50 Instructional Routines to Develop Content Literacy: (3rd Edition) (Teaching Strategies Series)

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9780133347968: 50 Instructional Routines to Develop Content Literacy: (3rd Edition) (Teaching Strategies Series)

50 Instructional Routines to Develop Content Literacy, 3/e helps adolescents read more and read better. 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 students’ reading, writing, and oral language development. Going above and beyond basic classroom strategies, the instructional routines recommend simple changes to teachers’ everyday procedures that foster student comprehension, such as thinking aloud, using question-answer relationships, and teaching with word walls.

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From the Back Cover:

 

Douglas Fisher, Nancy Frey, William Brozo, and Gay Ivey

50 Instructional Routines to Develop Content Literacy, 2/e

 

Discover step-by-step procedures for implementing content area instructional routines to improve students' literacy skills

 

From some of the best-known authors in the field comes a book that provides all middle and high school teachers with practical information about improving students’ reading, writing, and oral language development.  Every teacher needs to use instructional routines that allow students to engage in all of these literacy processes. Classroom examples from science, social studies, English, math, visual and performing arts, and core electives ensure that all middle and high school teachers will find useful ideas that they can implement immediately.  This book provides readers with examples of fifty evidence-based instructional routines that can be used across content areas to ensure that reading and writing occur in all classes.

 

 

Key elements of the Second Edition include:

 

  • Strengthening of classroom scenarios
  • Identifying specific instances in which the routine is useful for English Learners
  • Identifying specific instances in which the routine is useful for struggling readers
  • Updating of research reviews and references
  • Focusing on additional content areas
  •  

     

    Meet the Authors

     

    Douglas Fisher, Ph.D., is a Professor in the Department of Teacher Education at San Diego State University and the Director of Professional Development for the City Heights Educational Collaborative. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as books, such as Improving Adolescent Literacy: Strategies at Work and Responsive Curriculum Design in Secondary Schools: Meeting the Diverse Needs of Students.

     

    William G. Brozo is a professor of language and literacy at the University of Tennessee. He earned his bachelor's degree from the University of North Carolina and his master's and doctorate from the University of South Carolina. Dr. Brozo serves on the editorial review boards of the Reading Research Quarterly and Reading Research and Instruction and the editorial advisory board of the Journal of Adolescent & Adult Literacy.

     

    Nancy Frey, Ph.D., is an Associate Professor of Literacy in the School of Teacher Education at San Diego State University and the Coordinator of Professional Development Schools for the City Heights Educational Collaborative. Before joining the university faculty, Nancy was a teacher in the Broward County (FL) Public Schools, where she taught students at the elementary and middle school level and later worked for the Florida Department of Education. She is a recipient of the Christa McAuliffe award for excellence in teacher education.

     

    Gay Ivey, Ph.D., is the Graduate Program Coordinator of Reading at James Madison University. Dr. Ivey began her career in education as a middle school reading specialist in Albemarle County, Virginia and held positions at Rutgers University and the University of Maryland at College Park before joining the JMU faculty in 2001. She is involved with numerous organizations including the National Reading Conference,
    the International Reading Association, the National Council of Teachers of English, and the American Educational Research Association.

     

     


     

    From the Back Cover:

    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 students’ 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 real classroom examples from science, social studies, English, math, the visual and performing arts, and core electives to improve students’ reading, writing, and oral language development. Going above and beyond basic classroom strategies, the instructional routines recommend simple changes to teachers’ everyday procedures 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.

     

    This new edition features:

    • NEW! More detailed classroom scenarios.
    • NEW! New routines that address the Common Core State Standards.
    • NEW! Up-to-date research reviews and references.
    • NEW! A focus on additional content areas.

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