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When your school wants to do more to improve the literacy skills of secondary school students, here's a leadership plan that takes your program in a bold, new direction. Instead of focusing on isolated teaching strategies and textbooks, the authors introduce you to a whole-school program that emphasizes
Discover how teachers in any subject can help their students comprehend informational texts and apply their understanding across the content areas. And explore interventions that support struggling adolescent readers with authentic literary experiences and useful assessments.
(ASCD book, 2006) 7" x 9", 160 pages.
Also available as an e-book!
"This book provides a good vehicle for school leadership teams wishing to embark on the important mission of having highly literate secondary school students."
—Jack Dale, superintendent, Fairfax County Virginia Public Schools
"A well-written, highly useful work that re-examines all aspects of literacy instruction. [It is] a practical guide for everyone at the secondary level who is grappling with the challenges of improving reading, writing, and thinking for all students."
—Thomas W. Payzant, superintendent, Boston Public Schools
"Ivey and Fisher give you the detailed information, specific strategies, ready-to-use templates, and extensive booklists and references that you need to turn their solid, research-based ideas into practice. . . . You’ll want to make this book an integral part of your professional development."
—Kylene Beers, senior reading researcher, School Development Program, Yale University; author, When Kids Can't Read, What Teachers Can Do
What teachers say to students—when they praise or discipline, give directions or ask questions, and introduce concepts or share stories—affects student learning and behavior. A slight change in intonation can also dramatically change how language feels for students. In What We Say and How We Say It Matter, Mike Anderson digs into the nuances of language in the classroom. This book’s many examples will help teachers examine their language habits and intentionally improve their classroom practice so their language matches and supports their goals.