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

by Olson, Carol Booth

• ISBN13: 9780321049001
• ISBN10: 0321049004
• Format: Paperback
• Copyright: 2003-01-01
• Publisher: Allyn & Bacon

Summary

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.

Table of Contents

Preface	xi
What Is the Reading/Writing Connection?	1	(18)
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	4	(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	6	(1)
Automatic Use of Skills, Allowing a Focus on Appropriate Strategies	6	(1)
Motivation and Self-Confidence	7	(1)
Cognitive Strategies That Underlie the Reading and Writing Process	7	(8)
Planning and Goal Setting	9	(1)
Tapping Prior Knowledge	9	(1)
Asking Questions and Making Predictions	10	(1)
Constructing the Gist	10	(2)
Monitoring	12	(1)
Revising Meaning: Reconstructing the Draft	12	(2)
Reflecting and Relating	14	(1)
Evaluating	14	(1)
How Do Reading and Writing Differ?	15	(1)
Making the Reading/Writing Connection Visible through Instructional Scaffolding	16	(1)
To Sum Up	17	(1)
Learning Log Reflection	18	(1)
Scaffolding a Reading/Writing Lesson	19	(29)
Components of Effective Instructional Scaffolding	19	(1)
Reducing the Constraints on Student Readers and Writers	20	(1)
Reinforcing the Reading/Writing Connection through Scaffolded Demonstration Lessons	21	(3)
A Description of the Reading/Writing Lesson Format	24	(18)
Demonstration Lesson: A Letter from Margot: ``All Summer in a Day''	27	(15)
To Sum Up	42	(1)
Learning Log Reflection	43	(1)
``All Summer in a Day'' by Ray Bradbury	44	(4)
Getting Started: Creating a Community of Learners	48	(24)
The Role of Affect in Learning	48	(1)
How the Classroom Itself Promotes Classroom Community	49	(1)
What Is a Community of Learners?	50	(1)
The First Week	51	(2)
Classroom Rules	51	(2)
Expectations	53	(1)
Know Your Students	53	(1)
Get-Acquainted Activities	54	(8)
How I Learned to Read and Write	54	(2)
Four Corners and Personality Collage Doll	56	(2)
Object Exchange	58	(1)
Personal Brochure	59	(1)
Demonstration Lesson: My Name, My Self: Using Name to Explore Identity	60	(2)
``My Name'' by Sandra Cisneros	62	(8)
What If They Don't Want to Join the Community?	70	(1)
To Sum Up	70	(1)
Learning Log Reflection	71	(1)
A Multiple Intelligences Approach to Language Arts Instruction for Mainstream and English Language Development Classrooms	72	(27)
Multiple Intelligences Theory in the Classroom	73	(4)
Linguistic Intelligence	74	(1)
Musical Intelligence	74	(1)
Logical-Mathematical Intelligence	74	(1)
Spatial Intelligence	75	(1)
Bodily-Kinesthetic Intelligence	75	(1)
The Personal Intelligences	75	(2)
Why a Multiple Intelligences Approach Works with Second Language Learners	77	(1)
Integrating Multiple Intelligences Theory with Instructional Scaffolding	78	(1)
Introducing Students to MI Theory	79	(16)
Corners Activity	80	(1)
Multiple Intelligences Survey	81	(1)
Demonstration Lesson: ``Not Mine!'' Interpreting Sandra Cisneros's ``Eleven''	82	(13)
Epilogue	95	(1)
To Sum Up	95	(1)
Learning Log Reflection	96	(1)
``Eleven'' by Sandra Cisneros	97	(2)
Strategies for Interacting with a Text Using Reading and Writing to Learn	99	(21)
The Guided Tour Problem	100	(1)
What Is a Strategy?	101	(1)
The Concept of Reading and Writing to Learn	102	(1)
The Strategic Approach to Interacting with a Text	103	(15)
Before-Reading Strategies	104	(3)
During-Reading Strategies	107	(6)
After-Reading Strategies	113	(5)
Letting Go of the Guided Tour	118	(1)
To Sum Up	118	(1)
Learning Log Reflection	119	(1)
Teaching Literature: From Reading to Interpretation	120	(33)
Efferent and Aesthetic Readings	120	(1)
Why Teach Literature?	121	(2)
Critical Approaches to Literature	123	(2)
Organizing the Curriculum	125	(7)
Demonstration Lesson: Setting and Character in Tennyson's ``Mariana'': Teaching Literary Interpretation	127	(5)
``Mariana'' by Alfred, Lord Tennyson	132	(11)
Teaching Longer Works of Fiction	143	(6)
Do We Have to Read the Whole Thing Out Loud in Class?	143	(1)
What Do I Do with English Language Learners and Inexperienced Readers in My Class?	144	(1)
What If Students Get Bored and Tune Out?	145	(3)
Now Do I Hold Students Accountable for Their Reading?	148	(1)
What Do I Do Before, During, and After Teaching a Novel?	149	(1)
What about Nonfiction?	149	(1)
To Sum Up	150	(2)
Learning Log Reflection	152	(1)
Reading, Thinking, and Writing about Multicultural Literature	153	(31)
What Is Multicultural Literature? Defining Terms	154	(1)
Why Teach Multicultural Literature?	155	(3)
The Teacher's Role in the Multicultural Classroom	158	(2)
Recommended Works of Multicultural Literature for the Secondary Classroom	160	(1)
Setting the Stage for Multicultural Literature	160	(20)
Human Cultural Bingo	161	(1)
Biopoem	162	(1)
Sure You Can Ask Me a Personal Question: Dispelling Stereotypes	162	(3)
The Heritage Quilt	165	(4)
Demonstration Lesson: Character and Culture in Amy Tan's ``The Moon Lady''	169	(11)
Scaffolding Multicultural Literature: A Research Project	180	(2)
To Sum Up	182	(1)
Learning Log Reflection	183	(1)
Teaching Writing: Helping Students Play the Whole Range	184	(47)
``The Writer'' by Richard Wilbur	184	(2)
Why Write?	186	(2)
Informing the Teaching of Writing with Premises about Thinking	188	(2)
What to Teach and Why	190	(7)
Integrate Reading and Writing Instruction	190	(1)
Make Cognitive Strategies Visible	190	(1)
Give Students Writing Practice in a Variety of Domains	191	(4)
Balance Teacher-Prompted and Student-Selected Writing Tasks	195	(1)
Focus on Process and on Products	196	(1)
Exploring the Domains	197	(22)
Seashells and Similes: Sensory/Descriptive Observational Poetry	197	(3)
Demonstration Lesson: The Memory Snapshot Paper: Imaginative/Narrative Autobiographical writing	200	(16)
The Saturation Report: Practical/Informative Report of Information	216	(2)
Analytical/Expository Compositions	218	(1)
A Training Program to Help Students Develop Criteria for an Effective Essay	219	(6)
Reading ``The Stolen Party''	219	(1)
Evaluating Sample Essays	220	(3)
Color-Coding: Helping Students Distinguish between Plot Summary, Supporting Detail, and Commentary	223	(1)
Revising One's Own Essay	224	(1)
What about Writing across the Curriculum?	225	(1)
To Sum Up	225	(1)
Learning Log Reflection	226	(1)
``The Stolen Party'' by Liliana Heker	227	(4)
Alternative Approaches to the Research Paper	231	(27)
What Are We Teaching Students When We Teach the Research Paper?	231	(24)
Demonstration Lesson: The Saturation Research Paper	233	(11)
Demonstration Lesson: The Personalized Research Paper	244	(11)
Reading Saturation Research Papers and Personalized Research Papers	255	(1)
What about the Traditional Research Paper?	256	(1)
To Sum Up	256	(1)
Learning Log Reflection	257	(1)
Sharing Our Responses to Texts and Revising Meaning	258	(26)
What Is a Class Discussion?	259	(1)
The Role of Question Asking in Teacher-Led Class Discussion	259	(3)
Some Don'ts and Dos of Question Asking	262	(1)
Responding to Students during Class Discussion	262	(3)
Behaviors That Close Down Student Thinking	263	(1)
Behaviors That Open Up Thinking	264	(1)
Other Formats for Whole Class Discussion	265	(3)
Socratic Seminar	265	(1)
Grand Conversation	266	(1)
Hot Seat	267	(1)
Talk Show	267	(1)
Small Group Formats for Sharing Responses to Texts	268	(2)
Reciprocal Teaching	268	(1)
Literature Circles	268	(1)
Dialogue with a Text	269	(1)
Sharing Your Responses to Texts: A Cognitive Strategies Approach	269	(1)
Turning Reading Groups into Writing Groups	270	(1)
Introducing Students to Writing Groups	270	(1)
Strategies to Guide Peer Response	271	(2)
Finding the Golden Lines	271	(1)
The Elbow Method	271	(1)
Job Cards	272	(1)
Read-Around Groups	272	(1)
Response Forms and Sharing Sheets	273	(1)
How Peer Response Helps Students Revise Meaning	273	(1)
What Is Revision?	274	(1)
The Role of the Teacher in Revising Meaning	274	(3)
Modeling	275	(1)
Feedback	275	(2)
Providing Structure and Direct Instruction on Strategies for Revising Meaning	277	(2)
Breaking the Task of Drafting and Redrafting into Manageable Chunks	277	(1)
Minilessons	277	(1)
WIRMIs and Believing and Doubting	278	(1)
Revising for Style	279	(3)
Sentence Combining	279	(1)
Using Copy-Change for Stylistic Imitation	280	(2)
The Impact of Computers on the Process of Revising Meaning	282	(1)
Revising Independently: Questions to Consider	282	(1)
To Sum Up	282	(1)
Learning Log Reflection	283	(1)
Correctness Can Be Creative	284	(38)
The Rote of Affect in the Teaching and Learning of Grammar	285	(1)
The Great Grammar Debate	286	(1)
Why Teach Grammar?	287	(2)
When, What, and How to Teach Grammar	289	(1)
When	289	(1)
What	289	(1)
How	289	(1)
Pedagogical Strategies and Activities to Make Grammar Memorable	290	(22)
Graphic Grammar: A Spatial Approach to Teaching Parts of Speech	291	(1)
Cloudy with a Chance of Meatballs	292	(4)
Demonstration Lesson: The Dada Poem: A Creative Approach to Internalizing Parts of Speech	296	(9)
Teaching Sentence Sense and Sentence Craft	305	(6)
Punctuation Mythology	311	(1)
A Few Words about Vocabulary and Spelling	312	(5)
Vocabutoons and vocabulary Story	312	(2)
Word Trees and Word Sorts	314	(3)
What to Do about Error	317	(3)
Yes Twice, Comma Splice	318	(1)
Sentence Drafts	318	(1)
Job Cards	319	(1)
Editing Checklist	319	(1)
Celebrating Correctness	320	(1)
To Sum Up	320	(1)
Learning Log Reflection	321	(1)
Assessing Students' Reading and Writing in the Classroom	322	(27)
Teaching and Testing: Process versus Product	322	(1)
Response, Assessment, Evaluation, Grading: Defining Terms	323	(1)
Where to Start: Begin with the End in Mind	324	(5)
What Do We Want Students to Know and Be Able to Do?	325	(1)
Determining Where Your Students Are on the Road to Meeting the Standards	325	(4)
Criteria for Effective Assessment	329	(1)
Assessment or Evaluation?	329	(2)
Using Rubrics to Assess and/or Evaluate Student Work	331	(5)
Types of Scoring Rubrics	331	(5)
Using Rubrics as a Teaching Tool	336	(1)
The Portfolio Approach to Assessment and Evaluation	336	(5)
Types of Portfolios	337	(1)
What's in a Portfolio?	337	(1)
The Portfolio Process: Collect, Select, Reflect, Project, Affect	337	(3)
Assessing and Evaluating Portfolios	340	(1)
Grading and Alternatives to the Traditional Grading System	341	(1)
What about Standardized Tests?	342	(2)
Involving Students in Assessment, Evaluation, and Grading	344	(1)
Informing Instruction through Assessment and Evaluation	345	(1)
Assessing Teacher Effectiveness	346	(1)
To Sum Up	347	(1)
Learning Log Reflection	348	(1)
Cultivating Motivated, Independent Readers and Writers through Reading and Writing Workshop	349	(42)
What Is a Workshop Approach?	349	(1)
Applying the Principles of Instructional Scaffolding to Reading and Writing Workshop	350	(1)
Creating a Workshop Environment	351	(1)
Reading Workshop	352	(25)
The Power of Free voluntary Reading	353	(1)
Principles of Reader Engagement	353	(1)
Goals and Expectations for Reading Workshop	354	(1)
Getting Acquainted: Getting to Know Students and Getting Students to Know Books	355	(3)
Providing Access to Books	358	(4)
The Teacher's Role in Reading Workshop	362	(3)
Collaborating on Responses to Reading: Literature Circles and Book Clubs	365	(1)
Activities for Reading Workshop	366	(10)
Culminating Projects for Reading Workshop	376	(1)
Writing Workshop	377	(12)
Using Reading Workshop as a Bridge to Writing Workshop	377	(2)
Goals and Expectations for Writing Workshop	379	(1)
Getting Started: Cultivating Student Interest in Writing	379	(2)
But What Do I Write About?	381	(3)
Keeping a Writer's Notebook	384	(1)
Keeping Track	385	(2)
The Teacher's Role in Writing Workshop	387	(1)
Turning Reading Groups into Writing Groups	387	(1)
Culminating Projects in Writing Workshop: Portfolios and Anthologies	388	(1)
Publication in the Writing Workshop Classroom	388	(1)
Assessing and Evaluating Reading and Writing in Reading/Writing Workshop	389	(1)
Students' Reactions to Reading and Writing Workshop	389	(1)
To Sum Up	390	(1)
Learning Log Reflection	390	(1)
Reflecting on the Reading/Writing Connection	391	(9)
Declarative, Procedural, and Conditional Knowledge: Foundations of Strategic Reading and Writing	391	(1)
Cognitive Strategies: A Reader's and Writer's Tool Kit	392	(1)
Teaching Reading and Writing Together	392	(1)
Scaffolding Integrated Reading/Writing Instruction	393	(2)
The Role of Metacognition in the Reading/Writing Connection	395	(1)
Strategies for Teaching and Learning	396	(3)
To Sum Up	399	(1)
Learning Log Reflection	399	(1)
References	400	(12)
Index	412