• 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 ...

Teach Vocabulary Using Graphic Organizers
Teach vocabulary using graphic organizers

A word, in a word, is complicated.

—Pinker (1994, p. 147)

There are four ways for students to acquire the specialized vocabulary found in content texts (Novak, 1998; Novak & Gowin, 1984): (1) hearing words explained and used in conversation and context at least three to five times (see Activity 19, Use and Teach Content Vocabulary Daily); (2) seeing words brought to life with pictures, models, and diagrams (see Activity 11, Use and Teach Concept Maps); and (3) constructing graphic organizers that show relationships between words—the topic of this approach.

Consult the I Do It, We Do It, You Do It Lesson Plan (Activity 14) whenever you introduce a new graphic organizer to students. Model the process (I Do ...

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