Real Reading, Real Writing: Content-Area Strategies / Edition 1

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Overview

Real Reading, Real Writing is a story for and by real teachers. In it, two seasoned veterans recount their 23-year collaboration to find ways to get students to improve their learning in their content area subjects. It all began when Donna Topping, an elementary-trained reading specialist who knew a lot about literacy but little about content areas, met Roberta McManus, a secondary-trained science teacher who knew a lot about science but very little about how to get students to read and write about it. Over the years, they have developed a host of practical activities and strategies to infuse the processes of learning into the content to be learned. Their book brings these activities to life-real activities immediately doable in classrooms at any level.

Donna and Roberta begin by telling of their mission to find what will work for them, rejecting and tiring of bandwagon movements and quick-fix promises, and finding the power of collaboration. In their subsequent chapters, they discuss practices and strategies for helping students read and become actively involved with books, lectures, and videos. Then they flesh out activities to help students write more effectively in the content areas. Every teaching strategy is one that they have used successfully with real students. And they have tracked improved grades and secured students' feedback about which strategies helped them the most. Their collaboration continues, although their circumstances have changed. Donna is now a university professor who teaches her teachers-to-be the classroom-proven strategies from Roberta's work in the public schools. Roberta, in turn, takes Donna's understanding of theory and research and refines her teaching.

In the hands of the authors, literacy and content become seamless. Practical ideas grow naturally from a theoretical base. Down-to-earth, conversational, and sometimes funny, their presentation enlightens while it entertains. Take their ideas, tweak and adapt them to your content area, and enjoy the same journey in teaching real reading and real writing.

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Editorial Reviews

From the Publisher
“one of the most readable and sensible texts for connecting literacy and learning that I have come across in a long time.”–Richard T. Vacca
VOYA
With mutual respect and fifty-seven years of combined professional experience, Topping and McManus demonstrate how realistic research applications build strong literacy skills and subsequent content comprehension. The first two chapters trace the authors' journeys-one in academia and the other in the middle school classroom-to collaboration. The next seven chapters are packed with organizing principles and practical methods, not as a cookbook approach but as an extended description of what works for a creative and enthusiastic teacher who dares to model the behavior she expects while seeking answers and feedback from students and fellow professionals. With a streetwise perspective, the authors apply a repertoire ranging from the old SQ3R to more recently addressed multiple learning styles. The book teaches meticulous note-taking from written and oral sources and gives students a payoff with a high-energy Super Bowl of Science. Chapter 11 drives home that study skill or process instruction should be an integral part of each lifelong-learning classroom. A final chapter emphasizes planning and classroom management as key to student discipline and teacher satisfaction. A research source, with full bibliographical information available, accompanies each method. Curriculum directors, principals, teachers, and homeschool instructors serious about integrating study skills and higher level thinking into all content areas should have at least two copies of this excellent blend of theory and practice-one for reference and one to lend. Topping and McManus provide suggestions and attitudes that ensure success for teachers and students in all levels of education. Illus. Charts. Biblio. Appendix. 2002,Heinemann, 188p,
— Lucy Schall
Booknews
Topping and McManus draw on a combined 57 years of teaching experience in this text for teachers on content literacy<-->the ability to use reading and writing to learn with text<-->in secondary education. After explaining their own journeys as educators, the authors discuss specific practices and strategies for helping students develop their reading and writing skills while simultaneously becoming actively engaged with books, lectures, and videos. The majority of the practical examples are set in the science classroom, but are adaptable to other content areas. No subject index. Topping currently teaches literacy at Millersville U. in Pennsylvania; McManus is a middle school science teacher. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

  • ISBN-13: 9780325004280
  • Publisher: Heinemann
  • Publication date: 2/22/2002
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 208
  • Sales rank: 1,263,996
  • Product dimensions: 7.40 (w) x 9.30 (h) x 0.45 (d)

Meet the Author

Donna Hooker Topping has spent more than 30 years collaborating with Roberta McManus her coauthor on Stuck in the Middle. They have developed strategies that help students learn content through better teaching. "Better teaching, to us, is the result of a teacher's conscious effort to embed literacy processes into content-area instruction. Resulting lessons lead students through the very strategic moves in reading and writing that lead to fuller comprehension of the content, strategies that will prepare them for lifelong learning." Donna is Professor of Literacy Education at Millersville University in Pennsylvania. She is a former first-grade teacher, reading specialist, reading supervisor, language arts supervisor, and literacy consultant. She and Roberta are also coauthors of the Heinemann title Real Reading, Real Writing and Donna also coauthored the Heinemann book Getting Grammar with Sandra Josephs Hoffman.

Roberta McManus has spent more than 30 years collaborating with Donna Hooker Topping, her coauthor on Stuck in the Middle. They have developed strategies that help students learn content through better teaching. "Better teaching, to us, is the result of a teacher's conscious effort to embed literacy processes into content-area instruction. Resulting lessons lead students through the very strategic moves in reading and writing that lead to fuller comprehension of the content, strategies that will prepare them for lifelong learning." Rboerta is a middle school science teacher in the Oxford-Area School District in Pennsylvania, where she infuses science with reading and writing strategies. She is also a popular workshop presenter on the topic of bringing literacy processes into the content areas. She and Donna are also coauthors of the Heinemann title Real Reading, Real Writing.

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Table of Contents

Real Teachers: The Journey

Real Situations, Real Times, Real Places

Real Destinations

Reading: Conveying the Big Picture

Making Reading Happen-Before

Making Reading Happen-During

Making Reading Happen-After

Selling Reading-Creating a Lifetime Habit

Slipping Writing into the Content Area

Writing with a Purpose to an Audience

Learning for a Lifetime

Lifelong Teaching

Appendix: Student Favorites

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