Improving Adolescent Literacy
Pearson (Verlag)
978-0-13-518087-7 (ISBN)
In this 5th Edition, the authors provide new classroom examples from their colleagues across the disciplines as well as new instructional routines that have been researched and validated since the publication of the last edition. Also, this edition has been re-organized, adding three new chapters, to focus on the ways in which teachers can use reading, writing, speaking, and listening in their classes, emphasizing reading and comprehending texts, creating graphic organizers, developing vocabulary knowledge, and writing to learn.
About our authors Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College having been an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association Celebrate Literacy Award, the Farmer award for excellence in writing from the National Council of Teachers of English, as well as a Christa McAuliffe award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction and curriculum design as well as books, such as Better Learning Through Structured Teaching, Rigorous Reading and Text Complexity: Raising Rigor in Reading. Nancy Frey, Ph.D., is a Professor of Literacy in the Department of Educational Leadership at San Diego State University. She is the recipient of the 2008 Early Career Achievement Award from the National Reading Conference. Nancy has published in The Reading Teacher, Journal of Adolescent and Adult Literacy, English Journal, Voices in the Middle, Middle School Journal, Remedial and Special Education, TESOL Journal, Journal of Learning Disabilities, Early Childhood Education Journal and Educational Leadership. She has co-authored (with Doug Fisher) books on formative assessment (Checking for Understanding and Formative Assessment Action Plan), instructional design (Better Learning for Structured Teaching), data-driven instruction (Using Data to Focus Instructional Improvement) and brain-based learning (In a Reading State of Mind.) Nancy is a credentialed special educator, reading specialist and administrator in California, and has taught at the elementary, middle and high school levels for 2 decades. She is a teacher leader at Health Sciences High and Middle College, where she learns from her colleagues and students every day.
Ensuring All Students Read, Write, Think, and Learn
Setting the Stage: Building and Activating Background Knowledge
Word for Word: Vocabulary Development Across the Curriculum
Well Read: Promoting Comprehension Through Read-Alouds, Shared Readings, and Close Reading
Why Ask? Questioning Strategies that Prompt Thinking
Speaking Volumes: Using Collaborative Conversations to Build Students’ Content Knowledge
Picture This: Graphic Organizers in the Classroom
Getting it Down: Making and Taking Notes Across the Curriculum
Powerful Pens: Writing to Learn Content
Taking Stock: Formative and Summative Assessments
| Erscheinungsdatum | 15.01.2019 |
|---|---|
| Sprache | englisch |
| Maße | 100 x 100 mm |
| Gewicht | 100 g |
| Themenwelt | Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft |
| Sozialwissenschaften ► Pädagogik ► Berufspädagogik | |
| ISBN-10 | 0-13-518087-2 / 0135180872 |
| ISBN-13 | 978-0-13-518087-7 / 9780135180877 |
| Zustand | Neuware |
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