| #2 |  Reading Their World Reading Their World: The Young Adult Novel in the Classroom
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| #3 |  The English Teacher's Companion The English Teacher's Companion: A Complete Guide to Classroom, Curriculum, and the Profession
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| #4 |  Real Boys' Voices
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| #5 |  I Read It, but I Don't Get It I Read It, but I Don't Get It: Comprehension Strategies for Adolescent Readers
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| #6 | The Compleat Gentleman The Compleat Gentleman: The Modern Man's Guide to Chivalry
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| #7 |  Where Shall Wisdom Be Found?
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| #8 |  How to Read a Book
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| #9 |  Made to Stick
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| #10 |  Letters to a Young Teacher
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| #11 |  A Commonsense Guide to Grammar and Usage
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| #12 |  Grammar and Usage in the Classroom Grammar and Usage in the Classroom
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| #13 |  Beginning Theory
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| #14 |  Falling Into Theory: Conflicting Views on Reading Literature
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| #15 |  World of Ideas World of Ideas
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| #16 | Working on the Work Working on the Work: An Action Plan for Teachers, Principals, and Superintendents, 1st Edition
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| #17 | Readicide Readicide: How Schools Are Killing Reading and What You Can Do about It
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| #18 |  What to Look for in a Classroom What to Look for in a Classroom: And Other Essays
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| #19 |  Engaging Students
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| #20 |  How to Read Literature Like a Professor
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| #21 | Teaching English by Design Teaching English by Design: How to Create and Carry Out Instructional Units
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| #22 |  Drive: The Surprising Truth About What Motivates Us
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| #23 |  On Your Marks: A Package of Punctuation,
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| #24 | Tools for Thought Tools for Thought: Graphic Organizers for Your Classroom
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| #25 |  Illuminating Texts Illuminating Texts: How to Teach Students to Read the World
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| #26 | Plagiarism Plagiarism: Why It Happens and How to Prevent It
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| #27 | The New Yorker Book of Teacher Cartoons The New Yorker Book of Teacher Cartoons
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| #28 | The 9 Rights of Every Writer The 9 Rights of Every Writer: A Guide for Teachers
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| #29 |  Shakespeare and Film Shakespeare and Film: A Norton Guide
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| #30 | NCLB Meets School Realities NCLB Meets School Realities: Lessons From the Field |
| #31 |  Mentoring Beginning Teachers: Guiding, Reflecting, Coaching
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| #32 |  Management of Organizational Behavior
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| #33 |  Classroom assessment
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| #34 |  I'd like to apologize to every teacher I ever had
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| #35 |  To Sell Is Human: The Surprising Truth About Moving Others
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| #36 | Words, Words, Words Words, Words, Words
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| #37 |  Text Complexity: Raising Rigor in Reading
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| #38 |  A Repair Kit for Grading A Repair Kit for Grading: 15 Fixes for Broken Grades
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| #39 |  The Art of Fiction
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| #40 |  Five Minds for the Future
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| #41 |  Principles Of General Grammar: Adapted To The Capacity Of Youth, And Proper To Serve As An Introduction To The Study Of Languages
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| #42 |  The Trivium
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| #43 |  Responding to Student Writers
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| #44 |  Blood, bread, and poetry
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| #45 |  A Whole New Mind
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| #46 | Embedded Formative Assessment - practical strategies and tools for K-12 teachers Embedded Formative Assessment - practical strategies and tools for K-12 teachers
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| #47 |  The Theory of the Leisure Class
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| #48 |  The teenage brain
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| #49 |  Make Your Bed |
| #50 |  Self-Esteem: A Proven Program of Cognitive Techniques for Assessing, Improving, and Maintaining Your Self-Esteem
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| #51 | The Art of Slow Reading The Art of Slow Reading: Six Time-Honored Practices for Engagement
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| #52 |  They say / I say
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| #53 |  Literature Class, Berkeley 1980
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| #54 | What Teachers Should Know and Be Able to Do What Teachers Should Know and Be Able to Do
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| #55 |  Range: Why Generalists Triumph in a Specialized World
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| #56 | The Sense of Wonder The Sense of Wonder
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| #57 | The Practice of Practice The Practice of Practice
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