion of crucial topics such as redefining reading, understanding the role of technology, exploring words, and much more.

Life’s Literacy LessonsStories and poems for teachersSteven L. Layne

96 pp • ISBN 978-1-57110-988-0 • $20.95

This poignant collection of stories and poems honours educators for the often difficult and always essential work they do with students of all ages. The book highlights the tears and laughter, challenges and rewards that inspire us.

Literacy, Libraries, and LearningUsing books and online resources to promote reading, writing, and researchRay Doiron & Marlene Asselin

128 pp • ISBN 978-1-55138-196-1 • $23.95

This thought-provoking look at the role of the teacher-librarian offers a number of suggestions for reinventing the school library — from promoting reading for pleasure, to encouraging integration of technology, to supporting research that respects copyright.

Information Literacy Books & Reading

Attn: English


Canada and the Nobel PrizeBiographies, portraits, and fascinating factsHarry Black

128 pp • ISBN 978-1-55138-150-3 • $18.95

Today’s teens have a broad range of interests — as their literacy skills increase, it’s the perfect time to broaden the scope of their reading to match those interests. Alice Munro’s 2013 Nobel Prize win offers a wonderful opportunitiy to explore a new genre, biography, and learn more about reading and writing via the perfect models: authors! In addition to his recent work on Alice Munro (featured below •), Harry Black’s Canada and the Nobel Prize offers a chance to explore the work of other literary greats, such as Ernest Hemingway, as well as other great thinkers, innovators, and inventors. Chronicling the lives of Canadian Prize recipients, as well as details of foreign Prize winners’ time in Canada, this thoughtful and beautiful book is sure to have a story to intrigue and inspire every student.•Scan the QR code for the full biography of Alice Munro online,or visit: http://www.pembrokepublishers.com/giveaway/munro

Alice Munro1931 –Literature — 2013

Words & art © 2013 by Harry Black. Pembroke Publishers. All rights reserved. Permission to copy for classroom use.For more Canadian connections, see Canada and the Nobel Prize by Harry Black. ISBN 978-1-55138-150-3. $24.95


Several years ago we published a book about Canada and the Nobel Prize. Init, we outlined the history of the prize established by Swedish industrialistAlfred Nobel in 1901 and awarded each year in fi ve categories: Physics,

Chemistry, Medicine, Literature and Peace. An economics prize was introduced later. Canada and the Nobel Prize profi les the many Canadians who have received this prestigious award, beginning with Frederick Banting and his 1923 award in Medicine for the discovery of insulin. Th roughout the years, Canadians have been well-represented in all categories except Literature. Canadian-born Americanwriter Saul Bellow and Ernest Hemingway are the only Nobel literature winners with a connection to Canada: a curious omission since there have been many world-famous Canadian writers and the country has a rich and valued heritage in world literature. Th is lack of recognition has now been corrected with the awarding of the 2013 Nobel Prize for Literature to Alice Munro. Highly respected and much-honoured as Canadian master of the short story, Munro has been referred to as “the CanadianChekov.” Her books are not about spies, muscular superheroes, intrigue, violence,depravity or even history-changing events. Her long and successful writing career has concentrated instead on quiet human dramas and contemporary stories that deal with ordinary people living in rural and small-town Ontario—a world that she knows well and that is instantly recognizable to many readers. Concentrating mainly on true-to-life situations of women and girls, Munro’s writing delves into how human interactions attempt to rationalize the chaos of life and the continuum of time — past, present and future. Th at she has used the under-recognized genre of the short story to weave her literary magic makes her achievement all the more extraordinary. Alice Munro was born and grew up in Wingham, Ontario, in the rich farmland south of the Bruce Peninsula. She studied journalism at the University of Western Ontario in nearby London and married fellow student James Munro. Th eir move to British Columbia to raise their family and open a bookshop in Victoria helped rekindle the interest in writing she had had from her teenage years. Munro’s Books

As a companion to Canada and the Nobel Prize…

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Struggling ReadersWhy band-aids don’t stick and worksheets don’t workLori Jamison Rog

160 pp • ISBN 978-1-55138-292-0 • $24.95 • coming in February 2013

The practical strategies in this insightful book show teachers how to give struggling readers what they really need. Struggling Readers delivers advice on targeted teaching, guided

practice, and, most importantly, confidence building.

Ban the Book ReportPromoting frequent and enthusiastic readingGraham Foster

112 pp • ISBN 978-1-55138-264-7 • $24.95

This passionate book argues that the literacy work we do should encourage reading and an appreciation for books. It offers more than 20 assignments that will inspire students and

persuade them to respond to their reading in innovative ways.

I Read It, But I Don’t Get ItComprehension strategies for adolescent readersCris Tovani

152 pp • ISBN 978-1-57110-089-4 • $26.95

A practical, engaging account of how to help teens develop better reading comprehension skills. This thoughtful book decodes the

challenges of working with students at all levels of achievement.

Reading in the Real WorldStrategies for finding meaning in stories, songs, poetry, ads, movies, comics, and more!Graham Foster

32-pg flipbook • ISBN 978-1-55138-271-5 • $12.95

Explore the bascis of reading — from focusing on meaning and using powerful strategies before, during, and after reading, to using familiar genres to understand new forms of text. This intensive little book offers effective ways to read all text forms well, and with enthusiasm.

Deeper ReadingComprehending challenging textsKelly Gallagher

224 pp • ISBN 978-1-57110-384-0 • $28.95

This funny, poignant book offers proven tips, tools, and strategies that enable students to monitor their comprehension, employ effective “fix-it” strategies, think metaphorically, use critical thinking skills, and much more.

The Novel ExperienceSteps for choosing and using fiction in the classroomLarry Swartz

32-pg flipbook • ISBN 978-1-55138-200-5 • $12.95

Move beyond the typical novel study with this refreshing exploration of how and why we read. With practical tips for everything from getting started to new ways to share response, this handy flipbook has everything you need to revitalize reading.

Reading Comprehension Tools & Tips for ReadingSTRUGGLING READERS

Why Band-aids Don’t Stick and Worksheets Don’t Work

L O R I JA M I S O N R O G

Supporting students in grades 3 - 9

ComingSoon!

Attn: English


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anger, awe, bag, big, birth, blunder, both, cake, call, cast, cosy, cross, cut, die, dirt, drag, drown, egg, flat, flounder, gain, get, gift, give, guess, guest, gust, hug, husband, ill, kid, law, leg, lift, likely, link, loan, loose, low, mistake, odd, race, raise, root, rotten, same, scale, scare, score, seat, seem, sister, skill, skin, skirt, skull, sky, stain, steak, sway, take, though, thrive, Thursday, tight, till (until), trust, ugly, want, weak, window, wing, wrong

Students may want to check out Wikipedia first, but because Wikipedia is open source knowledge, they should always confirm their discoveries through a second source, such as

• anonlineetymologicaldictionaryatwww.etymonline.com/(developedby Douglas Harper, a historian, author, and journalist from Lancaster, Pennsylvania)

• www.merriam-webster.com/,whichhaswordorigins,avocabularyquiz,aword of the day, and an app for iPads

Consider that, while the Merriam-Webster dictionary is a reliable source for word origins, a single source on the Internet could simply be “Joe’s bright ideas.” Just as all books are not equal, neither are all Internet sites, so emphasize to stu-dents that double sourcing is important, and that they will need to learn which online sources are the most reliable and credible.

Discovering and Creating Narratives About Words

The origins of words, especially words derived from someone’s name (e.g., sand-wich), may seem somewhat random to students, but once they look more deeply, they will usually find some order. Consider, for example, the origins for the words hippopotamus and rhinoceros (at left).

Knowing word origins can pique interest in word study and help students to remember spellings. Many words lend themselves to the development of a real or perceived back story.

Back stories

People remember narrative more easily than isolated words since we tend to link story with images; therefore, students could represent word narratives by making up stories like the examples below, which are embellished truth. The information about the hippopotamus is true — and it is important that the derivation is true — but otherwise poetic licence can be taken.

Example 1:Many years ago, an English traveler sailed all the way to Rome. Shortly after he arrived, he went to a grand show at the Hippodrome. The show opened with a parade of animals, many of which he had never seen. His favourite animal was grey, with tiny ears and a wide smile. It had a huge body and short legs, that seemed almost unable to support its bulk, and the traveler thought it was out of its element on land. It seemed as if it should be in water. He had to know what it was called. He asked his Roman friend who said, “We call it Hippopotamus, which means river horse. There is no

Where Did These Words Come From? The word hippopotamus comes from the Greek word hippos, mean-ing horse and potamus, meaning river. So, hippopotamus literally means river horse. Somehow, I don’t think he would take well to being ridden! The description refers to his size and where he lives. This word came to England via the Romans, who used a hippodrome to have chariot race, involving horses. (page 331) The word rhinoceros comes from the Greek word, rhinokeros, from rhis meaning nose and keras, horn. “Nose horn” describes the animal well, as his horn is a significant feature. The same Greek word for nose, rhino, is used in rhinology, the study of the nose, and rhino-plasty, surgery on the nose. (page 597) These word narrative models both come from Penguin Wordmas-ter Dictionary.

When Spelling MattersDeveloping writers who can spell and understand languageDoreen Scott-Dunne

136 pp • ISBN 978-1-55138-277-7 • $24.95

Though spelling may not matter as students explore the creative side of writing, when communication is key, spelling matters. This straightforward book argues that we learn to spell by investigating how words work, and recognizing the unique structure and patterns of words. Based on the belief that students need mulitple strategies to help them spell, this practical book delivers a series of explicit lessons that address the developmental nature of spelling and encourage students to apply their growing word knowledge to their own writing and editing. When Spelling Matters is committed to nurturing writers who love words, are inspired by metaphors and word origins, and see language as a valuable resource to be explored deeply. This love of language will enable students to find their true voice when they write, and produce pieces that are a pleasure to edit, read, and share with others.

From inside When Spelling Matters…

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____ The Poetry Experience @ $12.95 (2234) $ _______

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Write Like ThisTeaching real-world writing through modeling & mentor textsKelly Gallagher

264 pp • ISBN 978-1-57110-896-8 • $27.95

Help your students become better writers with these effective modeling practices! Write Like This uses model texts to emphasize real-world

writing purposes: express/reflect, inform/explain, evaluate/judge, inquire/explore, analyze/interpret, and take a stand/propose a solution.

ExemplarsYour best resource to improve student writingGraham Foster & Toni L. Marasco

160 pp • ISBN 978-1-55138-218-0 • $24.95

Discover more than 50 mini-lessons, organized around 6 key traits of great writing. This practical book explores a wide variety of real student samples, along with strategies for using

them to establish standards and generate more effective work.

10 Things Every Writer Needs KnowJeff Anderson

256 pp • ISBN 978-1-57110-810-4 • $28.95

Whether writing a blog entry or a high-stakes essay, there are essentials students need to know. This straightforward book focuses on developing concepts and application 10 vital aspects of good writing — motion, models,

focus, detail, form, frames, cohesion, energy, words, and clutter.

Poem CentralWord journeys with readers and writersShirley McPhillips

232 pp • ISBN 978-1-57110-963-7 • $28.95 • coming in April 2014

This comprehensive book is divided into 3 main parts: weaving poetry into our lives and classrooms, reading poems, and writing poems. It is further divided into short, easy-to-read sections that have a specific focus, show poets at work, define poetic terms, feature classroom examples, and much more.

Poems Please! 2nd EditionSharing poetry with childrenDavid Booth & Bill Moore

160 pp • ISBN 978-1-55138-157-2 • $18.95

The second edition of this classic favourite combines the rich history of poetry with the answers to every question around poetry in the classroom — from reading aloud, to increasing word power, to assessment techniques.

The Poetry ExperienceChoosing and using poetry in the classroomSheree Fitch & Larry Swartz

32-pg flipbook • ISBN 978-1-55138-223-4 • $12.95

This playful, powerful guide offers strat-egies to help students reflect on what poetry means to them. From questions and short activities to full classroom events, this book offers proven steps for reading, writing, and responding to all forms of poetry.

Modeling & Mentoring Poetry Corner

ComingSoon!

Attn: Arts


54

As you have demonstrated these strategic prompts with your different text forms, your students can then use them to make meaning with a particular text they encounter. Using them throughout the year will help your students to develop into strategic readers.

Strategy: Storytelling — Exploring Its Forms and PotentialBy Bob Barton

Storytelling includes the retelling of familiar stories as well as the development of new stories. It involves a performer narrating or enacting various roles to bring a story to life. As students retell a text, they can enrich and extend their personal hoard of words, ideas, stories, songs, and concepts, and deepen their understand-ing and appreciation of literature. Storytelling develops the ability to turn nar-ration into dialogue and dialogue into narration. Storytelling activities can take many forms.• Studentscantellstoriesinacircle,withapartnerinafrozenpicture,chorally,

or as narration for mime. They can improvise from the story, change the story, or find new stories to tell within the story.

• Storytellingcanprovidetheinitialstartingpointfordramawork;itcanreveal an unexplained idea in even a well-known story; it can focus particular details; it can serve as a review of what has already taken place; or it can be a way of building reflection in-role.

• Usingpicturebookswithlittleornotext,suchasTuesday by David Wiesner, students can describe in their own words what they see happening, some-times supplying the characters with what they feel is appropriate dialogue. Showing students unusual and exciting pictures may also promote storytell-ing.

• Studentsmayenjoyplayingthedifferentcharactersastheytellthestory.Orthey may dramatize a story while it is being told, assuming the parts of differ-ent characters (e.g., a witch, a bird, or two lost students).

• Asthestorytellerspinsthetale,youasteachermaysignalforsomeonetocontinue the story, or another student may choose to take over at a dramatic pause in the story.

• Inanothervariation,thestudentssitinacircleonthefloorsothattheycanall see one another. A subject or style of story is then identified. A story is built as each student, in turn, contributes one (or two, or three, or more) words. A student may begin a new sentence at any appropriate moment and may add as much as he or she wishes to the story. The student who is speak-ing holds a talking stick, which is passed on to the next student when the speaker stops (sometimes in mid-phrase). Once the students are working easily with the activity, the teacher may stop and start speakers at random, recognizing the threat increase for some students.

• Theteachertellsanimprovisedstory,pauseseverysooften,andpointstosomeone in the group to add an appropriate word. “Once upon a time there was a young . . .” “He walked until suddenly . . .” “He said . . .”

Bob Barton is a renowned storyteller, author, and educator, who teaches drama education at the Ontario Institute for Studies in Education.

I’ve Got Something to Say!How student voices inform our teachingDavid Booth

160 pp • ISBN 978-1-55138-289-0 • $24.95

When students know that their voices count, they become more engaged with and connected to both their learning and issues that will affect their education. In this timely book, discover how to inspire students to buy into their own learning by giving them a voice in determining, organizing, structuring, and responding to what is happening in their classrooms and school. Throughout the book, transcripts from real student dialogues and conversations elaborate on a huge variety of interactions. At once practical and thoughtful, the book encourages offering opportunities for discussion and debate that will challenge students’ thinking and that of their peers in meaningful ways. It aims to increase, modify, and deepen student understanding through collaborative and cooperative events. Making student voices count is a first step toward meaningful citizenship. Students will recognize when they have voice, when they are marginalized, and what they can do to be heard.

From inside I’ve Got Something to Say…

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____ Get Graphic! @ $24.95 (2524) $ _______

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This book is not about drama…It’s about new ways to inspire students

Myra Barrs, Bob Barton & David Booth

160 pp • ISBN 978-1-55138-269-2 • $24.95

This must-read book offers a comprehensive approach to using role play and talk in mean-ingful ways. It offers simple strategies and model text to engage students, get them out of

their chairs, and let them learn actively and socially.

Drama Schemes, Themes & DreamsHow to plan, structure, and assess classroom events that engage all learnersLarry Swartz & Debbie Nyman

176 pp • ISBN 978-1-55138-253-1 • $24.95

Organized around improvisation and interpre-tation strategies, this practical and useful book offers a host of sources for dramatic activity

that include scripts, monologues, poetry, novel excerpts, and visuals.

The New Dramathemes, 3rd Ed.Larry Swartz

160 pp • ISBN 978-1-55138-141-1 • $18.95

This remarkable third edition of a perennial classic include more than 100 games and drama activities to inspire students of any age. The activities use themes as a springboard for easy drama through mime, readers theatre,

improvisation, tongue twisters, mask design, and much more.

Get Graphic!Using storyboards to write and draw picture books, graphic novels, or comic strips

Mark Thurman & Emily Hearn

96 pp • ISBN 978-1-55138-252-4 • $24.95

Inspire students to write and draw with this creative look at artistic techniques, including light and shadow, point of view, perspective and grounding, layout and spatial relationships, and more.

Bringing the Outside InVisual ways to engage reluctant readersSara B. Kajder

156 pp • ISBN 978-1-57110-401-4 • $24.95

Outside school, students are expert users of words, images, and music through texting, blogging, gaming. Inspire kids to create with authenticity by incorporating technology — digital storytelling, visual think-alouds, wiki creation, and more.

The Arts Go to SchoolEdited by David Booth & Masayuki Hachiya

160 pp • ISBN 978-1-55138-175-6 • $24.95

Discover the power that the arts can hold for young adults in this unique collection of classroom-based activities that focus on each of the major art forms — music, painting, drama, movement, media, and more. Get a glimpse into real classrooms where the art bring learning to life.

Drama & Literacy Visual Literacy

Attn: History


Canada and the Nobel PrizeBiographies, portraits, and fascinating factsHarry Black

128 pp • ISBN 978-1-55138-150-3 • $18.95

Are you having trouble getting teens interested in history? Alice Munro’s 2013 Nobel Prize win offers a wonderful opportunitiy to explore history and historical events from a new perspective — the stories of some truly fascinating inventors and innovators that have played a large part in the world we live in today. In addition to his recent work on Alice Munro (featured below •), Harry Black’s Canada and the Nobel Prize offers a chance to explore the work of other amazing thinkers and creators, such as Frederick Banting, Saul Bellow, and Lester Pearson. Chronicling the lives of Canadian Prize recipients, as well as details of foreign Prize winners’ time in Canada, this thoughtful and beautiful book is sure to have a story that will intrigue and inspire every student.•Scan the QR code for the full biography of Alice Munro online,or visit: http://www.pembrokepublishers.com/giveaway/munro

Alice Munro1931 –Literature — 2013



Several years ago we published a book about Canada and the Nobel Prize. Init, we outlined the history of the prize established by Swedish industrialistAlfred Nobel in 1901 and awarded each year in fi ve categories: Physics,

Chemistry, Medicine, Literature and Peace. An economics prize was introduced later. Canada and the Nobel Prize profi les the many Canadians who have received this prestigious award, beginning with Frederick Banting and his 1923 award in Medicine for the discovery of insulin. Th roughout the years, Canadians have been well-represented in all categories except Literature. Canadian-born Americanwriter Saul Bellow and Ernest Hemingway are the only Nobel literature winners with a connection to Canada: a curious omission since there have been many world-famous Canadian writers and the country has a rich and valued heritage in world literature. Th is lack of recognition has now been corrected with the awarding of the 2013 Nobel Prize for Literature to Alice Munro. Highly respected and much-honoured as Canadian master of the short story, Munro has been referred to as “the CanadianChekov.” Her books are not about spies, muscular superheroes, intrigue, violence,depravity or even history-changing events. Her long and successful writing career has concentrated instead on quiet human dramas and contemporary stories that deal with ordinary people living in rural and small-town Ontario—a world that she knows well and that is instantly recognizable to many readers. Concentrating mainly on true-to-life situations of women and girls, Munro’s writing delves into how human interactions attempt to rationalize the chaos of life and the continuum of time — past, present and future. Th at she has used the under-recognized genre of the short story to weave her literary magic makes her achievement all the more extraordinary. Alice Munro was born and grew up in Wingham, Ontario, in the rich farmland south of the Bruce Peninsula. She studied journalism at the University of Western Ontario in nearby London and married fellow student James Munro. Th eir move to British Columbia to raise their family and open a bookshop in Victoria helped rekindle the interest in writing she had had from her teenage years. Munro’s Books

As a companion to Canada and the Nobel Prize…

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____ Q Tasks @ 24.95 (1978) $ _______

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Canadian Scientists and Inventors, 2nd EditionBiographies of people who shaped our worldHarry Black

200 pp • ISBN 978-1-55138-222-7 • $24.95

This remarkable book covers over 200 years in 5 major areas of invention and innovation: communication, discovery, electronics, health,

and transportation. It tells the fascinating stories of important inventions — from apples to the BlackBerry™, from steamships to jet engines, from vaccines to the laser. Full of entertaining anecdotes, with an original portrait accompanying each story, the book illustrates that Canada has given the world much more than hockey and maple syrup!

Canada’s Prime Ministers, Governors General, and Fathers of Confederation83 portraits by Irma Coucill

184 pp • ISBN 978-1-55138-185-5 • $24.95

This award-winning guide to our political history showcases Canada’s rich heritage of leadership with 83 vivid portraits, each one

accompanied by a concise biographical sketch. The book provides a unique look at the stories of the people who led our nation through such major historical events as Confederation, the world wars, the Great Depression, and much more. This essential reference includes the biographies and histories of 21 Prime Ministers, 26 Governors General, and 36 Fathers of Confederation.

“Why Won’t You Just Tell Us the Answer?”Teaching historical thinkingBruce A. Lesh

240 pp • ISBN 978-1-57110-812-8 • $25.95

Forget dull memorization of names and dates! Teach history through a lens of interpretive questions and interrogative evidence that fosters historical thinking, and leaves a lasting impact on students.

Q TasksHow to empower students to ask questions and care about answersCarol Koechlin & Sandi Zwaan

144 pp • ISBN 978-1-55138-197-8 • $24.95

This step-by-step guide to critical thinking offers more than 80 flexible activities to help students ask real questions that focus on understanding and give them ownership over their learning.

Socratic CirclesFostering critical and creative thinking in middle and high schoolMatt Copeland

176 pp • ISBN 978-1-57110-394-9 • $23.95

Socratic seminars can improve reading comprehension, oral and aural skills, and conflict resolution skills. With numerous real-world examples, this complete guide takes you from start-up to assessment.

Critical ThinkingCanadiana

Attn: Family Studies


C. Demystifying Labels

Labels, labels everywhere—and all of them so different! Today almost every prod-uct that can be purchased has a label describing contents, uses, cautions, and timeusage guidelines.

At best, labels can be perplexing; at worst, they can be ignored. How often doyou play “ostrich” when faced with a particularly confusing label? Do you makebelieve that the label is not even there rather than try to fathom exactly what itscontent means to you? Now, put yourself in the innocent shoes of your studentsand try to imagine how bewildered they must feel in similar situations.

We can help. We can teach our students how to make sense of labels, how notto be frightened by them, but how to treat them as part of daily life.

The following anecdote reveals the bewilderment that one child felt when facedwith a situation involving label interpretation.

Claire was babysitting, and not for the first time. Her two young charges seemedperfectly healthy if one could judge by their boisterousness, but at bedtime bothwere being medicated for colds and coughs. When Claire went to administer theirmedicine, though, she noticed that the label read “1 T. BID.” Having no idea whatthat meant, Claire tried to call the children’s parents, then, when unsuccessful, herown parents.

She got no answer.After agonizing deliberation, Claire chose to not give the children any medicine,

in case she gave them too much or too little. This was not a grave error, but Clairewas so worried about her decision that by the time the parents returned, she was ina state of despair, feeling sure she had somehow jeopardized the health, even thelives, of the children in her custody.

Claire did not have to suffer the anxiety of being confused by a label. A knowl-edgeable teacher could have taught her to decipher the various real-life literacycodes and symbols commonly used on these abbreviated documents. MusicianPete Seeger once stated, “Education is when you read the fine print; experience iswhat you get when you don’t.” Teachers can help their students to not only readthe fine print, but to understand it and make use of it.

As well as the labels on medicine bottles, students can be readily instructed inhow to correctly decipher labels found on clothing and food items. These arebroad categories and I think it’s safe to say that many, if not most adults will admitto being confused by them at times. For example, have you ever wondered, “Whatdoes the little % sign mean on a food label?—is that important to me if I’m count-

29

From inside Real Life Literacy…

Real Life LiteracyClassroom tools that promote real-world reading and writingKathy Paterson

128 pp • ISBN 978-1-55138-204-3 • $24.95

Help your students build the literacy skills they need to function in the real world with this range of practical tools that promote everyday reading and writing. 25 lessons clarify the connection between the classroom and the outer world and emphasize the importance of all types of communication. Each lesson features related vocabulary, a motivational activity, and teaching strategies, along with “hands-on” samples of common but often misunderstood forms, notices, data sheets, and messages. Follow-up activities and reproducible pages provide opportunities for students to practice and gain confidence in their new skills. Aimed at meeting the needs of individual students, the book explores personal planning tools and real-world literacy tasks, such as creating a resumé, completing a job application, deciphering prescription labels, interpreting transportation schedules, and much more.

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____ Exploring Writing /Content Areas @ $23.95 (1886) $ _______

____ Reading in the Real World @ $12.95 (2715) $ _______

____ Real Life Literacy @ $24.95 (2043) $ _______

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Desperately Seeking SolutionsHelping students build problem solving skills to meet life’s many challenges

Kathy Paterson

96 pp • ISBN 978-1-55138-247-0 • $24.95

Meet problems head-on with this 5-step plan for handling almost any situation — from defining the problem, through considering

options and choosing the best one, to taking decisive action.

Reading in the Real WorldStrategies for finding meaning in stories, songs, poetry, ads, movies, comics, and more!Graham Foster

32-pg flipbook • ISBN 978-1-55138-271-5 • $12.95

Explore the basics of real-life reading — from focusing on meaning and comprehension strategies, to using familiar genres to understand new forms of text.This intensive little book offers effective ways to read all text forms well, and with enthusiasm.

When Spelling MattersDeveloping writers who can spell and understand languageDoreen Scott-Dunne

136 pp • ISBN 978-1-55138-277-7 • $24.95

As students text, IM, and get imaginative with writing, spelling can easily fall by the wayside. But word and language skills are still important,

because when communication is key, spelling matters.

Common Core Standards in Diverse ClassroomsEssential practices for developing academic language and disciplinary literacyJeff Zwiers, Susan O’Hara & Robert Pritchard

288 pp • ISBN 978-1-57110-997-2 • $32.95 • coming in March 2014

Discover 7 research-based teaching practices for developing complex language and literacy skills across grade levels and content areas.

Exploring Writing in the Content AreasPractical ways to support writing in any subject areaMaria Carty

128 pp • ISBN 978-1-55138-188-6 • $24.95

Innovative ways to guide students through the various stages of the writing process, and teach them to focus on the purpose for writing in all kinds of nonfiction, from English to science to social studies.

Do I Really Have to Teach Reading?Content comprehension, grades 6–12Cris Tovani

144 pp • ISBN 978-1-57110-376-5 • $26.95

Clarify tricky textbooks, model the reading process, and help your students really under-stand your course content. Samples of student work and tips for balancing content and reading instruction, round out this vital guide.

Getting Ready for Life Content-Area Literacy

ComingSoon!

Attn: Math

Pembroke Publishers 538 Hood Rd., Markham, ON, L3R 3K9 • 1-800-997-9807 • fax 1-800-339-5568 • www.pembrokepublishers.com13

The ANIE uses a consistent framework that lets students focus on the process of solving math problems. We use the term templating to refer to the process of developing automaticity with the steps needed to solve math problems using the ANIE, as a result of repeated practice.

Students who regularly use the ANIE framework begin to view a math ques-tion through the framework. Also, teachers who use the ANIE begin to view teaching through the same framework. Triggering one step of the framework results in triggering the other steps. When considering an equation, an ANIE-trained brain automatically cues all the steps of the template. Through repeated use of the ANIE, templating works to create efficient and strong neural connec-tions between the brain cells used to complete the different steps of the ANIE. This creates a habit of the mind.

Building neural connectionsIn 1949, behavioral psychologist Donald Hebb theorized that learning links brain cells in new ways. He said that when neurons fire repeatedly and at the same time, the neurons build stronger connections between each other. Carla Shatz of Stanford University summarized Hebb’s findings by saying that “brain cells that fire together, wire together” (Doidge, 2007, p. 427). What this means is that each time students complete an ANIE, they strengthen the connections between brain cells about how to solve a problem. The neural network helps students remember what to do for each ANIE.

The ANIEName : Grade : Date :

Problem:

Make your best guess.Explain your strategy.

Show how to solve.

Calculate Draw a Sketch

Explain your calculation and sketch.

Give an example of how to use the math in real life.

Reflect on your thinking.What was easy?What was hard?

What didyou learn?

Domain/Concept : Standard /Outcome:Strategy & Reasoning Procedural Skill & Fluency Representation

& CommunicationConcept & Application Total:

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

• makes a reasonable estimate

• uses a grade-appropriate strategy

• explains/justifies strategy

• uses a grade-appropriate procedure

• carries out procedure efficiently and accurately

• represents the math accurately

• explains and provides support

• communicates clearly using mathematical language

• applies the concept to real life accurately

• demonstrates understanding of concept

Notes

©2014 The ANIE: A math assessment tool that reveals learning and informs teaching by Kirk Savage, Kevin Bird. Pembroke Publishers. ISBN 978-1-55138-296-8

From inside The ANIE…

The ANIEA math assessment tool that reveals learning and informs teachingKevin Bird & Kirk Savage

96 pp • ISBN 978-1-55138-296-8 • $24.95 • coming in February 2014

Discover a powerful tool that will revolutionize your classroom teaching and learning in math, all in a single page! The ANIE (Assessment for Numeracy in Education) is a teacher-developed tool that uses performance standards to evaluate student comprehension, and plan timely and targeted instruction and intervention where they are needed most. This straightforward book introduces a single-page assessment template, designed for students in grades 1 through 12, that is both complex enough to fully align with curriculum expectations and simple enough to use as a learning tool every day. It describes a 4-step process for solving any math question, and offers proven techniques for introducing the template. Accessible to all teachers, whether they are generalists or math specialists, The ANIE provides the necessary tools to actively engage students in making meaning from math, and connecting math concepts to the real world.

Kevin Bird | Kirk Savage

A math assessment tool that reveals learning and informs teaching

ANIETHE

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____ It’s All Relative @ $22.95 (S9828) $ _______

____ So What Do They Really Know? @ $27.95 (S7305) $ _______

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It’s All RelativeKey ideas and common misconceptions about ratio and proportionAnne Collins & Linda Dacey

98-pg flipchart • ISBN 978-1-57110-982-8 • $22.95 • coming in Feb. 2014

This simple flipchart includes more than 30 modules that will help you provide students with key conceptual understandings of ratios and proportional thinking.

The Xs and Whys of AlgebraKey ideas and common misconceptionsAnne Collins & Linda Dacey

76-pg flipchart • ISBN 978-1-57110-857-9 • $19.95

An introduction to formal algebra that explores 4 essential algebraic concepts: using variables meaningfully, using multiple representations for expressions, connecting algebra with number

and geometry, and manipulating symbols with understanding.

Zeroing In on Number and OperationsKey ideas and common misconceptionsAnne Collins & Linda Dacey

78 pp • ISBN 978-1-57110-799-2 • $19.95

Easy-to-use tools for teaching and learning in number theory and integers, percentages, and ratios. This easy-to-use flipchart provides 30

lesson modules that will help students develop both their conceptual understanding and computation skills.

Common Core Standards in Diverse ClassroomsEssential practices for developing academic language and disciplinary literacyJeff Zwiers, Susan O’Hara & Robert Pritchard

288 pp • ISBN 978-1-57110-997-2 • $32.95 • coming in March 2014

Discover 7 research-based teaching practices for developing complex language and key comprehension skills across grade levels and content areas.

Do I Really Have to Teach Reading?Content comprehension, grades 6–12Cris Tovani

144 pp • ISBN 978-1-57110-376-5 • $26.95

Do you wonder where reading comprehension fits into math class? The key to successful problem solving lies in understanding. Help your students improve reading skills, learn to deconstruct math language, and face word problems head on!

So What Do They Really Know?Assessment that informs teaching and learningCris Tovani

184 pp • ISBN 978-1-57110-730-5 • $27.95

How are your students progressing? How do you plan instruction to get them to the next level? This simple book explores the complex issues of monitoring and assessing with fairness and fidelity.

Conceptual Thinking Content-Area Literacy

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