Synopses & Reviews
Douglas Fisher, Nancy Frey, William Brozo, and Gay Ivey
50 Instructional Routines to Develop Content Literacy, 2/e
Discover step-by-step procedures for implementing content area instructional routines to improve students' literacy skills
From some of the best-known authors in the field comes a book that provides all middle and high school teachers with practical information about improving students’ reading, writing, and oral language development. Every teacher needs to use instructional routines that allow students to engage in all of these literacy processes. Classroom examples from science, social studies, English, math, visual and performing arts, and core electives ensure that all middle and high school teachers will find useful ideas that they can implement immediately. This book provides readers with examples of fifty evidence-based instructional routines that can be used across content areas to ensure that reading and writing occur in all classes.
Key elements of the Second Edition include:
Strengthening of classroom scenarios Identifying specific instances in which the routine is useful for English Learners Identifying specific instances in which the routine is useful for struggling readers Updating of research reviews and references Focusing on additional content areas
Meet the Authors
Douglas Fisher, Ph.D., is a Professor in the Department of Teacher Education at San Diego State University and the Director of Professional Development for the City Heights Educational Collaborative. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as books, such as Improving Adolescent Literacy: Strategies at Work and Responsive Curriculum Design in Secondary Schools: Meeting the Diverse Needs of Students.
William G. Brozo is a professor of language and literacy at the University of Tennessee. He earned his bachelor's degree from the University of North Carolina and his master's and doctorate from the University of South Carolina. Dr. Brozo serves on the editorial review boards of the Reading Research Quarterly and Reading Research and Instruction and the editorial advisory board of the Journal of Adolescent & Adult Literacy.
Nancy Frey, Ph.D., is an Associate Professor of Literacy in the School of Teacher Education at San Diego State University and the Coordinator of Professional Development Schools for the City Heights Educational Collaborative. Before joining the university faculty, Nancy was a teacher in the Broward County (FL) Public Schools, where she taught students at the elementary and middle school level and later worked for the Florida Department of Education. She is a recipient of the Christa McAuliffe award for excellence in teacher education.
Gay Ivey, Ph.D., is the Graduate Program Coordinator of Reading at James Madison University. Dr. Ivey began her career in education as a middle school reading specialist in Albemarle County, Virginia and held positions at Rutgers University and the University of Maryland at College Park before joining the JMU faculty in 2001. She is involved with numerous organizations including the National Reading Conference,
the International Reading Association, the National Council of Teachers of English, and the American Educational Research Association.
Synopsis
From some of the best-known authors in the field comes a book that provides all middle and high school teachers with practical information about improving students’ reading, writing, and oral language development. Every teacher needs to use instructional routines that allow students to engage in all of these literacy processes. Classroom examples from science, social studies, English, math, visual and performing arts, and core electives ensure that all middle and high school teachers will find useful ideas that they can implement immediately. This book provides readers with examples of fifty evidence-based instructional routines that can be used across content areas to ensure that reading and writing occur in all classes.
Evidence-based-a clear research base is presented with every instructional routine, helping you further understand when and why a particular approach should be used.
Practical examples-for each instructional routine presented, a practical example is provided that illustrates ways this routine has been used in today's classrooms.
Quick reference — instructional routines are arranged alphabetically, and an index on the inside front cover specifies the literacy focus for each strategy and whether the strategy is meant to be used before, during, or after reading.
Instructional routines- recommended actions a teacher can take to foster comprehension, such as thinking aloud, using Question-Answer Relationships, and teaching with word walls.
Table of Contents
1 Adjunct Displays
2 Anticipation Guides
3 Concept Maps
4 Dictoglos
5 Directed Notetaking Activity
6 Directed Reading-Thinking Activity (DR-TA)
7 Echo or Choral Reading
8 Exit Slips
9 Fishbowl Discussions
10 Found Poems
11 Generative Reading
12 Guest Speakers
13 Independent Reading
14 Interest Surveys
15 Jigsaw
16 KWL
17 Language Experience Approach
18 Mnemonics
19 Modeled Writing
20 Modeling Language of Process
21 Opinionaire
22 Pattern Guide
23 Poems for Two Voices
24 Popcorn Review
25 Professor Know-It-All
26 Questioning the Author
27 Question-Answer Relationship
28 RAFT Writing
29 Read Alouds
30 Readers' Theatre
31 Read-Write-Pair-Share
32 Reciprocal Teaching
33 ReQuest
34 Response Writing
35 Shades of Meaning
36 Shared Reading
37 SPAWN Writing
38 Split-page Notetaking
39 Student Booktalks
40 Student Questions for Purposeful Learning (SQPL)
41 Text Impressions
42 Text Structures
43 Think Aloud
44 Tossed Terms
45 Vocabulary Cards
46 Vocabulary Self-Awareness
47 Word Grids/Semantic Feature Analysis
48 Word Scavenger Hunts
49 Word Sorts
50 Word Walls