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.

Helps bridge the divide between conceptual curriculum and actionable practice, and provides practical support for teachers implementing Concept-Based literacy lessons.

AcknowledgmentsAbout the AuthorsIntroduction1. Curriculum is the Foundation Maximizing Learning Through a Coherent Curriculum WHAT is Concept-Based Curriculum? WHY Concept-Based Curriculum and Instruction? HOW Are Concept-Based Curriculum Units of Instruction Designed? The Classroom Setting Summary Extending Thought2. Designing Concept-Based Literacy Lessons Concept-Based Literacy Lessons Steps in Planning a Concept-Based Literacy Lesson Resources to Guide the Lesson-Planning Process A Flowchart to Guide Thinking Final Product Summary Extending Thought3. Learning From Model Literacy Lesson Plans Role of Inductive Inquiry in a Concept-Based Literacy Classroom Balancing Inductive Inquiry and Explicit Instruction The Developing Concept-Based teacher Rubrics Learning Through Model Lesson Plans Summary Extending Thought4. Designing Learning Experiences That Develop Conceptual Understanding Moving Beyond Skills to Conceptual Understanding That Transfers Developing Three-Dimensional Learning Experiences Snapshots of Concept-Based Literacy Classrooms Summary Extending 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