The Reading Writing Connection / Edition 2

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Overview

“This is an especially well-researched and documented text…the author’s voice is one that is knowledgeable, yet does not intend to intimidate. She speaks to her audience as a dedicated professional to professional. I could only hope that my students would read and retain her words of wisdom.”

–Anna L. Bolling, California State University—Stanislaus

“I haven’t seen any books that come close to what Carol Olson has developed.”

–Harry Noden, Kent State University

“The illustrations and scanned-in documents make Booth-Olson’s book readable, interesting, relevant, and real-life. These visuals from actual students help transform her ideas from theory into practice.”

–Kathy Bussert-Webb, The University of Texas at Brownsville

“This is the only secondary text that I have found to explain and provide authentic examples of reading/writing workshop process. The activities are practical and motivating. Hurray for Olson.”

–Donna Uebler, Bradley University

Now in its second edition, The Reading/Writing Connection features an array of individual reading and writing strategies, activities, and mini-lessons that teachers can implement in their classrooms. Well-respected author Carol Booth Olson extends far beyond most books intended for teachers of language arts by integrating reading and writing in creative, theory-based ways. Lauded by students and professors as a clear and straightforward text, this revised and updated edition includes plenty of material about teaching the writing process and responding to literature, and provides examples of lessons that help readers learn specific strategies.

Unique in its field, The Reading/Writing Connection provides student models at middle and high school levels in almost every chapter, illustrating actual student responses to reading and writing activities. The text is also rich with literary selections, giving teachers easy access to the literature featured in the activities and demonstration lessons.

Features New to the Second Edition

  • Extensive coverage of differentiated instruction for English Language Learners
  • A new chapter entitled “Introducing Students to the Cognitive Strategies in Their Mental Tool Kits” that summarizes and clarifies students’ use of cognitive strategies in their thinking
  • An extensive and revised companion website that features reading and writing rubrics, student models, blackline masters of graphic organizers, and much more, available at www.ablongman.com/olson2e
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Product Details

  • ISBN-13: 9780205494736
  • Publisher: Allyn & Bacon, Inc.
  • Publication date: 7/21/2006
  • Edition description: REV
  • Edition number: 2
  • Pages: 432
  • Product dimensions: 8.26 (w) x 10.84 (h) x 0.81 (d)

Meet the Author

Carol Booth Olson is Senior Lecturer in the Department of Education-University of California, Irvine, and the Director of the UCI/California/Writing Project. She received her Ph.D. in American Literature at UCLA in 1977 where she was honored as Outstanding Graduate Women of the Year. She has edited three books, including the best selling California Department of Education publication "Practical Ideas for Teaching Writing as a Process" and has written over 30 articles on teaching composition and literature. She has also served as a Senior Consultant to the Scott Foresman Literature and Integrated Studies Textbook series (1997). Dr. Olson has received two Excellences in teaching awards at UCLA.

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Table of Contents

Preface

Chapter 1

What Is the Reading/Writing Connection?

What Is the Reading/Writing Connection?

Characteristics of Experienced Readers and Writers

Cognitive Strategies That Underlie the Reading and Writing Process

The Power of Integrating Reading and Writing Instruction

Making the Reading/Writing Connection Visible through Instructional Scaffolding

To Sum Up

Learning Log Reflection

Chapter 2

Introducing Students to the Cognitive Strategies in Their Mental Tool Kits

Declarative, Procedural, and Conditional Knowledge: Foundations of Strategic Reading and Writing

Cognitive Strategies: A Reader’s and Writer’s Tool Kit

“The War of the Wall” by Toni Cade Bambara

The Cognitive Strategies Tutorial

The Role of Metacognition in Cognitive Strategies Instruction

Using Think-Alouds to Foster Metacognition

Metacognition Workshop: Teaching Students to Reflect on Their Meaning-Making Processes

To Sum Up

Learning Log Reflection

Chapter 3

Integrating Reading and Writing Instruction through Scaffolded Demonstration Lessons

Components of Effective Instructional Scaffolding

Reducing the Constraints on Student Readers and Writers

Reinforcing the Reading/Writing Connection through Scaffolded Demonstration Lessons

A Description of the Reading/Writing Lesson Format

Standards-Based Language Arts Instruction

Demonstration Lesson:

A Letter from Margot:“All Summer in a Day”

To Sum Up

Learning Log Reflection

“All Summer in a Day” by Ray Bradbury

Chapter 4

Getting Started: Creating a Community of Learners

The Role of Affect in Learning

How the Classroom Itself Promotes Classroom Community

What Is a Community of Learners?

The First Week

Classroom Rules

Expectations

Know Your Students

Get-Acquainted Activities

How I Learned to Read and Write

Four Corners and Personality

Collage Doll

Object Exchange

Personal Brochure

Demonstration Lesson: My Name, My Self: Using Name to Explore Identity

“My Name” by Sandra Cisneros

To Sum Up

Learning Log Reflection

Chapter 5

A Multiple Intelligences Approach to Language Arts Instruction for Mainstream and English Language Development Classrooms

The Strategic Approach to Interacting with a Text

Before-Reading Strategies

During-Reading Strategies

After-Reading Strategies

Letting Go of the Guided Tour

To Sum Up

Learning Log Reflection

Chapter 6

Strategies for Interacting with a Text: Using Reading and Writing to Learn

The Guided Tour Problem

Using Pedagogical Strategies to Foster Cognitive Strategies

The Concept of Reading and Writing to Learn

Inexperienced Readers in My Class?

What If Students Get Bored and Tune Out?

How Do I Hold Students Accountable for Their Reading?

What Do I Do Before, During, and After Teaching a Novel?

What about Nonfiction?

To Sum Up

Learning Log Reflection

Chapter 7

Teaching Literature: From Reading to Interpretation

Efferent and Aesthetic Readings

Why Teach Literature?

Critical Approaches to Literature

Organizing the Curriculum

Demonstration Lesson:

Setting and Character in Tennyson’s “Mariana”: Teaching Literary Interpretation

“Mariana” by Alfred, Lord Tennyson

Teaching Longer Works of Fiction

Do We Have to Read the Whole Thing Out Loud in Class?

What Do I Do with English Language Learners and Multiple Intelligences Theory in the Classroom

Why a Multiple Intelligences Approach Works with English Language Learners

Integrating Multiple Intelligences Theory and Cognitive Strategies through Instructional Scaffolding

Introducing Students to MI Theory

Corners Activity

Multiple Intelligences Survey

Demonstration Lesson: “Not Mine!” Interpreting Sandra Cisneros’s “Eleven”

MI Theory and Learning Styles

Epilogue

To Sum Up

Learning Log Reflection

“Eleven” by Sandra Cisneros

Chapter 8

Reading,Thinking, and Writing about Multicultural Literature in Culturally Diverse Classrooms

What Is Multicultural Literature?

Defining Terms

Why Teach Multicultural Literature?

The Teacher’s Role in the Multicultural

Classroom

Setting the Stage for Multicultural Literature

Human Cultural Bingo

Biopoem

Sure You Can Ask Me a Personal Question: Dispelling Stereotypes

The Heritage Quilt

Recommended Works of Multicultural Literature for the Secondary Classroom

Demonstration Lesson: Character and Culture in Amy Tan’s “The Moon Lady”

To Sum Up Learning Log Reflection

Chapter 9

Teaching Writing: Helping Students Play the Whole Range

“The Writer” by Richard Wilbur

Why Write?

Informing the Teaching of Writing with Premises about Thinking

What to Teach and Why

Integrate Reading and Writing Instruction

Make Cognitive Strategies Visible

Give Students Writing Practice in a Variety of Domains

Balance Teacher-Prompted and Student-Selected Writing Tasks

Focus on Process and on Products

Exploring the Domains

Seashells and Similes: Sensory/Descriptive Observational Poetry

Demonstration Lesson: The Memory Snapshot Paper: Imaginative/Narrative Autobiographical Writing

The Saturation Report: Practical/Informative Report of Information Analytical/Expository Compositions

A Training Program to Help Students Develop Criteria for an Effective Essay Reading “The Stolen Party”

Evaluating Sample Essays

Color-Coding: Helping Students Distinguish between Plot Summary, Supporting Detail, and Commentary

Revising One’s Own Essay

What about Writing across the Curriculum?

To Sum Up

Learning Log Reflection

“The Stolen Party” by Liliana Heker

Chapter 10

Alternative Approaches to the Research Paper

What Are We Teaching Students When We Teach the Research Paper?

Demonstration Lesson: The Saturation Research Paper

Demonstration Lesson: Personalizing Research in the I-Search Paper

Reading Saturation Research Papers and I-Search Papers

Multigenre Papers

Multimedia Projects

What about the Traditional Research Paper?

Dealing with Plagiarism

To Sum Up

Learning Log Reflection

Chapter 11

Sharing Our Responses to Texts as Readers and Writers and Revising Meaning

The Role of Listening in the Language Arts Classroom

The Role of Speaking in the Language Arts Classroom

What Is a Class Discussion?

The Role of Question Asking in Teacher-Led Class Discussion

Some Don’ts and Dos of Question Asking

Responding to Students during Class Discussion

Behaviors That Close Down Student Thinking

Behaviors That Open Up Thinking

Other Formats for Whole Class Discussion

Socratic Seminar

Grand Conversation

Hot Seat

Talk Show

Small Group Formats for Sharing Responses to Texts

Reciprocal Teaching

Literature Circles

Dialogue with a Text

Turning Reading Groups into Writing Groups

Introducing Students to Writing Groups

Strategies to Guide Peer Response

Finding the Golden Lines

The Elbow Method

Job Cards

Read-Around Groups

Response Forms and Sharing Sheets

How Peer Response Helps Students Revise Meaning

What Is Revision?

The Role of the Teacher in Revising Meaning

Modeling through Think-Alouds

Feedback

Providing Structure and Direct Instruction on Strategies for Revising Meaning

Breaking the Task of Drafting and Redrafting into Manageable Chunks

Minilessons

WIRMIs and Believing and Doubting

Color-Coding: Visual Feedback for Revising for Meaning

Revising for Style

Sentence Combining

Using Copy—Change for Stylistic Imitation

The Impact of Computers on the Process of Revising Meaning

Revising Independently: Questions to Consider

To Sum Up

Learning Log Reflection

Chapter 12

Correctness Can Be Creative

The Role of Affect in the Teaching and Learning of Grammar

The Great Grammar Debate

Why Teach Grammar?

When, What, and How to Teach Grammar

Pedagogical Strategies and Activities to Make Grammar Memorable

Graphic Grammar: A Spatial Approach to Teaching Parts of Speech

Cloudy with a Chance of Meatballs

Demonstration Lesson: The Dada Poem: A Creative Approach to Internalizing Parts of Speech

Teaching Sentence Sense and Sentence Craft

Punctuation Mythology

A Few Words about Vocabulary and Spelling

Vocabutoons and Vocabulary Story

Building Academic Vocabulary

Spelling/Academic Vocabulary Chants

Visual Approaches to Spelling

Word Trees and Word Sorts 317

What to Do about Error

Yes Twice, Comma Splice

Sentence Drafts

Job Cards

Editing Checklist

Celebrating Correctness

To Sum Up

Learning Log Reflection

Chapter 13

Assessing Students’ Reading and Writing in the Classroom

Teaching and Testing: Process versus Product

Response, Assessment, Evaluation, Grading: Defining Terms

Where to Start: Begin with the End in Mind

What Do We Want Students to Know and Be Able to Do?

Determining Where Your Students Are on the Road to Meeting the Standards

Criteria for Effective Assessment 329 Assessment or Evaluation?

Using Rubrics to Assess and/or Evaluate Student Work

Types of Scoring Rubrics 332Using Rubrics as a Teaching Tool

The Portfolio Approach to Assessment and Evaluation

Types of Portfolios

What’s in a Portfolio?

The Portfolio Process: Collect, Select, Reflect, Project, Affect

Assessing and Evaluating Portfolios

Grading and Alternatives to the Traditional Grading System

What about Standardized Tests?

Preparing Students for On-Demand Writing

Teaching the ABC Strategy

Involving Students in Assessment, Evaluation, and Grading

Informing Instruction through Assessment and Evaluation

Assessing Teacher Effectiveness

Electronic Teaching Portfolios

To Sum Up

Learning Log Reflection

Chapter 14

Cultivating Motivated, Independent Readers and Writers through Reading and Writing Workshop

What Is a Workshop Approach?

Applying the Principles of Instructional Scaffolding to Reading and Writing Workshop Creating a Workshop Environment

Reading Workshop

The Power of Free Voluntary Reading

Principles of Reader Engagement

Goals and Expectations for Reading Workshop

Getting Acquainted: Getting to Know Students and Getting Students to Know Books Providing Access to Books

The Teacher’s Role in Reading Workshop

Collaborating on Responses to Reading through Book Clubs

Activities for Reading Workshop

Culminating Projects for Reading Workshop

Writing Workshop

Using Reading Workshop as a Bridge to Writing Workshop

Goals and Expectations for Writing Workshop

Getting Started: Cultivating Student Interest in Writing

But What Do I Write About?

Keeping a Writer’s Notebook

Keeping Track: Status of the Class

The Teacher’s Role in Writing Workshop

Turning Reading Groups into Writing Groups

Culminating Projects in Writing Workshop: Portfolios and Anthologies

Publication in the Writing Workshop Classroom

Assessing and Evaluating Reading and Writing in Reading/Writing Workshop Students’ Reactions to Reading and Writing Workshop

To Sum Up

Learning Log Reflection

Appendix: Scientifically Based Research on the Scaffolded Lessons and the Cognitive Strategies Approach to Instruction

References

Index

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