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50 Instructional Routines to Develop Content Literacy, 3/e helps adolescents read more and read better. Middle and high school teachers can immediately put to use its practical information and classroom examples from science, social studies, English, math, the visual and performing arts, and core electives to improve students’ reading, writing, and oral language development. Going above and beyond basic classroom strategies, the instructional routines recommend simple changes to teachers’ everyday procedures that foster student comprehension, such as thinking aloud, using question-answer relationships, and teaching with word walls.
"50 Instructional Routines to Develop Content Literacy is a valuable resource for teachers from all content areas to help students become better readers, writers, thinkers, collaborators, and communicators. The routines are grounded in sound research and pedagogy and the step-by-step directions and real-class/real-student examples and scenarios allow educators to move beyond theory to implementation. The short chapters allow for busy teachers to quickly sort through and select the best routines for any instructional purpose. The chapters also offer suggestions for differentiation, including for ELL students, so that the routines can be tailored to meet the needs of any group of students. This text is a toolbox that teachers from all content areas will find themselves referencing throughout the school year."
-- Lisa Lloyd, Hastings Middle School (Upper Arlington, Ohio)
"I found the material beneficial to me as a teacher and will definitely use some new techniques in with my students to improve literacy."
-- Danielle Morrison, Lincoln High School (Gahanna, Ohio)
"The organization of each routine is especially helpful: brief review of research, step-by-step guide, classroom examples, and relevant graphics, etc. It is refreshing to see a text that is so useful."
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.