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Improving Adolescent Literacy Content Area Strategies at Work

Fisher, Douglas Frey, Nancy
Heftet / 2019 / Engelsk

Produktdetaljer

ISBN
9780135180877
Publisert
2019-01-30
Utgave
5. utgave
Utgiver
Vendor
Pearson
Vekt
100 gr
Høyde
100 mm
Bredde
100 mm
Dybde
100 mm
Aldersnivå
U, 05
Språk
Product language
Engelsk
Format
Product format
Heftet
Antall sider
208

Forfatter
Fisher, Douglas
Frey, Nancy

Biographical note

About our authors

Douglas 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.

Improving Adolescent Literacy Content Area Strategies at Work

Fisher, Douglas Frey, Nancy
Heftet / 2019 / Engelsk
Fisher, Douglas Frey, Nancy
Heftet / 2019 / Engelsk
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“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

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-organized, adding three new chapters, to focus on the ways in which teachers can use reading, writing, speaking, and listening in their classes, emphasizing reading and comprehending texts, creating graphic organizers, developing vocabulary knowledge, and writing to learn.
Les mer
Ensuring All Students Read, Write, Think, and LearnSetting the Stage: Building and Activating Background KnowledgeWord for Word: Vocabulary Development Across the CurriculumWell Read: Promoting Comprehension Through Read-Alouds, Shared Readings, and Close ReadingWhy Ask? Questioning Strategies that Prompt ThinkingSpeaking Volumes: Using Collaborative Conversations to Build Students’ Content KnowledgePicture This: Graphic Organizers in the ClassroomGetting it Down: Making and Taking Notes Across the CurriculumPowerful Pens: Writing to Learn ContentTaking Stock: Formative and Summative Assessments
Les mer
Hallmark features of this title The authors present 10 major teaching strategies to help educators learn to develop their students' disciplinary literacy and content area literacy. Strategies include anticipatory activities, read-alouds/shared reading, questioning, graphic organizers, vocabulary instruction, making and taking notes, writing to learn and reciprocal teaching.Examples illustrate each teaching strategy being used in specific content areas to help teachers determine which strategies will work most effectively for their course. The content areas discussed include English, science, social studies, mathematics and elective courses.Tech Tools help teachers understand how to use different technologies to enhance teaching.
Les mer
New and updated features of this title NEW: Chapter 2 highlights building and activating background knowledge. This new chapter introduces a learning model that focusses on creation, modification and use of knowledge.NEW: Chapter 6 covers group work, focusing on collaborative conversations, peer-to-peer learning and productive group work across content areasNEW: Chapter 10 explores formative and summative assessments in depth. This new chapter present a wide range of strategies for checking students' understanding, as well as information about what to do with the assessment data, to help teachers learn to adapt their instruction to meet the needs of their class.UPDATED: Chapter 1 now includesan enhanced discussion about the differences between content area literacy and disciplinary literacy.UPDATED: Chapter 5 has been updated with new text-dependent questions that require students to draw information from the texts they have read.NEW: Chapter 9 offers new information about the types of texts students must understand in order to be successful in college and the workplace.
Les mer

Relaterte produkter

“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

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-organized, adding three new chapters, to focus on the ways in which teachers can use reading, writing, speaking, and listening in their classes, emphasizing reading and comprehending texts, creating graphic organizers, developing vocabulary knowledge, and writing to learn.
Les mer
Ensuring All Students Read, Write, Think, and LearnSetting the Stage: Building and Activating Background KnowledgeWord for Word: Vocabulary Development Across the CurriculumWell Read: Promoting Comprehension Through Read-Alouds, Shared Readings, and Close ReadingWhy Ask? Questioning Strategies that Prompt ThinkingSpeaking Volumes: Using Collaborative Conversations to Build Students’ Content KnowledgePicture This: Graphic Organizers in the ClassroomGetting it Down: Making and Taking Notes Across the CurriculumPowerful Pens: Writing to Learn ContentTaking Stock: Formative and Summative Assessments
Les mer
Hallmark features of this title The authors present 10 major teaching strategies to help educators learn to develop their students' disciplinary literacy and content area literacy. Strategies include anticipatory activities, read-alouds/shared reading, questioning, graphic organizers, vocabulary instruction, making and taking notes, writing to learn and reciprocal teaching.Examples illustrate each teaching strategy being used in specific content areas to help teachers determine which strategies will work most effectively for their course. The content areas discussed include English, science, social studies, mathematics and elective courses.Tech Tools help teachers understand how to use different technologies to enhance teaching.
Les mer
New and updated features of this title NEW: Chapter 2 highlights building and activating background knowledge. This new chapter introduces a learning model that focusses on creation, modification and use of knowledge.NEW: Chapter 6 covers group work, focusing on collaborative conversations, peer-to-peer learning and productive group work across content areasNEW: Chapter 10 explores formative and summative assessments in depth. This new chapter present a wide range of strategies for checking students' understanding, as well as information about what to do with the assessment data, to help teachers learn to adapt their instruction to meet the needs of their class.UPDATED: Chapter 1 now includesan enhanced discussion about the differences between content area literacy and disciplinary literacy.UPDATED: Chapter 5 has been updated with new text-dependent questions that require students to draw information from the texts they have read.NEW: Chapter 9 offers new information about the types of texts students must understand in order to be successful in college and the workplace.
Les mer

Produktdetaljer

ISBN
9780135180877
Publisert
2019-01-30
Utgave
5. utgave
Utgiver
Vendor
Pearson
Vekt
100 gr
Høyde
100 mm
Bredde
100 mm
Dybde
100 mm
Aldersnivå
U, 05
Språk
Product language
Engelsk
Format
Product format
Heftet
Antall sider
208

Forfatter
Fisher, Douglas
Frey, Nancy

Biographical note

About our authors

Douglas 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.

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