Paperback. Fifty step-by-step procedures for implementing content area instructional routines to improve 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 student reading, writing, and oral language development. Going above and beyond basic classroom strategies, the instructional routines recommend simple changes to 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. SamplesPreview sample pages from 50 Instructional Routines to Develop Content Literacy > Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

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Detalles bibliogr�ficos

T�tulo: 50 Instructional Routines to Develop Content Literacy (Paperback)
Editor: Pearson Education (US)
Fecha de publicaci�n: 2014
Idioma: Ingl�s
ISBN 10: 0133347966
ISBN 13: 9780133347968
Encuadernaci�n: Paperback
Edici�n: 3� Edici�n
Estado: new

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Sinopsis

50 Instructional Routines to Develop Content Literacy, 3/e helps adolescents read more and read better. 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 procedures that foster student comprehension, such as thinking aloud, using question-answer relationships, and teaching with word walls.

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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.

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