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More Tools for Teaching Content Literacy

  • Title:More Tools for Teaching Content Literacy
  • Author:Janet Allen
  • Publication Date:October 2008
  • Grade Level:4-12
  • ISBN:9781571107718
  • Publisher:Stenhouse

Finding the right tool to support learning is the key to student success. When appropriate strategies are combined with engaging texts, student interest and learning increase.

In Tools for Teaching Content Literacy, Janet Allen put a wealth of research-based instructional tools at teachers' fingertips to help students make connections with informational resources and to read critically. More Tools for Teaching Content Literacy extends this treasure trove with 25 new instructional strategies -- from Expert Groups to Point-of-View Guides, to Wordstorming -- using the same compact, tabbed flipchart format. Each of the strategies includes:

  • a brief description of the instructional tool;
  • an exploration of how and why the tool would be used for instruction in content classes;
  • graphic organizers;
  • models;
  • step-by-step instructions to support using and adapting the instructional strategy;
  • a research base that documents the origin, adaptations, and related reading for understanding the effectiveness of the strategy.

Like its predecessor, More Tools for Teaching Content Literacy is a handy reference that provides instant access to succinct descriptions, practical strategies, and manageable assessments, allowing teachers to save time and be more flexible and confident in meeting students' needs.

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Author Bio

Janet Allen is an international consultant recognized for her comprehensive work in reading education. After teaching reading and English for nearly twenty years in Maine, Janet relocated to the University of Central Florida where she taught reading, writing and English education courses; directed the Central Florida Writing Project; and, assisted in the creation of the Orange County Literacy Project. She is now a full-time researcher, writer, and consultant in schools and districts involved in rethinking their approaches to literacy and learning.

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