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Fresh Takes on Teaching Literary Elements: How to Teach What Really Matters About Character, Setting, Point of View, and Theme. Jeffrey D. Wilhelm and Michael W. Smith. (Editor) Scholastic | Bring new power and purpose to the study of literature with innovative
tools and strategies that deepen students' understanding of literary
elements and help them apply that understanding to their reading as
well as their writing. Rich, original passages illuminate the
intricacies of character, setting, point of view, and theme, and deeply
engaging activities framed by inquiry enable students to transfer what
they learn to new reading situations as well as to the way they think
through problems and live their lives. 208 pages.
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| 2008. 10 Grossest Bugs by Angie Littlefield, Jennifer Littlefield, Jeffrey D. Wilhelm (Editor) Scholastic There are over 110 books of The Ten. | Students build comprehension and content-area vocabulary through inquiry-based learning while they explore key content-area concepts and themes. All books are written at a grade 6 level.Each book centers on one critical question designed to encourage students to think and read for meaning. Full-colour photographs and graphics support the text.
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| 2008 The 10 Coolest Wonders of the Universe by Nigel Samuel, Jeffrey D. Wilhelm (Editor). Scholastic There are over 110 books of The Ten. | This set includes:The 10 Coolest Ways to FlyThe 10 Coolest Wonders of the UniverseThe 10 Deadliest Military InventionsThe 10 Greatest Accidental InventionsThe 10 Greatest 21st Century InnovationsThe 10 Most Amazing BridgesThe 10 Most Amazing SkyscrapersThe 10 Most Essential ElementsThe 10 Most Revolutionary InventionsThe 10 Greatest Breakthroughs in Space Exploration
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| 2007. Getting It Right: Fresh Approaches to Teaching Grammar, Usage, and Correctness. Scholastic Prof Book Div | Authors Jeffrey D. Wilhelm and Michael W. Smith consider what grammatical concepts and correctness issues are most worth teaching and how to teach those concepts and issues deeply. They explain how to understand the causes of students' errors, how to address those causes through authentic and engaging activities, and how teachers can work together to increase their effectiveness. They provide both guiding principles and plenty of examples that readers will be able to employ immediately. 192 pages. |
| 2007. Engaging Readers & Writers with
Inquiry: Promoting Deep Understandings in Language Arts and the Content
Areas with Guiding Questions (Theory and Practice). Teaching Resources | What makes a good relationship? Is it ever permissible to lie? Reframing our units and lessons with questions such as these makes learning more exciting for students. Wilhelm debunks the myth that teaching through inquiry is hard. He shares practical, easy ideas for turning state standards into engaging authentic questions that propel students toward deep understandings. Includes sample lessons, and discussion techniques. 172 pages. |
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| 2007 Language & Literacy : You Gotta BE the Book: Teaching Engaged and Reflective Reading with Adolescents. Teachers College Press | Over a decade ago, Jeffrey Wilhelm's groundbreaking book showed educators how to think of reading as a personally meaningful, pleasurable, and productive pursuit. In the 13 years since its publication, the author has experimented with and further developed all of the techniques he first explored in You Gotta BE the Book including visual techniques, drama and action strategies, think-aloud protocols, and symbolic story representation/reading manipulatives. In this expanded edition, Wilhelm adds a new commentary to each chapter in which he reflects on the research and insights he introduced in his now classic text.
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 | 2006. Reading for Themselves: How to Transform Adolescents into Lifelong Readers Through Out-of-Class Book Clubs; Heinemann. | Just as adolescents aren't only students, literate behaviors aren't only for school. Engaging students in reading for pleasure through extramural book clubs can promote both lifelong literacy habits and improved in-school performance. Reading for Themselves shows you how to create and make the most of out-of-class book clubs. |
 | 2006. Going with the Flow: How to Engage Boys (and Girls) in Their Literacy Learning by Michael W. Smith and Jeffrey D. Wilhelm. Reed Elsevier, Inc.
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how to help teenagers love learning and how to assist them in meeting
new literacy challenges. Read Smith and Wilhelm and let Going with the Flow be your indispensable guide to discovering a new way to communicate with adolescent readers and writers. |
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| 2006. Teaching Literature to Adolescents. Lawrence Erlbaum Assoc Inc | This text for pre-service and in-service English education courses presents current methods of teaching literature to middle and high school students. The methods are based on social constructivist/socio-cultural theories of literacy learning, and incorporate research on literary response conducted by the authors.
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 | (2004). Reading IS Seeing: Learning
to Visualize Scenes, Characters, Ideas, and Text Worlds to Improve
Comprehension and Reflective Reading. New York: Scholastic | Picturing scenes, events, settings, characters, and ideas is essential to reading comprehension - but not all students know how to do it. In this amazing book, a noted educator shows teachers dozens of engaging, interactive techniques that turn reading into a highly visual, enjoyable experience for proficient and struggling readers alike. Storyboards, main idea tableaux, timelines, picture maps, family trees and other activities enhance skills of inferring, interpreting, and applying what they read.
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 | (2002). Action Strategies for Deepening Comprehension: Using Drama Strategies to Assist Improved Reading Performance. New York: Scholastic. | Energize students before, during, and after reading with deepening reading strategies such as inferring, prior knowledge, visualizing, making connections, and more. |
| Smith, Michael W. & Wilhelm, Jeffrey D. (2002). "Reading Don't Fix No Chevys": The Role of Literacy in the Lives of Young Men. Portsmouth, NH: Heinemann. | The problems of boys in schools, especially in reading and writing, have been the focus of statistical data, but rarely does research point out how literacy educators can combat those problems. That situation has changed. Michael Smith and Jeff Wilhelm, two of the most respected names in English education and in the teaching of reading, worked with a very diverse group of young men to understand how they use literacy and what conditions promote it. In this book they share what they have learned.
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 | Wilhelm, Jeffrey D. (2001). Improving Comprehension with Think-Alouds: Modeling What Good Readers Do. New York: Scholastic. | Think aloud as you read from a novel, a textbook, or any other kind of book and watch your students become confident, fluent, readers!With this simple, powerful technique, you can show students how you use strategies such as inferring, visualizing, and summarizing. Finally students can "see" what good readers do and apply it to their own reading process.Think alouds are great for struggling readers, because they make reading an active, social experience.
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 | Wilhelm, Jeffrey D., Baker, Tanya, & Dube, Julie (2001). Strategic Reading: Guiding Adolescents to Lifelong Literacy. Portsmouth, NH: Heinemann. | Jeffrey Wilhelm and his coauthors know that before reading can be learned, it must be taught. As students move on to more challenging texts in middle and high school, their reading skills don't grow automatically to meet those demands. They need help figuring out how to read, not just what to read. Strategic Reading provides the tools teachers need to help students of all abilities make this important transition to higher-level texts. |
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| Wilhelm, Jeffrey D. & Friedemann, Paul. (1998). Hyperlearning: Where Projects, Inquiry and Technology Meet. York, ME: Stenhouse Publishers. | Hyperlearning is for teachers, educational psychologists, curriculum developers, and technology coordinators who are seeking new ways to support the attainment of both rich conceptual learning and more powerful procedures for learning, reading, and composing. And it is particularly relevant for administrators interested in improving technology use in schools.
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| Wilhelm, Jeffrey D. & Edmiston, Brian. (1998). Imagining to Learn: Inquiry, Ethics and Integration through Drama. Portsmouth, NH: Heinemann. | Imagining to Learn moves drama into the mainstream of elementary and middle school teaching, learning, and curriculum. It is filled with examples of how teachers and students together can create contexts that tap into students' energies, abilities, and questions--contexts where students can discover a reason to read, a need to think, and a community that cares about their ideas. Readers will discover new methodologies and techniques that are rarely used in the U.S.
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| Power, Brenda, Wilhelm, Jeffrey D., & Chandler, Kelly (1997). Reading Stephen King: Issues of Censorship,Student Choice and the Canon. Champaign/Urbana, IL: National Council of Teachers of English.
| This collection of essays spotlights the ways in which King's work intersects the themes of the literary canon and its construction and maintenance, censorship in public schools, and the need for adolescent readers to be able to choose books in school reading programs. With contributions from librarians and literary scholars, high school teachers and students, policymakers, parents, and Stephen King himself, this book maps out the terms of a debate sure to interest literacy educators at all levels.
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 | Wilhelm, Jeffrey D. (1997). You Gotta BE the Book: Teaching Engaged and Reflective Reading with Adolescents. New York: Teachers College Press, Columbia University.
| Wilhelm's vital book looks at "what this act of reading really is" a social practice and a search for meaning. He develops a powerful alternative to traditional models of close reading and bottom-up reading instruction. With its lively mixture of theoretical argument and classroom storytelling, You Gotta BE the Book will enrich the view of reading held by language arts teachers at all levels.
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 | Wilhelm, Jeffrey D. (1996). Standards in Practice: Middle School Language Arts, (an addendum to the NCTE/IRA National Standards Project) Champaign/ Urbana, IL: National Council of Teachers of English/ International Reading Association.
| Each chapter-long narrative follows a classroom community through a unit of study geared to that community's unique social and cultural context -- with its own distinct set of values and with learners who bring these values to class. Smagorinsky thus reveals the "situatedness"of both teaching and learning and demonstrates that they are not generic, homogeneous activities that transcend time, space, and culture. This book helps illustrate how every classroom teacher can adapt standards into a learner-centered pedagogy that capitalizes on students' strengths.
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