Improving Reading, Writing, and Content Learning for Students in Grades 4-12

Rosemarye (Rose) Taylor has a rich background that includes middle and high teaching, school administration, and district administration. She was a reading, language arts, and Spanish teacher, and counselor, followed by service as a middle and high school administrator, and district level administrator in Georgia and Florida, USA. In private sector management she was Director of Professional Development for Scholastic, Inc., New York. Currently, she is Associate Professor of Educational Leadership at the University of Central Florida in Orlando. As Associate Professor of Educational Leadership at the University of Central Florida, her specialty is systematic leadership to improve student achievement Pk-20, which as lead to her interest and research in the professional practice doctorate. She has conducted research on leadership and change, particularly as it relates to accountability. Presentations on this topic have been given at University Council of Educational Administration, American Association of Educational Research, American Association of School Administrators, International Reading Association, Association for Supervision and Curriculum Development, National Association of Secondary School Principals, and National Middle School Association conferences. Her articles have been published in Kappan, Educational Leadership, Middle School Journal, Schools in the Middle, American Secondary Education, AASA Professor, The National Staff Development Journal, Principal Leadership, The School Administrator, Educational Research Service Spectrum, and International Journal of Education Management. Six books including Leading Learning: Improve Student Achievement Today! (2010), Improving Readers, Writers, and Content Learning for Students in Grades 4-12 (2007), Leadership Handbook for Literacy Coaching (2006),The K-12 Literacy Leadership Fieldbook (2005), Literacy Leadership for Grades 5-12, (2003), and Leading With Character to Improve Student Achievement (2003), reflect the commitment to all students learning more through leadership that creates ethical, fail-safe systems. She serves as consultant on literacy, learning communities, curriculum system development, and leadership to schools, districts and professional organizations.

List of Figures Preface Acknowledgments About the Authors 1. The Fail-Safe Classroom: Improving Reading, Writing, and Content Learning Introduction Academically and Psychologically Safe to Learn Nonnegotiable Expectations of Daily Practice Nonnegotiable Expectations of Daily Practice and Writing Practical Tips for Creating Fail-Safe Classrooms for Literacy and Content Learning 2. Reading Components for Grades 4--12 Phonemic Awareness Phonics Relationship of Nonnegotiables and Reading Components Relevant and Respectful Literacy for Below-Grade-Level Readers Reading Intervention and Phonemic Awareness Technology Solutions Audiobooks Practical Tips for Phonics and Phonemic Awareness Support 3. Owning Vocabulary Vocabulary Solvers Vocabulary in Context Word Questioning Target Word: Nylons Textbook Vocabulary Lists Word Walls Personal Dictionary, Thesaurus, or Journal Vocabulary Workbooks Spelling and Writing Practical Tips for Developing Student-Owned Vocabulary 4. Developing Fluency in Reading All Texts What Is Fluency and Why Is It So Important? Developing Fluency in Reading Intervention Developing Fluency in Reading Content Texts Accountable Independent Reading Practical Tips for Developing Fluency 5. Owning Comprehension Strategies Key Comprehension Strategies Summarization Teaching Strategies With Scaffolding To What Extent Should Strategies Be Incorporated? SMART Tasks Graphic Organizers Practical Tips for Owning Comprehension Strategies 6. Comprehending With Higher Levels of Thinking Higher Levels of Thinking Questioning Strategies More Questioning Techniques Higher Thinking With Graphic Organizers Align Instructional Resources Practical Tips for Higher-Level Thinking 7. Engaging Parents and Community in Literacy Learning Engaging Parents Educating Parents in Literacy Learning Engaging the Community Volunteers Service Learning Reflection on Improving Reading, Writing, and Content Learning Practical Tips for Engaging Parents and Community in Literacy Learning Resource A: Teacher Reflection Guide Resource B: Accountable Independent Reading Log Resource C: Book Talk Checklist References Index

"This book will fill a niche for content teachers who need to be teaching reading strategies, particularly in light of the standards movement." -- Christene Alfonsi, Teacher "From a fairly concise book, teachers will get an important overview about a 'system' approach to literacy. All teachers will get specific tools and strategies to try, and some very useful information that could change their paradigm along the way." -- Allyson Burnett, Instructional Interventionist