50 Instructional Routines to Develop Content Literacy

By: Douglas B. Fisher, William G. Brozo, Nancy Frey, Gay Ivey

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Paperback | 11 February 2014 | Edition Number 3

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160 Pages

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0.7 x 21.7 x 27.7

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Some of the best-known authors in the field come together to provide teachers with fifty step-by-step procedures for implementing content area instructional routines to improve students’ literacy skills. 50 Instructional Routines to Develop Content Literacy, 3rd Edition helps adolescents to become more successful readers. Middle and high school teachers can immediately put to use its practical information and classroom examples from science, social studies, English, math, the visual and performing arts, and core electives to improve students’ reading, writing, and oral language development. Going above and beyond basic classroom strategies, the instructional routines recommend simple changes to teachers’ everyday instruction that foster student comprehension, such as thinking aloud, using question-answer relationships, and teaching with word walls.

The routines are:

Selected to ensure that all students engage in reading, writing, speaking, listening, and viewing as part of the literacy process.
Taken from real classrooms, real students, and real results.
Organised for easy and quick referencing.
Applicable to English learners and struggling readers.

Industry Reviews

"50 Instructional Routines to Develop Content Literacy is a valuable resource for teachers from all content areas to help students become better readers, writers, thinkers, collaborators, and communicators. The routines are grounded in sound research and pedagogy and the step-by-step directions and real-class/real-student examples and scenarios allow educators to move beyond theory to implementation. The short chapters allow for busy teachers to quickly sort through and select the best routines for any instructional purpose. The chapters also offer suggestions for differentiation, including for ELL students, so that the routines can be tailored to meet the needs of any group of students. This text is a toolbox that teachers from all content areas will find themselves referencing throughout the school year."

-- Lisa Lloyd, Hastings Middle School (Upper Arlington, Ohio)

"I found the material beneficial to me as a teacher and will definitely use some new techniques in with my students to improve literacy."

-- Danielle Morrison, Lincoln High School (Gahanna, Ohio)

"The organization of each routine is especially helpful: brief review of research, step-by-step guide, classroom examples, and relevant graphics, etc. It is refreshing to see a text that is so useful."

-- Tom Smyth, University of South Carolina Aiken

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