Building Academic Literacy

Building Academic Literacy provides teachers and instructional leaders with pedagogical strategies that promote academic literacy and higher-order thinking skills. The authors bill the text as a ‘coach-in-pocket,’ in which they make suggestions, explain why the suggestions should work, and ask questions to help readers reflect on teaching and learning and troubleshoot if necessary. Chapters are written in an accessible manner with explanations of each topic; examples drawn from classrooms, which vary by grade and subject; suggestions of specific strategies to use that engage learners in disciplined thinking; and prompts to help readers reflect on implementation. All activities discussed are meant to purposefully engage learners in developing knowledge and/or skills. The authors are clearly concerned about always engaging every student in learning, promoting higher-order thinking, and further developing language skills. This book is recommended for pre-service teachers, teacher-practitioners, and school leaders who are interested in finding ways to guide students to higher levels of thinking, help them use literacy more effectively, and take greater ownership of their learning. Summing Up: Recommended. Upper-division undergraduates through practitioners. * CHOICE *
[T]he authors describe gradual, purposeful ways to build a mindset and atmosphere that revolve around well-planned questioning, carefully chosen materials, student-driven discussion, and mutual discovery…. [T]his well-researched book offers some worthwhile ideas about the nature of teaching and learning. * Mathematics Teacher *
This book is absolutely needed, as evidence suggests that large percentages of teachers are still wrestling with engagement, deep thinking and the development of literacy within their classrooms and students. I see this first as a resource for classroom teachers. -- Lynn Lisy-Macan, PhD., visiting assistant professor, Educational Administration and Policy, University at Albany
Now that I’m supervising student teachers, I see the need for more discussion and deeper thinking in all the classes I visit. The book is grounded in research, with practical strategies that can be used in the classroom. -- Kathy Nickson, supervisor of student teachers for SUNY Oneonta and Empire State College
I like that the ideas and topics are 'doable' and not a lot of philosophical without practical application. . . . This text is applicable to teachers new to envisionments and ones who have been utilizing the strategies over the years. . . . Having strategies that are engaging and move students forward in their learning is what makes teaching interesting and fun. -- Kathy Cotugno-Surin, National Board Certified Teacher, Niskayuna, NY
I like the format in that it combines the rationale with practical/practicable implications. -- Kevin Kelly, principal, Ryder Elementary School, Cobleskill, NY