It’s no secret that boys in the United States are at great risk of failing at school, due in large part to their disinterest in traditional literacy texts. The first edition of To Be a Boy, To Be a Reader shed light on a novel way to boost boys’ motivation to read and increase their achievement in school—and set them on a path of lifelong literacy. And now, the bestselling, oft-cited classic is back in a fully updated second edition, packed with helpful, timely advice and resources for your middle or high school classroom.
To Be a Boy, To Be a Reader centers on engaging boys with books that contain positive male archetypes such as the Pilgrim, Patriarch, King, Healer, Prophet, and Lover. In these pages you get
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
“The range and complexity of graphic novels being published right now is simply amazing to me. . . . They are part of what should be a balanced array of texts that all can read, enjoy, and learn from. In this volume, the authors point to this proliferation, as well as the educative potential of graphic novels. After reading its pages, I feel others will agree with me that they have done an excellent job pointing out how graphic novel creators such as Jim Ottaviani and Larry Gonick communicate much about history, science, and mathematics while also making connections to comprehension and thinking skills that accompany both literacy and content-specific learning.”
—From the Foreword by Stergios Botzakis, assistant professor of adolescent literacy in the Theory and Practice in Teacher Education Department at The University of Tennessee, Knoxville
“The authors have set forth on a task I feel long is overdu—connecting the literacy potential of graphic novels to the content areas. This book is a wonderful contribution to the field of content area literacy studies.”
—Michael D. Boatright, assistant professor, Department of English, Western Carolina University
Book Features:Advice for selecting and evaluating graphic novels. Teaching strategies for each of the four major content domains. Guidance for aligning instruction with the Common Core State Standards. A list of educational graphic novels organized by content area. Study group questions.And more!
William G. Brozo is a professor of literacy in the Graduate School of Education at George Mason University in Fairfax, Virginia, and author of RTI and the Adolescent Reader. Gary Moorman is professor emeritus at Appalachian State University in Boone, North Carolina. Carla K. Meyer is an assistant professor in the Reading Education and Special Education Department at Appalachian State University.
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.