All educators, including administrators, content area teachers, language arts teachers, and special educators, need to become effective teachers of literacy. This book meets the needs of the school district and the individual teacher by providing the rationale and activities that increase students literacy skills. Relevant reading and writing standards are aligned with Common Core Standards and preface each chapters activities. A Student Learning Objective and a statement of how and why the activity improves reading and writing skills also precedes activities. At the end of each activity a suggestion for assessment is offered. All activities follow a Universal Design for Learning protocol. Textboxes are provided giving adaptation ideas for students with moderate to severe special needs, English language learners, or low performing students. There is an emphasis on research-based practices and effective implementation. School Professional Learning Teams should consider using this book for whole group study. Today all middle school and secondary teachers (Grades 6-12) are responsible for promoting literacy. This is a wonderful opportunity to explore and implement reading strategies that enhance students writing across the curriculum. The book may also be used in universities or colleges in teacher preparation programs.
Preface
Introduction
Chapter 1: Reading to Improve Student Writing
Chapter 2: Reading and Writing in the Content Areas
Chapter 3: Developing Focus and Logic through the Essay
Chapter 4: Reading for Persuasive Writing: The Argument
Chapter 5: Learning to Write by Reading Poetry
Chapter 6: Building Blocks: Vocabulary, Sentence Structure and Punctuation
Chapter 7: Reading and Reflecting on Ones Own Writing
Chapter 8: Closing the Literacy Loop
References
About the Authors
Nancy Charron has worked as a general education teacher, special education teacher, and literacy specialist for grades K-12. She presently teaches graduate education courses for Southern New Hampshire University.
Marilyn Fenton has taught writing and literature at both high school and college levels as well as prepared prospective language arts teachers at all levels. She taught English in several high schools and oversaw curriculum and instruction as a high school administrator.
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