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The New Balanced Literacy School: Implementing Common Core
The New Balanced Literacy School: Implementing Common Core
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Reviewed Titles
Capstone Professional

The New Balanced Literacy School: Implementing Common Core

Create a new approach to balanced literacy grounded in research-based best practices. This book infuses best practices of the new balanced literacy model through the lens of Common Core, with support on read-alouds, guided reading, language and literacy centers, word walls to language walls, independent reading and writing, and classroom libraries.

BrandCapstone Professional
Age Level- Years
Trim Size8 1/2 x 11
Page Count140



Illinois Reading Council Journal

"Books reflecting the Common Core State Standards (CCSS) abound these days, with topics ranging from argument writing to text complexity to language standards to information text and so on. The large array of titles and topics can be overwhelming, and some teachers may find themselves wondering, Where do I start? Policastro and McTague’s new book offers a reasonable and manageable starting place. Focused on the notion of building capacity school-wide and not just in individual classrooms, this book provides simple suggestions for shifting and tweaking practices across a school building to best address the new standards." - Illinois Reading Council Journal

September 1, 2014

Library Media Connection - Christine Bairos, Library Media Specialist, Old Saybrook, CT

"...enables readers to implement the ideas it contains right away. It is clearly written and easy to understand. There are many templates in the book that schools can use. I will be giving a copy of this book to our curriculum director in hopes that he can spread the good word to teachers in our elementary and middle schools. Recommended." - Library Media Connection

January 1, 2015

Middle Web - Jennifer Wirtz

"The text ambitiously attempts to show us the need for the NBL school; identifies the characteristics of and the shifts necessary to implement the model; details leadership and organizational structures pertinent for successful implementation; and argues for the importance of school-wide collaboration by presenting a plausible framework for schools to follow. . . .once I began Chapter Two the floodgates of understanding blasted open, and I really began to relate to what was being discussed. I was able to better understand, and agree with, the notion that balanced literacy puts the focus back on language and on the critical and essential role it plays in every area of instruction. . . .Although I feel that this book is definitely geared towards the K-5 grades (it’s designated K-8), it is absolutely relevant for the middle/high school environment as well. Policastro and McTague are passionate about this topic and authentically include real-world experiences in detailing how and why the New Balanced Literacy School is vital as we move toward full CCSS implementation." - Middle Web

October 8, 2015

Margaret Mary Policastro

Margaret Mary Policastro

Dr. Margaret Mary Policastro is a professor of language and literacy at Roosevelt University in Chicago, Illinois, where she directs the language and literacy program and is the founding director of the Summer Reading Clinic for children. Dr. Policastro has more than 30 years of experience teaching both undergraduate and graduate students in language and literacy at Roosevelt University. She has worked more than 10 years on grant funded literacy projects in Chicago Public Schools and is currently the principal investigator of the Improving Teacher Quality (ITQ) grant from the Illinois Board of Higher Education (IBHE), funded by No Child Left Behind (NCLB). Dr. Policastro grew up in South Bend, Indiana, and attended Indiana University where she received her B.S. in art and elementary education and her M.S. in reading. After teaching art and reading in Indiana, she moved to Chicago, Illinois, and earned her Ph.D. at Northwestern University in reading and language. Dr. Policastro’s research interests currently focus on access to books for parents, children, and teachers and ongoing professional development for teachers and what effects these have on student learning. She has co-authored The New Balanced Literacy School: Implementing Common Core and Formative Assessment in the New Balanced Literacy School and authored Living Literacy at Home: A Parent’s Guide.

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