Sentences with phrase «for middle school readers»

Her novel, The Possibilities of Sainthood (FSG, 2008), received five starred reviews and many accolades, including: an Indie Next Kids» List Great Read, Society of School Librarians International Book Award Honor Book, VOYA Top Shelf Fiction for Middle School Readers, and the Texas Lone Star Reading List.

Carol LaRow designed a Google lit trip for middle school readers that focuses on the historical novel My Brother Sam Is Dead.

Check out these 10 Books about Football for Middle School Readers.

Drums, Girls, and Dangerous Pie by Jordan Sonnenblick (2014) Honestly, any of Sonnenblick's YA novels (Notes from the Midnight Driver and Curveball: The Year I Lost My Grip) are appropriate for a middle school reader.

Not exact matches

Nancy E. Krulik's series about Jenny McAfee and her life as a middle school student is perfect for your tween reader.

Filed Under: Books for the Family, Kids Tagged With: book recommendations, featured, middle school, middle school readers, youth adult books

1,000 Years Ago on Planet Earth is a terrific tool for helping elementary and middle school readers put the new millennium in perspective.

While we encourage readers to be cautious about applying our findings without qualification to all public schools, we also encourage school districts to support research that can identify middle - school effects in other settings, especially since we find the consequences of attending a middle school for student achievement to be substantial and troubling.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of LSchool accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

By one estimate, a middle - school child who is an avid reader might read nearly 10 million words in a year, compared with 100,000 for the least motivated middle - school reader.

Whether you are looking for fiction for middle schoolers, a picture book for young readers, or a nonfiction text, one of today's books is sure to fit the bill!

On Jan. 24, readers questioned three members of the Teacher Leaders Network — Corrina Knight, a 6th grade language arts / social studies teacher at Salem Middle School in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develoSchool in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develoSchool Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develoschool district — about their work with teacher - directed professional development.

Adam Steiner (@steineredtech) recommends the blog post of social studies teacher Jay Barry, who notes the trend that «many boys stop reading for pleasure in middle school and those that are reading often choose books that do not challenge them as readers.»

Motivation for Reading Among Struggling Middle School Readers: A Mixed Methods Study.

If you look for reading practice resources, you'll find lots and lots for younger readers but little for middle or high school.

One of our readers, a middle school language teacher, has also written us to say that she enlists help from her students in writing goals — their collaboration helps them buy in and feel a sense of ownership for their learning targets.

The gains for these voracious readers fell to 70 percent in middle school and finally to 67 percent in high school.

Handout 4 includes suggested readings that have been excerpted to make them more accessible for middle - school - level readers.

This resource offers middle school reading teachers an overview of research - based instructional approaches for teaching struggling readers.

In general, the content and presentation in CKHG Student Readers for Grades 3 - 5 are appropriate for young readers from the upper elementary grades through middle Readers for Grades 3 - 5 are appropriate for young readers from the upper elementary grades through middle readers from the upper elementary grades through middle school.

For example, see Linda M. Pavonetti et al., «Accelerated Reader: What Are the Lasting Effects on the Reading Habits of Middle School Students Exposed to Accelerated Reader in Elementary Grades?»

In general, the content and presentation in the CKHG books for Grades 3 - 5 are appropriate for young readers from the upper elementary grades through middle school.

For the 21 schools in 7 districts that are part of a 5 year Striving Readers Research Project, efforts to sustain the use of the school wide PD model, CTL's Adolescent Literacy Model (ALM), and the infrastructure support of the school literacy coach and literacy leadership team will be crucial in continuing to ensure that students have sufficient literacy skills to master content at the middle and high school levels.

Middle school reading comprehension and content learning intervention for below average readers.

Effects of a Response - Based, Tiered Framework for Intervening With Struggling Readers in Middle School.

Although the Academic Word List is a good source of cross-content words, it provides limited information about the frequency of words that students encounter in middle school reading because it was developed using a body of materials for adult readers.

There's something for every reader, from Read - Alongs for younger readers to young adult books for middle and high school students.»

Constance Steinkuehler, a games researcher at the University of Wisconsin - Madison, asked middle and high school students who were struggling readers to choose a game topic they were interested in, and then she picked texts from game sites for them to read — some as difficult as first - year - college language.

When venturing into YA books that will resonate with middle school readers, a great place to start is the overlap between Newbery winners and Honor books (recognizing books for readers up to age 14) and Printz winners and Honor books (recognizing books for readers ages 12 through 18).

Among the award winning authors and titles from Little, Brown Books for Young Readers to be offered on Storia are «National Book Award winner, The Absolutely True Diary of a Part - Time Indian by Sherman Alexie, Ninth Ward by Jewell Parker Rhodes, Printz Award - winning author of Ship Breaker, Paolo Bacigalupi, Middle School, The Worst Years of My Life by James Patterson, Hug Time and The Gift of Nothing by New York Times bestselling Patrick McDonnell and many other titles.

Quick Picks for Reluctant Young Adult Readers, 2007, committee: Sarah Couri, Chair, New York Public Library; Josephine G. Caisse, Deschutes Public Library, Bend, OR; Stacy L. Creel - Chavez, St. John's University, Queens, NY; Debbie S. Fisher, Central Falls High School, Central Falls, RI; Katherine H. Fitch, Rachel Carson Middle School, Herndon, VA; Susan Y. Geye, Crowley Independent School District, Crowley, TX; Sara Catherine Howard, Sam Houston State University, Huntsville, TX; Teri S. Lesesne, Sam Houston State University, Huntsville, TX; H. Jack Martin, New York Public Library; Joy E. Millam, Valencia (CA) High School; Rollie Welch, Cleveland (OH) Public Library; Administrative Assistant, Jamie Watson, Harford County (MD) Public Library.

It was initially suggested for older readers, but there was general agreement that many scenes were more appropriate for middle school.

Popular Series Fiction for K - 6 Readers and Popular Series Fiction for Middle School and Teen Readers: A Reading and Selection Guide, 3rd Editions (Children's and Young Adult Literature Reference) by Rebecca L. Thomas and Catherine Barr.

Popular Series Fiction: Popular Series Fiction for K - 6 Readers: A Reading and Selection Guide, 3rd Edition and Popular Series Fiction for Middle School and Teen Readers: A Reading and Selection Guide, 3rd Edition (Children's and Young Adult Literature Reference) by Rebecca L. Thomas and Catherine Barr.

A hit among adult and young readers, ONCE WE WERE KINGS has been enjoyed in middle school classrooms and will soon find its way into the libraries of schools and even juvenile correctional facilities, where Mr. Alexander hopes to bring not only entertainment, but a love for reading, and hope for the future of young people.

We Are the Weather Makers: The History of Climate Change, by Tim Flannery, is aimed at middle schoolers and high school students, and makes an excellent introduction to the topic for young readers.