• Summary
  • Contents
  • Subject index

Fills a niche for content teachers who teach reading strategies, particularly in light of the standards movement.”

— Christene Alfonsi, Teacher, Fairfield High School, OH

From a fairly concise book, teachers get an important overview about a ‘system’ approach to literacy. All teachers get specific tools and strategies and some very useful information that could change their paradigm along the way.”

— Allyson Burnett, Instructional Interventionist, Alief Hastings High School, Houston, TX

Put a strong literacy system in place to improve student achievement!

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. Improving Reading, Writing, and Content Learning for Students in Grades 4–12 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:

Creating a classroom community that is academically and psychologically safe for learning; Responding to non-negotiable expectations of daily practice; Building vocabulary, reading comprehension, and higher-order and critical thinking skills; Developing fluency in reading; 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!

Owning Vocabulary
Owning vocabulary

Not only do we want students to learn specific vocabulary and academic language needed to comprehend content text, but we also want students to become independent in understanding and owning vocabulary. In this chapter, strategies for accomplishing the vocabulary ownership challenges are offered, keeping in mind that the most assured way for students to own large vocabularies is to read, read, and read some more in a variety of texts and to have direct instruction on academic vocabulary.

When I enter a faculty gathering and ask for those who teach vocabulary to raise their hands, all teachers will have a hand in the air! Teachers raise their hands because every textbook has a list of vocabulary to be learned. It appears that the most common strategy for learning vocabulary is for students ...

  • Loading...
locked icon

Sign in to access this content

Get a 30 day FREE TRIAL

  • Watch videos from a variety of sources bringing classroom topics to life
  • Read modern, diverse business cases
  • Explore hundreds of books and reference titles