Integrating Evidence-Based Reading and Writing Instruction in Grades 5-12

Joan Sedita Foreword by Sharon Vaughn & Jade Wexler

Excerpted from The Essentials of Adolescent Literacy: Instruction

The Essentials of Adolescent Literacy

Integrating Evidence-Based Reading and Writing Instruction in Grades 5–12

Writing Instruction in Grades 5–12
by
Baltimore·London·Sydney

Excerpted from The Essentials of Adolescent Literacy:

PAUL H BROOKES PUBLISHING CO.

Contents

• About the Downloads.....vi
• About the Author.....viii
• Foreword Sharon Vaughn and Jade Wexler.....ix
• Acknowledgments.....xi
• Introduction.....xiii

I Introduction to Adolescent Literacy

Chapter 1 Literacy Basics.....3

• The Science of Reading.....3
• The Five Components of Reading.....6
• Language Components.....6
• Principles of Effective Teaching.....7
• Integrating Reading and Writing Instruction.....9
• Summary.....11
• Reflection Questions.....11

Chapter 2 What Is Adolescent Literacy?.....13

• Adolescent Literacy, Defined.....13
• Core Literacy Instruction.....16
• Content Literacy and Disciplinary Literacy.....17
• How Content Teachers Can Integrate Literacy.....21
• Adolescent Motivation and Engagement in Literacy.....26
• Secondary Literacy Challenges.....29
• Summary.....30
• Reflection Questions.....31

II Literacy Instruction

Chapter 3 Vocabulary Instruction.....35

• Vocabulary and Academic Success.....35
• The Vocabulary-Comprehension Connection.....36
• Academic Vocabulary.....37
• What Good Vocabulary Instruction Looks Like.....38
• Previewing Vocabulary Prior to Reading.....39
• Teaching Words in Depth.....43
• Using Word-Learning Templates.....47
• Making Connections Among Words.....48
• Teaching Word-Learning Strategies for Reading.....50
• Fostering Word Consciousness.....54

Chapter 4 Comprehension Instruction.....61

• Factors That Contribute to Reading Comprehension.....61
• Access to High-Quality, Grade-Level Text.....62
• What Good Comprehension Instruction Looks Like.....63
• Teaching Comprehension Strategies.....68
• Summary.....87
• Reflection Questions.....87

Chapter 5 Teaching Text Structure.....95

• Text Structure: Reading and Writing.....95
• Three Types of Text (Genres).....96
• Patterns of Organization and Transitions.....99
• Summary.....106
• Reflection Questions.....107

Chapter 6 Writing Instruction.....115

• Learning to Write, Writing to Learn.....115
• What Good Writing Instruction Looks Like.....116
• Summary.....139
• Reflection Questions.....142

Chapter 7 Supporting Learning Through Discussion.....159

• What Good Text-Based Discussion Looks Like.....159
• Summary.....171
• Reflection Questions.....172

Chapter 8 Advanced Word Study and Fluency.....177

• Summary.....197
• Reflection Questions.....198

III Supporting Adolescents With Literacy Difficulties

Chapter 9 Adolescent Learners With Literacy Difficulties.....207

• Summary.....226
• Reflection Questions.....227

Chapter 10 Data-Driven Reading Intervention.....229

• Summary.....239
• Reflection Questions.....240

Integrating Literacy Instruction in All Subjects.....245

References.....247
Index.....257

About the Author

Joan Sedita, M.Ed., has been in the literacy education field for more than 45 years. She began her career at the Landmark School in Massachusetts for students with reading and learning disabilities, where she worked as a teacher and administrator. Joan was also a national author and trainer for LETRS: Language Essentials for Teachers of Reading and Spelling. In 2007, Joan founded Keys to Literacy, a literacy professional learning company that develops, publishes, and delivers reading and writing professional development to educators.

Foreword

In an ever-evolving world, literacy stands as a cornerstone of personal and academic success, particularly during the critical adolescent years. Literacy skills are essential for success in school, in postsecondary education, in the workforce, and to communicate with others in our personal lives. However, many students leave the elementary grades without grade-level reading and writing skills.

Acknowledgments

I began my career in education in 1975 as a summer tutor for teenagers with dyslexia and reading disabilities at the Landmark School in Massachusetts. This book represents the culmination of a 5-decade journey to improve literacy for all students, with a particular focus on those in Grades 5 through 12.

Introduction

Literacy skills are essential for success in school, in postsecondary education, in the workforce, and to communicate with others in our personal lives. This book includes evidence-based instructional suggestions for teaching vocabulary, comprehension, text structure, writing, discussion skills, and advanced word study.

Literacy Basics

It is important for educators to understand how reading and writing ability develops across grades. The Science of Reading refers to a comprehensive body of scientific knowledge and research that explains how individuals learn to read and what are the best practices for reading instruction.

THE SCIENCE OF READING

The Simple View of Reading proposes that reading comprehension cannot occur unless students are proficient with both word recognition skills and language comprehension.

Types of Readers: Four Quadrants

1. Proficient Readers
2. Weak Readers
3. Readers With Weak Word Recognition
4. Weak Comprehenders

The Reading Rope

The Reading Rope model depicts the multiple skills required to successfully read as strands in a rope. As students become increasingly more strategic and automatic with these components, skilled reading is achieved.