LEADER 04395nam 2200721Ia 450 001 9910963673503321 005 20251116230608.0 010 $a9786610933334 010 $a9781416618386 010 $a1416618384 010 $a9781416603849 010 $a1416603840 010 $a9781280933332 010 $a128093333X 010 $a9781416603863 010 $a1416603867 024 3 $z9781416603856 035 $a(CKB)1000000000520403 035 $a(SSID)ssj0000131917 035 $a(PQKBManifestationID)11159937 035 $a(PQKBTitleCode)TC0000131917 035 $a(PQKBWorkID)10041738 035 $a(PQKB)10282404 035 $a(Au-PeEL)EBL3002156 035 $a(CaPaEBR)ebr10130809 035 $a(OCoLC)70219574 035 $a(Au-PeEL)EBL4948047 035 $a(CaONFJC)MIL93333 035 $a(OCoLC)1024277091 035 $a(MiAaPQ)EBC3002156 035 $a(BIP)13070014 035 $a(EXLCZ)991000000000520403 100 $a20051201d2006 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCreating literacy-rich schools for adolescents /$fGay Ivey, Douglas Fisher 210 $aAlexandria, Va. $cAssociation for Supervision and Curriculum Development$dc2006 215 $axviii, 154 p 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a9781416603214 311 08$a1416603212 311 08$a9781416603856 311 08$a1416603859 320 $aIncludes bibliographical references and index. 327 $aIntro -- 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. 330 $aWe 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 cliche? 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. 606 $aReading (Secondary) 606 $aEducation$xMethodology 615 0$aReading (Secondary) 615 0$aEducation$xMethodology. 676 $a428.40712 700 $aIvey$b Gay$01868807 701 $aFisher$b Douglas$f1965-$0123893 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910963673503321 996 $aCreating literacy-rich schools for adolescents$94476838 997 $aUNINA