Jans portfolio books 2013

Featuring
One Brand:
Web/Print
BOOK COVERS
TABLE OF CONTENTS
CHAPTER DIVIDERS
ILLUSTRATION
PACKAGING
DVD LABEL DESIGN

Scholastic
SOLVING FOR WHY
cover
title page
back cover (crop)
page dividers
illustrations
2013 AEP award
DAA winner
©Jan Streitburger 2013

Math Solutions Publications
BEYOND PIZZAS & PIES
cover, title page
illustration (pie chart)
AEP 2011 award
Best Seller
BEYONDPIZZAS
&PIES
Julie McNamara
Meghan M.Shaughnessy
Foreword by Francis (Skip) Fennell
Math Solutions
Sausalito, California, USA
10 Essential Strategies for Supporting Fraction Sense
grades
3-5
Beyond Pizzas Title Page v3FINAL.indd 1 3/12/10 7:30:53 AM

Scholastic
CLASSROOM
DISCUSSIONS
digipak
book
3 DVDs
AEP 2011
Golden Lamp award

Scholastic
CLASSROOM
DISCUSSIONS
IN MATH
2 books
4 DVDs
digipak packaging
AEP 2012
Golden Lamp award
DVD
2
Ms.LuipoldGrade4
Mrs.LuizziKindergarten
Ms.MoylanGrade1
Mrs.RowanGrade6
Mrs.SchinellerGrade3
K–6
GRADES
ClassroomDiscussionsinMathAndersonChapinO’Connor
About the Authors
K–6
Did You Know?
At Math Solutions, we’ve been
transforming math instruction for
almost thirty years. Now the same
strategies and methods we use for
developing student proficiency are
embodied in the Common Core.
Learn More: Visit mathsolutions.com
or call 800.868.9092.
Related Books
Classroom Discussions in Math: A Teacher’s
Guide for Using Talk Moves to Support the
Common Core and More, Grades K–6
Number Talks: Helping Children Build
Mental Math and Computation Strategies,
Grades K–5
Good Questions for Math Teaching:
Why Ask Them and What to Ask Series
Math Matters: Understanding the Math
You Teach, Grades K–8, Second Edition
Related Courses
Teaching Math Through Problem Solving,
Good Questions, and Communication
Talking to Learn: Communication in the
Math Class
se repeat that again? 1:43
on the Hundreds Chart 3:32
n the Move! 4:19
es with a Specific Area 9:31
and Perimeter 9:11
Value 5:43
-Eighths to a Percent 5:57
ltistep Word Problem, Part 1 10:42
ultistep Word Problem, Part 2 9:35
ions on a Number Line 12:13
sing Digits 15:56
Methods for Volume of Rectangular
7
e Words More and Less 4:42
ny Groups? How Many Hearts? 8:47
g the Words Area and Perimeter 2:07
ng Our Definition: The Case of Factor 7:07
cting Factors and Multiples 6:54
ng the Word Volume 2:07
er 8
ng Three Numbers, Part 1 5:01
ng Three Numbers, Part 2 12:37
lyzing Data from a Bar Graph, Part 1 4:40
alyzing Data from a Bar Graph, Part 2 1:49
alyzing Data from a Bar Graph, Part 3 3:58
nalyzing Data from a Bar Graph, Part 4 5:50
olume of Rectangular Prisms, Part 1 6:36
Volume of Rectangular Prisms, Part 2 5:33
Mrs. Burgess Grade 4
Mr. Danella Grade 3
Mrs. Delaney Grade 1
Mrs. Foley Grades3&5
Mrs.Hayward Kindergarten
Math Solutions
One Harbor Drive, Suite 101
Sausalito, California, USA
Made in the United States
of America.
Package design
© 2012 Scholastic Inc.
All rights reserved.
Nancy Canavan Anderson Suzanne H. Chapin Catherine O’Connor
Catherine O’Connor is a professor
in linguistics and education at
Boston University. She works with
teachers and researchers to study
language use in classrooms.
NancyCanavanAnderson has
taught mathematics to students
from kindergarten through grade
eight. She has also worked as an
instructor for preservice teachers
and a consultant for Math Solutions.
She received her doctoral degree
in mathematics education from
Boston University.
Suzanne H. Chapin is a professor
of mathematics education at Boston
University. She is interested in
mathematics curricula, the education
of the gifted, and how to further
the mathematics achievement of
economically disadvantaged
students. Over the past twenty-five
years, Chapin has directed many
projects and written many books
in these areas.
FACILITATOR’S GUIDE
The 240-page guide offers twenty professional development sessions centered on video clips illustrating best
talk practices in action. The sessions are divided into chapters that correspond to the chapters in Classroom
DiscussionsinMath:ATeacher’sGuideforUsingTalkMovestoSupporttheCommonCoreandMore,GradesK–6,
ThirdEdition(available separately). Included in each of the sessions are activities to use in conjunction with
the video clips, reproducible handouts, discussion questions, and assignments for participants.
TWO DVDs
The accompanying two DVDs organize the seventy-five video clips in two ways for viewing
convenience: by chapter and by grade level. The labels on all video clips indicate the section of the
facilitator’s guide in which the clips are used. The clips range from one to fifteen minutes in length
with a total viewing time of approximately five hours.
CD OF REPRODUCIBLES
The accompanying CD contains a Lesson Planning Template and two sets of reproducibles—session handouts
and lesson plans—in printable PDF format.
2
DVD
A Multimedia Professional Learning Resource
ISBN 978-1-935099-29-1
A Facilitator’s Guideto
support professional learning of
discourse and the Common Core K-6
GRADES
©2013ScholasticInc.All
rights reserved. Unauthorized reproduction or distribution of any material or programming contents contained on this disc is pr
ohibited.
Nancy Canavan Anderson
Suzanne H. Chapin Catherine
O’Connor
Support Professional Learning of
Discourse and the Common Core
discourse and the Common Core
ISBN 978-1-935099-28-4
©2013ScholasticInc.All
rights reserved. Unauthorized reproduction or distribution of any material or programming contents contained on this disc is pr
ohibited.
1
DVD
K-6
GRADES
O’Connor
O’Connor
K-6
GRADES
CD
REPRODUCIBLES
36 reproducibles
O’Connor
C
lassroom Discussions in Math: A Facilitator’s Guide to Support Professional
Learning of Discourse and the Common Core provides preservice and inservice
instructors, coaches, and facilitators with real, classroom-based video examples that
illustrate the principles and practices covered in the authors’ best-selling book,
Classroom Discussions in Math: A Teacher’s Guide for Using Talk Moves to Support the Common
Core and More, Grades K–6, Third Edition. Ideally, the three components— facilitator’s guide,
DVDs, and teacher’s guide—are used together. The video examples demonstrate how the talk
tools described in the book can be used successfully in typical classrooms.
This multimedia professional learning resource offers
• 75 video clips, totaling five hours of video filmed in actual grades K–6 classrooms;
• 20 sessions, totaling thirty to forty hours of professional development experiences;
• 12 lesson plans aligned to Common Core State Standards; and
• more than twenty ready-to-use reproducible handouts.
In my view, the third edition of Classroom Discussions in Math: A Teacher’s Guide for Using
Talk Moves to Support the Common Core and More (Chapin, O’Connor, and Anderson
2013) is the single best book available for learning about and implementing academically
productive talk in the classroom. And now, with the companion facilitator’s guide, DVDs,
and CD package—Classroom Discussions in Math: A Facilitator’s Guide to Support
Professional Learning of Discourse and the Common Core—there is nothing comparable.
— Sarah Michaels, professor of education and senior research scholar at the
Jacob Hiatt Center for Urban Education, Clark University, Worcester, MA
20 Professional Development Sessions with
Reproducible Handouts and Lesson Plans
Classroom
Discussions
inMath
A Facilitator’s Guide to
A MULTIMEDIA
PROFESSIONAL
LEARNING
RESOURCE
Includes 75 Video Clips
G
OLDEN LA
M
P
2
012WINNER
K–6
GRADES
C
lassroom Discussions in Math: A Facilitator’s Guide to Support Professional
Learning of Discourse and the Common Core provides preservice and inservice
instructors, coaches, and facilitators with real, classroom-based video examples that
illustrate the principles and practices covered in the authors’ best-selling book,
Classroom Discussions in Math: A Teacher’s Guide for Using Talk Moves to Support the Common
Core and More, Grades K–6, Third Edition. Ideally, the three components— facilitator’s guide,
DVDs, and teacher’s guide—are used together. The video examples demonstrate how the talk
tools described in the book can be used successfully in typical classrooms.
This multimedia professional learning resource offers
• 75 video clips, totaling five hours of video filmed in actual grades K–6 classrooms;
• 20 sessions, totaling thirty to forty hours of professional development experiences;
• 12 lesson plans aligned to Common Core State Standards; and
• more than twenty ready-to-use reproducible handouts.
About the Authors
In my view, the third edition of Classroom Discussions in Math: A Teacher’s Guide for Using
Talk Moves to Support the Common Core and More (Chapin, O’Connor, and Anderson
2013) is the single best book available for learning about and implementing academically
productive talk in the classroom. And now, with the companion facilitator’s guide, DVDs,
and CD package—Classroom Discussions in Math: A Facilitator’s Guide to Support
Professional Learning of Discourse and the Common Core—there is nothing comparable.
— Sarah Michaels, professor of education and senior research scholar at the
Jacob Hiatt Center for Urban Education, Clark University, Worcester, MA
Did You Know?
At Math Solutions, we’ve been
transforming math instruction for
almost thirty years. Now the same
strategies and methods we use for
developing student proficiency are
embodied in the Common Core.
Learn More: Visit mathsolutions.com
or call 800.868.9092.
Related Books
Classroom Discussions in Math: A Teacher’s
Guide for Using Talk Moves to Support the
Common Core and More, Grades K–6
Number Talks: Helping Children Build
Mental Math and Computation Strategies,
Grades K–5
Good Questions for Math Teaching:
Why Ask Them and What to Ask Series
Math Matters: Understanding the Math
You Teach, Grades K–8, Second Edition
Related Courses
Teaching Math Through Problem Solving,
Good Questions, and Communication
Talking to Learn: Communication in the
Math Class
FACILITATOR’S GUIDE
The 240-page guide offers twenty professional development sessions centered on video clips illustrating best
talk practices in action. The sessions are divided into chapters that correspond to the chapters in Classroom
DiscussionsinMath:ATeacher’sGuideforUsingTalkMovestoSupporttheCommonCoreandMore,GradesK–6,
ThirdEdition(available separately). Included in each of the sessions are activities to use in conjunction with
the video clips, reproducible handouts, discussion questions, and assignments for participants.
TWO DVDs
The accompanying two DVDs organize the seventy-five video clips in two ways for viewing
convenience: by chapter and by grade level. The labels on all video clips indicate the section of the
facilitator’s guide in which the clips are used. The clips range from one to fifteen minutes in length
with a total viewing time of approximately five hours.
CD OF REPRODUCIBLES
The accompanying CD contains a Lesson Planning Template and two sets of reproducibles—session handouts
and lesson plans—in printable PDF format.
2
DVD
ISBN 978-1-935099-29-1
K-6
GRADES
©
2013Scholasti
c Inc. All rights reserved. Unauthorized reproduction or distribution of any material or programming contents contained on this
discisprohibited.
ISBN 978-1-935099-28-4
©
2013Scholasti
discisprohibited.
1
DVD
K-6
GRADES
Nancy Canavan Anderson Suzanne H. Chapin Catherine O’ConnorNancy Canavan Anderson Suzanne H. Chapin Catherine O’Connor
K-6
GRADES
CD
REPRODUCIBLES
36 reproducibles
G
O
LDEN LAM
P
2012WINNER
NancyCanavanAnderson has
taught mathematics to students
from kindergarten through grade
eight. She has also worked as an
instructor for preservice teachers
and a consultant for Math Solutions.
She received her doctoral degree
in mathematics education from
Boston University.
Suzanne H. Chapin is a professor
of mathematics education at Boston
University. She is interested in
mathematics curricula, the education
of the gifted, and how to further
the mathematics achievement of
economically disadvantaged
students. Over the past twenty-five
years, Chapin has directed many
projects and written many books
in these areas.
Catherine O’Connor is a professor
in linguistics and education at
Boston University. She works with
teachers and researchers to study
language use in classrooms.
20 Professional Development Sessions with
Reproducible Handouts and Lesson Plans
Classroom
Discussions
inMath
A Facilitator’s Guide to
A MULTIMEDIA
PROFESSIONAL
LEARNING
RESOURCE
ClassroomDiscussionsinMathAndersonChapinO’Connor
K–6
Classroom
Discussions
inMath T HIRD EDI T ION
A MULTIMEDIA
PROFESSIONAL
LEARNING
RESOURCE
K–6
GRADES
Suzanne H. Chapin Catherine O’Connor Nancy Canavan Anderson
A Teacher’s Guide for
using talk moves to support
the Common Core and more
ClassroomDiscussionsinMathChapinO’ConnorAnderson
K–6
ISBN 978-1-935099-28-4
©
2013Scholasti
discisprohibited.
1
DVD
K-6
GRADES
Nancy Canavan Anderson Suzanne H. Chapin Catherine O’ConnorNancy Canavan Anderson Suzanne H. Chapin Catherine O’Connor
2
DVD
ISBN 978-1-935099-29-1
K-6
GRADES
©
2013Scholasti
discisprohibited.
K-6
GRADES
CD
REPRODUCIBLES
36 reproducibles

English LanguageLearners
Supporting
in Math ClassA Multimedia Professional Learning Resource
SupportingEnglishLanguageLearnersinMathClass
AMultimediaProfessionalLearningResource ThisinteractiveresourcefromMathSolutions,foundedbyMarilynBurns,helpsschools
implementeffectiveinstructionalpracticesthatcreatesustainableresultsforEnglish
languagelearners.Theseresearch-basedmaterialsassisteducatorswithsimultaneously
developingstudents’masteryofmathematicsandtheiracademiclanguagedevelopment.
GradesK-5
AMultimediaProfessionalLearningResource
Supporting
inMathClass
EnglishLanguage
Learners
©
2009
byMathSolutions.Allrightsreserved.Unauthorizedreproductionordistributionofanymaterialorprogrammingcontentscontained
onthisdiscisprohibited.
Read
thetwo-bookseries thatpresentsresearch-based bestpracticesforEnglish languagelearners.
Watch
theDVDcontaining real-lifefootageof
studentsandteachers inaction.
earners
AMultimediaProfessionalLearningResource
BRESSER
FELUX
MELANESE
SPHAR
Math
150
Sausal
Madei
Packag
Allrigh
GRADES
K-5
GRADES
K-5
A MultimediaProfessionalLearning Resource
BRESSER
FELUX
MELANESE
SPHAR
Two-Book SeriesGrades K–2
Grades 3–5 Facilitator’s Guide
Interactive DVD
K-5
GRADES
A Multimedia
Professional
Learning Resource
Supporting
in Math Class
English LanguageLearners
ISBN 978-1-935099-06-2
mathsolutions.com
DVD
©
2009
by Math Solutions All rights reserved Unauthorized reproduction or distribution of any material or programming contents contained
onthisdiscisprohibited
SUPPORTING ENGLISH LANGUAGE
LEARNERS IN MATH CLASS
3 color; 2 book series
Book
DVD jacket
DVD label
Box package
2010 AEP
Golden Lamp Award
K-5
DVD
GRADES
The classrooms-in-action DVD for Supporting English Language
Learners in Math Class: A Multimedia Professional Learning Resource
is an invaluable tool for educators charged with improving student
learning and implementing effective teaching strategies for English
language learners. Watching master teachers giving lessons in real-life
classrooms makes the information in the included two-book series
come alive. The ability to easily search the DVD for excerpts organized
by strategy gives teachers the just-in-time support they need as they
face new challenges throughout the school year.
mathsolutions.commathsolutions.com
• See teachers and students
in action.
• View complete lessons or
excepts organized by strategy.
• Use menus for
stop-and-search control.
• Support viewing with
the Facilitator’s Guide.
English Language
Learners
Supporting
in Math Class
Two-Book Series Facilitator’s Guide
ISBN 978-1-935099-09-3
Learn More about Math Solutions’ complete
offerings of professional development courses,
books, and resources.
Visit mathsolutions.com or call (800) 868-9092.
DID YOU KNOW?
Math Solutions® has been providing research-based
professional development courses, books, and
resources for more than twenty-five years.
Books Also Sold Separately:
Supporting English Language Learners in
Math Class, Grades K–2
Supporting English Language Learners in
Math Class, Grades 3–5
Related Courses:
one-day introduction and follow-up courses
consecutive multiday courses
year-round multiday courses
ﬁve-day immersion courses
Grades K–2
ISBN 978-0-941355-84-1
Grades 3–5
ISBN 978-0-941355-85-8
Interactive DVD
ISBN 978-1-935099-06-2
K-5
GRADES
Supporting
in Math Class
English Language
Learners
ISBN 978-1-935099-06-2
mathsolutions.com
DVD
©
2009byMath
Solutions. All rights reserved. Unauthorized reproduction or distribution of any material or programming contents contained on this
discisprohibited.
K-5
K-5
GRADES
Supporting
in Math Class
English Language
Learners
ISBN 978-1-935099-06-2
mathsolutions.com
DVD
©
2009byMathSo
lutions. All rights reserved. Unauthorized reproduction or distribution of any material or programming contents contained on this d
iscisprohibited.
een
or for
ect and
ence in
versity
ovided
guage
teachers
arners
enteen
udies
rnia,
or of
ng
achers.
edential
n Diego,
ence in
on English
Reading
ommission
ners in
ds of All
Needs
GRADES
6-8
Kathy
Melanese
Luz
Chung
Cheryl
Forbes
Supporting
Math Class
English Language
Learners
in
Foreword by Rusty Bresser
6–8
Melanese
Chung
Forbes

MATH FOR ALL
3 book series, TOC, title page
illustration
2010 AEP award

Foreword by
Stephanie HarveyMark Overmeyer
Stenhouse Publishing
WHEN WRITING WORKSHOP
ISN’T WORKING
cover, title page, chapter divider
collect much informal data about our students as writers. I always
have a clipboard when I walk around the classroom, taking notes
about things I notice. My notes used to be all narrative, but I started
using some codes to help me assess even more students’ progress
as I walk around. For example, I might have the simple code of the
letter “d” as an indicator that a student has demonstrated some
strong descriptive writing. An “i” might mean a student success-
fully generates good ideas for writing. Conversely, I can code for
concerns: I typically put a circled “sen” next to students’ names
when they are in need of extra work with sentences, or a “cap”
when they need work with capitalization. Circling these concerns
makes them stand out from the non-circled codes which indicate
students’ strengths. The coding system doesn’t matter—what
matters is finding ways to know your writers.
One powerful result of charting and coding as I walk
around the room is a visual reminder to me of who I have missed.
If I have nothing by a student’s name for several days, then I need
to meet with them. The charting process helps me to balance my
time with students, so that I don’t unfairly give all of my attention
to only a few students.
Even with this most informal form of assessment, I let
students know what I am doing:
“I take quick notes or mark on a piece of paper either what
we have talked about or what I notice in your writing. If you ever
have any questions about what I notice, ask me! I would be happy
to tell you what I notice about the work you are doing.”
Careful observation is not just a tool for good writers, but
for good teachers also.
Assessing writing, and especially giving writing a letter
grade, can go against the grain of what we most strong-
ly believe in a writing classroom. Writing is about tak-
ing risks, and growing—it is not supposed to be about
a single score which cannot possible communicate all
the amazing work students have created in a semester or a year.
But if we save student work, and if we make them part of the
process, and if we create rubrics and criteria in their language,
then students can become more clear about how they can contin-
Final
Thoughts
When Writing Workshop Isn’t Working 6362 How do I assess my students’ writing?
C H A P T E R
9
Question:
How Can I Prepare Students for
Standardized Testing Without
Compromising My Writing Program?
We live in an age of high stakes testing. In my state of Colorado,
students are tested in grades 3 through 10 on reading and writing,
and in math and science at some of the grades. The state testing
program has become the one indicator of student performance
that is used to measure the gains students are expected to make
each year. This high stakes testing has created a lot of stress for
teachers, but I think of it as a double edged sword.
The tests have created more awareness of the need for
strong writing instruction. While I do not advocate the use of stan-
dardized tests as the only measure of student growth, I do feel our
dialogues about instruction and how to help students improve have
become more focused since advent of testing. I have always worked
with talented teachers and administrators, but the level of discus-
WhenWritWksp.qxd 8/9/05 9:44 AM Page 8
When
Writing Workshop
Isn’t Working
Foreword by
When
Writing Workshop
Isn’t Working
A N S W E R S
TO TEN TOUGH
Q U E S T I O N S
GRADES 2-5
Foreword by

Math Scholastic
CLASSROOM
DISCUSSIONS
digipak, 3 DVDs, book
AEP 2011
Golden Lamp award
Village Life a Thousand Years Ago
CHILDREN’S BOOK
Illustration design

Jans portfolio books 2013

Recommandé

Recommandé

Contenu connexe

Tendances

Tendances (6)

Similaire à Jans portfolio books 2013

Similaire à Jans portfolio books 2013 (20)

Dernier

Dernier (20)

Jans portfolio books 2013