Elementary educator Debby Zambo teams with William G. Brozo, author of the best-selling To Be a Boy, To Be a Reader, to bring you this essential resource on getting young boys hooked on reading at an early age. You’ll find ways to structure your classroom to meet boys’ needs, and discover ideas for using books to capture the attention and interests of boys. In addition, you’ll find ideas for getting family and community members involved in boys’ literacy development.
Additional resources include “Learning From a Character” segments that give suggestions of books you can use to get boys excited about reading; “About a Boy” vignettes that give voice to real-life boy readers; and an extensive appendix of engaging books that demonstrate positive values for boys.
Book Features:Evidence-based strategies to meet the literacy needs of all secondary students. “RTI in the Real World” documents actual secondary schools employing RTI, with discussion questions for each case study. “Relate to Integrate” poses questions and prompts that foster critical thinking and the application of chapter ideas.
“Bill Brozo has written an honest book that will be useful for anyone considering implementing a response to instruction (RTI) initiative at the high school level. He notes that there is little research on RTI with older students and argues primarily for developing far more effective Tier 1 instructional plans across all content areas. Given that high school grades so closely mirror students’ reading levels any better differentiation of high school instruction will offer huge paybacks in student learning.”
—Richard L. Allington, University of Tennessee, author of No Quick Fix, The RTI Edition
50 Instructional Routines to Develop Content Literacy, 3/e helps adolescents read more and read better. 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 procedures that foster student comprehension, such as thinking aloud, using question-answer relationships, and teaching with word walls.