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TABLE OF CONTENTS

Part I: Building the Foundation for Where Learning Begins
Chapter 1: Appreciating Why Relationships Matter in School
Chapter 2: Creating Relationships With Students
Chapter 3: Moving Toward Belonging
Part II: Supporting the Development of Literacy Skills Built on the Foundation of Relationships and Belonging
Chapter 4: Developing Readers
Chapter 5: Developing Writers
Chapter 6: Developing Speakers and Listeners
Epilogue: Listening With an Ear Toward the Future
Appendix: Teachers’ Stories

PRINTABLE REPRODUCIBLES

• Focus Correction Areas Assessment
• Peer Editing Letter About Literature
• Quotes of the Week
• Sample Letter About Literature
• Speed Dating

Chapter 2

• Figure 2.1: The #FreshmanYear Template
• Figure 2.2: End-of-the-Year Feedback Template
• Figure 2.3: Conversation Starters
• Figure 2.4: Four Corners

Chapter 3

• Figure 3.1: If Your Life Had a Theme Song, What Would It Be?
• Figure 3.5: Finding Your Meaning and Purpose Questions
• Figure 3.6: Langston Hughes’s “Theme for English B” Spoken Word Poetry

Chapter 4

• Figure 4.1: Iceberg Approach to Reading
• Figure 4.2: Character Exploration Template
• Figure 4.3: Teaching the Writer’s Craft
• Figure 4.3: Teaching the Writer’s Craft—Romeo and Juliet
• Figure 4.5: How Stories Reveal Truth
• Figure 4.6: Comprehension Deepening
• Figure 4.7: How Are All of Our Stories Really Everyone’s Stories?
• Figure 4.8: Reading List
• Figure 4.9: Reading Reflection
• Figure 4.10: Questions for Reflection and Further Conversation
• Figure 4.11: Student Conference Preparation Ideas

Chapter 5

• Figure 5.1: Writer’s Notebook
• Figure 5.2: Writer’s Notebook Assessment Form
• Figure 5.3: Letters About Literature Student Analysis Sheet
• Figure 5.4: Exploring Archetypal Characters
• Figure 5.5: Student Metacognitive Log
• Figure 5.6: Metacognition Last Paper Directions
• Figure 5.7: Y-Chart to Improve Writing Style
• Figure 5.9: Focus Correction Areas
• Figure 5.10: Rewrite and Revise
• Figure 5.11: Editorial Redo

Chapter 6

• Figure 6.1: Speaking and Listening Goals
• Figure 6.2: Student-Sustained Conversation Ideas
• Figure 6.5: Conversational Moves
• Figure 6.6: Discussion Reflection Questions

Epilogue

• Figure E.1: Our Greatest Hits From the School Year

STORYTELLING RESOURCES

Speaking Skills

• This I Believe in the Classroom
• Storytelling Arts of Indiana

Other

• Poetry Out Loud

SUGGESTED RESOURCES

BOOKS

• Boogren, T. H. (2018). Take Time for You: Self-Care Action Plans for Educators. Bloomington, IN: Solution Tree Press.

WEBSITES

• Brain Pickings
• Google Classroom
• Google Drive
• Google Forms
• Google Slides
• Kelly Gallagher’s Building Deeper Readers & Writers, “Article of the Week”
• “Lamb to the Slaughter” by Roald Dahl
• Library of Congress, “Letters About Literature”
• The Moth
• The Moth, “Teachers”
• The New York Times, “The Learning Network”
• Newsela
• PBS, “Vaccines—Calling the Shots”
• Remind
• Scholastic Art & Writing Awards
• Smithsonian, “Where I’m From” by George Ella Lyon
• Stanford History Education Group
• Teaching Tolerance, “Student Texts”
• TED Ed, “Why Shakespeare Loved Iambic Pentameter”
• YouTube, “Six Word Memoirs by Teens”