“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!
Chapter 6: Comprehending with Higher Levels of Thinking
Comprehending with Higher Levels of Thinking
Facilitating the reading, writing, and content learning of students in Grades 4–12 is more complex than it may first appear. As discussed in Chapters 1–5, students need to be able decode, acquire vocabulary, and comprehend various types of texts independently. To accomplish this complex charge, you have been offered fail-safe literacy as a system. The purpose of fail-safe literacy is to create a systematic instructional planning process that will ensure more proficient readers, writers, and content learners. In this chapter, those concepts are connected to higher levels of thinking.
Higher Levels of Thinking
While writing this book, I received an e-mail from a high school principal who is known to be an instructional leader. The first 9-week grading period had ended with all teachers giving ...