Writing as Learning: A Content-Based Approach / Edition 2

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Using 12 step-by-step strategies, teachers can help students build a rich vocabulary, gain a deep understanding of concepts, and develop organized thinking processes.

The skill of writing crosses all subject areas. It should not be confined to just the language arts classroom. The practical writing strategies in Writing as Learning demonstrate how you can employ writing as a powerful tool for processing new subject area content and integrating new learning with prior knowledge. Included are more than 200 examples of how 12 different strategies can be used in kindergarten through high school classrooms.

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Editorial Reviews

Kimberley Gomez
"Offers an organized set of strategies for creating a 'continuous learning through writing' program for teachers and their students."
Susan D'Angelo
"The strategies are clearly explained and include samples of student work. They can be implemented easily by preservice teachers as well as seasoned teachers. "
Susan D’Angelo
"The strategies are clearly explained and include samples of student work. They can be implemented easily by preservice teachers as well as seasoned teachers."
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Product Details

  • ISBN-13: 9781412949613
  • Publisher: SAGE Publications
  • Publication date: 12/7/2006
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 256
  • Product dimensions: 8.40 (w) x 10.90 (h) x 0.60 (d)

Meet the Author

Andrew S. Rothstein has had a distinguished career as a teacher, administrator, and researcher. His diverse and enriching experiences in international schools, special education, public schools, and consulting have given him a broad perspective of the contexts in which children learn. As an author and presenter, he has achieved wide acclaim for his work in improving school performance by focusing on improving instruction and its supervision. His work in integrating many subject areas through writing has been highly effective in improving test scores in districts across the country. As principal, Rothstein led site-based improvements that resulted in strong increases in student academic performance. While superintendent of a regional school serving children with severe physical disabilities and health impairments, Rothstein reorganized staff development, created new curricula, and integrated technology into the instructional program for children for children from prekindergarten through high school.He has been an adjunct professor at Southern Connecticut State University and Touro College. Rothstein earned a master's degree in special education from the University of North Carolina at Chapel Hill and a doctorate in educational administration from New York University.

Evelyn Rothstein has been an educational consultant specializing in teaching writing across the curriculum for the past twenty years. With a background in classroom teaching and a specialization in linguistics and language development, she has trained teachers and implemented her strategy-based Writing As Learning and Write for Mathematics programs in hundreds of schools and school districts throughout the United States. She is the author of numerous books and articles, including Writing as Learning and Write for Mathematics. Rothstein is a graduate of the City University of New York and Teachers College, Columbia University with degrees in education, speech, reading, and psycholinguistics.

Dr. Gerald Lauber, currently Chief Operating Officer of the National Urban Alliance previously served as superintendent in three New York State school districts, where he initiated programs to meet the needs of diverse student populations while stabilizing long-range fiscal plans. Under his administration, state-of-the-art computer assisted instructional programs, as well as innovative writing and mathematics programs were put into place. As President and CEO of Purewater Sciences and Melric Technologies he developed a corporate perspective on what schools must provide to prepare children for success in the workplace and the world in which they live. Dr. Lauber's writings have appeared in Electronic School, THE Journal, American School Boards Journal , New York Slate Education, Viewpoints, Newsday and other publications. Dr. Lauber co-authored Writing as Learning and Write for Mathematics and makes numerous presentations for school districts across the country. Dr. Lauber has an MA and MED in School Administration from Teachers College and an Ed.D. in Systems Administration from New York University.

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Table of Contents

Preface to the Second Edition     xi
Acknowledgments     xii
About the Authors     xiii
Introduction     1
The Rationale of Writing as Learning     1
The Distinction of Writing as Learning     2
What Is Teaching Writing?     2
How to Use This Book     3
The Elements of Writing as Learning: Strategies, Genres, Topics, and Tools     9
The Writing Teacher and the Writing Classroom     9
Strategies for Writing     10
Setting Up the Notebook     11
The Genres of Writing     12
Tools and Materials for Writing     15
What Should I Write About?     17
The Student as Writer     19
Guidelines for Revising and Editing     20
Writing and the Computer     21
Building Vocabulary With Taxonomies: Words Are Free!     23
The Gift of Words-Creating Taxonomies     23
The Power of Words (aka Vocabulary)     23
Organizing Student Vocabulary     24
The Building of the Personal Thesaurus     25
Advance Organizing and Assessment of Prior Knowledge     26
Continuous Note taking     28
Vocabulary Development     29
Development and Assessment of New Knowledge     30
Taxonomy Especially for Kindergarten and First Grade     30
Building a Personal Identity Taxonomy     31
Two Related Taxonomies     32
Taxonomies in the Upper Grades Through High School     33
Internet Links     34
Composing With Keywords: Have Words, Can Write     35
Have Words, Can Write     35
What Is Composing With Keywords?     35
Introducing Composing With Keywords     36
Procedure for Sharing Sentences     38
Composing With Keywords for Both Factual and Fictional Writing     39
Composing With Keywords as a Response to New Learning     41
Composing With Keywords in the Content Areas     41
Additional Student Writing Using Composing With Keywords at Different Grade Levels     43
Composing With Keywords for Specific Vocabulary Building     43
Internet Links     44
Metacognition: Writing Is Thinking     45
What Is Metacognition?     45
Metacognition for Writing or Writing for Metacognition     46
Getting Started With Prior Knowledge     46
Writing Metacognition Statements     47
Using Pre- and Postmetacognitive Writing      50
Starting Sentences for Metacognitive Writing     50
Combining Taxonomies, Composing With Keywords, and Metacognition     51
Using Metacognitive Writing to Consolidate Writing With Subject Areas     53
Internet Links     55
Defining Format: Write to a Martian     57
Defining Our Words and Constructing Meaning     57
What Is Defining Format?     58
Using Defining Format in All Grades and Subjects     60
Teaching Categories     61
Using Defining Format for More Complex Terms     62
Defining Format Application     63
Note taking and Outlining     63
Paragraph Development     64
Comparing and Contrasting     66
Expanded Explanations     66
Combining and Reviewing     68
Internet Links     68
Morphology, Etymology, and Grammar: Every Word Has a Story     69
Morphology, Etymology, and Grammar-A Triplex in the Scheme of Writing     69
The Role of Grammar in Teaching Writing     70
Categories of Nouns     72
Categories of Verbs     75
Categories of Adjectives     77
Sentence Stretchers     81
Understanding Parts of Speech by Using Defining Format     83
Morphology-The Study of the Formation of Words     85
Notes on Verbs     86
The "Be" Verb     86
Etymology     89
Words and Their Stories     89
Borrowings and Lendings     90
British English and American English     91
Internet Links     92
Profiles and Frames: Organize Your Writing     93
Writing and Organization     93
What Is a Profile?     93
How to Use Profiles     94
Art Profile     94
Career Profile     97
Sports and Games Profile     99
What Is a Frame?     100
Frames for Primary Grades     100
Frames for the Intermediate Grades and for Middle and High School     102
ABC Stories-Framework for Innovating on Literary Structure     106
Internet Links     109
Who's Who: Know Who You Know and Know Who You Are!     111
Who's Who: The Humanity in Writing     111
Focus for Writing Biographies     112
Setting Up Taxonomies for Biographical Writing     112
Using Frames for Biographical Writing     113
Expanding the Taxonomy for Elaboration and Details     115
Using Who's Who to Write Autobiographies and Memoirs     118
Frames for Autobiographies and Memoirs     120
Additional Who's Who Profiles     124
Internet Links     128
Reasons, Causes, Results-The Basis of the Essay: Think in Threes     129
Think in Threes     131
The Basic Essay Frame     132
Personal Essays     132
Persuasive Essays     134
Explanatory Essays     136
Summaries of Three Different Essay Genres     137
Expanding the Essay     137
Internet Links     139
Where in the World: Everybody Has to Be Someplace     141
Geography as Knowledge and Vocabulary     141
Where in the World: A Strategy for Location and Setting     142
Where in the World and Teaching Writing     142
Morphology, Etymology, and Where in the World     147
Profiles and Frames for Where in the World     147
Reasons, Causes, Results for Where in the World     151
Combining Who's Who and Where in the World     157
Integrating Where in the World Across the Curriculum     157
The English Language and Where in the World     160
Internet Links      162
Premises, Premises: Let's Make a Movie!     163
From Book to Film     163
Steps in Premises, Premises     164
Developing the Criteria for Book-to-Film     164
Creating a Filmmaking Taxonomy     165
Teaching the Premise Statement     165
Writing the Character Profiles     166
Writing the Treatment     169
Preparing the Storyboard     169
Writing the Script     169
Set Design     171
Costume Design     171
The Program and the Credits     172
Premises, Premises in the Intermediate and Middle Grades     173
Historical Fiction     173
The Fairy Tale-A Book-to-Movie Activity for Intermediate and Middle School Students     174
Writing a Treatment for Fairy Tales     176
Innovating on Fairy Tales for Dramatic or Filmed Performances: Plaintiff v. Defendant     177
Using a Profile Template     179
Book-to-Movie in the High School     181
Internet Links     182
Quotable Quotes: Words Inspire     183
Quotable Quotes for Remembrance, Inspiration, and Response     183
Using Quotable Quotes     183
Quotable Quotes From the World of Mother Goose and Other Children's Rhymes     184
Kindness to Animals     184
Quotable Quotes From Children's Literature     187
Quotable Quotes From Aesop     188
Historical Quotable Quotes     189
Quotable Quotes of American Presidents     189
Quotable Quotes in the Fight for Freedom and Equal Rights     189
Quotable Quotes From Women in History     191
Other Quotable Quotes     191
Internet Links     193
Personifications and Interactions: Know Thyself     195
Personifications and Interactions: Another Point of View     195
Personifications and Interactions Across the Curriculum     196
Personifications and Interactions in the Primary Grades     196
Deepening Word Knowledge     198
Keeping a Journal     199
Animal Job Application-An Anthropomorphic Point of View     201
Comparing Concepts and Terms     201
Understanding Behaviors of Literary Characters     205
Understanding Historic Figures     206
Using Personification and Interactions in Content Areas     207
Internet Links     208
Writing as Editing: Writers Are Editors     209
The Red Pen      209
Writers Are Editors     209
Teaching Editing     210
The Draft Copy     210
The Editing Taxonomy     210
The Four Improvers of Writing     211
Using Transitions     212
Peer Editing by Reading Aloud     214
Peer Review     214
Teacher Editing     215
Rubrics     216
Internet Links     219
Writing-A Curriculum Unifier: A Goal for Every Student     221
Integrating Writing Across the Curriculum     221
References     231
Index     235
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