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Literacy Now! by chriscy


									Literacy Now! ®
Effective literacy instruction for adolescent readers in upper elementary, middle, and high school grades
Literacy Now! ® is a professional development series in literacy instruction that gives teachers, school leaders, and district leaders a customized, contextualized plan for increasing literacy skills across the curriculum. While school and district leaders learn about their roles as Literacy Leaders, teachers explore the most effective ways to build their students’ mastery of: Comprehension Vocabulary Fluency Writing Taken together, these research-based, interactive sessions provide over 200 hours of professional development, including group-based sessions and on-site coaching. Most schools and districts choose to focus on Literacy Leadership and two or three areas in a given year, reflecting the specific needs of teachers. Strategic and diagnostic tools provided in each session are designed to work with the school’s current texts and curriculum. Strategies and activities for administrators are designed to work within a school’s or district’s leadership policies.

Critical Thinking Skills for Adolescent Readers
All sessions include conceptual foundations and current research on its role in reading and strategies for literacy development across the curriculum Instructional approaches in each session:  In the context of any subject, Comprehension professional development sessions provide explicit strategies and activities for improving comprehension, including activating prior knowledge, utilizing text structure, adjusting rate, predicting, summarizing, using imagery, generating questions, and monitoring comprehension. In Vocabulary, both explicit and implicit instructional strategies for vocabulary development are employed. In Fluency, approaches include rapid and accurate decoding, phrase reading, accurate use of punctuation, and expressive reading. In Writing, both explicit and implicit instructional strategies for writing improvement in a variety of subjects are employed.

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To schedule, or for more information, contact Agency for Educational Partnerships at: 615-354-7686.

Research and resources for the development of this module include:
Biancarosa, G., and C.E. Snow. 2004. Reading Next—A Vision for Action and Research in Middle and High School Literacy: A Report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education. Buehl, Doug. 2001. Classroom Strategies for Interactive Learning, 2nd Ed. Newark, DE: International Reading Association. Faber, Sharon. 2004. How to Teach Reading When You’re Not a Reading Teacher. Nashville, TN: Incentive Publications, Inc. Fullen, Michael. 2001. The New Meaning of Educational Change. New York, NY: Teachers College Press. Herrell, A. & M. Jordan. 2004. Fifty Strategies for Teaching English Language Learners, 2nd Ed. Columbus, OH: Pearson, Merrill, Prentice Hall. Marzano, R. 2001. Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: ASCD. National Commission on Writing. 2003. The Neglected “R:” The Need for a Writing Revolution. New York: The College Board. National Reading Panel. 2000. Teaching Children to Read: Report of the Subgroups. Report to the National Reading Panel. Washington, DC: National Institute of Child Health and Human Development. The Partnership for Reading. 2001. National Institute for Literacy, National Institute of Child Health and Human Development, and U.S. Department of Education. Put Reading First: The Research Building Blocks for Teaching Children to Read. Washington, DC: U.S. GPO. Sousa, David. 2005. How the Brain Learns to Read. Thousand Oaks, CA: Corwin Press, Inc. Urquhart, Vicki and Monette McIver. 2005. Teaching Writing in the Content Areas. Alexandria, VA: ASCD and Aurora, CO: Mid-Continent Research Laboratory. Wolfe, P. 2001. Brain Matters: Translating Research into Classroom Practice. Alexandria, VA: ASCD. Zemelman, Steven and Harvey Daniels. 1988. A Community of Writers: Teaching Writing in the Junior and Senior High School. Portsmouth, NH: Heinemann.

Dr. Sharon Faber is a nationally recognized speaker and consultant with more than 30 years of experience as a teacher, assistant principal, principal, English and Reading Supervisor, Director of Leadership Training, and Middle School Facilitator. She was a professor at the University of North Carolina at Charlotte and Belmont Abbey College and worked eight years as a member of the Adjunct Graduate Faculty at other colleges and universities in North Carolina and Virginia. She received her bachelor of science degree from Midwestern State University in Wichita Falls, Texas, her master’s in educational leadership from the University of Texas at San Antonio, and her doctorate in educational leadership from the University of Virginia. Dr. Faber has written extensively in the areas of literacy and leadership at the middle and high school levels and is the author of the best selling book, How to Teach Reading When You Are Not a Reading Teacher (2006). She has delivered keynote addresses at district, state, and national conferences and is noted for her high energy level, the practicality of her content, and her humorous delivery. Dr. Faber has motivated and inspired teachers and administrators throughout the United States and Canada.

To schedule, or for more information, contact Agency for Educational Partnerships at: 615-354-7686.

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