In contrast to the primary grades when children are learning to read, students in grades 4 through 12 are expected to learn content as they read, yet they may still struggle with reading basics. This book provides a realistic and systematic process for improving reading and writing while enhancing content knowledge and skills. Based on proven evidence in multiple schools over a 10-year period, this excellent new resource presents specific strategies and successful examples that educators can immediately implement to improve day-to-day classroom success, while also boosting the success rate on standardized assessments. Aligned with the National Reading Panel Report, this book helps teachers focus on: (1) creating a classroom community that is academically and psychologically safe for learning; (2) responding to non-negotiable expectations of daily practice; (3) building vocabulary, reading comprehension, and higher-order and critical thinking skills; (4) developing fluency in reading; and (5) engaging families and the community. Teachers can create the best environment and instructional experience for all students to maximize literacy learning and standards-based achievement. This outstanding book will be a source of reflection for continuous improvement. Following a preface, this book is divided into seven parts. Part 1, The Fail-Safe Classroom: Improving Reading, Writing, and Content Learning, presents: (1) Introduction; (2) Academically and Psychologically Safe to Learn; (3) Nonnegotiable Expectations of Daily Practice; (4) Nonnegotiable Expectations of Daily Practice and Writing; and (5) Practical Tips for Creating Fail-Safe Classrooms for Literacy and Content Learning. Part 2, Reading Components for Grades 4-12, continues with: (6) Phonemic Awareness; (7) Phonics; (8) Relationship of Nonnegotiables and Reading Components; (9) Relevant and Respectful Literacy for Below-Grade-Level Readers; (10) Reading Intervention and Phonemic Awareness; (11) Technology Solutions; (12) Audiobooks; and (13) Practical Tips for Phonics and Phonemic Awareness Support. Part 3, Owning Vocabulary, then offers: (14) Vocabulary Solvers; (15) Vocabulary in Context; (16) Word Questioning Target Word: Nylons; (17) Textbook Vocabulary Lists; (18) Word Walls; (19) Personal Dictionary, Thesaurus, or Journal; (20)Vocabulary Workbooks; (21) Spelling and Writing; and (22) Practical Tips for Developing Student-Owned Vocabulary. Part 4, Developing Fluency in Reading All Texts, contains: (23) What Is Fluency and Why Is It So Important?; (24) Developing Fluency in Reading Intervention; (25) Developing Fluency in Reading Content Texts; (26) Accountable Independent Reading; and (27) Practical Tips for Developing Fluency. Part 5, Owning Comprehension Strategies, presents: (28) Key Comprehension Strategies; (29) Summarization; (30) Teaching Strategies with Scaffolding; (31) To What Extent Should Strategies Be Incorporated?; (32) SMART Tasks; (33) Graphic Organizers; and (34) Practical Tips for Owning Comprehension Strategies. Part 6, Comprehending with Higher Levels of Thinking; (35) Higher Levels of Thinking; (36) Questioning Strategies; (37) More Questioning Techniques; (38) Higher Thinking with Graphic Organizers; (39) Align Instructional Resources; and (40) Practical Tips for Higher-Level Thinking. Part 7, Engaging Parents and Community in Literacy Learning, contains: (41) Engaging Parents; (42) Educating Parents in Literacy Learning; (43) Engaging the Community; (44) Volunteers; (45) Service Learning; (46) Reflection on Improving Reading, Writing, and Content Learning; and (47) Practical Tips for Engaging Parents and Community in Literacy Learning. The following resources are also included: (1) Teacher Reflection Guide; (2) Accountable Independent Reading Log; and (3) Book Talk Checklist. A list of references and an index conclude the book.