Concept-Based Literacy Lessons

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.Tiffanee M. Brown, MS SpEd, is an educational consultant, National Board Certified English language arts teacher, and a teacher-leader in her school district. As an independent Dr. H. Lynn Erickson and Dr. Lois A. Lanning Concept-Based Curriculum and Instruction Presenter and Trainer, she presents and works with districts at both the regional and international levels. Through her current position as an Instructional Design Consultant Teacher on the Teaching and Learning Team for Burlington-Edison School District in Burlington, Washington, Tiffanee leads the development of the district′s Concept-Based Curriculum in science, social studies, and English language arts, supports K-12 learning design and literacy across the district, and she facilitates the new teacher induction program. Dr. Lois A. Lanning′s Designing a Concept-Based Curriculum for English Language Arts (2013, Corwin) forever changed Tiffanee′s perspective on teaching and learning, and set her passion for transforming literacy instruction in motion. She is thrilled to be the co-author of this book to support other teachers as they strive to engage the hearts and minds of students. Tiffanee has contributed examples and resources to several recent books published by Corwin including, Concept-Based Curriculum and Instruction for the Thinking Classroom, 2nd Edition (Erickson, Lanning, and French, 2017), Concept-Based Inquiry in Action (Marshall and French, 2018) and Measuring Human Return (McEachen and Kane, 2018). Before transitioning to her current position, Tiffanee taught English language arts, social studies, reading interventions, service learning, leadership, and various other classes at the middle and high school levels. She is the recipient of numerous educator grants. Tiffanee and her husband currently live in Washington with their two very active children. When she is not taking her kids to soccer tournaments, or basketball games, she enjoys reading, gardening, snow skiing, traveling, and pretty much anything else outdoors.

How fortunate we are as educators to have this brilliant collaboration between Lois Lanning and Tiffanee Brown on Concept-Based Literacy Lesson development! To read their deep thinking and practical applications to Concept-Based Lesson Design, is to realize the critical nature of each student’s conceptual understanding and ability to transfer. This book, as well as Dr. Lanning’s earlier book (2013) on Designing Concept-Based Curriculum for English Language Arts, are cutting-edge. Literacy is not a decontextualized drill of skills or learning just about "a book." You will highlight, ponder, and tab as you read about the design of Concept-Based Literacy Lessons. You will feel the excitement of this intellectual and engaging approach to teaching and learning. You will create your own exciting lesson plans and will know this is the holistic literacy approach you have been searching for.  All students deserve the best literacy instruction—and this IS the BEST.

• AcknowledgmentsAbout the AuthorsIntroduction1. Curriculum is the FoundationMaximizing Learning Through a Coherent CurriculumWHAT is Concept-Based Curriculum?WHY Concept-Based Curriculum and Instruction?HOW Are Concept-Based Curriculum Units of Instruction Designed?The Classroom SettingSummaryExtending Thought2. Designing Concept-Based Literacy LessonsConcept-Based Literacy LessonsSteps in Planning a Concept-Based Literacy LessonResources to Guide the Lesson-Planning ProcessA Flowchart to Guide ThinkingFinal ProductSummaryExtending Thought3. Learning From Model Literacy Lesson PlansRole of Inductive Inquiry in a Concept-Based Literacy ClassroomBalancing Inductive Inquiry and Explicit InstructionThe Developing Concept-Based teacher RubricsLearning Through Model Lesson PlansSummaryExtending Thought4. Designing Learning Experiences That Develop Conceptual UnderstandingMoving Beyond Skills to Conceptual Understanding That TransfersDeveloping Three-Dimensional Learning ExperiencesSnapshots of Concept-Based Literacy ClassroomsSummaryExtending Thought5. Frequently Asked QuestionsResourcesResource A: Model CBCI Curriculum UnitsResource B: Sample Graphic OrganizersResource C: Student Reflection and Self-Assessment of ProcessResource D: Other Tools to Support Concept-Based Literacy Lesson DesignResource E: Developing Concept-Based Teacher/Student RubricsReferencesIndex