Deciding what to teach in English class is more complicated-and more important-than ever. In Building Adolescent Literacy in Today's English Classrooms, Randy Bomer summons his experiences as President of NCTE, Director of a National Writing Project site, a university professor, Co-director of the Teachers College Reading and Writing Project, and consultant in schools nationwide, to provide an approach to teaching English that works for today's adolescents.

Randy and Katherine Bomer present a new vision of curriculumone that invites students to read with important social ideas in mind and write with the purpose of making the world a better place.

The first comprehensive research handbook of its kind, this volume showcases innovative approaches to understanding adolescent literacy learning in a variety of settings. Distinguished contributors examine how well adolescents are served by current instructional practices and highlight ways to translate research findings more effectively into sound teaching and policymaking. The book explores social and cultural factors in adolescents' approach to communication and response to instruction, and sections address literacy both in and out of schools, including literacy expectations in the contemporary workplace. Detailed attention is given to issues of diversity and individual differences among learners. Winner--Literacy Research Association's Fry Book Award!

In each chapter of this unique volume, an exemplary teacher collaborates with a prominent scholar to present real-world strategies for putting literacy research to work in grades 5–12. These lively dialogues tackle key questions in adolescent literacy, including issues of motivation, critical thinking skills, content-area writing, differentiated instruction, assessment, English language learning, and technology. Suggestions for incorporating adolescents' out-of-school literacies and working with reading specialists and coaches show how to build connections between the classroom and wider communities. In-depth portraits of challenges and successes in the classroom, practical instructional tips, and stimulating questions for reflection make the book a valuable resource for inservice and preservice teachers.

Time for Meaning brings a bold curriculum to the writing workshop, a curriculum that honors literary thinking and the study of literature. Randy Bomer speaks eloquently and honestly about his own experiences in the classroom: his successive stages of revision, his growth from a good to a better teacher. He encourages inquiry into more reflective practice, inviting you to examine your ways of thinking, your relationship to the "subject of English," your standards for good teaching, your place in the professional community, and most significant, your attitude toward time. Time for Meaning is both thoughtful and practical. It confronts the realities of today's classrooms: overcrowded curriculums, unfriendly colleagues, choppy schedules, and resistant learners. Bomer suggests ways to transform these obstacles into opportunities to rethink the true purpose, meaning, and design of literacy education. He offers guidelines for: helping students choose topics that are important to them- so important that they'll have the energy to work through the writing process prompting initial responses to literature and moving toward polished pieces of writing using writing as a tool for thinking and inquiring-an essential habit of mind for students to develop understanding what makes for poor student research writing and how to improve it planning curriculums that focus on story in fiction and memoir. Since time is so often the crucial issue in teaching, Bomer asks you to examine your attitudes toward time and the way you use it. He writes, "What we do with time is what we do with our lives. When we are 'unable' to spend time on what we most value, it is because we have not found a clarity of purpose. We have lost our maps, lost our rudder, and we drift aimlessly, as if time were not passing, as if this teaching life were not ours to live." Bomer is specific and persuasive without being prescriptive. Time for Meaning is a snapshot of his current thinking, a report on work that has already benefited many teachers. It speaks as powerfully to experienced reading/writing process teachers as it does to newcomers.

With 50% new material reflecting current research and pedagogical perspectives, this indispensable course text and teacher resource is now in a thoroughly revised third edition. Leading educators provide a comprehensive picture of reading, writing, and oral language instruction in grades 5–12. Chapters present effective practices for motivating adolescent learners, fostering comprehension of multiple types of texts, developing disciplinary literacies, engaging and celebrating students' sociocultural assets, and supporting English learners and struggling readers. Case examples, lesson-planning ideas, and end-of-chapter discussion questions and activities enhance the utility of the volume. New to This Edition *Chapters on new topics: building multicultural classrooms, Black girls’ digital literacies, issues of equity and access, and creating inclusive writing communities. *New chapters on core topics: academic language, learning from multiple texts, and reading interventions. *Increased attention to issues of diversity, equity, and inclusion. *The latest knowledge about adolescents' in- and out-of-school literacies.

Presenting a snapshot of how adolescents learn, Roberta L. Sejnost and Sharon M. Thiese offer research-based best practices and strategies that enable teachers to increase student learning by more effectively integrating reading, writing, and critical thinking into their content instruction. Building Content Literacy: Strategies for the Adolescent Learner begins with a discussion of the challenges of teaching adolescents and follows with: - Strategies to foster acquisition of specialized and technical content vocabulary - Specific processes and skills students may use to comprehend narrative and expository texts - A variety of writing-to-learn strategies Speaking-to-learn strategies. Finally, the authors consider the challenges that face students in the age of technology and address the new literacies that can be utilized to engage students and increase learning.