Bright Beginnings for Boys: Engaging Young Boys in Active Literacy

International Reading Assoc.

"Debby Zambo and Bill Brozo bring their many years of kid and classroom experience to the complicated problem of boys’ literacy. Bright Beginnings clearly describes where we are. It explores the physical, social, and cognitive roots of the challenge. And then it offers strategies to inspire male readers in the classroom, at home, and in the wider community. The subtitle says it all—engaging young boys in active literacy. This is our challenge for the 21st century." —Jon Scieszka, award-winning author and creator of GuysRead.com

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.

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Additional Information

Publisher
International Reading Assoc.
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Published on
Dec 15, 2008
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Pages
192
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ISBN
9780872076839
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Language
English
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Genres
Education / Language Experience Approach
Education / Teaching Methods & Materials / Reading & Phonics
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Content Protection
This content is DRM protected.
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Reading information

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This book presents an evidence-based framework for understanding the literacy needs of adolescents. The premise is that educators and other critical stakeholders need to understand evidence-based principles in order to develop effective curriculum to meet the needs of diverse learners. Recommendations are provided for middle and secondary education, professional development, teacher education research and policy.

At the center of the book are Eight Guiding Principles developed by the authors through a process that included an extensive review of research and policy literature in literacy and related fields, a comparison of National Standards documents, and visits to the classrooms of 28 middle and high school teachers across the United States. The Principles are broad enough to encompass a variety of contexts and student needs, yet specific enough to offer real support to those involved in program development or policy decisions. They provide an overarching structure that districts and teachers can use to develop site-specific curriculum that is both research-based and designed to meet the needs of the learners for whom they are responsible.

Important Text Features: Organized to help readers understand empirically supported principles of practice that can be used to address literacy concerns in today's schools, each chapter that addresses one of the eight Principles follows a similar format:
* The Principle is presented along with a brief explanation of the research base and a sample of national standards that support it.
* One or more case examples spanning a wide variety of disciplines, grade levels, and local conditions - provide an in-depth look at the Principle in action.
* A well-known adolescent literacy expert offers a response to each case example, giving readers an informed view of the importance of the Principle, how it is enacted in the cases, and examples of other work related to the Principle. Discussion questions are provided that can be used for individual reflection or group discussion.

Principled Practices for Adolescent Literacy is intended as a text for pre-service and in-service upper-elementary, middle and high school literacy methods courses and graduate courses related to adolescent literacy, and as a resource for school district personnel, policymakers and parents.
RTI and the Adolescent Reader focuses exclusively on Response to Intervention (RTI) for literacy at the secondary level. In this accessible guide, William Brozo defines RTI and explains why and how it is considered a viable intervention model for adolescent readers. He analyzes the authentic structural, political, cultural, and teacher and student identity issues unique to secondary schools. He challenges educators to revise RTI so their central aim becomes ensuring that all adolescents are provided with quality instruction and rewarding learning experiences. He shows how to create instruction that is responsive to students to promote genuine literacy growth. Drawing from real secondary school cases demonstrating tiered interventions, RTI and the Adolescent Reader proves how this can work in your school too.

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

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