50 Instructional Routines to Develop Content Literacy (Teaching Strategies) (Paperback)
KEY BENEFIT Gives middle and secondary school teachers 50 evidence-based instructional routines to ensure reading and writing occurs in every class, across all content areas KEY TOPICS 50 instructional routines; addressing the Common Core State Standards; focusing on the content areas; engaging students in reading, writing, speaking, listening, and viewing as part of the literacy process; English learners; and struggling readers MARKET Middle and secondary school teachers; courses in Reading Methods and Content Area Reading
About the Author
Douglas Fisher, Ph.D. is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as numerous books, including Good Habits, Great Readers; Improving Adolescent Literacy; Better Learning Through Structured Teaching; Common Core English Language Arts in a PLC at Work and Text Complexity: Raising Rigor in Reading. William G. Brozo, Ph.D. is a Professor of Literacy in the Graduate School of Education at George Mason University. A former high school English teacher, he is the author of numerous articles and books on literacy development for children and young adults. He is a contributing author to Pearson iLit, a digitally delivered program for struggling adolescent readers, and Pearson Literature. He regularly speaks at professional meetings around the country and consults with states and districts on ways of building capacity among teachers and enriching the literate culture of schools. Nancy Frey, Ph.D. is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. She has published numerous articles on literacy, diverse learners, and instructional design as well as numerous books, including Good Habits, Great Readers; Improving Adolescent Literacy; Checking for Understanding; Rigorous Reading and The Path to Get There. Gay Ivey, Ph.D. is the Tashia F. Morgridge Chair in Reading at the University of Wisconsin-Madison. She earned her doctorate in Reading Education at the University of Georgia. She studies the implications and processes of classroom communities that prioritize engagement in literacy practices. Before entering the world of academia, she was a middle school reading specialist in Virginia.