50 Instructional Routines to Develop Content Literacy

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.

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. He has taught a variety of courses in SDSU¹s teacher-credentialing program as well as graduate-level courses on English language development and literacy. He has also taught classes in English, writing, and literacy development to secondary school 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. He has taught reading and language arts in junior and senior high school in the Carolinas. He is the author of numerous articles on literacy development for young adults as well as To Be a Boy, To Be a Reader (International Reading Association), a book of strategies for helping teen and preteen males become active readers. 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. He is also a member of the Commission on Adolescent Literacy. Dr. Brozo regularly speaks at professional meetings around the country and consults with teachers and administrators to discuss ways of enriching the literacy culture of middle and secondary schools and making teaching more responsive to student needs.

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. She later worked for the Florida Department of Education on a statewide project for supporting students with diverse learning needs in general education curriculum. She is a recipient of the Christa McAuliffe award for excellence in teacher education from the American Association of State Colleges and Universities. Her research interests include reading and literacy, assessment, intervention, and curriculum design, and she was a finalist in for the International Reading Association's Outstanding Dissertation Award. She has co-authored books on literacy such as Improving Adolescent Literacy: Strategies at Work and Language Arts Workshop: Purposeful Reading and Writing Instruction, both published by Pearson Merrill Prentice Hall. ]

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.