Improving Reading, Writing, and Content Learning for Students in Grades 4-12
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Beschreibung'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!
InhaltsverzeichnisList of Figures
About the Authors
1. The Fail-Safe Classroom: Improving Reading, Writing, and Content Learning
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
2. Reading Components for Grades 4--12
Relationship of Nonnegotiables and Reading Components
Relevant and Respectful Literacy for Below-Grade-Level Readers
Reading Intervention and Phonemic Awareness
Practical Tips for Phonics and Phonemic Awareness Support
3. Owning Vocabulary
Vocabulary in Context
Word Questioning Target Word: Nylons
Textbook Vocabulary Lists
Personal Dictionary, Thesaurus, or Journal
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
Teaching Strategies With Scaffolding
To What Extent Should Strategies Be Incorporated?
Practical Tips for Owning Comprehension Strategies
6. Comprehending With Higher Levels of Thinking
Higher Levels of Thinking
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
Educating Parents in Literacy Learning
Engaging the Community
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
PortraitRosemarye T. Taylor has a rich background that includes middle and high school teaching and school administration. She was a reading, language arts, and Spanish teacher and also served as a middle and high school administrator, and district-level administrator in Georgia and Florida. 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. Much of her success is due to conceptualizing, creating, and implementing fail-safe systems that work seamlessly to support improvements in student learning. As an example, Taylor led research, design, and implementation of the Orange County Literacy Program that has successfully impacted thousands of elementary, middle, and high school students and teachers. The classroom concept designed, implemented, and evaluated with her leadership has been produced as a literacy intervention product by Scholastic, Inc. Additionally, in Orange County Public Schools in Orlando, Florida, she designed and implemented a curriculum system including curriculum, instruction, assessment, and professional development supporting the notion that systems make the work of administrators and teachers easier. A consistent thread in these successful systems has been supporting the development and implementation of learning communities to advance student achievement by providing structure within which to empower the classroom teachers to make gains day by day. As associate professor of educational leadership at the University of Central Florida, her specialty is instructional leadership. She has conducted research on leadership 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, and International Journal of Education Management. Three books, 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.
Pressestimmen"From a fairly concise book, teachers will get an important overview about a 'system' approach to literacy. All teachers will get specific tools and strategies to try, and some very useful information that could change their paradigm along the way."
Untertitel: Sprache: Englisch.
Verlag: CORWIN PR INC
Erscheinungsdatum: September 2006
Seitenanzahl: 113 Seiten