Douglas Fisher is Professor of Language and Literacy Education in the Department of Teacher Education at San Diego State University, the Co-Director for the Center for the Advancement of Reading at the California State University Chancellor’s office, and the past Director of Professional Development for the City Heights Educational Collaborative. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as Creating Literacy-rich Schools for Adolescents (with Gay Ivey), Improving Adolescent Literacy: Strategies at Work (with Nancy Frey) and Teaching English Language Learners: A Differentiated Approach (with Carol Rothenberg). A former early intervention specialist, language development specialist, he has also taught high school English, writing, and literacy development to public school students.
View Doug Fisher's Resume/Vita, Publications, and Workshops.
Level: K-12
English Language Learners Adolescent Literacy Gradual Release of Responsibility Curriculum Design Differentiated Instruction Literacy Coaching Graphic Novels Struggling Readers
- On-Site Consulting Services
Kick off your year-long plan and build excitement among your teachers with an on-site workshop with Doug. For the greatest impact plan for multiple visits throughout the year. Plan early because his calendar fills up fast! - Pathways for Advancing Adolescent Literacy
Access classroom examples, professional readings, and other resources throughout the year to keep the conversation and learning going between Doug's on-site visits. - Any of Doug's Books
Plan a book study around any of Doug's books before or between on-site visits. We can help you choose a title based on your school's needs. - Virtual Q/A Sessions or Customized Web Seminars
Keep the momentum going between on-site visits with this affordable addition to your consulting contract.
We can help you build a plan with any of these options. Contact profdev@ncte.org!
Content Literacy Strategies that Work
Audience: content teachers in middle and high school, administrators
At the end of this session, participants will be able to:
Audience: content teachers in middle and high school, administratorsAt the end of this session, participants will be able to:- Understand the use and advantages of content literacy strategies
- Describe a decision-making process for identifying and implementing a school-wide literacy approach
- Identify the components of a professional development plan to foster teacher proficiency and collegial coaching
- Link schoolwide approaches to a systematic accountability design
- Complete a planning tool for establishing and implementing a school-wide literacy program for their school site
Improving Thinking and Writing Through Instruction
Audience: teachers across grade levels, administrators, parents
At the end of this session, participants will be able to:
- Describe writing standards for elementary, middle and high school students
- Understand the gradual release of responsibility model of writing (Language Experience Approach, Interactive Writing, Writing Models, Generative Sentences, Power Writing, RAFT Writing, Independent Writing)
- Complete a planning tool for establishing and implementing a school-wide writing program for their school site
Developing Literate Behaviors
Audience: Elementary and English teachers
At the end of this session, participants will be able to:
- Describe a gradual release of responsibility model for developing literacy (focus lessons, guided instruction, collaborative learning, and independent work)
- Identify the ways in which content, process, and product must be differentiated to ensure that students are successful in developing literacy
- Design an integrated unit of study for students, based on content standards using a gradual release of responsibility model of instruction
Language Learners in the English Classroom
Audiences: Teachers, administrators and/or parents
In this workshop, Doug focuses on the role of English teachers in developing students’ language. Specifically, participants will focus on grammar, vocabulary, fluency, and comprehension in both reading and writing instruction relative to English language learners.