ERIC Number: ED495564
Record Type: Non-Journal
Publication Date: 2006-Sep-14
Reference Count: 0
Improving Reading, Writing, and Content Learning for Students in Grades 4-12
Taylor, Rosemarye T.
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. This book 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: (1) creating a classroom community that is academically and psychologically safe for learning; (2) responding to non-negotiable expectations of daily practice; (3) building vocabulary, reading comprehension, and higher-order and critical thinking skills; (4) developing fluency in reading; and (5) 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. Following a preface, this book is divided into seven parts. Part 1, The Fail-Safe Classroom: Improving Reading, Writing, and Content Learning, presents: (1) Introduction; (2) Academically and Psychologically Safe to Learn; (3) Nonnegotiable Expectations of Daily Practice; (4) Nonnegotiable Expectations of Daily Practice and Writing; and (5) Practical Tips for Creating Fail-Safe Classrooms for Literacy and Content Learning. Part 2, Reading Components for Grades 4-12, continues with: (6) Phonemic Awareness; (7) Phonics; (8) Relationship of Nonnegotiables and Reading Components; (9) Relevant and Respectful Literacy for Below-Grade-Level Readers; (10) Reading Intervention and Phonemic Awareness; (11) Technology Solutions; (12) Audiobooks; and (13) Practical Tips for Phonics and Phonemic Awareness Support. Part 3, Owning Vocabulary, then offers: (14) Vocabulary Solvers; (15) Vocabulary in Context; (16) Word Questioning Target Word: Nylons; (17) Textbook Vocabulary Lists; (18) Word Walls; (19) Personal Dictionary, Thesaurus, or Journal; (20)Vocabulary Workbooks; (21) Spelling and Writing; and (22) Practical Tips for Developing Student-Owned Vocabulary. Part 4, Developing Fluency in Reading All Texts, contains: (23) What Is Fluency and Why Is It So Important?; (24) Developing Fluency in Reading Intervention; (25) Developing Fluency in Reading Content Texts; (26) Accountable Independent Reading; and (27) Practical Tips for Developing Fluency. Part 5, Owning Comprehension Strategies, presents: (28) Key Comprehension Strategies; (29) Summarization; (30) Teaching Strategies with Scaffolding; (31) To What Extent Should Strategies Be Incorporated?; (32) SMART Tasks; (33) Graphic Organizers; and (34) Practical Tips for Owning Comprehension Strategies. Part 6, Comprehending with Higher Levels of Thinking; (35) Higher Levels of Thinking; (36) Questioning Strategies; (37) More Questioning Techniques; (38) Higher Thinking with Graphic Organizers; (39) Align Instructional Resources; and (40) Practical Tips for Higher-Level Thinking. Part 7, Engaging Parents and Community in Literacy Learning, contains: (41) Engaging Parents; (42) Educating Parents in Literacy Learning; (43) Engaging the Community; (44) Volunteers; (45) Service Learning; (46) Reflection on Improving Reading, Writing, and Content Learning; and (47) Practical Tips for Engaging Parents and Community in Literacy Learning. The following resources are also included: (1) Teacher Reflection Guide; (2) Accountable Independent Reading Log; and (3) Book Talk Checklist. A list of references and an index conclude the book.
Descriptors: Intermediate Grades, Secondary Education, Reading Comprehension, Critical Reading, Reading Improvement, Writing Improvement, Educational Strategies, Thinking Skills, Classroom Environment, Family School Relationship, Intervention, Service Learning, Literacy, Parent Participation, Scaffolding (Teaching Technique), Vocabulary Development, Content Area Reading, Volunteers, Spelling Instruction, Independent Reading, Questioning Techniques, Reading Fluency, Teacher Expectations of Students, Nonprint Media, Phonemes, Phonics, Writing Instruction, Reading Instruction, School Community Relationship, Technology Uses in Education
Corwin Press, A SAGE Publications Company. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://www.corwinpress.com
Publication Type: Books; Guides - Non-Classroom
Education Level: Elementary Education; Elementary Secondary Education; Intermediate Grades; Secondary Education
Authoring Institution: N/A