Overview

This book helps teachers to infuse literacy instruction into all content areas!   The authors present a rich panoply of engaging instructional strategies that research has shown to be effective for improving reading and writing in middle and secondary school students.  After discussing common questions asked by content area teachers, a full chapter is devoted to each of eight strategies—anticipatory activities, read-alouds/shared reading, questioning, notetaking/notemaking, graphic organizers, vocabulary instruction, writing to learn, and reciprocal teaching—coupling discussions with examples from the author's own research in a diverse, urban secondary school.   Additionally, in order to meet the challenge of today's inclusive, multicultural classrooms, the book presents only those strategies that have been proven effective with all learners - including struggling readers and those for whom English is not their first language.   NEW! Benefits for English Language Learners chapter headings signal specific ideas for guiding English learners toward mastery in literacy. NEW! Struggling Readers features notesprovide specific guidance for implementing each instructional strategy with readers who struggle. NEW! Media Notes throughout chapters clarify opportunities to use different technologies to enhance teaching.

Full Product Details

9780132368766

Table of Contents

Reviews

Gay Ivey -- James Madison University This is a highly practical and useable book for a range of teachers and teacher candidates. Across the book, what I find most helpful are the descriptions of actual lessons. Unlike most content area methods books on the market, this book seems to include real examples. You get the feeling that the authors spend much time in high school classrooms and have a good feel of what's currently happening and what works. Especially valuable are examples of the strategies across different subject areas. Margot Kinberg, National University The various topics are applied to many different content areas, so that nearly every teacher is likely to find a strategy that he or she can use. Each chapter contains helpful graphics, useful concrete examples, and content-based strategies for implementing the various strategies in the classroom. The book is very practical, easy to read, and well organized. Information is easy to find and the busy practicing or pre-service teacher would no doubt find it to be a handy reference. Karen Ford, Ball State University The information is theoretically quite sound. It provides the students with a wealth of strategies to facilitate comprehension.

Gay Ivey - James Madison University This is a highly practical and useable book for a range of teachers and teacher candidates. Across the book, what I find most helpful are the descriptions of actual lessons. Unlike most content area methods books on the market, this book seems to include real examples. You get the feeling that the authors spend much time in high school classrooms and have a good feel of what's currently happening and what works. Especially valuable are examples of the strategies across different subject areas. Margot Kinberg, National University The various topics are applied to many different content areas, so that nearly every teacher is likely to find a strategy that he or she can use. Each chapter contains helpful graphics, useful concrete examples, and content-based strategies for implementing the various strategies in the classroom. The book is very practical, easy to read, and well organized. Information is easy to find and the busy practicing or pre-service teacher would no doubt find it to be a handy reference. Karen Ford, Ball State University The information is theoretically quite sound. It provides the students with a wealth of strategies to facilitate comprehension.

Author Information

Meet the Authors Douglas Fisher, Ph.D., is a Professor in the Department for Teacher Education at San Diego State University and the Director of Professional Development for the City Heights Educational Collaborative.  He is the recipient of an International Reading Association Celebrate Literacy Award as well as the Christa McAuliffe award for excellence in teacher education.  He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design and has authored books such as 50 Content Area Strategies for Adolescent Literacy. He has taught a variety of courses in SDSU’s teacher-credentialing program as well as graduate-level courses on English language development and literacy. He has also taught English, writing, and literacy development to public school students.   Nancy Frey, Ph.D., is Associate Professor of Language and Literacy Education in the School of Teacher Education at San Diego State University and the Coordinator of Professional Development Schools for the City Heights Educational Collaborative.  A former classroom teacher in Florida, Dr. Frey now teaches pre-service and graduate courses and is the President of the Greater San Diego Reading Association. She is the author of numerous books and articles, including Readingfor Information in Elementary School: Content Literacy Strategies to Build Comprehension.

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