This publication provides research-based instructional literacy strategies useful for elementary and middle level educators. Each strategy indicates the instructional focus (oral language, phonemic awareness/phonics, fluency, vocabulary, comprehension, writing, spelling and content areas), the grade levels, step-by-step instructions on how to use the instructional strategy and when to use the strategy. Scaffolding for English as an additional language learners is described and samples of students' works are presented. The index allows the user to find specific literacy strategies and strategies for certain grades.

This resource is for teachers who want to move students beyond surface-level comprehension of challenging texts. Some of the strategies that Gallagher employs are: accepting the challenge of reading difficult texts, monitoring student comprehension as they read, using meaningful collaboration to achieve deeper comprehension and using critical thinking skills to analyze real-world issues.
Gallagher has structured the resource to examine key reading issues and to present effective strategies that teachers can use to move their students to deeper comprehension levels.
The resource includes a table of contents and an index.

This book is for teachers who want to improve their students' reading comprehension in the content areas for Grades 6-12. Tovani demonstrates in detail several strategies that can effectively increase student comprehension. This resource provides support to teachers who do not feel comfortable teaching the reading strand. Do I Really Have to Teach Reading? is a useful book that gives examples of teaching reading in the content areas and offers advice on how to balance instruction and content. This book has the potential to help students become better readers and lifelong learners.
Included are a table of contents and an appendix of sample activities.

The authors provide a number of teaching practices including project-based learning, cooperative learning, performance-based assessment, as well as instructional strategies in literacy, mathematics and science.
Online videos at www.edutopia.org demonstrate how role models help to generate student understanding. There are examples that show how educators can enable students to think critically, transfer skills and knowledge and be flexible problem solvers, both inside and outside the classroom.
The book includes a table of contents, an appendix, a bibliography and a subject index.

Tompkins addresses both the process and the product of writing in this resource. She provides strategies for teaching prewriting, drafting, revising, editing and publishing through writing workshops. This resource also includes: chapters on the writer's craft and on writing across the curriculum, information on the six traits of good writing and insights into using technology meaningfully in the writing classroom. The accompanying eText card provides access to additional content such as embedded videos and interactive quizzes. The book also includes a table of contents, references, an author index and a subject index.

The best method of teaching language conventions is to integrate them into units and lessons. This book explains how to teach language conventions this way. Through examples of innovative educators teaching language, teachers are presented with concepts to use in the classroom. Although this publication is not a language handbook, it includes most of the language concepts that students need to know. The book is useful in planning focused lessons and it includes a sample scope-and-sequence chart.
Included are a table of contents and an index.

Through current research, the author reveals that spelling instruction is crucial for teaching every aspect of literacy and offers techniques for the following: making appropriate use of instructional devices such as scaffolding, hand and finger spelling and letter boxes; managing word lists and word sorts; differentiating spelling instruction and assessment and evaluation evaluating spelling resources. Included are rubrics, research-based forms, a table of contents, a bibliography and an index.

The authors interviewed 49 middle and secondary level male students from a wide range of backgrounds in order to determine how the young men use literacy and what conditions promote it. Several factors under consideration include socioeconomic background, race, performance and type of school. The research shows that boys favour literacy activities outside of school that provide an escape from the stresses in their lives. The authors explain how progressive curricula and instruction can help boys become more engaged with literacy. The authors note that the same principles apply to female students in the classroom.
Teachers will find this book useful to help them identify situations that promote literacy and consider the implications for classroom practices.

Hale explores ways to teach the craft of writing by moving beyond the rules of grammar and mechanics. Often teachers "teach" writing using the predictable rules of the English language. Hale examines the art of writing, the artistic side of writing and the process for identifying craft in writing.
She describes the specific and general craft techniques, such as voice, sentence fluency and writing with detail. Teachers will learn how to assist students in determining their writing strengths and how to build upon those strengths.
Included in the text are a table of contents, assessment strategies, appendices and an index.

In part one of this book, the authors provide teachers with information on how they can engage students to learn to comprehend from a critical viewpoint. Students need to learn to view text with a critical lens so they understand how we are influenced by text. Part two includes examples of critical literacy by focusing on challenging the text, exploring identities and seeing beyond biases. The book encourages the reader to think about multiple perspectives or voices, question, problem solve and make connections between the text and the world.

Many useful ideas for improving adolescents' comprehension are included in this slim, highly readable volume. I Read It, But I Don't Get It is organized into three parts. Parts 1 and 2 contain chapters that pertain to topics such as Fake Reading, Connecting the New to the Known and What's the Plan?
Each chapter begins with a student quotation and an anecdote involving a problem in reading encountered by the author in an actual classroom of adolescent students. The strategies presented in the book are based on research that defines the thinking strategies used by proficient readers. The roles of purpose in reading, motivation and use of prior experiences constitute the basis for many of the strategies. The book aligns with current research regarding effective reading instruction. The notion that meaning in reading is constructed as readers interact with text is at the root of the strategies presented.
Part 3 consists of three short appendices that contain forms to be used to facilitate implementation of the strategies presented in the preceding chapters.

This resource provides teachers with an overview of the research on visualization strategies and how this research may be used to improve students' reading comprehension. In each chapter, the author combines theory, personal experience and practical teaching activities to scaffold the learner's experience.
Strategies include ways to activate and build background knowledge, to elaborate on textual details, to make inferences, to develop mental models of nonfiction text and to make text-to-text connections.
Sample student work illustrates the expected outcomes of each particular technique. Suggestions are included for struggling and advanced readers.

Featuring a variety of classroom settings, this resource presents engaging lessons that implement a discussion technique to improve reading comprehension. This technique, reciprocal teaching, is based on teacher modelling, student participation and four strategies that readers use to comprehend text: predicting, questioning, clarifying and summarizing.
A detailed description of the four comprehension strategies (applicable to visual, oral and written text), ideas for leading students in reciprocal teaching, discussions in different social contexts and appended assessment forms are included in this resource.

Based on the research of literacy learning and teaching, the authors provide intervention approaches for students at risk. The authors describe recommendations for motivating students, fostering reading fluency and improving reading and writing skills. The strategies used for differentiated and tailored instruction are incorporated into numerous classroom vignettes and are listed separately in the second section of the resource. The resources section provides extensive lists of visual texts, organized by purpose, which can be used in conjunction with the illustrated strategies.

The book presents best practices to improve vocabulary instruction. The strategies are practical, classroom-based and can be used with reluctant readers and gifted learners. Chapters are sequential so an understanding of basic vocabulary principles are presented before they are taught to students with diverse needs. Novice and experienced educators would find this publication useful. The author suggests that educators can use the content of the book as a basis to re-examine their literacy instructional practices.

The author shares practical ideas for teachers to use when helping struggling readers. She believes teachers want to help struggling readers, students want to be helped and the right instruction can make a difference.
Beers reminds teachers that anyone can struggle with the text in a book. The issue is what the reader does when the text gets difficult. She provides suggestions to help struggling readers with: comprehension, vocabulary, fluency, word recognition and motivation.
The book includes a table of contents, appendices, references and and index.