The Reading/Writing Connection: Strategies for Teaching and Learning in the Secondary Classroom / Edition 1

The Reading/Writing Connection: Strategies for Teaching and Learning in the Secondary Classroom / Edition 1

by Carol Booth Olson, Carol Booth Olson
     
 

ISBN-10: 0321049004

ISBN-13: 9780321049001

Pub. Date: 03/28/2002

Publisher: Allyn & Bacon, Inc.

This book features an array of individual reading/writing strategies, activities and mini-lessons, and it scaffolds these strategies in extended demonstration lessons that teachers can easily implement in their classrooms. Readers will receive helpful information about teaching the writing process and responding to literature. The author provides valuable examples of

Overview

This book features an array of individual reading/writing strategies, activities and mini-lessons, and it scaffolds these strategies in extended demonstration lessons that teachers can easily implement in their classrooms. Readers will receive helpful information about teaching the writing process and responding to literature. The author provides valuable examples of lessons that help students learn task-specific strategies, and integrates the reading and writing process in creative, theoretically sound ways. Practical demonstration lessons throughout the text model how to scaffold guided practice activities into coherent lesson sequences, paving the way for teachers to implement theoretically sound, teacher-tested lessons in the classroom. This book has an extensive Companion Website featuring reading and writing rubrics, student models, blackline masters of graphic organizers, and much more. The author provides student models at both the middle and high school levels in almost every chapter illustrating actual student responses to reading and writing activities. The "Learning Log Reflections" section at the end of each chapter invites readers to take a step back and ponder what has been learned, thus providing teachers the opportunities to engage in the same cognitive strategies that readers and writers use when they compose. Helpful literary selections in almost every chapter gives teachers easy access to the literature featured in the activities and demonstration lessons. Middle and Secondary school instructors and administrators of Reading and Writing programs.

Product Details

ISBN-13:
9780321049001
Publisher:
Allyn & Bacon, Inc.
Publication date:
03/28/2002
Edition description:
Older Edition
Pages:
432
Product dimensions:
7.40(w) x 9.10(h) x 0.80(d)

Table of Contents

“To Sum Up,” “Learning Log Reflections,” and “Chapter References” are at the end of every chapter.

Preface.

Acknowledgments.

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.
How Do Reading and Writing Differ?
Making the Reading/Writing Connection Visible for Students Through Instructional Scaffolding.

2. Scaffolding a Reading/Writing Lesson to Make Visible for Students What Experienced Readers and Writers Do.
Components of Effective Instructional Scaffolding.
Reducing the Constraints on Student Readers and Writers.
Reinforcing the Reading/Writing Process Through the Scaffolded Demonstration Lesson.
A Description of the Reading/Writing Lesson Format.
Demonstration Lesson: Letter From Margot: “All Summer in a Day.”
“All Summer in a Day,” by Ray Bradbury.

3. 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.
Know Your Students.
Get-Acquainted Activities.
Demonstration Lesson.
My Name, My Self: Using Name to Explore Identity.
“My Name,” by Sandra Cisneros.
What If They Don't Want to Join the Community.

4. A Multiple Intelligences Approach to Language Arts
Instruction for Mainstream and English Language DevelopmentClassrooms.
A Look at the Classroom.
A Theoretical Context for Implementing Multiple Intelligences Theory in the Classroom.
Why a Multiple Intelligences Approach Works with Second Language Learners.
Integrating Multiple Intelligences Theory with Instructional Scaffolding.
Introducing Students to MI Theory.
Demonstration Lesson: “Not Mine!” Interpreting Sandra Cisneros' “Eleven.”
Epilogue.
“Eleven,” by Sandra Cisneros

5. Strategies for Interacting with a Text: Using Reading and Writing to Learn.
A Story.
What Is a Strategy?
The Concept of Reading and Writing to Learn.
Strategies for Interacting with a Text.
Letting Go of the Guided Tour Through the Text.

6. Teaching Literature: From Reading to Interpretation.
Aesthetic and Efferent Readings.
Why Teach Literature?
Critical Approaches to Literature.
Organizing the Curriculum.
Demonstration Lesson: Exploring Setting as a Mirror of Character in Tennyson's “Mariana” : Teaching Literary Interpretation.
“Mariana,” by Alfred Lord Tennyson.
Teaching Longer Works of Fiction.
How Do I Keep Students Engaged?
How Do I Hold Students Accountable for Their Reading?
Selected Activities for Teaching To Kill a Mockingbird.
What About Nonfiction?

7. Reading, Thinking and Writing About Multicultural Literature.
What is Multicultural Literature? Defining Terms.
Why Teach Multicultural Literature?
The Teacher's Role in the Multicultural Classroom.
Recommended Works of Multicultural Literature for the Secondary Classroom.
Setting the Stage for Multicultural Literature.
Demonstration Lesson: Character and Culture in Amy Tan's “The Moon Lady.”
Scaffolding Multicultural Literature: A Research Project.

8. Organizing for Writing Instruction.
“The Writer,” by Richard Wilbur.
Why Write?
Informing the Teaching of Writing with Premises About Thinking.
What to Teach and Why.
Exploring the Domains.
A Training Program to Help Students Develop Criteria for an Effective Essay.
What About Writing Across the Curriculum?
“The Stolen Party,” by Liliana Heker.

9. Alternative Pathways to Writing the Research Paper.
What Are We Teaching Students When We Teach the Research Paper?
Demonstration Lesson: The Saturation Research Paper.
Demonstration Lesson: The Personalized Research Paper.
Reading Saturation Research Papers and Personalized Research Papers.
What About the Traditional Research Paper?

10. Sharing Our Responses to Texts and Revising Meaning.
What Is a Class Discussion?
The Role of Question-Asking in Teacher-Led Class Discussion.
Some Dos and Don'ts of Question-Asking.
Responding to Students During Class Discussion.
Other Formats for Whole Class Discussion.
Small Group Formats for Sharing Responses to Texts.
Turning Reading Groups into Writing Groups.
Introducing Students to Writing Groups.
Strategies to Guide Peer Response.
How Peer Response Helps Students Revise Meaning.
What is Revision?
The Role of the Teacher in Revising Meaning.
Providing Structure and Direct Instruction on Strategies for Revising Meaning.
The Impact of Computers on the Process of Revising Meaning.
Revising Independently: Questions to Consider.

11. Correctness Can Be Creative.
“Errorwocky,” by Connie Weaver.
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.
A Few Words About Vocabulary and Spelling.
What to Do About Error?
Celebrating Correctness.

12. 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.
Criteria for Effective Assessment.
How to Decide Which Type of Assessment to Administer and When Evaluation Is in Order.
Using Rubrics to Assess and/or Evaluate Student Work.
The Portfolio Approach to Assessment and Evaluation.
Grading and Alternatives to the Traditional Grading System.
What About Standardized Tests?
Involving Students in Assessment, Evaluation and Grading.
Informing Instruction Through Assessment and Evaluation.
Assessing Teacher Effectiveness.

13. Cultivating Motivated, Independent Readers and Writers
Through Reading and Writing Workshop.
What Is a Workshop Approach?
Applying 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: Literature Circles and Book Clubs.
Activities for Reading Workshop.
Writing Workshop.
Assessing and Evaluating Reading and Writing in Reading/Writing Workshop.
Students' Reactions to Reading and Writing Workshop.

14. Reflecting Upon the Reading/Writing Connection.
Ending Where We Began.
Declarative, Procedural and Conditional Knowledge: Foundations of Strategic Reading and Writing.
Cognitive Strategies. A Reader's and Writer's Tool Kit.
Teach Reading and Writing Together.
Scaffolding Integrated Reading/Writing Instruction.
Reducing the Constraints on Readers and Writers.
Strategies for Teaching and Learning.
Works of Literature Cited.
The Reading/Writing Connection: A Selected Annotated Bibliography.
Technology Addendum.

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