About the Book
Edge is a leveled core reading/language arts program designed for striving readers and ESL students in grades 9-12. Edge is designed to help prepare all students for college and career success with dynamic National Geographic content and authentic and multicultural literature. Edge was built around relevant and motivating content, preparation for success on the new CCSS tests, and systematic and focused teaching materials, all while incorporating and covering the Common Core State Standards. The reading selections in Edge were specifically chosen to engage adolescent striving readers, get students excited about reading, and create a context for discussion and learning. Program authors Alfred Tatum, Michael Smith, and David Moore have conducted decades of research on how to select literature that engages and inspires adolescent striving readers as well as incorporate best, research-based teaching practices to ensure success for all students, increase reading and comprehension levels, and prepare students for success beyond the high school classroom.
Table of Contents:
Unit 1: Think Again Essential Question: What Influences How You Act? Unit 2: Family Matters Essential Question: How Do Families Affect Us? Unit 3: True Self Essential Question: Do We Find or Create Our True Selves? Unit 4: Give & Take Essential Question: How Much Should People Help Each Other? Unit 5: Fair Play Essential Question: Do People Get What They Deserve? Unit 6: Coming of Age Essential Question: What Rights and Responsibilities Should Teens Have? Unit 7: Making Impressions Essential Question: What Do You Do to Make an Impression?
About the Author :
Professor of Education Arizona State University Dr. David Moore taught high school social studies and reading in Arizona public schools before entering college teaching. He currently teaches secondary school teacher preparation courses in adolescent literacy. He co-chaired the International Reading Association�s Commission on Adolescent Literacy and is actively involved with several professional associations. His twenty-five year publication record balances research reports, professional articles, book chapters, and books. Noteworthy publications include the International Reading Association position statement on adolescent literacy and the Handbook of the Reading Research chapter on secondary school reading. Recent books include Teaching Adolescents Who Struggle with Reading (2nd ed.) and Principled Practices for Adolescent Literacy.
Dr. Moore's monographs include: Direct Instruction: Targeted Strategies for Student Success, Robust Vocabulary Instruction, Build Reading Power: Strategies for Comprehension, and Reading Comprehension Strategies, Why Vocabulary Instruction Matters, Science through Literacy, and Supporting Geography Learners with Texts. Dr. Short directs Academic Language Research & Training and provides professional development on academic literacy, content-based ESL, and sheltered instruction worldwide. At the Center for Applied Linguistics, she co-developed the research-validated SIOP Model. She has directed research and program evaluations on English learners for the Carnegie Corporation of New York, Rockefeller Foundation, U.S. Department of Education, and U.S. Department of Justice, among others. Publications include ESL textbooks for National Geographic Learning/Cengage, professional journal articles, and SIOP Model books. She taught English as a new language in New York, California, Virginia, and the DR Congo. She recently served on TESOL�s Board of Directors.
Dr. Short's monographs include: Extend Your Students� Reach and Move Them Toward Independence, Base Your ESL Instruction in the Content Areas, Reach for the Common Core, Structural Supports for English Learners, Comprehensive and Responsive Assessment, and Developing Academic Literacy in Adolescents, Differentiate Instruction. Professor, College of Education Temple University Dr. Michael Smith joined the ranks of college teachers after eleven years of teaching high school English. He has won awards for his teaching at both the high school and college levels. His research focuses on how experienced readers read and talk about texts, as well as what motivates adolescents� reading and writing both in and out of school. He has written eight books and monographs, including �Reading Don�t Fix No Chevys� Literacy in the Lives of Young Men, for which he and his co-author received the 2003 David H. Russell Award for Distinguished Research in the Teaching of English. His writing has appeared in such journals as Communication Education, English Journal, Journal of Adolescent & Adult Literacy, Journal of Educational Research, Journal of Literacy Research, and Research in the Teaching of English.
Dr. Smith's monographs include: Motivating Adolescent Readers , Teaching Writing to Adolescents, and Fostering Students� Ability to Write Arguments. Associate Professor, Literacy Education Northern Illinois University Dr. Alfred Tatum began his career as an eighth-grade teacher, later becoming a reading specialist and discovering the power of texts to reshape the life outcomes of struggling readers. His current research focuses on the literacy development of African American adolescent males, and he provides teacher professional development to urban middle and high schools. He serves on the National Advisory Reading Committee of the National Assessment of Educational Progress (NAEP) and is active in a number of literacy organizations. In addition to his book Teaching Reading to Black Adolescent Males: Closing the Achievement Gap, he has published in journals such as Reading Research Quarterly, Journal of Adolescent & Adult Literacy, Educational Leadership, Journal of College Reading and Learning, and Principal Leadership.
Dr. Tatum's monographs include: Becoming An Insider: Reaching All Students, Reading Fluency, Capturing the Readers, Not Responses, and Enabling Texts: Texts That Matter.
