Improving Reading, Writing, and Content Learning for Students in Grades 4-12

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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!

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Editorial Reviews

Christene Alfonsi
"This book will fill a niche for content teachers who need to be teaching reading strategies, particularly in light of the standards movement. "
Allyson Burnett
"From a fairly concise book, teachers will get an important overview about a 'system' approach to literacy. All teachers will get specific tools and strategies to try, and some very useful information that could change their paradigm along the way. "
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Product Details

  • ISBN-13: 9781412942270
  • Publisher: SAGE Publications
  • Publication date: 1/28/2006
  • Edition description: New Edition
  • Pages: 128
  • Product dimensions: 7.00 (w) x 9.90 (h) x 0.40 (d)

Meet the Author

Rosemarye (Rose) Taylor has a rich background that includes middle and high teaching, school administration, and district administration. She was a reading, language arts, and Spanish teacher, and counselor, followed by service as a middle and high school administrator, and district level administrator in Georgia and Florida, USA. In private sector management she was Director of Professional Development for Scholastic, Inc., New York. Currently, she is Associate Professor of Educational Leadership at the University of Central Florida in Orlando.

As Associate Professor of Educational Leadership at the University of Central Florida, her specialty is systematic leadership to improve student achievement Pk-20, which as lead to her interest and research in the professional practice doctorate. She has conducted research on leadership and change, particularly as it relates to accountability. Presentations on this topic have been given at University Council of Educational Administration, American Association of Educational Research, American Association of School Administrators, International Reading Association, Association for Supervision and Curriculum Development, National Association of Secondary School Principals, and National Middle School Association conferences. Her articles have been published in Kappan, Educational Leadership, Middle School Journal, Schools in the Middle, American Secondary Education, AASA Professor, The National Staff Development Journal, Principal Leadership, The School Administrator, Educational Research Service Spectrum, and International Journal of Education Management. Six books including Leading Learning: Improve Student Achievement Today! (2010), Improving Readers, Writers, and Content Learning for Students in Grades 4-12 (2007), Leadership Handbook for Literacy Coaching (2006),The K-12 Literacy Leadership Fieldbook (2005), Literacy Leadership for Grades 5-12, (2003), and Leading With Character to Improve Student Achievement (2003), reflect the commitment to all students learning more through leadership that creates ethical, fail-safe systems. She serves as consultant on literacy, learning communities, curriculum system development, and leadership to schools, districts and professional organizations.

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Table of Contents

List of Figures     vii
Preface     ix
Acknowledgments     xi
About the Author     xiii
The Fail-Safe Classroom: Improving Reading, Writing, and Content Learning     1
Introduction     1
Academically and Psychologically Safe to Learn     3
Nonnegotiable Expectations of Daily Practice     6
Nonnegotiable Expectations of Daily Practice and Writing     12
Practical Tips for Creating Fail-Safe Classrooms for Literacy and Content Learning     14
Reading Components in Grades 4-12     17
Phonemic Awareness     18
Phonics     18
Relationship of Nonnegotiables to Reading Components     19
Relevant and Respectful Literacy for Below-Grade-Level Readers     19
Reading Intervention and Phonemic Awareness     22
Technology Solutions     23
Audiobooks     24
Practical Tips for Phonics and Phonemic Awareness Support     26
Owning Vocabulary     27
Vocabulary Solvers     28
Vocabulary in Context     29
Word Questioning Target Word: Nylons     30
Textbook Vocabulary Lists     31
Word Walls     32
Personal Dictionary,Thesaurus, or Journal     33
Vocabulary Workbooks     34
Spelling and Writing     36
Practical Tips for Developing Student-Owned Vocabulary     36
Developing Fluency in Reading All Texts     39
What Is Fluency and Why Is It So Important?     39
Developing Fluency in Reading Intervention     41
Developing Fluency in Reading Content Texts     44
Accountable Independent Reading     48
Practical Tips for Developing Fluency     53
Owning Comprehension Strategies     55
Key Comprehension Strategies     56
Summarization     59
Teaching Strategies With Scaffolding     62
To What Extent Should Strategies Be Incorporated?     64
Smart Tasks     65
Graphic Organizers     67
Practical Tips for Owning Comprehension Strategies     71
Comprehending With Higher Levels of Thinking     73
Higher Levels of Thinking     73
Questioning Strategies     74
More Questioning Techniques     77
Higher Thinking With Graphic Organizers     79
Align Instructional Resources     81
Practical Tips for Higher-Level Thinking     84
Engaging Parents and Community in Literacy Learning     87
Engaging Parents     87
Educating Parents in Literacy Learning     90
Engaging the Community     92
Volunteers     93
Service Learning     94
Reflection on Improving Reading, Writing, and Content Learning     95
Practical Tips for Engaging Parents and Community in Literacy Learning     95
Teacher Reflection Guide     96
Accountable Independent Reading Log     99
Book Talk Checklist     101
References     103
Index     106
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