‘Fills a niche for content teachers who teach reading strategies, particularly in light of the standards movement.’
— Christene Alfonsi, Teacher, Fairfield High School, OH
‘From a fairly concise book, teachers get an important overview about a ′system′ approach to literacy. All teachers get specific tools and strategies and some very useful information that could change their paradigm along the way.’
—Allyson Burnett, Instructional Interventionist, Alief Hastings High School, Houston, TX
Put a strong literacy system in place to improve student achievement!
In contrast to the primary grades when children are learning to read, students in grades 4 through 12 are expected to learn content as they read, yet they may still struggle with reading basics. Improving Reading, Writing, and Content Learning for Students in Grades 4-12 provides a realistic and systematic process for improving reading and writing while enhancing content knowledge and skills.
Based on proven evidence in multiple schools over a 10-year period, this excellent new resource presents specific strategies and successful examples that educators can immediately implement to improve day-to-day classroom success, while also boosting the success rate on standardized assessments. Aligned with the National Reading Panel Report, this book helps teachers focus on:
- Creating a classroom community that is academically and psychologically safe for learning
- Responding to non-negotiable expectations of daily practice
- Building vocabulary, reading comprehension, and higher-order and critical thinking skills
- Developing fluency in reading
- Engaging families and the community
Teachers can create the best environment and instructional experience for all students to maximize literacy learning and standards-based achievement. This outstanding book will be a source of reflection for continuous improvement!
Содержание
List of Figures
Preface
Acknowledgments
About the Authors
1. The Fail-Safe Classroom: Improving Reading, Writing, and Content Learning
Introduction
Academically and Psychologically Safe to Learn
Nonnegotiable Expectations of Daily Practice
Nonnegotiable Expectations of Daily Practice and Writing
Practical Tips for Creating Fail-Safe Classrooms for Literacy and Content
Learning
2. Reading Components for Grades 4—12
Phonemic Awareness
Phonics
Relationship of Nonnegotiables and Reading Components
Relevant and Respectful Literacy for Below-Grade-Level Readers
Reading Intervention and Phonemic Awareness
Technology Solutions
Audiobooks
Practical Tips for Phonics and Phonemic Awareness Support
3. Owning Vocabulary
Vocabulary Solvers
Vocabulary in Context
Word Questioning Target Word: Nylons
Textbook Vocabulary Lists
Word Walls
Personal Dictionary, Thesaurus, or Journal
Vocabulary Workbooks
Spelling and Writing
Practical Tips for Developing Student-Owned Vocabulary
4. Developing Fluency in Reading All Texts
What Is Fluency and Why Is It So Important?
Developing Fluency in Reading Intervention
Developing Fluency in Reading Content Texts
Accountable Independent Reading
Practical Tips for Developing Fluency
5. Owning Comprehension Strategies
Key Comprehension Strategies
Summarization
Teaching Strategies With Scaffolding
To What Extent Should Strategies Be Incorporated?
SMART Tasks
Graphic Organizers
Practical Tips for Owning Comprehension Strategies
6. Comprehending With Higher Levels of Thinking
Higher Levels of Thinking
Questioning Strategies
More Questioning Techniques
Higher Thinking With Graphic Organizers
Align Instructional Resources
Practical Tips for Higher-Level Thinking
7. Engaging Parents and Community in Literacy Learning
Engaging Parents
Educating Parents in Literacy Learning
Engaging the Community
Volunteers
Service Learning
Reflection on Improving Reading, Writing, and Content Learning
Practical Tips for Engaging Parents and Community in Literacy Learning
Resource A: Teacher Reflection Guide
Resource B: Accountable Independent Reading Log
Resource C: Book Talk Checklist
References
Index
Об авторе
Rosemarye (Rose) Taylor has a rich background that includes middle and high teaching, school administration, and district administration. She was a reading, language arts, and Spanish teacher, and counselor, followed by service as a middle and high school administrator, and district level administrator in Georgia and Florida, USA. In private sector management she was Director of Professional Development for Scholastic, Inc., New York. Currently, she is Associate Professor of Educational Leadership at the University of Central Florida in Orlando. As Associate Professor of Educational Leadership at the University of Central Florida, her specialty is systematic leadership to improve student achievement Pk-20, which as lead to her interest and research in the professional practice doctorate. She has conducted research on leadership and change, particularly as it relates to accountability. Presentations on this topic have been given at University Council of Educational Administration, American Association of Educational Research, American Association of School Administrators, International Reading Association, Association for Supervision and Curriculum Development, National Association of Secondary School Principals, and National Middle School Association conferences. Her articles have been published in Kappan, Educational Leadership, Middle School Journal, Schools in the Middle, American Secondary Education, AASA Professor, The National Staff Development Journal, Principal Leadership, The School Administrator, Educational Research Service Spectrum, and International Journal of Education Management. Six books including Leading Learning: Improve Student Achievement Today! (2010), Improving Readers, Writers, and Content Learning for Students in Grades 4-12 (2007), Leadership Handbook for Literacy Coaching (2006), The K-12 Literacy Leadership Fieldbook (2005), Literacy Leadership for Grades 5-12, (2003), and Leading With Character to Improve Student Achievement (2003), reflect the commitment to all students learning more through leadership that creates ethical, fail-safe systems. She serves as consultant on literacy, learning communities, curriculum system development, and leadership to schools, districts and professional organizations.
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