Reading and Language Arts Worksheets Don't Grow Dendrites

Marcia L. Tate, EdD, is the former executive director of professional development for the DeKalb County School System in Decatur, Georgia. During her thirty-year career with the district, she has been a classroom teacher, reading specialist, language arts coordinator, and staff development executive director. Marcia is currently an educational consultant and has taught over 500,000 administrators, teachers, parents, and business and community leaders throughout the world. She is the author of the eight books in the best-selling Worksheets Don't Grow Dendrites series and four additional books: Formative Assessment in a Brain-Compatible Classroom: How Do We Really Know They're Learning?, 100 Brain-Friendly Lessons for Unforgettable Teaching and Learning K-8, and 100 Brain-Friendly Lessons for Unforgettable Teaching and Learning 9-12, and her latest book, Healthy Teachers, Happy Classrooms that is designed to address both the personal and professional lives of all educators. Participants in her workshops refer to them as some of the best ones they have ever experienced since Marcia uses the twenty strategies outlined in her books to actively engage her audiences. Marcia received her bachelor's degree in psychology and elementary education from Spelman College in Atlanta, Georgia. She earned her master's degree in remedial reading from the University of Michigan in Ann Arbor, her specialist degree in educational leadership from Georgia State University, and her doctorate in educational leadership from Clark Atlanta University. Marcia is married to Tyrone Tate and is the proud mother of three children: Jennifer, Jessica, and Christopher, and nine grandchildren: Christian, Aidan, Maxwell, Aaron, Roman, Shiloh, Aya, Noah, and Alyssa. Marcia and her husband own the company Developing Minds, Inc. and can be contacted by calling the company at (770) 918-5039, emailing her at marciata@ bellsouth.net, or by visiting her website at www.developingmindsinc.com. You can also follow her on Twitter and Instagram at @DrMarciaTate.

Acknowledgments About the Author Introduction Strategy 1: Brainstorming and Discussion What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Reflection and Application Strategy 2: Drawing and Artwork What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Reflection and Application Strategy 3: Field Trips What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Reflection and Application Strategy 4: Games What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Reflection and Application Strategy 5: Graphic Organizers, Semantic Maps, and Word Webs What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Reflection and Application Strategy 6: Humor What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Reflection and Application Strategy 7: Manipulatives, Experiments, Labs, and Models What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Reflection and Application Strategy 8: Metaphors, Analogies, and Similes What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Reflection and Application Strategy 9: Mnemonic Devices What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Reflection and Application Strategy 10: Movement What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Reflection and Application Strategy 11: Music, Rhythm, Rhyme, and Rap What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Reflection and Application Strategy 12: Project-Based and Problem-Based Instruction What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Reflection and Application Strategy 13: Reciprocal Teaching and Cooperative Learning What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Reflection and Application Strategy 14: Role Plays, Drama, Pantomimes, and Charades What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Reflection and Application Strategy 15: Storytelling What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Reflection and Application Strategy 16: Technology What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Reflection and Application Strategy 17: Visualization and Guided Imagery What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Reflection and Application Strategy 18: Visuals What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Reflection and Application Strategy 19: Work Study and Apprenticeships What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Reflection and Application Strategy 20: Writing and Journals What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Reflection and Application Resource A: Brain-Compatible Lesson Design Resource B: Graphic Organizers Bibliography Index