Aug+6,+2009


 * Thursday, August 6- Dr. Nancy Frey, San Diego State University, 8:00 am- about 4:00 pm

Resources at:** [|**http://www.fisherandfrey.com/**]

[|**http://www.fisherandfrey.com/?page_id=20**]


 * FOLDABLES:

Dinah Zike's Teaching with Foldables, Science & Mathematics (Paperback)** []

Five flap review foldable
 * Five Flap Review Foldable**

Foldable® Directions
[|How to Make a Pocket Book Foldable] [|How to Make a Journal Response 3/4 Book Foldable] [|How to Make a Layered Look Book Foldable®] [|How to Make a Venn Diagram 3 Tab Foldable®] [|How to Make an Interest Bound Book Foldable®] [|How to Make a Two-Tab Cause and Effect Foldable®] [|How to Make a Two-Tab Point of View Foldable®] [|Story Elements Layered Look Book Guide]

**Graphics**
[|Point of View Window Graphics] [|Plot Graphic]

Text Resources by Fisher and Frey
 * [[image:http://www.fisherandfrey.com/wp-content/uploads/2009/03/34957512.jpg width="114" height="143" link="http://www.fisherandfrey.com/wp-content/uploads/2009/03/34957512.jpg"]] || //**Learning Words Inside and Out Grades 1-6**// is our second Heinemann book. It complements our grades 7-12 vocabulary book and focuses on the needs of elementary learners. Visit the Heinemann to preview chapters, and download free video and study guides. In addition, we have prepared free PowerPoint slides for each chapter and they are also available at the same website. You’ll also find a needs assessment rubric to gauge your progress toward taking meaningful vocabulary instruction schoolwide. [|Click here] to find these helpful resources. ||
 * [[image:http://www.fisherandfrey.com/blog/wp-content/uploads/2008/11/checking-icon_-150x150.jpg width="150" height="150" link="http://shop.ascd.org/productdisplay.cfm?productid=107023"]] || //**Checking for Understanding**// is our first book published by ASCD and explains how we use oral language, questioning, written work, products, common assessments and consensus scoring to determine when and how our students are learning. [|Click here to view] preview chapters, download a study guide, and order this book on methods for using formative assessments in your classroom. ||
 * [[image:http://www.fisherandfrey.com/blog/wp-content/uploads/2008/11/betterlearningthroughstructuredteachingpreview1-133x150.jpg width="133" height="150" link="http://shop.ascd.org/productdisplay.cfm?productid=108010"]] || //**Better Learning Through Structured Teaching**// is available through ASCD and can be accessed via the following link ([|click here to access]). You can preview sample chapters and download a study guide. The book discusses a gradual release of responsibility model of instruction that includes focus lessons (modeling), guided instruction (scaffolding), collaborative learning (productive group work), and independent learning (homework, spiral review, extension). ||
 * [[image:http://www.fisherandfrey.com/blog/wp-content/uploads/2008/11/content-area.jpg width="115" height="115" link="http://shop.ascd.org/productdisplay.cfm?productid=108035"]] || **//Content Area Conversations//** is our newest book from ASCD and can be accessed via the following link ([|click here to access]). We’re honored that Shirley Brice Heath wrote the foreword to this book on planning discussion-based lesson plans for English learners. We collaborated on this with our colleague Carol Rothenberg. ||
 * [[image:http://www.fisherandfrey.com/blog/wp-content/uploads/2008/11/reading-state-of-mind.jpg width="115" height="168" link="http://www.reading.org/publications/bbv/books/bk777/"]] || **//In a Reading State of Mind: Brain Research, Teacher Modeling and Reading Comprehension//** is our first book with the International Reading Association and reflects our interest in bridging the fields of neuroscience and reading comprehension. Written with our colleague Diane Lapp, the book includes a DVD of classroom teachers using principles of modeling in reading to promote learning. ([|click here to access]) You can also read the first chapter at this site. ||
 * [[image:http://www.fisherandfrey.com/blog/wp-content/uploads/2008/11/word-wise.jpg width="120" height="150" link="http://books.heinemann.com/products/E01382.aspx"]] || //**Word Wise and Content Rich Grades 7-12**// details our work on schoolwide vocabulary development at the secondary level. We discuss a framework that focuses on making it intentional, transparent, useable, personal, and most of all, a priority. [|Click here] to download free podcasts and videos to accompany each chapter. ||
 * [[image:http://www.fisherandfrey.com/blog/wp-content/uploads/2008/11/language-learners.jpg width="110" height="155" link="http://www1.ncte.org/store/books/127810.htm"]] || //**Language Learners in the English Classroom**// is another collaborative effort with our colleague Carol Rothenberg, and is published by the National Council of Teachers of English. he challenges of learning English while learning //in// English is particularly challenging for adolescents who are facing increased content demands. This book, written for English teachers, explains how vocabulary, fluency, grammar, and comprehension instruction fit into standards-based instruction. ([|click here to access]) ||
 * [[image:http://www.fisherandfrey.com/blog/wp-content/uploads/2008/11/improving1-150x150.jpg width="150" height="150" link="http://www.amazon.com/Improving-Adolescent-Literacy-Content-Strategies/dp/0132368765"]] || **//Improving Adolescent Literacy: Strategies at Work//** came from our work with the talented teachers of Hoover High School in San Diego, CA. Each chapter describes one of the eight schoolwide instructional routines implemented at the school, with descriptions of lessons in mathematics, history/social science, English, science, and elective classrooms. It is published by Pearson Merrill Prentice Hall and is available from Amazon and can be accessed via the following link ([|click here to access]). ||
 * [[image:http://www.fisherandfrey.com/blog/wp-content/uploads/2008/11/reading-for-info2-150x150.jpg width="150" height="150" link="http://www.amazon.com/Reading-Information-Elementary-School-Comprehension/dp/0131707493/ref=sr_1_1?ie=UTF8&s=books&qid=1228070418&sr=1-1"]] || //**Reading for Information in Elementary School**// is a companion book to **//Improving Adolescent Literacy//** and uses a similar format to describe how educators in grades K-5 use schoolwide instructional routines of read alouds and shared reading, vocabulary development, anticipatory activities, graphic organizers, notetaking and notemaking, questioning, and writing to learn to increase reading achievement. It is available from Amazon and can be accessed via the following link ([|click here to access]). ||
 * [[image:http://www.fisherandfrey.com/blog/wp-content/uploads/2008/11/good-habits1-150x150.jpg width="150" height="150" link="http://www.amazon.com/Good-Habits-Great-Readers-Community/dp/0131597175/ref=sr_1_1?ie=UTF8&s=books&qid=1228070716&sr=1-1"]] || We wrote **Good Habits, Great Readers** with our colleague Adam Berkin to extend the conversation on reading comprehension of elementary and middle school students. We see reading as a lifelong habit that begins with being able to see themselves as readers, make sense of text, use what they know, understand how stories work, read to learn, and analyze using a critical literacy stance. This book is available from Amazon and can be accessed via the following link ([|click here to access]). ||
 * [[image:http://www.fisherandfrey.com/blog/wp-content/uploads/2008/11/50-content-area.jpeg width="160" height="211" link="http://www.pearsonhighered.com/educator/academic/product/0,3110,0131745441,00.html"]] || //**50 Content Area Strategies for Adolescent Literacy**// is a collaboration with Gay Ivey and William Brozo and offers a reader-friendly quick guide to research-based instructional routines for use in secondary classrooms. Each guide provides a short research review, a step-by-step explanation of how to use it, and a lesson in a content area classroom. It is published by Pearson Allyn & Bacon/Merrill and is available via the following link ([|click here to access]). ||
 * [[image:http://www.fisherandfrey.com/blog/wp-content/uploads/2008/11/language-arts1-150x150.jpg width="150" height="150" link="http://www.pearsonhighered.com/educator/academic/product/0,3110,0131117327,00.html"]] || //**Language Arts Workshop: Purposeful Reading and Writing Instruction**// explains how a gradual release of responsibility model of instruction is used in elementary reading and language arts instruction. Chapters explore fluency, comprehension, oral language, phonics, vocabulary, and spelling are developed through reading and writing. The book includes extensive assessment tools, and a CD of children’s literature and is available via the following link ([|click here to access]). ||
 * [[image:http://www.fisherandfrey.com/blog/wp-content/uploads/2008/11/scaffolded1-150x150.jpg width="150" height="150" link="http://shop.scholastic.com/webapp/wcs/stores/servlet/ProductDisplay_60364_-1_10001_10002"]] || //**Scaffolded Writing Instruction: Teaching with a Gradual Release Framework**// came from our development and teaching of a writing class at a public school. Using a scaffolded approach, students improved their writing through interactive writing, generative sentences, daily fluency-building exercises, and writing models. This book is published by Scholastic and is available via the following link ([|click here to access]). ||
 * [[image:http://www.fisherandfrey.com/blog/wp-content/uploads/2008/11/visual_literacy1-150x150.jpg width="150" height="150" link="http://www.corwinpress.com/booksProdDesc.nav?prodId=Book230966"]] || **//Teaching Visual Literacy//** is an edited book that examines how graphic novels, anime, cartoons, picture books, and film are used in classrooms to build reading comprehension using a critical literacy stance. It is published by Corwin and is available via the following link ([|click here to access]). ||

Another Resouce I found while looking for Foldables info:

[]

CSUF Main Campus, at the Arboretum - Parking is FREE You should come off of Yorba Linda Blvd. Aim for the baseball field but turn left into the Arboretum dirt parking lot. Then enter the garden through the main entrance. You should see a sign up where the walk divides telling you which way to go.


 * Arboretum website:** []


 * Over the course of these 3 August dates, you will receive the ERWC notebooks that Dr. Chris Street shared with you (the ERWC template and outstanding lessons- a great resource), Adolescent Literacy: Strategies at Work (by Fisher/Frey), and several other books. Attendance is critical so that you can receive these resources. **