Lois A. Lanning, PhD, is an independent education consultant.  She presents and works with districts at the international, national, and state levels in the areas of literacy and Concept- Based Curriculum design.This book is a natural extension of her three previous best-selling books in the Corwin Press Publisher’s Concept-Based collection, including Designing a Concept-Based Curriculum for English Language Arts (2013), by Lois A. Lanning; Concept-Based Curriculum and Instruction for the Thinking Classroom (2nd ed., 2017), by H. Lynn Erickson, Lois A. Lanning, and Rachel French; and Transitioning to Concept-Based Curriculum and Instruction (2014), by H. Lynn Erickson and Lois A. Lanning. In addition, Lois is the author of the bestselling book, Four Powerful Strategies for Struggling Readers, Grades 3-8: Small Group Instruction That Improves Comprehension, a joint publication between Corwin Press and the International Reading Association (2009), and a chapter in The Best of Corwin: Differentiated Instruction in Literacy, Math, and Science (2011), Leslie Laud, Editor. Lois was a classroom teacher, K-12 reading consultant, special education teacher, elementary school principal, district curriculum director, adjunct professor, and finally, an assistant superintendent of schools for the last 12 years of her career in public schools. Lois is the recipient of numerous educational awards and recognitions. Her hobbies include reading, biking, hiking, and traveling. Lois currently lives in Massachusetts with her husband. She has two children and two grandsons, whom she absolutely adores.

"Lanning makes concept-based ELA curriculum writing extremely comprehensible for curriculum leaders and writers. Curriculum leaders will be able to use this book as a resource to provide training to curriculum writing teams. Curriculum writers will gain the knowledge and confidence necessary to forge ahead in designing concept-based ELA curriculum for their districts. I can envision using this edition with curriculum writing leaders in a ′book study′, as a prerequisite to curriculum work."

• Foreword by H. Lynn EricksonPrefaceAcknowledgmentsPart I. Preparing for Curriculum Design1. Curriculum Matters in Teaching and LearningCurriculum as the Master PlanWhat Is Concept-Based Curriculum?2. The Components of a Concept-Based English Language Arts CurriculumTraditional Curriculum, Traditional TeachingFrom Traditionally Designed Curriculum to Concept-Based Curriculum DesignThe Relationship Between Knowledge and ProcessUnderstanding the Two StructuresSupport for These StructuresProviding a Road Map for Instruction3. Getting Started: Doing the Preliminary WorkLeading Curriculum ChangeAssembling the Curriculum Leadership TeamReview of Concept-Based CurriculumSummaryPart II. An Introduction to the Design ProcessAssembling the Curriculum Writing TeamThe Role of the Leadership TeamUnit Planning Pages4. Designing the Curriculum: Steps 1 and 2Step 1: Creating a Unit TitleStep 2: Identifying a Conceptual LensSummary5. Designing the Curriculum: Step 3Step 3: Creating the Unit WebSummary6. Designing the Curriculum: Steps 4 and 5Thinking and UnderstandingStep 4: Writing GeneralizationsStep 5: Writing Guiding Questions7. Designing the Curriculum: Steps 6 and 7Step 6: Determining Critical ContentStep 7: Determining Key SkillsSummary of Steps 6 and 78. Designing the Curriculum: Steps 8, 9, and 10Step 8: Designing the Culminating AssessmentStep 9: Suggesting Learning ExperiencesStep 10: Writing the Unit OverviewPart III. What a Concept-Based Curriculum Looks Like9. What Concept-Based English Language Arts Units Look LikeA Sample Elementary English Language Arts UnitA Sample Middle School English Language Arts UnitA Sample High School English Language Arts UnitSummary10. Voices From the FieldReferencesIndex

Lois A. Lanning, PhD, is an independent education consultant.  She presents and works with districts at the international, national, and state levels in the areas of literacy and Concept- Based Curriculum design.This book is a natural extension of her three previous best-selling books in the Corwin Press Publisher’s Concept-Based collection, including Designing a Concept-Based Curriculum for English Language Arts (2013), by Lois A. Lanning; Concept-Based Curriculum and Instruction for the Thinking Classroom (2nd ed., 2017), by H. Lynn Erickson, Lois A. Lanning, and Rachel French; and Transitioning to Concept-Based Curriculum and Instruction (2014), by H. Lynn Erickson and Lois A. Lanning. In addition, Lois is the author of the bestselling book, Four Powerful Strategies for Struggling Readers, Grades 3-8: Small Group Instruction That Improves Comprehension, a joint publication between Corwin Press and the International Reading Association (2009), and a chapter in The Best of Corwin: Differentiated Instruction in Literacy, Math, and Science (2011), Leslie Laud, Editor. Lois was a classroom teacher, K-12 reading consultant, special education teacher, elementary school principal, district curriculum director, adjunct professor, and finally, an assistant superintendent of schools for the last 12 years of her career in public schools. Lois is the recipient of numerous educational awards and recognitions. Her hobbies include reading, biking, hiking, and traveling. Lois currently lives in Massachusetts with her husband. She has two children and two grandsons, whom she absolutely adores.

"Lanning makes concept-based ELA curriculum writing extremely comprehensible for curriculum leaders and writers. Curriculum leaders will be able to use this book as a resource to provide training to curriculum writing teams. Curriculum writers will gain the knowledge and confidence necessary to forge ahead in designing concept-based ELA curriculum for their districts. I can envision using this edition with curriculum writing leaders in a ′book study′, as a prerequisite to curriculum work."

• Foreword by H. Lynn EricksonPrefaceAcknowledgmentsPart I. Preparing for Curriculum Design1. Curriculum Matters in Teaching and LearningCurriculum as the Master PlanWhat Is Concept-Based Curriculum?2. The Components of a Concept-Based English Language Arts CurriculumTraditional Curriculum, Traditional TeachingFrom Traditionally Designed Curriculum to Concept-Based Curriculum DesignThe Relationship Between Knowledge and ProcessUnderstanding the Two StructuresSupport for These StructuresProviding a Road Map for Instruction3. Getting Started: Doing the Preliminary WorkLeading Curriculum ChangeAssembling the Curriculum Leadership TeamReview of Concept-Based CurriculumSummaryPart II. An Introduction to the Design ProcessAssembling the Curriculum Writing TeamThe Role of the Leadership TeamUnit Planning Pages4. Designing the Curriculum: Steps 1 and 2Step 1: Creating a Unit TitleStep 2: Identifying a Conceptual LensSummary5. Designing the Curriculum: Step 3Step 3: Creating the Unit WebSummary6. Designing the Curriculum: Steps 4 and 5Thinking and UnderstandingStep 4: Writing GeneralizationsStep 5: Writing Guiding Questions7. Designing the Curriculum: Steps 6 and 7Step 6: Determining Critical ContentStep 7: Determining Key SkillsSummary of Steps 6 and 78. Designing the Curriculum: Steps 8, 9, and 10Step 8: Designing the Culminating AssessmentStep 9: Suggesting Learning ExperiencesStep 10: Writing the Unit OverviewPart III. What a Concept-Based Curriculum Looks Like9. What Concept-Based English Language Arts Units Look LikeA Sample Elementary English Language Arts UnitA Sample Middle School English Language Arts UnitA Sample High School English Language Arts UnitSummary10. Voices From the FieldReferencesIndex