50 Instructional Routines to Develop Content Literacy

3. Auflage 2024
ISBN: 978-0-13-334796-8
Verlag: Pearson

Buch, Englisch, 160 Seiten, Format (B × H): 216 mm x 276 mm, Gewicht: 415 g

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.

Autoren/Hrsg.

Fisher, Douglas

Brozo, William G.

Frey, Nancy

Ivey, Gay

Inhaltsverzeichnis

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

Über Autor(innen)

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 and

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 , 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 and

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.