50 Literacy Strategies

The new edition of 50 Literacy Strategies: Step by Step by Gail E. Tompkins is a conveniently organized resource for teachers, providing research-based and classroom-tested strategies to develop literacy skills. Everything you need to know to implement, adapt, and enrich each strategy is included in a consistent, easy-to-understand format. It’s a wonderful resource for elementary and middle school teachers in literacy and language arts!

New to this edition

• New strategies, including Possible Sentences, Process Drama, and RAFT.

• Differentiating Instruction feature in certain chapters describes ways to adapt the instructional strategy to meet the needs of all students.

• Go Digital! feature in certain chapters suggest ways to integrate digital technology resources such as podcasts and Inspiration software into the instructional strategy.

• Common Core State Standards for the English Language Arts feature pinpoints the ways individual strategies connect to this important set of standards.

• Booklists identify mentor texts teachers can use when teaching a particular instructional strategy.

What readers have to say

My students keep this text. This book is captivating to students, and they report that it encourages them to think from various perspectives. It contains helpful text lists, assessments and reproducible materials.

—Angela J. Cox, Georgetown College

There are so many strategies available, the ones listed in the book are some of the major and successful strategies. The Instructional Focus helps to narrow down strategies to what the students want to build their lessons about. Grade Level Designation is very useful, allowing students to make sure they are using appropriate grade-level strategies.

—Deborah A. H. Williams, Wayne State University

The strategies are the essential ones I use in my course. English Language Learner features are a critical component because few of my students have had any interaction with English learners and need significant help

understanding second language literacy.

—Charlotte L. Pass, SUNY Cortland