• Summary
  • Contents
  • Subject index

“The book's major strengths are its ease of use and the range of approaches to address many different reading issues. You can read straight through for a host of ideas, or you can pinpoint exactly which kind of strategy to explore.”

—Kristie Mary Betts, English Teacher

Peak to Peak High School, Lafayette, CO

“Bottom line: This book is reader friendly! Teachers in the content areas can quickly and easily find specific ideas to help students.”

—Barbara L. Townsend, Reading Specialist

Elkhorn Area School District, WI

Help for students who are overwhelmed, feel confused, can't remember, lack language skills, or just don't get it.

In today's era of accountability, teachers are expected to help all secondary students understand complex concepts and ideas and demonstrate proficiency on high-stakes tests. To promote success for struggling ...

Check Frequently for Understanding
Check frequently for understanding

Formative assessment can occur many times in every lesson. It can involve several different methods for encouraging students to express what they are thinking and several different ways of acting on such evidence.

—Black, Harrison, Lee, Marshall, and Wiliam (2003, p. 2)

The most common way for teachers to monitor students’ understanding during class is to ask, “Are there any questions?” Rarely are confused students able to articulate the nature of their confusion quickly enough to respond, even if they were confident enough to show their ignorance in front of peers. Hearing no questions, the teacher could well assume that everyone gets it.

A better question to ask is, “What are your questions?” Phrasing it this way gives students the impression ...

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