04395nam 2200721Ia 450 991096367350332120251116230608.0978661093333497814166183861416618384978141660384914166038409781280933332128093333X978141660386314166038679781416603856(CKB)1000000000520403(SSID)ssj0000131917(PQKBManifestationID)11159937(PQKBTitleCode)TC0000131917(PQKBWorkID)10041738(PQKB)10282404(Au-PeEL)EBL3002156(CaPaEBR)ebr10130809(OCoLC)70219574(Au-PeEL)EBL4948047(CaONFJC)MIL93333(OCoLC)1024277091(MiAaPQ)EBC3002156(BIP)13070014(EXLCZ)99100000000052040320051201d2006 uy 0engurcn|||||||||txtccrCreating literacy-rich schools for adolescents /Gay Ivey, Douglas FisherAlexandria, Va. Association for Supervision and Curriculum Developmentc2006xviii, 154 pBibliographic Level Mode of Issuance: Monograph9781416603214 1416603212 9781416603856 1416603859 Includes bibliographical references and index.Intro -- Foreword by Donna Ogle -- Overture -- Introduction: Adolescent Literacy in Perspective -- Reading and Writing in English Classes -- Transportable and Transparent Strategies for Content Literacy Instruction -- Time Spent "Just Reading": A Nonnegotiable -- Interventions and Support for Struggling Adolescents -- Leadership and Schoolwide Support for Literacy -- Coda: A Student's Perspective on Improving Adolescent Literacy -- Appendix A: A Call to Action -- Appendix B: Adolescent Literacy -- References -- Index -- About the Authors.We know that literacy is the key to learning in school, yet millions of middle and high school students lack the literacy skills they need to succeed. What can educators do? In Creating Literacy-Rich Schools for Adolescents , authors Gay Ivey and Douglas Fisher make a compelling case that all teachers--across the content areas--have a role to play in students' development of literacy, which they define as reading, writing, speaking, listening, and viewing. Rather than focusing solely on reading instruction and the cliché that says "all teachers are teachers of reading," they urge teachers to incorporate rich literacy-based learning experiences into their classrooms, with the goal of helping students to learn and think across the curriculum. With research-based findings, engaging examples, and extensive lists of resources, Ivey and Fisher encourage readers to * Reexamine the materials, experiences, and expectations of the English/language arts classroom; * Use strategies to improve literacy in all the content areas and seek alternatives to the traditional textbook; * Make independent reading an important part of students' ongoing literacy development; * Design and use interventions that really work for struggling students; and * Consider the schoolwide elements--professional development, peer coaching, leadership, and assessment--that should be in place to support teachers and students. Essential questions provide the focus for each chapter, and Quality Indicators for Secondary Literacy help readers gauge where they are on the continuum of providing a meaningful literacy experience for students. Creating Literacy-Rich Schools for Adolescents will inspire educators to take up this challenge in their own school with new confidence that the work is worthwhile and achievable.Reading (Secondary)EducationMethodologyReading (Secondary)EducationMethodology.428.40712Ivey Gay1868807Fisher Douglas1965-123893MiAaPQMiAaPQMiAaPQBOOK9910963673503321Creating literacy-rich schools for adolescents4476838UNINA