50 Instructional Routines to Develop Content Literacy (3e) : 9780133347968

50 Instructional Routines to Develop Content Literacy (3e)

Fisher, Douglas et al
 
Edition
 
3
ISBN
 
9780133347968
ISBN 10
 
0133347966
Published
 
11/02/2014
Published by
 
Pearson Higher Ed USA
Pages
 
160
Format
 
Out of stock
 
Title type
Book
$48.99
 
 
Title type
 
$34.99
 
 
Description

Some of the best-known authors in the field come together to provide teachers with fifty step-by-step procedures for implementing content area instructional routines to improve students’ literacy skills. 50 Instructional Routines to Develop Content Literacy, 3rd Edition helps adolescents to become more successful readers. 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 instruction that foster student comprehension, such as thinking aloud, using question-answer relationships, and teaching with word walls.

 

The routines are:

  • Selected to ensure that all students engage in reading, writing, speaking, listening, and viewing as part of the literacy process.
  • Taken from real classrooms, real students, and real results.
  • Organised for easy and quick referencing.
  • Applicable to English learners and struggling readers.
Table of contents
  • Adjunct Displays
  • Annotation
  • Anticipation Guides
  • Close Reading
  • Collaborative Conversations
  • Conversation Roundtable
  • Debate
  • Directed Reading-Thinking Activity
  • Exit Slips
  • Fishbowl Discussions
  • Found Poems
  • Generative Reading
  • Guest Speakers
  • Independent Reading
  • Interest Surveys, Questionnaires, and Interviews
  • Jigsaw
  • KWL
  • Language Experience Approach
  • Mnemonics
  • Modeling Comprehension
  • Numbered Heads Together
  • Opinionnaire
  • Popcorn Review
  • Questioning the Author
  • Question-Answer Relationship
  • RAFT Writing
  • Read-Alouds
  • Readers’ Theatre
  • Read-Write-Pair-Share
  • Reciprocal Teaching
  • ReQuest
  • Response Writing
  • Shades of Meaning
  • Shared Reading
  • Socratic Seminar
  • Split-Page Notetaking
  • Student Booktalks
  • Student Questions for Purposeful Learning
  • Text Impressions
  • Text Structures
  • Text-Dependent Questions
  • Think-Alouds
  • Tossed Terms
  • Vocabulary Cards
  • Vocabulary Self-Awareness
  • Word Grids/Semantic Feature Analysis
  • Word Scavenger Hunts
  • Word Sorts
  • Word Walls
  • Writing Frames and Templates
New to this edition

While continuing to feature the most successful instructional routines, this edition also includes these updates:

 

  • NEW! Detailed classroom scenarios that are easier to implement. Many of the student work samples are from the authors’ own classrooms, and give readers reliable examples of actual outcomes.
    • NEW! New routines that address the Common Core State Standards. Instructional routines specifically designed to fit the requirements of the current standards include close reading, annotation, text-dependent questions, and collaborative conversation.
  • The scenarios have been reviewed and revised to ensure consistency with the curriculum and instruction recommended by the Common Core State Standards, though these strong and effective instructional practices remain useful even in areas not implementing the CCSS.
  • NEW! Up-to-date research reviews and references. The newest edition features reviews of the current research, new studies published since the previous edition, and the assurance that each routine remains relevant and effective for content area reading.
  • NEW! A focus on additional content areas. This edition expands content area examples beyond English, math, science, and social studies classes to include examples from PE, music, art, family and consumer sciences, and even more vocational and visual and performing arts classes. In each case, a profiled teacher has used the instructional routine successfully with content regularly taught in a real classroom.
Features & benefits
  • Selected to ensure that all students engage in reading, writing, speaking, listening, and viewing as part of the literacy process. All routines are:
    • Evidence-based: A clear research base is presented with every instructional routine–readers learn when and why to use a particular approach.
    • Useful: Only those routines that have been used successfully by the authors or their colleagues are included, avoiding others that are too complex, require too much time, or cannot be implemented with groups of students.
  • Content area appropriate: The routines can be used in every middle and high school content area or class.
  • Taken from real classrooms, real students, and real results.
    • Practical examples are presented for each routine, illustrating the ways it has been used in actual classrooms.
    • NEW! Detailed classroom scenarios that are stronger and easier to implement. Many of the student work samples are from the authors’ own classrooms, and give readers reliable examples of actual outcomes.
  • Organised for easy and quick referencing.
    • The alphabetical arrangement makes it easy to find a specific routine.
    • An index on the inside front cover specifies each strategy’s literacy focus and whether it is meant to be used before, during, or after reading.
    • Introductions for each routine include brief reviews of the research.
    • Step-by-step guidelines for implementing the routines follow the introduction.
    • Classroom examples further illustrate the successful implementation of each strategy.
  • Applicable to special groups, and focused on a variety of content areas:
    • Specific applications for English learners are highlighted where appropriate, with additional information on how best to adjust the routine to fit their unique needs.
    • Specific applications for struggling readers who need interventions to ensure that they read and write more and better every day, including read-alouds, shared reading, text structures, independent reading, and echo-reading tasks.
    • NEW! Focus on additional content areas: This edition expands content area examples beyond English, math, science, and social studies classes to include examples from PE, music, art, family and consumer sciences, and even more vocational and visual and performing arts classes.
Author biography

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 Good Habits, Great Readers; Improving Adolescent Literacy; Better Learning Through Structured Teaching; Common Core English Language Arts in a PLC at Work and Text Complexity: Raising Rigor in Reading. 

 

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 iLit, 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 Good Habits, Great Readers; Improving Adolescent Literacy; Checking for Understanding; Rigorous Reading and The Path to Get There. 

 

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.

Student supplements
Sample Pages