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

by Olson, Carol Booth

• ISBN13: 9780205494736
• ISBN10: 0205494730
• Edition: 2nd
• Format: Paperback
• Copyright: 2007-01-01
• Publisher: Allyn & Bacon

Summary

"This is an especially well-researched and documented texthellip;the authorrs"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 havenrs"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-Olsonrs"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 bull; bull;Extensive coverage of differentiated instruction for English Language Learners bull; bull;A new chapter entitled "Introducing Students to the Cognitive Strategies in Their Mental Tool Kits" that summarizes and clarifies studentsrs" use of cognitive strategies in their thinking bull; bull;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

Table of Contents

Preface	xi
What Is the Reading/Writing Connection?	1	(17)
What Is the Reading/Writing Connection?	1	(2)
Characteristics of Experienced Readers and Writers	3	(4)
Active Engagement in Constructing Meaning from and with Texts	3	(1)
The Recursive Process: Going Back in Order to Go Forward	4	(1)
Interaction and Negotiation by Experienced Readers and Writers	5	(1)
A Strategic Approach	5	(1)
Automatic Use of Skills, Allowing a Focus on Appropriate Strategies	6	(1)
Motivation and Self-Confidence	6	(1)
Cognitive Strategies That Underlie the Reading and Writing Process	7	(7)
Planning and Goal Setting	7	(2)
Tapping Prior Knowledge	9	(1)
Asking Questions and Making Predictions	9	(1)
Constructing the Gist	10	(1)
Monitoring	11	(1)
Revising Meaning: Reconstructing the Draft	12	(1)
Reflecting and Relating	13	(1)
Evaluating	14	(1)
The Power of Integrating Reading and Writing Instruction	14	(1)
Making the Reading/Writing Connection Visible through Instructional Scaffolding	15	(1)
To Sum Up	16	(1)
Learning Log Reflection	16	(2)
Introducing Students to the Cognitive Strategies in Their Mental Tool Kits	18	(21)
Declarative, Procedural, and Conditional Knowledge: Foundations of Strategic Reading and Writing	18	(1)
Cognitive Strategies: A Reader's and Writer's Tool Kit	19	(2)
The Cognitive Strategies Tutorial	21	(6)
Introducing Students to the Tool Kit Analogy	21	(2)
Beginning the Story	23	(1)
Further Reading	24	(2)
Finish the Story	26	(1)
The Reading/Writing Connection	26	(1)
The Role of Metacognition in Cognitive Strategies Instruction	27	(1)
Using Think-Alouds to Foster Metacognition	28	(1)
Metacognition Workshop: Teaching Students to Reflect on Their Meaning-Making Processes	29	(4)
The Play-Doh Demonstration	29	(1)
From Think-Aloud to Write-Aloud	30	(3)
Writing about Your Thinking	33	(1)
To Sum Up	33	(1)
Learning Log Reflection	34	(1)
``The War of the Wall'' by Toni Cade Bambara	34	(5)
Integrating Reading and Writing Instruction through Scaffolded Demonstration Lessons	39	(29)
Components of Effective Instructional Scaffolding	39	(1)
Reducing the Constraints on Student Readers and Writers	40	(2)
Reinforcing the Reading/Writing Connection through Scaffolded Demonstration Lessons	42	(2)
A Description of the Reading/Writing Lesson Format	44	(3)
Standards-Based Language Arts Instruction	47	(15)
Demonstration Lesson: A Letter from Margot: ``All Summer in a Day''	49	(13)
To Sum Up	62	(1)
Learning Log Reflection	62	(1)
``All Summer in a Day'' by Ray Bradbury	63	(5)
Getting Started: Creating a Community of Learners	68	(22)
The Role of Affect in Learning	68	(1)
How the Classroom Itself Promotes Classroom Community	69	(1)
What Is a Community of Learners?	70	(1)
The First Week	71	(2)
Classroom Rules	71	(1)
Expectations	72	(1)
Know Your Students	73	(1)
Get-Acquainted Activities	74	(7)
How I Learned to Read and Write	74	(1)
Four Corners and Personality Collage Doll	75	(2)
Object Exchange	77	(1)
Personal Brochure	78	(1)
Demonstration Lesson: My Name, My Self: Using Name to Explore Identity	79	(2)
``My Name'' by Sandra Cisneros	81	(7)
To Sum Up	88	(1)
Learning Log Reflection	89	(1)
A Multiple Intelligences Approach to Language Arts Instruction for Mainstream and English Language Development Classrooms	90	(26)
Multiple Intelligences Theory in the Classroom	91	(3)
Why a Multiple Intelligences Approach Works with English Language Learners	94	(2)
Integrating Multiple Intelligences Theory and Cognitive Strategies through Instructional Scaffolding	96	(1)
Introducing Students to MI Theory	97	(14)
Corners Activity	97	(2)
Multiple Intelligences Survey	99	(1)
Demonstration Lesson: ``Not Mine!'' Interpreting Sandra Cisneros's ``Eleven''	100	(11)
MI Theory and Learning Styles	111	(2)
Epilogue	113	(1)
To Sum Up	113	(1)
Learning Log Reflection	113	(1)
``Eleven'' by Sandra Cisneros	114	(2)
Strategies for Interacting with a Text: Using Reading and Writing to Learn	116	(20)
The Guided Tour Problem	117	(1)
Using Pedagogical Strategies to Foster Cognitive Strategies	118	(1)
The Concept of Reading and Writing to Learn	118	(2)
The Strategic Approach to Interacting with a Text	120	(14)
Before-Reading Strategies	120	(4)
During-Reading Strategies	124	(4)
After-Reading Strategies	128	(6)
Letting Go of the Guided Tour	134	(1)
To Sum Up	135	(1)
Learning Log Reflection	135	(1)
Teaching Literature: From Reading to Interpretation	136	(30)
Efferent and Aesthetic Readings	136	(1)
Why Teach Literature?	137	(2)
Critical Approaches to Literature	139	(2)
Organizing the Curriculum	141	(6)
Demonstration Lesson: Setting and Character in Tennyson's ``Mariana'': Teaching Literary Interpretation	143	(4)
``Mariana'' by Alfred, Lord Tennyson	147	(10)
Teaching Longer Works of Fiction	157	(6)
Do We Have to Read the Whole Thing Out Loud in Class?	157	(1)
What Do I Do with English Language Learners and Inexperienced Readers in My Class?	158	(1)
What If Students Get Bored and Tune Out?	159	(2)
How Do I Hold Students Accountable for Their Reading?	161	(2)
What Do I Do Before, During, and After Teaching a Novel?	163	(1)
What about Nonfiction?	163	(2)
To Sum Up	165	(1)
Learning Log Reflection	165	(1)
Reading, Thinking, and Writing about Multicultural Literature in Culturally Diverse Classrooms	166	(27)
What Is Multicultural Literature? Defining Terms	167	(1)
Why Teach Multicultural Literature?	168	(4)
The Teacher's Role in the Multicultural Classroom	172	(1)
Setting the Stage for Multicultural Literature	173	(8)
Human Cultural Bingo	173	(1)
Biopoem	174	(1)
Sure You Can Ask Me a Personal Question: Dispelling Stereotypes	175	(3)
The Heritage Quilt	178	(3)
Recommended Works of Multicultural Literature for the Secondary Classroom	181	(11)
Demonstration Lesson: Character and Culture in Amy Tan's ``The Moon Lady''	181	(11)
To Sum Up	192	(1)
Learning Log Reflection	192	(1)
Teaching Writing: Helping Students Play the Whole Range	193	(43)
``The Writer'' by Richard Wilbur	193	(2)
Why Write?	195	(1)
Informing the Teaching of Writing with Premises about Thinking	196	(2)
What to Teach and Why	198	(7)
Integrate Reading and Writing Instruction	198	(1)
Make Cognitive Strategies Visible	199	(1)
Give Students Writing Practice in a Variety of Domains	199	(4)
Balance Teacher-Prompted and Student-Selected Writing Tasks	203	(1)
Focus on Process and on Products	204	(1)
Exploring the Domains	205	(20)
Seashells and Similes: Sensory/Descriptive Observational Poetry	205	(4)
Demonstration Lesson: The Memory Snapshot Paper: Imaginative/Narrative Autobiographical Writing	209	(14)
The Saturation Report: Practical/Informative Report of Information	223	(2)
Analytical/Expository Compositions	225	(1)
A Training Program to Help Students Develop Criteria for an Effective Essay	225	(6)
Reading ``The Stolen Party''	225	(1)
Evaluating Sample Essays	226	(3)
Color-Coding: Helping Students Distinguish between Plot Summary, Supporting Detail, and Commentary	229	(1)
Revising One's Own Essay	230	(1)
What about Writing across the Curriculum?	231	(1)
To Sum Up	231	(1)
Learning Log Reflection	231	(1)
``The Stolen Party'' by Liliana Heker	232	(4)
Alternative Approaches to the Research Paper	236	(25)
What Are We Teaching Students When We Teach the Research Paper?	236	(21)
Demonstration Lesson: The Saturation Research Paper	238	(10)
Demonstration Lesson: Personalizing Research in the I-Search Paper	248	(9)
Reading Saturation Research Papers and I-Search Paper	257	(1)
Multigenre Papers	258	(1)
Multimedia Projects	258	(1)
What about the Traditional Research Paper?	259	(1)
Dealing with Plagiarism	259	(1)
To Sum Up	260	(1)
Learning Log Reflection	260	(1)
Sharing Our Responses to Texts as Readers and Writers and Revising Meaning	261	(26)
The Role of Listening in the Language Arts Classroom	261	(1)
The Role of Listening in the Language Arts Classroom	262	(1)
What Is a Class Discussion?	263	(1)
The Role of Question Asking in Teacher-Led Class Discussion	263	(2)
Some Don'ts and Dos of Question Asking	265	(1)
Responding to Students during Class Discussion	265	(3)
Behaviors That Close Down Student Thinking	266	(1)
Behaviors That Open Up Thinking	267	(1)
Other Formats for Whole Class Discussion	268	(2)
Socratic Seminar	268	(1)
Grand Conversation	269	(1)
Hot Seat	269	(1)
Talk Show	270	(1)
Small Group Formats for Sharing Responses to Texts	270	(3)
Reciprocal Teaching	271	(1)
Literature Circles	271	(1)
Dialogue with a Text	272	(1)
Turning Reading Groups into Writing Groups	273	(1)
Introducing Students to Writing Groups	273	(1)
Strategies to Guide Peer Response	274	(2)
Finding the Golden Lines	274	(1)
The Elbow Method	274	(1)
Job Cards	275	(1)
Read-Around Groups	275	(1)
Response Forms and Sharing Sheets	275	(1)
How Peer Response Helps Students Revise Meaning	276	(1)
What Is Revision?	277	(1)
The Role of the Teacher in Revising Meaning	277	(2)
Modeling through Think-Alouds	277	(1)
Feedback	278	(1)
Providing Structure and Direct Instruction on Strategies for Revising Meaning	279	(2)
Breaking the Task of Drafting and Redrafting into Manageable Chunks	280	(1)
Minilessons	280	(1)
WIRMIs and Believing and Doubting	280	(1)
Color-Coding: Visual Feedback for Revising for Meaning	281	(1)
Revising for Style	281	(3)
Sentence Combining	282	(1)
Using Copy-Change for Stylistic Imitation	283	(1)
The Impact of Computers on the Process of Revising Meaning	284	(1)
Revising Independently: Questions to Consider	285	(1)
To Sum Up	285	(1)
Learning Log Reflection	286	(1)
Correctness Can Be Creative	287	(36)
The Role of Affect in the Teaching and Learning of Grammar	288	(1)
The Great Grammar Debate	289	(1)
Why Teach Grammar?	290	(1)
When, What, and How to Teach Grammar	291	(2)
When	291	(1)
When	292	(1)
How	292	(1)
Pedagogical Strategies and Activities to Make Grammar Memorable	293	(20)
Graphic Grammar: A Spatial Approach to Teaching Parts of Speech	293	(2)
Cloudy with a Chance of Meatballs	295	(3)
Demonstration Lesson: The Dada Poem: A Creative Approach to Internalizing Parts of Speech	298	(9)
Teaching Sentence Sense and Sentence Craft	307	(5)
Punctuation Mythology	312	(1)
A Few Words about Vocabulary and Spelling	313	(5)
Vocabutoons and Vocabulary Story	314	(1)
Building Academic Vocabulary	315	(1)
Spelling/Academic Vocabulary Chants	316	(1)
Visual Approaches to Spelling	316	(1)
Word Trees and Word Sorts	317	(1)
What to Do about Error	318	(3)
Yes Twice, Comma Splice	319	(1)
Sentence Drafts	320	(1)
Job Cards	320	(1)
Editing Checklist	320	(1)
Celebrating Correctness	321	(1)
To Sum Up	321	(1)
Learning Log Reflection	322	(1)
Assessing Students' Reading and Writing in the Classroom	323	(29)
Teaching and Testing: Process versus Product	323	(1)
Response, Assessment, Evaluation, Grading: Defining Terms	324	(1)
Where to Start: Begin with the End in Mind	325	(4)
What Do We Want Students to Know and Be Able to Do?	326	(1)
Determining Where Your Students Are on the Road to Meeting the Standards	326	(3)
Criteria for Effective Assessment	329	(1)
Assessment or Evaluation?	330	(1)
Using Rubrics to Assess and/or Evaluate Student Work	331	(7)
Types of Scoring Rubrics	332	(5)
Using Rubrics as a Teaching Tool	337	(1)
The Portfolio Approach to Assessment and Evaluation	338	(4)
Types of Portfolios	338	(1)
What's in a Portfolio?	338	(1)
The Portfolio Process: Collect, Select, Reflect, Project, Affect	339	(2)
Assessing and Evaluating Portfolios	341	(1)
Grading and Alternatives to the Traditional Grading System	342	(1)
What about Standardized Tests?	343	(4)
Preparing Students for On-Demand Writing	345	(1)
Teaching the ABC Strategy	346	(1)
Involving Students in Assessment, Evaluation, and Grading	347	(1)
Informing Instruction through Assessment and Evaluation	348	(1)
Assessing Teacher Effectiveness	349	(1)
Electronic Teaching Portfolios	350	(1)
To Sum Up	350	(1)
Learning Log Reflection	351	(1)
Cultivating Motivated, Independent Readers and Writers through Reading and Writing Workshop	352	(38)
What Is a Workshop Approach?	352	(1)
Applying the Principles of Instructional Scaffolding to Reading and Writing Workshop	353	(1)
Creating a Workshop Environment	354	(1)
Reading Workshop	355	(22)
The Power of Free Voluntary Reading	355	(1)
Principles of Reader Engagement	356	(1)
Goals and Expectations for Reading Workshop	357	(1)
Getting Acquainted: Getting to Know Students and Getting Students to Know Books	358	(2)
Providing Access to Books	360	(4)
The Teacher's Role in Reading Workshop	364	(3)
Collaborating on Responses to Reading through Book Clubs	367	(1)
Activities for Reading Workshop	367	(9)
Culminating Projects for Reading Workshop	376	(1)
Writing Workshop	377	(10)
Using Reading Workshop as a Bridge to Writing Workshop	377	(1)
Goals and Expectations for Writing Workshop	378	(1)
Getting Started: Cultivating Student Interest in Writing	379	(3)
But What Do I Write About?	382	(2)
Keeping a Writer's Notebook	384	(1)
Keeping Track: Status of the Class	385	(1)
The Teacher's Role in Writing Workshop	385	(1)
Turning Reading Groups into Writing Groups	386	(1)
Culminating Projects in Writing Workshop: Portfolios and Anthologies	386	(1)
Publication in the Writing Workshop Classroom	387	(1)
Assessing and Evaluating Reading and Writing in Reading/Writing Workshop	387	(1)
Students' Reactions to Reading and Writing Workshop	387	(1)
To Sum Up	388	(1)
Learning Log Reflection	389	(1)
Appendix: Scientifically Based Research on the Scaffolded Lessons and the Cognitive Strategies Approach to Instruction	390	(3)
References	393	(12)
Index	405