# 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. Paul H. Brookes Publishing Co. Post Office Box 10624 Baltimore, Maryland 21285-0624 Copyright $ \textcircled{c} $ 2026 by Keys to Literacy, LLC. All rights reserved. "Paul H. Brookes Publishing Co." is a registered trademark of Paul H. Brookes Publishing Co., Inc. --- ## 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 Strategy 1: Use a Top-Down Topic Web.....69 Strategy 2: Identify Main Ideas.....75 Strategy 3: Take Notes.....75 Strategy 4: Summarize.....76 Strategy 5: Answer and Generate Questions.....81 Instruction Before, During, and After Reading.....84 Analyze Text and Teach Close Reading.....84 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 Paragraph Structure.....99 Sentences and Syntactic Awareness.....102 Summary.....106 Reflection Questions.....107 ## Chapter 6 Writing Instruction.....115 Learning to Write, Writing to Learn.....115 What Good Writing Instruction Looks Like.....116 Content Writing: Using Writing to Learn.....119 Using Mentor Texts as Models for Writing.....121 Teaching Awareness of Task, Audience, and Purpose.....126 Teaching the Stages of the Writing Process.....126 The Importance of Teacher Planning.....136 Summary.....139 Reflection Questions.....142 ## Chapter 7 Supporting Learning Through Discussion.....159 What Good Text-Based Discussion Looks Like.....159 Discussion Formats.....160 Planning for Discussion.....161 Making Discussions Academically Productive.....163 Facilitating Discussion.....166 Common Discussion Activities.....167 Summary.....171 Reflection Questions.....172 ## Chapter 8 Advanced Word Study and Fluency.....177 A Progression of Skills Across Grade Levels.....178 The Alphabetic Principle and Phonics Instruction.....179 Morphemes and Morphological Awareness.....182 A Closer Look at Syllables and the Schwa Vowel Sound.....188 Spelling.....193 Fluency.....196 Summary.....197 Reflection Questions.....198 ### III Supporting Adolescents With Literacy Difficulties ## Chapter 9 Adolescent Learners With Literacy Difficulties.....207 Causes of Literacy Difficulty.....207 Supporting Struggling Readers and Writers in the General Education Classroom.....209 Effective Intervention Instruction.....211 Intervention for Vocabulary, Comprehension, Phonics, and Fluency.....215 Intervention for Writing.....221 A Closer Look at Learning Disabilities, Executive Functions, and English Learners.....223 Summary.....226 Reflection Questions.....227 ## Chapter 10 Data-Driven Reading Intervention.....229 Assessment and Multi-Tiered System of Support Framework.....229 Four Types of Assessments.....230 Reliability, Validity, and Other Assessment Terminology.....231 A Secondary Reading Instruction Model.....231 Screening and Diagnostic Assessment for Grades 5–12.....234 Assessments to Support Intervention Instruction.....234 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 from 1975 to 1998 as a teacher and administrator. Joan was Founder and Director of the Landmark College Preparation Program and the Landmark Outreach Training Program. While at the Landmark School, she also was a member of a team that conducted psychoeducational evaluations at Boston Children’s Hospital. From 1998 to 2007, as Founder of Sedita Learning Strategies, Joan trained educators and consulted with schools and literacy organizations throughout the country. She continues to consult with school districts and state departments of education, presents at national and state literacy conferences, and develops content for literacy trainings, books, and online courses. --- # Introduction 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. This book was written for educators of students in Grades 5–12, including content teachers, intervention educators, and administrators who seek to provide effective literacy instruction in content classrooms as well as intervention settings. It includes evidence-based instructional suggestions for teaching vocabulary, comprehension, text structure, writing, discussion skills, and advanced word study to read unfamiliar multisyllabic words often encountered in different subject areas. ## Literacy Basics It is important for educators who work with adolescent learners to understand how reading and writing ability develops across elementary and secondary grades. This chapter provides an overview of seminal research in literacy and the Science of Reading and how it can be used to better understand the instructional needs of both proficient readers and those who have weaknesses. ## THE SCIENCE OF READING The Science of Reading (SOR) refers to a comprehensive body of scientific knowledge and research from the fields of education, cognitive psychology, developmental psychology, and neuroscience that explains how individuals learn how to read and what are the best practices for reading instruction. Educators should keep in mind that SOR is not a curriculum, program, or a single component of literacy instruction such as phonics or comprehension.