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OverviewFor courses in Content Area Reading, Reading and Writing Methods in the Middle School, and Alternative Certification Straightforward, affordable, and practical, Improving Adolescent Literacy gives all middle and secondary school teachers instructional routines that will allow them to develop the content literacy skills of their students. Chapter-opening vignettes from actual classrooms show readers effective teaching in action and give them a look at how the chapter's instructional approach works within content area teaching. Research-based rationales for each strategy follow the vignettes and provide an in-depth look at how to implement the strategy, along with examples of each strategy across the curriculum. In this 5th Edition, the authors provide new classroom examples from their colleagues across the disciplines as well as new instructional routines that have been researched and validated since the publication of the last edition. Also, this edition has been re-organised, adding three new chapters, to focus on the ways in which teachers can use reading, writing, speaking, and listening in their classes, emphasising reading and comprehending texts, creating graphic organisers, developing vocabulary knowledge, and writing to learn. Full Product DetailsAuthor: Douglas Fisher , Nancy FreyPublisher: Pearson Education (US) Imprint: Pearson Edition: 5th edition Dimensions: Width: 10.00cm , Height: 10.00cm , Length: 10.00cm Weight: 0.100kg ISBN: 9780135180877ISBN 10: 0135180872 Pages: 208 Publication Date: 30 January 2019 Audience: College/higher education , Tertiary & Higher Education Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsEnsuring All Students Read, Write, Think, and Learn Setting the Stage: Building and Activating Background Knowledge Word for Word: Vocabulary Development Across the Curriculum Well Read: Promoting Comprehension Through Read-Alouds, Shared Readings, and Close Reading Why Ask? Questioning Strategies that Prompt Thinking Speaking Volumes: Using Collaborative Conversations to Build Students' Content Knowledge Picture This: Graphic Organizers in the Classroom Getting it Down: Making and Taking Notes Across the Curriculum Powerful Pens: Writing to Learn Content Taking Stock: Formative and Summative AssessmentsReviewsThe example lessons making application of the various strategies are realistic and believable; they could be real-life classroom scenarios... I don't know when I've seen a content area text go into such detail on read-alouds and shared reading, and it's a welcome idea. The section on close reading is also valuable. - Howard Parkhurst, Central Michigan University .. .my students enjoy this text. It is one text that I use in teaching that my students indicate they plan to keep for future reference. [Strengths include]... concrete, practical strategies and applications for the classroom... concrete examples for vocabulary development across many content areas... the variety of writing to learn activities and prompts. - Laurie Henry, University of Kentucky The examples of vocabulary instruction in various content areas are helpful. The variety of writing strategies is helpful... I like that read-alouds, shared reading, and close reading are covered in the same chapter so that students can compare the differences... [The book] is reader-friendly and provides a nice overall of content area strategies. - Amy Hutchinson, George Mason University The example lessons making application of the various strategies are realistic and believable; they could be real-life classroom scenarios... I don't know when I've seen a content area text go into such detail on read-alouds and shared reading, and it's a welcome idea. The section on close reading is also valuable. - Howard Parkhurst, Central Michigan University ...my students enjoy this text. It is one text that I use in teaching that my students indicate they plan to keep for future reference. [Strengths include]... concrete, practical strategies and applications for the classroom... concrete examples for vocabulary development across many content areas... the variety of writing to learn activities and prompts. - Laurie Henry, University of Kentucky The examples of vocabulary instruction in various content areas are helpful. The variety of writing strategies is helpful... I like that read-alouds, shared reading, and close reading are covered in the same chapter so that students can compare the differences... [The book] is reader-friendly and provides a nice overall of content area strategies. - Amy Hutchinson, George Mason University The example lessons making application of the various strategies are realistic and believable; they could be real-life classroom scenarios... I don't know when I've seen a content area text go into such detail on read-alouds and shared reading, and it's a welcome idea. The section on close reading is also valuable. - Howard Parkhurst, Central Michigan University ...my students enjoy this text. It is one text that I use in teaching that my students indicate they plan to keep for future reference. [Strengths include]... concrete, practical strategies and applications for the classroom... concrete examples for vocabulary development across many content areas... the variety of writing to learn activities and prompts. - Laurie Henry, University of Kentucky The examples of vocabulary instruction in various content areas are helpful. The variety of writing strategies is helpful... I like that read-alouds, shared reading, and close reading are covered in the same chapter so that students can compare the differences... [The book] is reader-friendly and provides a nice overall of content area strategies. - Amy Hutchinson, George Mason University Author InformationDouglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College having been an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association Celebrate Literacy Award, the Farmer award for excellence in writing from the National Council of Teachers of English, as well as a Christa McAuliffe award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction and curriculum design as well as books, such as Better Learning Through Structured Teaching, Rigorous Reading and Text Complexity: Raising Rigor in Reading. Nancy Frey, Ph.D., is a Professor of Literacy in the Department of Educational Leadership at San Diego State University. She is the recipient of the 2008 Early Career Achievement Award from the National Reading Conference. Nancy has published in The Reading Teacher, Journal of Adolescent and Adult Literacy, English Journal, Voices in the Middle, Middle School Journal, Remedial and Special Education, TESOL Journal, Journal of Learning Disabilities, Early Childhood Education Journal and Educational Leadership. She has co-authored (with Doug Fisher) books on formative assessment (Checking for Understanding and Formative Assessment Action Plan), instructional design (Better Learning for Structured Teaching), data-driven instruction (Using Data to Focus Instructional Improvement) and brain-based learning (In a Reading State of Mind.) Nancy is a credentialed special educator, reading specialist and administrator in California, and has taught at the elementary, middle and high school levels for 2 decades. She is a teacher leader at Health Sciences High and Middle College, where she learns from her colleagues and students every day. Tab Content 6Author Website:Countries AvailableAll regions |
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