Taming The Wild Text Literacy Strategies For Today S Reader

This professional resource equips K-12 students with the skills they need to be critical readers in the 21st century. Today's reader is reading across multiple genres, on phones and tablets, with text in hand, and also online, and this helpful book provides educators with techniques on how to teach students to read on every platform and in every genre, to struggle with text, and to break through to new ideas when reading text. It focuses on the habits that students must form in order to gain the confidence to access all texts across all platforms. Each chapter is devoted to developing the five habits for successful reading: reading closely, widely, critically, deeply, and purposefully. Grounded in the latest research, the easy-to-implement strategies and instructional methods will help students cultivate strong reading skills in the 21st century classroom.

In Reading in the Wild, reading expert Donalyn Millercontinues the conversation that began in her bestselling book,The Book Whisperer. While The Book Whisperer revealedthe secrets of getting students to love reading, Reading in theWild, written with reading teacher Susan Kelley, describes howto truly instill lifelong "wild" reading habits in ourstudents. Based, in part, on survey responses from adult readers as wellas students, Reading in the Wild offers solid advice andstrategies on how to develop, encourage, and assess five keyreading habits that cultivate a lifelong love of reading. Alsoincluded are strategies, lesson plans, management tools, andcomprehensive lists of recommended books. Copublished withEditorial Projects in Education, publisher of Education Weekand Teacher magazine, Reading in the Wild is packedwith ideas for helping students build capacity for a lifetime of"wild" reading. "When the thrill of choice reading starts to fade, it's time tograb Reading in the Wild. This treasure trove of resourcesand management techniques will enhance and improve existingclassroom systems and structures." —Cris Tovani, secondary teacher, Cherry Creek SchoolDistrict, Colorado, consultant, and author of Do I Really Haveto Teach Reading? "With Reading in the Wild, Donalyn Miller gives educatorsanother important book. She reminds us that creating lifelongreaders goes far beyond the first step of putting good books intokids' hands." —Franki Sibberson, third-grade teacher, Dublin CitySchools, Dublin, Ohio, and author of Beyond LeveledBooks "Reading in the Wild, along with the now legendary TheBook Whisperer, constitutes the complete guide to creating astimulating literature program that also gets students excitedabout pleasure reading, the kind of reading that best preparesstudents for understanding demanding academic texts. In otherwords, Donalyn Miller has solved one of the central problems inlanguage education." —Stephen Krashen, professor emeritus, University ofSouthern California

Imagine having a Newbery Medal-winning author in your classroom as an advisor and a friend, providing personal and practical advice on how to teach writing workshop in the modern-day classroom. With The Write Thing, you can do just that! Kwame Alexander is the New York Times-bestselling author of The Crossover. With more than 10 years of experience conducting writing workshops in schools, Alexander shows how to shake up the "traditional" writing workshop and make writing fun again! His magnetic personality, infectious enthusiasm, and love of teaching come through to inspire all students to write. The Write Thing teaches you how to move students step-by-step from ideas, to drafts, to finished works. Not only will you successfully motivate your students to write, you'll take that motivation one step further by providing guidance on how to create student-driven publications of their work. The confidence students will attain when they see their writing authentically published will be off the charts! The book has three parts: Writing, Publishing, and Presenting. The Writing section features Lessons in Action that teach students to produce writing that is worthy of being published. With a focus on poetry, Alexander's writing workshop uniquely meets the needs of reluctant writers. The Publishing section focuses on how to prepare and print digital and physical copies of students' work. The Presenting section provides suggestions to help students confidently present their poetry and other written pieces. Other exciting features include KwameTime! videos for both teachers and students that bring Alexander into the classroom. Kwame's QuickTips feature easy-to-implement ideas that have worked for Alexander. With an insightful foreword by author Kylene Beers, teacher success stories, and the most helpful appendix ever written, this essential resource will teach you how to tailor writing workshop to meet the particular needs of your students.

Presents methods of helping third through sixth graders with literacy problems, covering such topics as motivation, small-group instruction, differentiated instruction, and standardized tests.

This resource for teachers presents practical classroom strategies for teaching middle and high school students who struggle as readers and writers. Particular emphasis is placed on classroom management and preliminary steps to take during the first few days and weeks of class.

Reference tool for students taking any literacy course. This book contains literacy strategies and practices for use in the classroom. It is for prospective teachers and literacy education professionals who want a clear perspective of instructional procedures and who approach their teaching with a view of experimentation and decision making.

It's tough to teach students science, math, or social studies when they have a hard time reading the textbook. But now, every teacher in grades 4-12 can use the ideas and classroom exercises from this practical guide to help students read for accuracy, extract meaning from text, and interpret their subject-area readings. An experienced teacher and author describes everyday classroom practices--from 15-minute projects to semester-long whole-grade assignments--that motivate struggling students, rescue poor readers, and teach reading skills to English language learners. Get lots of easy-to-use teaching strategies while you explore the basics about reading that every teacher needs to know: * Why adding a before-, during-, and after-reading strategy to assignments builds your students' comprehension and understanding of texts. * How to expand your students' content-specific word knowledge with vocabulary webs and games, word walls, and word learning strategies. * Why reading aloud to your students improves their reading fluency. * How to ensure students get more out of texts by using creative writing assignments, discussions, and other strategies for extending their thinking. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.

Content Area Reading remains the market-leading text in content literacy and maintains the authors' original objective--to offer an ambitious, coherent, and workable exploration of content literacy. The Ninth Edition comes at a perfect time when there is an increased focus on adolescent literacy. With the point of view that students learn with texts, not necessarily from them, respected authors Rich and Jo Anne Vacca have written this book to be an active learning tool, complete with real-world examples and research-based practices. Thoroughly updated and revised to incorporate topics that touch on contemporary issues such as content standards, assessment, diversity, struggling readers, the No Child Left Behind Legislation, Reading First, and Reading Next, the book continues to provide a framework that focuses on the ability to use reading, writing, speaking, and listening processes to learn subject matter across the curriculum. Accessible and comprehensible, this text takes students through the entire reading process using simple, jargon-free terminology. The methodology presented develops a foundation that can be applied across disciplines, meeting the needs of all students.A Letter to Readers from the Authors To Our Readers: We published the first edition of Content Area Reading in 1981. Some of you may be wondering --with good reason-- why did we have to revise the same book nine times? Has education in general and content literacy in particular changed that much in nearly thirty years to warrant nine editions of the same book? While we have remained true to the original intent of the book throughout these years, our answer to these questions is an enthusiastic Yes We have witnessed dramatic changes over the past three decades in the way we think about literacy, what it means to be literate, and the ways we put literacy to use to learn, enjoy, imagine, explore the world, and interact with others .Some of the revisions that we have made from the eighth to ninth edition alone reflect the rapidly changing landscape of content literacy specifically and education generally: *The renewed and hotly political debate over the role of content knowledge (the what of teaching) and pedagogical knowledge ( the how of teaching); *the development of highly qualified teachers; *teaching, learning, and assessment in a standards-based curriculum; *the role and responsibility of literacy coaches in today's schools; *the crisis in adolescent literacy across ability levels; *the meaning and importance of culturally responsive instruction and literacy strategies for learners who first language is other than English; *the impact of assessment on instructional practices; *the role of confidence, motivation, and engaged learning in literacy-related instructional practices; *the ability to work smart in independent learning contexts; *the meaning and application of new literacies in today's classrooms. Today, one of the hottest topics in education is adolescent literacy.Our book mainly emphasizes how adolescents use literacy to learn across the curriculum; how adolescents will approach reading with enthusiasm and confidence in their ability to make sense out of academic texts. While the focus of our book has always been on instructional strategies, we underscore in this edition the ways that content area teachers can actively engage older students in learning with all kinds of texts, whether printed or digital in nature. Perhaps somewhere in the heavens there is a Greek god of reading who breathes into human beings an intense interest in the act of reading. Perhaps not. The reality of reading school-related texts for many adolescents is simply this: Many of today's older students, regardless of ability level, would rather have root canal surgery than engage enthusiastically in academic reading tasks. Yet we believe that teachers are in a strategic position to make a difference in the way their students approach reading and learn with texts . The pa