All educators, including administrators, content area teachers, language arts teachers, and special educators, need to become effective teachers of literacy. This book meets the needs of the school district and the individual teacher by providing the rationale and activities that increase students’ literacy skills. Relevant reading and writing standards are aligned with Common Core Standards and preface each chapter’s activities. A Student Learning Objective and a statement of how and why the activity improves reading and writing skills also precedes activities. At the end of each activity a suggestion for assessment is offered. All activities follow a Universal Design for Learning protocol. Textboxes are provided giving adaptation ideas for students with moderate to severe special needs, English language learners, or low performing students. There is an emphasis on research-based practices and effective implementation. School Professional Learning Teams should consider using this book for whole group study. Today all middle school and secondary teachers (Grades 6-12) are responsible for promoting literacy. This is a wonderful opportunity to explore and implement reading strategies that enhance students’ writing across the curriculum. The book may also be used in universities or colleges in teacher preparation programs.

Good writing begins with good reading. This book is written on the premise that students must embrace reading as a part of the full process of good writing. It may be used by classroom teachers (Grades 6-12) individually or collectively as members of a professional learning community, by pre-service teachers in a literacy course, or by other educators working to support literacy in the classroom. Interdisciplinary discussions relate to all types or genres of reading and writing. This book offers practical lessons and ideas for teaching and motivating all learners using Universal Design for Learning principles. Formatting provides additional ideas for challenged students, including students with special needs, accelerated learners, and English Language Learners, and is aligned with Common Core State Standards for content subjects as well as for language arts. It takes ideas that were formerly reserved for the upper echelon of students in English language arts and reformulates teaching approaches to reach students across the learning spectrum and in all disciplines. All teachers need to be involved in raising the literacy bar, and this book provides activities and strategies for use in the classroom that can promote success for all learners.

Good writing begins with good reading. This book is written on the premise that students must embrace reading as a part of the full process of good writing. It may be used by classroom teachers (Grades 6-12) individually or collectively as members of a professional learning community, by pre-service teachers in a literacy course, or by other educators working to support literacy in the classroom. Interdisciplinary discussions relate to all types or genres of reading and writing. This book offers practical lessons and ideas for teaching and motivating all learners using Universal Design for Learning principles. Formatting provides additional ideas for challenged students, including students with special needs, accelerated learners, and English Language Learners, and is aligned with Common Core State Standards for content subjects as well as for language arts. It takes ideas that were formerly reserved for the upper echelon of students in English language arts and reformulates teaching approaches to reach students across the learning spectrum and in all disciplines. All teachers need to be involved in raising the literacy bar, and this book provides activities and strategies for use in the classroom that can promote success for all learners.

All educators, including administrators, content area teachers, language arts teachers, and special educators, need to become effective teachers of literacy. This book meets the needs of the school district and the individual teacher by providing the rationale and activities that increase students’ literacy skills. Relevant reading and writing standards are aligned with Common Core Standards and preface each chapter’s activities. A Student Learning Objective and a statement of how and why the activity improves reading and writing skills also precedes activities. At the end of each activity a suggestion for assessment is offered. All activities follow a Universal Design for Learning protocol. Textboxes are provided giving adaptation ideas for students with moderate to severe special needs, English language learners, or low performing students. There is an emphasis on research-based practices and effective implementation. School Professional Learning Teams should consider using this book for whole group study. Today all middle school and secondary teachers (Grades 6-12) are responsible for promoting literacy. This is a wonderful opportunity to explore and implement reading strategies that enhance students’ writing across the curriculum. The book may also be used in universities or colleges in teacher preparation programs.