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Offers a whole-school program for improving the literacy skills of secondary school students.
Literacy lies at the heart of student understanding and achievement. Yet too many educators mistakenly assume that the reading, writing, speaking, and thinking skills that students developed in elementary school are sufficient for the sophisticated learning tasks they face in middle and high school. The result? Disappointing test scores, high dropout rates, and students unprepared for higher education, citizenship, and the world of work. Taking Action on Adolescent Literacy: An Implementation Guide for School Leaders presents a structured approach to using literacy as a lever for overall school improvement. Literacy instruction is not an "add-on," authors Judith L. Irvin, Julie Meltzer, and Melinda Dukes insist; it's an ongoing essential. All adolescent students, no matter what their level of achievement, can benefit from direct instruction in reading, writing, speaking, and thinking. And all secondary school leaders can improve students' literacy and learning by following the five action steps outlined in this book: (1) develop and implement a literacy action plan, (2) support teachers to improve literacy instruction, (3) use data to make curricular decisions, (4) build capacity for shared leadership, and (5) creatively allocate resources to support the literacy plan. The book also offers strategies to help educators integrate literacy and learning across the content areas, provide targeted interventions for students who are struggling the most, and develop a supportive school environment that involves parents, community members, and district leaders. Practical tools, helpful resources, and vignettes based on the authors' extensive work in school districts nationwide make this an indispensable guide for principals, central office administrators, literacy coaches, department chairs, and other school leaders committed to helping students succeed.
Presenting a snapshot of how adolescents learn, Roberta L. Sejnost and Sharon M. Thiese offer research-based best practices and strategies that enable teachers to increase student learning by more effectively integrating reading, writing, and critical thinking into their content instruction. Building Content Literacy: Strategies for the Adolescent Learner begins with a discussion of the challenges of teaching adolescents and follows with: - Strategies to foster acquisition of specialized and technical content vocabulary - Specific processes and skills students may use to comprehend narrative and expository texts - A variety of writing-to-learn strategies Speaking-to-learn strategies. Finally, the authors consider the challenges that face students in the age of technology and address the new literacies that can be utilized to engage students and increase learning.
Explore strategies for integrating the Common Core State Standards for English language arts for grades 6–8 in this resource, which focuses on areas of instruction, curriculum, assessment, and intervention. You’ll also learn how to implement the CCSS within the powerful PLC at WorkTM process. Critical chapter-opening questions guide discussion and help you leverage the CCSS to optimize student learning.
Presents articles that describe how teachers and literacy specialists can use visual media, including graphic novels, cartoons, and picture books, to motivate reading.
In Literacy Leadership Teams: Collaborative Leadership for Improving and Sustaining Student Achievement, Pamela Craig, a veteran English teacher and a vice-president of the Florida Council of Teachers of English, focuses on practical ways for school leaders to establish school-based literacy leadership teams. She carefully outlines each step of the process so that readers will be able to create and sustain literacy leadership teams at their own schools. Craig provides insights and tools designed to bring teachers, administrators, and other members of the school community together to set and achieve goals for improving student achievement in literacy.
Teachers across the country are seeking ways to make their multicultural classrooms come alive with student talk about content. Content-Area Conversations: How to Plan Discussion-Based Lessons for Diverse Language Learners is a practical, hands-on guide to creating and managing environments that spur sophisticated levels of student communication, both oral and written. Paying special attention to the needs of English language learners, the authors *Detail research-based steps for designing lessons that spark student talk; *Share real-life classroom scenarios and dialogues that bring theory to life; *Describe easy-to-use assessments for all grade levels; *Provide rubrics, worksheets, sentence frames, and other imaginative tools that encourage academic communication; and *Offer guiding questions to help teachers plan instruction. Teachers at any grade level, in any content area, will find a wide variety of strategies in this book to help students simultaneously learn English and learn in English. Drawing both on decades of research data and on the authors' real-life experiences as teachers of English language learners, this book is replete with ideas for fostering real academic discourse in your classroom.

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