Note: This is the loose-leaf version of Improving Adolescent Literacy and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with the loose-leaf version, use ISBN 0134183630 . Practical, straightforward, and affordable, this guide gives middle and secondary school teachers the tools they need to support their students' comprehension and success in literacy and in content area learning. The classroom-proven strategies and procedures included are taken from the authors' and their colleagues' experience in middle and secondary classrooms. Each chapter opens with a vignette from an actual classroom to show readers effective teaching in action and to give them a look at how the chapter's instructional approach works within content area teaching. Research-based rationales for each strategy follow the vignettes and provide an in-depth look at how to implement the strategy, along with examples of each strategy across the curriculum. The Enhanced Pearson eText features embedded video and assessments. Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad(R) and Android(R) tablet.* Affordable. Experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book. * The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. *The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7" or 10" tablet, or iPad iOS 5.0 or later.
Twelve years later , in 1990 , Sharon Pugh Smith , Robert Carey , and Jerome Harste indicated that students were still ... We must also recognize , however , that these activities , and others like them , don't help students learn or ...
-- Long respected as the market-leading text in content area literacy, this book gives pre- and in-service teachers an ambitious, coherent, and workable exploration of content literacy to take into their classrooms to improve reading and ...
This middle-grades classroom library consists of a balanced blend of fiction and high-interest nonfiction books. Each title is thematically tied to the Big Question and Unit Genre in Prentice Hall Literature and The Reader's Journey.
This middle-grades classroom library consists of a balanced blend of fiction and high-interest nonfiction books. Each title is thematically tied to the Big Question and Unit Genre in Prentice Hall Literature and The Reader's Journey.
This middle-grades classroom library consists of a balanced blend of fiction and high-interest nonfiction books. Each title is thematically tied to the Big Question and Unit Genre in Prentice Hall Literature and The Reader's Journey.
This middle-grades classroom library consists of a balanced blend of fiction and high-interest nonfiction books. Each title is thematically tied to the Big Question and Unit Genre in Prentice Hall Literature and The Reader's Journey.
This book --a natural companion to Buehl's Classroom Strategies for Interactive Learning, which has been bolstering student comprehension for almost three decades--provides the following supports for teachers: Instructional tools that adapt ...
From cracking and beating eggs to blending the batter, no task is too difficult for this baking team (except maybe the clean-up!). The simple, engaging text and the easy-to-follow recipe at the end of the book will encourage future bakers.
Stanovich , K. E. ( 1980 ) . Toward an interactive - compensatory model of individual differences in the development of reading fluency . Reading Research Quarterly , 16 , 32-71 . Stevens , K. C. ( 1982 ) . Can we improve reading by ...
Ryan's inference in Figure 5.3 about little volcanoes erupting a lot and big volcanoes not almost brought Lauren and me to tears. His text- to-life connection that allowed him to make such an inference was truly remarkable.