Improving Adolescent Literacy: Content Area Strategies at Work

5. Auflage 2024
ISBN: 978-0-13-518087-7
Verlag: Pearson

Buch, Englisch, 208 Seiten, Format (B × H): 203 mm x 254 mm, Gewicht: 458 g

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.

Autoren/Hrsg.

Fisher, Douglas

Frey, Nancy

Inhaltsverzeichnis

1. Ensuring All Students Read, Write, Think, and Learn
2. Setting the Stage: Building and Activating Background Knowledge
3. Word for Word: Vocabulary Development Across the Curriculum
4. Well Read: Promoting Comprehension Through Read-Alouds, Shared Readings, and Close Reading
5. Why Ask? Questioning Strategies that Prompt Thinking
6. Speaking Volumes: Using Collaborative Conversations to Build Students Content Knowledge
7. Picture This: Graphic Organizers in the Classroom
8. Getting it Down: Making and Taking Notes Across the Curriculum
9. Powerful Pens: Writing to Learn Content
10. Taking Stock: Formative and Summative Assessments

Über Autor(innen)

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 and

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 and . She has co-authored (with Doug Fisher) books on formative assessment ( and ), instructional design ( ), data-driven instruction ( ) and brain-based learning ( .) 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.