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Helping Students Read to Learn.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Davis, Deborah Barton, Rhonda |
| Copyright Year | 2006 |
| Abstract | E RiN RogeRS iS oN A MiSSioN To cHANge TeAcHeRS’ MiNDS. As a literacy coach at Skyview High School in Vancouver, WA, she advises other teachers on how to infuse literacy into lessons across the curriculum. it’s not an easy job: many secondary school instructors see themselves as content experts and believe that teaching reading is best left to their elementary school colleagues. Rogers observed, “We’re trying to change a paradigm and a way of thinking that not everyone’s comfortable with moving to that quickly.” At Skyview and Vancouver School District’s five other high schools, however, more teachers are starting to get on board because of an intensive districtwide literacy campaign. During the last four years, literacy classes have become as much a fixture in Vancouver high schools as biology, history, and math. Meanwhile, teachers of those core subjects are getting the tools they need—such as individual coaching, schoolbased study teams, and embedded professional development—to champion reading in their classrooms. “We began with a real focus on helping everyone understand that if they wanted kids to read to learn, they had to support their literacy development,” said layne curtis, the school district’s curriculum director. “if reading assignments are part of how someone learns math or science content, you don’t just assume that kids come to you reading and you can tell them, ‘Read the chapter and answer the questions at the end,’ and expect that learning will occur.” Helping Students Read to Learn |
| Starting Page | 38 |
| Ending Page | 41 |
| Page Count | 4 |
| File Format | PDF HTM / HTML |
| Volume Number | 7 |
| Alternate Webpage(s) | http://www.nassp.org/Portals/0/Content/54168.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
