Components of the Package:
Adolescent Literacy Inventory, Grades 6-12
By William G. Brozo, Peter P. Afflerbach
50 Instructional Routines to Develop Content Literacy, 2nd Edition
By Douglas Fisher, William G. Brozo, Nancy Frey, Gay Ivey
The Adolscent Literacy Package features two ground-breaking resources from literacy experts Bill Brozo, Doug Fisher, Nancy Frey, Peter Afflerbach, and Gay Iveyat one unbeatable price!
- The Adolescent Literacy Inventory (ALI) helps teachers understand students' reading as it develops. This revolutionary new assessment tool makes it possible for middle and secondary teachers to learn more about their students’ reading and writing abilities than ever before.
- Includes passages from real science, social studies, English/Language Arts, and mathematics textbooks,
- Allows teachers and literacy specialists to efficiently diagnose students’ academic literacy and comprehension abilities.
- Provides information not only on reading skill and strategy development but also focuses on how students use these in content area classes.
- Helps teachers determine the most appropriate text adaptations and instructional strategies based on students' needs.
- 50 Instructional Routines to Develop Content Literacy presents middle and high school teachers with hands-on strategies for improving adolescents' reading, writing, and oral language development.
- Helps teachers incorporate instructional routines that promote student engagement in the literacy process.
- Offers 50 evidence-based strategies and activities to ensure that reading and writing occurs in all classes.
- Features practical classroom examples from science, social studies, English, mathematics, visual and performing arts.
Table of Contents
50 Instructional Routines TOC:
Directed Notetaking Activity
Directed Reading-Thinking Activity
Echo or Choral Reading
Interest Surveys, Questionnaires, and Interviews
Language Experience Approach
Modeling Language of Process
Poems for Two Voices
Questioning the Author
Shades of Meaning
Student Questions for Purposeful Learning
Word Grids/Semantic Feature Analysis
Word Scavenger Hunts
Adolescent Literacy Inventory TOC:
Introduction to the Adolescent Literacy Inventory and the Adolescent Reader
--The Adolescent Literacy Inventory and the Construct of Reading
--How Does Such an Assessment Enterprise Work?
--The Adolescent Literacy Inventory and the Construct of Assessment
--Consequences of Assessment
--Demands on Our Students in School and in the World Beyond School
--Formative Uses of the Adolescent Literacy Inventory
--Characteristics of Adolescent Readers and Writers
--Theoretical and Research Dimensions of Adolescent Literacy
--Cognitive Strategies and Reading
--Advances in Our Understanding and Use of Effective Reading Assessment
--The Role of Formative Literacy Assessment in Improving Adolescents’ Literacy
A Description of the Components of the Adolescent Literacy Inventory and Administration Procedures
--Development and Description of the Features of the ALI
--The Maze Placement Passages: Development and Directions
--Administering Maze Passages
--Reading Passages: Development and Directions
--Pre-Reading Administration Options
--Text impression and Venn diagram
--Reading Comprehension Questions
-Passage Reading Options
--Procedures For Assessing A Student’s Ability to Read Content Text
--Procedures For Assessing A Student’s Reading Skills
--Words Correct Per Minute (WCPM)
--Steps in Conducting a WCPM Assessment
--Miscues and Miscue Analysis
Steps In Conducting An Assessment Of Oral Reading
--Marking and Analyzing Oral Reading Miscues
--Content Specific Reading Abilities and Skills
--Steps in Conducting an Interactive Assessment
The Adolescent Literacy Inventory: Next Steps
--Maximizing the Results of the Adolescent Literacy Inventory
--Patterns of Reading Challenge and Next Steps
--1. The reader who lacks prior knowledge for the text
-2. The reader who needs to better understand that reading is done to construct meaning from text and not to demonstrate perfect oral reading
--3. The student who focuses on word-by-word reading but does not understand
-4. The student who has individual skills and strategies but isn’t able to coordinate them to achieve success in reading
--5. The reader who is experiencing word-level processing bottlenecks
--A Final Note on Motivation and Reader Self-Esteem
Math: Teacher and Student Protocols
Language Arts: Teacher and Student Protocols
Science: Teacher and Student Protocols
Social Studies: Teacher and Student Protocols