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Margaret Peterson Haddix

Uprising

Bella, just arrived from Italy, and Yetta from Russia gets a job at the Triangle Shirtwaist Factory where they work long hours under terrible conditions. Wealthy Jane learns of the plight of the workers and becomes involved in their cause. All three are at the Triangle factory on March 26, 1911, when a spark ignites some cloth and the building is engulfed in fire. Can any of them survive?
Butler's hand holding the White House on a tray.
J.B. West

Upstairs at the White House: My Life with the First Ladies

Genre:
Autobiography and Memoir
Age Level:
YA, Adult

J. B. West, chief usher of the White House, directed the operations and maintenance of 1600 Pennsylvania Avenue—and coordinated its daily life—at the request of the president and his family. He directed state functions; planned parties, weddings and funerals, gardens and playgrounds, and extensive renovations; and, with a large staff, supervised every activity in the presidential home. For twenty-eight years, first as assistant to the chief usher, then as chief usher, he witnessed national crises and triumphs, and interacted daily with six consecutive presidents and first ladies, as well as their parents, children and grandchildren, and houseguests—including friends, relatives, and heads of state.

Alliance for Excellent Education

Urgent but Overlooked: The Literacy Crisis Among Adolescent English Language Learners

English language learners (ELLs) represent more than 10% of the national pre-K through 12th grade enrollment, and more than 70% of these ELLs fail to develop strong literacy skills. To increase this group’s educational, college, and job opportunities, policymakers must address the unique ELL literacy questions.
Elaine K. McEwan

Use and Teach Content Vocabulary Daily

Copying definitions from the dictionary and memorizing words for tests is not sufficient work for students to master and retain new vocabulary. This article helps teachers choose which words are most important to teach and suggests strategies to bring those words to life for students.
Center for Implementing Technology in Education (CITEd)

Using Assistive Technology to Support Writing

Technology—and especially the subset of technology tools known as assistive technology—can be an effective element of the writing curriculum for students with disabilities. Assistive technology (AT) can be defined as a technology that allows someone to accomplish a critical educational or life task. Since writing is so integral to school success, AT is often indicated to assist students with disabilities. In this article, CITEd looks at how technology can support students’ writing.
Janette K. Klingner, Sharon Vaughn

Using Collaborative Strategic Reading

Collaborative Strategic Reading (CSR) teaches students to use comprehension strategies while working cooperatively. Student strategies include previewing the text; giving ongoing feedback by deciding “click” (I get it) or “clunk” (I don’t get it) at the end of each paragraph; “getting the gist” of the most important parts of the text; and “wrapping up” key ideas. Find out how to help students of mixed achievement levels apply comprehension strategies while reading content area text in small groups.
Robin Fogarty

Use Cooperative Learning Groups to Engage Learners

When teachers structure cooperative learning groups as part of the overall reading program, they also open the door to a multiple intelligences approach to literacy, which is inherent in cooperative learning. This article offers guidance on Literature Circles and Cooperative Tear, two cooperative learning strategies supported by research.
Elaine K. McEwan

Use Easy Nonfiction to Build Background Knowledge

A Texas librarian shares his strategy of using nonfiction picture books to introduce new concepts to struggling adolescent readers and to build their background knowledge. Once students have been exposed to academic content in easy reading material, they are more confident in making the transition to textbooks.

Cynthia Shanahan

Using Multiple Texts to Teach Content

Each of us, every day, has to contend with multiple messages or texts—in the news, over the Internet, in our workplace, in books, and in conversation. Making sense of these sometimes conflicting messages is critical. But without being explicitly taught how to do so, students can have trouble synthesizing multiple texts—gathering facts without keeping an eye toward the different perspective of each. This Learning Point Associates article offers a case study and guidelines for using multiple texts in the classroom to increase the critical thinking and academic sophistication of older students.