Five Books to Jump Start 2017

With so many books and so little time to read, our AP Lit Help team offers reviews of their favorite professional reads from last year. Happy reading and learning in 2017!

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Writing with Mentors – How to Reach Every Writer in the Room, Using Current, Engaging Mentor Texts by Allison Marchetti and Rebekah O’Dell                                                                                                                                                   Review by Jori Krulder

Writing with Mentors is one of those books with ideas so straightforward and obviously useful that you ask yourself “Why didn’t I think of this years ago?” It is based on the simple premise that the best way to create engaged and independent writers is by teaching them to find and use current texts as models for writing. Students read and analyze the text and use what they learn to write their own texts. In addition to providing step-by-step ways to build units of study tailored to the needs of your students, this book offers several resources for finding the real world texts that will help students to see the possibilities out there when it comes to writing. Once I learn the process for finding a mentor text to fit the needs and interests in my classroom and using it to guide students in creating their own writing, I was given limitless possibilities for instruction. And once students learn the process, they’re also able to apply it to future writing endeavors. This book empowers both students and teachers with one of the most important gifts of learning: independence.

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Who’s Doing the Work? By Jan Burkins                                                                                                                                       Review by Elizabeth Metheny

I read Jan Burkins and Kim Yaris’ new book, Who’s Doing the Work?, at the start of this school year. It was a perfect shot-in-the-arm to help me reflect upon my role in student learning. I’ve taught high school English for ten years and have worked with all skill levels from struggling freshmen to Advanced Placement seniors. As I read through the book I saw myself in many of their examples. When students struggle, teachers often feel responsible to do more. Check! When teachers define, scaffold, or summarize for students, the student becomes dependent upon the teacher. Check! When students are assigned a complex text, they rarely use the strategies teachers have taught them. Check!  Burkins and Yaris argue that reading and English Language Arts teachers must take a step back and allow their students to grapple with material. Additionally, they explain how teachers can make easy adjustments to facilitate authentic learning and how those adjustments can help students become more independent and capable of transferring their learning.

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Visible Learning for Teachers: Maximizing Impact on Learning by John Hattie                                                       Review by Roy F. Smith

What started out as required reading for a professional development session, John Hattie’s book Visible Learning for Teachers: Maximizing Impact on Learning turned out to be an essential addition to my professional library.  Hattie’s work is grounded in data and effectively argues for a visible “practice of teaching.”  While most teachers work to assist their students in becoming more knowledgeable, Hattie focuses on those teachers who are “expert teachers” in their disciplines.  Hattie argues that these expert teachers are not only content experts, but they are also “passionate and inspired teachers.” Visible Learning leads teachers and administrators to an understanding of the strategies and techniques these knowledgeable and passionate teachers practice every day.  Hattie’s work is not a “theory only” lecture. The heart of his book develops the key stages of the expert teacher’s daily lessons. He delineates a framework that includes chapters on preparing lessons, starting lessons, the flow of lessons, feedback, and the end of the lesson.  Evaluating expert teachers’ strategies to make learning “visible” for all students, and putting these strategies under rigorous scientific measures, helps all teachers practice these strategies in their own classrooms.  Hattie sums up his book’s goal when he claims that “My point is that teachers’ beliefs and commitments are the greatest influence on student achievement over which we have some control – and this book outlines those beliefs and commitments.”      

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In the Best Interest of Students: Staying True to What Works in the ELA Classroom by Kelly Gallagher                         Review by Susan Barber

Seeing Kelly Gallagher’s name with “the best interest of students” on a book left me no choice but to buy, and this book did not disappoint. Gallagher honestly reviews Common Core standards and argues that teachers need to stay true to teaching reading and writing rather than a set of standards. This book provides practical and theoretical content, old and new ideas, and teacher and student insight. In a world where many educators seem to either be highly outspoken against the standards or all in with them, Gallagher walks the line between the two putting best practices and students at the forefront of the book rather than engaging in an argument about standards, the current state of education, or the despair of literacy in today’s society. Some of the book is common sense which in my opinion is what is missing from many of today’s classrooms. Other parts of the book fights for student choice and engagement pushing educators to stay current with research and continue to grow as an educator.  My copy is already earmarked and worn from use already, and I have no doubt yours will be as well.

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The Art of X-Ray Reading by Roy Peter Clark                                                                                                                       Review by Susan Barber             

I read a lot. I grade a lot. I confer a lot. So when I find a book with lessons ready to roll out in my classes, I have found a gem. The Art of X-Ray Reading is a gem. From Fitzgerald to Shakespeare to Homer to Joyce to Morrison, Clark provides a lesson for a section of a text focusing on close reading. Do not confuse the term “close reading” here with a fad of filling out a worksheet on a passage but rather a serious study of a section. Students wade through syntax, determine diction and connotation, and tie the small to the big picture of the work. Clark turns the texts into mentor texts for writing and labs for teaching reading skills. His lessons are meaty, thorough, and engaging. Though only providing lessons for twenty-five works, teachers apply the principles of these lessons to any and every work taught in their classrooms. 

Best Lesson Series (Concept 1e)

I would be amiss if I failed to remind you of the Talks with Teachers book The Best Lesson Series: Literature written by teachers for teachers. If you have not read this, you are missing out!

What was the best professional book you read last year?