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Integrated Literacy Instruction in the Middle Grades: Channeling Young Adolescents' Spontaneous Overflow of Energy, 1/e by Pamela Sissi Carroll
Taking a novel approach to middle school instruction, Carroll believes that teachers can learn to take advantage of adolescents' "spontaneous overflow" of energy as language users. She provides direction for pre-service and practicing teachers who want to balance the physical, emotional, social, and intellectual characteristics of today's young adolescents with an academically challenging, standards-linked, student-sensitive curriculum.
"Spontaneous Overflow is very readable. The tone is warm and friendly towards students...The authors' common sense approach to working with middle school students is refreshing."
Dr. Ellyn Arwood, University of Portland
"The author did a good job of getting 'into the heads' of middle school students especially in terms of the literacy demands being placed on them...I enjoyed Carroll's friendly style and consistent tone throughout her work."
Professor Gail A. Bauman, Florida A&M University
"I like that Spontaneous Overflow makes real teaching seem possible within the standards and the integrated literacy framework."
Professor Alexandra G. Leavell, University of North Texas
While spending over twenty years with adolescents, their teachers, and future teachers in school settings, Pamela Sissi Carroll has developed an approach to teaching the language arts that foregrounds the teacher's knowledge and understanding of multiple literacies, and is supported by a spirit of enthusiasm and compassion for working with young adoelscents. Her publications include CAROLINE COONEY: FAITH AND FICTION (Scarecrow, 2001), USING LITERATURE TO HELP TEENAGERS COPE WITH SOCIETAL ISSUES (Ed.) (Greenwood, 1999), and BOOKS AND BEYOND: THEMATIC APPROACHES FOR TEACHING LITERATURE IN HIGH SCHOOLS (co-authored with Gail P. Gregg) (Christopher-Gordon, 1998), an upcoming book about the realities of student teaching in secondary English/language arts, co-written with Michael Rychlik (Heinemann, scheduled for publication in 2003), and numerous articles and chapters on aspects of teaching middle and high school English.language arts, with a focus on literature for adolescents. She served as Editor of THE ALAN REVIEW from fall, 1998 through the spring of 2003.
1. Spontaneous Overflow of Young Adolescents' Literacy in Language Arts Classrooms.
A Bit of Personal History.
What Do Literacy Demands Look Like from the Shoes of a Middle School Student?.
The Integrated Literacy Pedagogy.
Goals of an Integrated Literacy Pedagogy.
What Integrated Literacy Instruction Can Look Like: The “Our Generation's Heroes” Project.
Channeling Young Adolescents' Spontaneous Overflow of Energy.
2. Today's Young Adolescents: Spontaneously Overflowing with Powerful Feelings.
A Middle School Scene.
Biopsychosocial Characteristics of Young Adolescents.
Recognizing Today's Young Adolescents.
The Lenses We Need as Teachers of Young Adolescents.
Valuing The Lives That Young Adolescents Bring Into Our Classrooms.
3. Reading Goals for Middle School Students: Learning to Use Reading Skills Spontaneously.
Reading Instruction Today.
A Scenario of Controversies and Confusion,
Instruction in the Middle Grades.
Teaching Reading Is Not Synonymous with Teaching Literature.
Learning to Read.
Reading to Learn.
Reading for Life.
4. Overflowing with Possibilities for Literature Engagement.
Learning Lessons About Literature from our Students.
Literature Study: Looking at Life in a Mirror, Under a Microscope, Through a Telescope.
Literature as Mirror.
Literature as Life Under a Microscope.
Literature as Life Through a Telescope.
Integration of Literature Study with Other Language Arts.
Reacting to and Connecting with a Text When Literature Is a Mirror.
Commenting on a Text When Literature Provides a Microscope.
Extending Beyond a Text When Literature Becomes a Telescope.
Making Good Choices as a Literature Teacher.
A Closer Look at Adolescent Literature in the Middle Grades.
Two Tricky Spots: Discussion and Evaluation in Literature Instruction.
Dias' Group Reading.
Probst's Five Ways of Literary Knowing.
My Reactions Journal.
Tableaux to Tap Personal Responses.
Reading Shiloh to Examine the Text World Under a Microscope: Commenting on the Text.
Dogabulary: A Lesson on Figurative Language.
Extending Beyond the Text.
Stepping Into Social Action.
Checklist of Integrated Language Arts.
5. Overflowing with Ideas: Writing as Students, Writing as People.
Writing Workshops and an Integrated Literacy Pedagogy.
Establishing a Writerly Environment: The Look, Feel, and Focus of the Classroom.
The Writing Process.
The Literacy Teacher's Task: Writing Assignments, Assessments, and Evaluations.
Assessment and Evaluation of Writing.
Lesson Set Sample: The “A Picture Is Worth a Thousand Words” Project.
Sixth and Seventh Graders as Photographers and Writers.
6. Overflow of Oral Language: Listening, Speaking, and Languaging with a Purpose.
Oral Language in an Integrated Literacy Pedagogy.
The Power of Language: Students as Speakers and Listeners.
A Playful Pedagogy for Language Learning and Growth.
Oral Language Opportunities in Clasrooms.
The Language of Power.
A Sample Lesson Set: Generational Dialect Project.
7. Overflowing with Competing Messages: Developing a Mindset to Critique Popular Media.
8. Integrated Literacy Across the Curriculum.
A Plan for Thinking About Literature-Based Integrated Literacy.
Units and Interdisciplinary Instruction Possibilities.
Teaching Freak the Mighty in an Integrated Literacy Setting.