Improving Adolescent Literacy: Content Area Strategies at Work (5e) : 9780135180877

Improving Adolescent Literacy: Content Area Strategies at Work (5e)

Fisher & Frey
 
Edition
 
5
ISBN
 
9780135180877
ISBN 10
 
0135180872
Published
 
02/01/2019
Published by
 
Pearson Higher Ed USA
Pages
 
208
Format
 
Available once published
 
Title type
Book
$82.99
 
 
Title type
 
$57.99
 
 
Description
For courses in Content Area Reading (Middle and Secondary), Reading and Writing Methods in the Middle School (Reading and Literacy), and Alternative Certification (Curriculum and Instruction).


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-organised, adding three new chapters, to focus on the ways in which teachers can use reading, writing, speaking, and listening in their classes, emphasising reading and comprehending texts, creating graphic organisers, developing vocabulary knowledge, and writing to learn.

Table of contents
  • Ensuring All Students Read, Write, Think, and Learn
  • Setting the Stage: Building and Activating Background Knowledge
  • Word for Word: Vocabulary Development Across the Curriculum
  • Well Read: Promoting Comprehension Through Read-Alouds, Shared Readings, and Close Reading
  • Why Ask? Questioning Strategies that Prompt Thinking
  • Speaking Volumes: Using Collaborative Conversations to Build Students’ Content Knowledge
  • Picture This: Graphic Organizers in the Classroom
  • Getting it Down: Making and Taking Notes Across the Curriculum
  • Powerful Pens: Writing to Learn Content
  • Taking Stock: Formative and Summative Assessments
Features & benefits
  • Real-world instructional strategies and practical procedures to promote success in literacy and content area learning
  • Ten major teaching strategies help educators learn to develop their students’ disciplinary literacy and content area literacy.
  • A new chapter 2 introduces a learning model that begins and ends with knowledge—specifically creation, modification, and use of knowledge
  • A new chapter 6 focuses on collaborative conversations, peer-to-peer learning, and productive group work across content areas
  • Examples illustrate each teaching strategy being used in specific content areas — English, science, social studies, mathematics, and elective courses — to help teachers determine which strategies will work most effectively for their course. (See Shared Reading in Mathematics on pp. 60-61; Shared Reading and Think-Alouds in Social Studies on pp. 62-63; Shared Reading in Science on p. 63; and Read-Alouds and Shred Reading in Electives on pp. 64-65.)
  • Formative and summative assessments are explored in depth in a new chapter 10. A wide range of strategies for checking students’ understanding, as well as information about what to do with the assessment data, helps teachers learn to adapt their instruction to meet the needs of their class. (See Checklist for creating assessments on pp. 170-171.)
  • Tech Tools give teachers ways to use different technologies to enhance teaching. (See Tech Tools for Creating Visual Content on p.20 and Tech Tools for Vocabulary Growth on p. 39.)
  • An enhanced discussion about the differences between content area literacy and disciplinary literacy, as well as new information about the design of learning experiences through the gradual release of responsibility framework (ch. 1)
  • Updated language on the types of vocabulary students need to learn and updated instructional routines useful in facilitating word learning (ch. 3)
  • Updated research on read-alouds, shared readings, and close readings, and a clarified discussion of ways to incorporate disciplinary reading and writing during read-alouds and shared readings (ch. 4)
  • Updated information about when to use graphic organisers and visual aids, updated classroom tools, and new digital tools (ch. 7)
  • New information about the text types students must know to be successful in college and the workplace and ways in which teachers can construct writing prompts that scaffold students’ learning (ch. 9)