Some of the best-known authors in the field come together to provide teachers with fifty step-by-step procedures for implementing content area instructional routines to improve studentsGÇÖ literacy skills. 50 Instructional Routines to Develop Content Literacy, 3/e helps adolescents to become more successful readers. Middle and high school teachers can immediately put to use its practical information and classroom examples from science, social studies, English, math, the visual and performing arts, and core electives to improve studentsGÇÖ reading, writing, and oral language development. Going…mehr
Some of the best-known authors in the field come together to provide teachers with fifty step-by-step procedures for implementing content area instructional routines to improve studentsGÇÖ literacy skills. 50 Instructional Routines to Develop Content Literacy, 3/e helps adolescents to become more successful readers. Middle and high school teachers can immediately put to use its practical information and classroom examples from science, social studies, English, math, the visual and performing arts, and core electives to improve studentsGÇÖ reading, writing, and oral language development. Going above and beyond basic classroom strategies, the instructional routines recommend simple changes to teachersGÇÖ everyday instruction that foster student comprehension, such as thinking aloud, using question-answer relationships, and teaching with word walls.
The routines are: Selected to ensure that all students engage in reading, writing, speaking, listening, and viewing as part of the literacy process. Taken from real classrooms, real students, and real results. Organized for easy and quick referencing. Applicable to English learners and struggling readers.
Douglas Fisher, Ph.D. is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as numerous books, including Good Habits, Great Readers; Improving Adolescent Literacy; Better Learning Through Structured Teaching; Common Core English Language Arts in a PLC at Work and Text Complexity: Raising Rigor in Reading. William G. Brozo, Ph.D. is a Professor of Literacy in the Graduate School of Education at George Mason University. A former high school English teacher, he is the author of numerous articles and books on literacy development for children and young adults. He is a contributing author to Pearson iLit, a digitally delivered program for struggling adolescent readers, and Pearson Literature. He regularly speaks at professional meetings around the country and consults with states and districts on ways of building capacity among teachers and enriching the literate culture of schools. Nancy Frey, Ph.D. is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. She has published numerous articles on literacy, diverse learners, and instructional design as well as numerous books, including Good Habits, Great Readers; Improving Adolescent Literacy; Checking for Understanding; Rigorous Reading and The Path to Get There. Gay Ivey, Ph.D. is the Tashia F. Morgridge Chair in Reading at the University of Wisconsin-Madison. She earned her doctorate in Reading Education at the University of Georgia. She studies the implications and processes of classroom communities that prioritize engagement in literacy practices. Before entering the world of academia, she was a middle school reading specialist in Virginia.
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Table of Contents 1) Adjunct Displays 2) Annotation 3) Anticipation Guides 4) Close Reading 5) Collaborative Conversations 6) Conversation Roundtable 7) Debate 8) Directed Reading-Thinking Activity 9) Exit Slips 10) Fishbowl Discussions 11) Found Poems 12) Generative Reading 13) Guest Speakers 14) Independent Reading 15) Interest Surveys, Questionnaires, and Interviews 16) Jigsaw 17) KWL 18) Language Experience Approach 19) Mnemonics 20) Modeling Comprehension 21) Numbered Heads Together 22) Opinionnaire 23) Popcorn Review 24) Questioning the Author 25) Question-Answer Relationship 26) RAFT Writing 27) Read-Alouds 28) Readers’ Theatre 29) Read-Write-Pair-Share 30) Reciprocal Teaching 31) ReQuest 32) Response Writing 33) Shades of Meaning 34) Shared Reading 35) Socratic Seminar 36) Split-Page Notetaking 37) Student Booktalks 38) Student Questions for Purposeful Learning 39) Text Impressions 40) Text Structures 41) Text-Dependent Questions 42) Think-Alouds 43) Tossed Terms 44) Vocabulary Cards 45) Vocabulary Self-Awareness 46) Word Grids/Semantic Feature Analysis 47) Word Scavenger Hunts 48) Word Sorts 49) Word Walls 50) Writing Frames and Templates
