| |
| |
| Preface | |
| |
| |
| |
| What Is the Reading/Wrting Connection? | |
| |
| |
| What Is the Reading/Writing Connection? | |
| |
| |
| Characteristics of Experienced Readers and Writers | |
| |
| |
| Active Engagement in Constructing Meaning from and with Texts | |
| |
| |
| The Recursive Process: Going Back in Order to Go Forward | |
| |
| |
| Interaction and Negotiation by Experienced Readers and Writers | |
| |
| |
| A Strategic Approach | |
| |
| |
| Automatic Use of Skills, Allowing a Focus on Appropriate Strategies | |
| |
| |
| Motivation and Self-Confidence | |
| |
| |
| Cognitive Strategies That Underlie the Reading and Writing Process | |
| |
| |
| Planning and Goal Setting | |
| |
| |
| Tapping Prior Knowledge | |
| |
| |
| Asking Questions and Making Predictions | |
| |
| |
| Constructing the Gist | |
| |
| |
| Monitoring | |
| |
| |
| Revising Meaning: Reconstructing the Draft | |
| |
| |
| Reflecting and Relating | |
| |
| |
| Evaluating | |
| |
| |
| The Power of Integrating Reading and Writing Instruction | |
| |
| |
| Making the Reading/Writing Connection Visible through Instructional Scaffolding | |
| |
| |
| To Sum Up | |
| |
| |
| Learning Log Reflection | |
| |
| |
| |
| Introducing Students to the Cognitive Strategies in Their Mental Tool Kits | |
| |
| |
| Declarative, Procedural, and Conditional Knowledge: Foundations of Strategic Reading and Writing | |
| |
| |
| Cognitive Strategies: A Reader's and Writer's Tool Kit | |
| |
| |
| The Cognitive Strategies Tutorial | |
| |
| |
| Introducing Students to the Tool Kit Analogy | |
| |
| |
| Beginning the Story | |
| |
| |
| Further Reading | |
| |
| |
| Finish the Story | |
| |
| |
| The Reading/Writing Connection | |
| |
| |
| The Role of Metacognition in Cognitive Strategies Instruction | |
| |
| |
| Using Think-Alouds to Foster Metacognition | |
| |
| |
| Metacognition Workshop: Teaching Students to Reflect on Their Meaning-Making Processes | |
| |
| |
| The Play-Doh Demonstration | |
| |
| |
| From Think-Aloud to Write-Aloud | |
| |
| |
| Writing about Your Thinking | |
| |
| |
| To Sum Up | |
| |
| |
| Learning Log Reflection | |
| |
| |
| "The War of the Wall" | |
| |
| |
| |
| |
| Integrating Reading and Writing Instruction through Scaffolded Demonstration Lessons | |
| |
| |
| Components of Effective Instructional Scaffolding | |
| |
| |
| Reducing the Constraints on Student Readers and Writers | |
| |
| |
| Reinforcing the Reading/Writing Connection through Scaffolded Demonstration Lessons | |
| |
| |
| A Description of the Reading/Writing Lesson Format | |
| |
| |
| Standards-Based Language Arts Instruction | |
| |
| |
| Demonstration Lesson: A Letter from Margot: "All Summer in a Day" | |
| |
| |
| To Sum Up | |
| |
| |
| Learning Log Reflection | |
| |
| |
| "All Summer in a Day" | |
| |
| |
| |
| |
| 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 | |
| |
| |
| Classroom Rules | |
| |
| |
| Expectations | |
| |
| |
| Know Your Students | |
| |
| |
| Get-Acquainted Activities | |
| |
| |
| How I Learned to Read and Write | |
| |
| |
| Four Corners and Personality Collage Doll | |
| |
| |
| Object Exchange | |
| |
| |
| Personal Brochure | |
| |
| |
| Demonstration Lesson: My Name, My Self: Using Name to Explore Identity | |
| |
| |
| "My Name" | |
| |
| |
| |
| To Sum Up | |
| |
| |
| Learning Log Reflection | |
| |
| |
| |
| A Multiple Intelligences Approach to Language Arts Instruction for Mainstream and English Language Development Classrooms | |
| |
| |
| Multiple Intelligences Theory in the Classroom | |
| |
| |
| Why a Multiple Intelligences Approach Works with English Language Learners | |
| |
| |
| Integrating Multiple Intelligences Theory and Cognitive Strategies through Instructional Scaffolding | |
| |
| |
| Introducing Students to MI Theory | |
| |
| |
| Corners Activity | |
| |
| |
| Multiple Intelligences Survey | |
| |
| |
| Demonstration Lesson: "Not Mine!" Interpreting Sandra Cisneros's "Eleven" | |
| |
| |
| MI Theory and Learning Styles | |
| |
| |
| Epilogue | |
| |
| |
| To Sum Up | |
| |
| |
| Learning Log Reflection | |
| |
| |
| "Eleven" | |
| |
| |
| |
| |
| Strategies for Interacting with a Text: Using Reading and Writing to Learn | |
| |
| |
| The Guided Tour Problem | |
| |
| |
| Using Pedagogical Strategies to Foster Cognitive Strategies | |
| |
| |
| The Concept of Reading and Writing to Learn | |
| |
| |
| The Strategic Approach to Interacting with a Text | |
| |
| |
| Before-Reading Strategies | |
| |
| |
| During-Reading Strategies | |
| |
| |
| After-Reading Strategies | |
| |
| |
| Letting Go of the Guided Tour | |
| |
| |
| To Sum Up | |
| |
| |
| Learning Log Reflection | |
| |
| |
| |
| Teaching Literature: From Reading to Interpretation | |
| |
| |
| Efferent and Aesthetic Readings | |
| |
| |
| Why Teach Literature? | |
| |
| |
| Critical Approaches to Literature | |
| |
| |
| Organizing the Curriculum | |
| |
| |
| Demonstration Lesson: Setting and Character in Tennyson's "Mariana": Teaching Literary Interpretation | |
| |
| |
| "Mariana" | |
| |
| |
| |
| Teaching Longer Works of Fiction | |
| |
| |
| Do We Have to Read the Whole Thing Out Loud in Class? | |
| |
| |
| What Do I Do with English Language Learners and Inexperienced Readers in My Class? | |
| |
| |
| What If Students Get Bored and Tune Out? | |
| |
| |
| How Do I Hold Students Accountable for Their Reading? | |
| |
| |
| What Do I Do Before, During, and After Teaching a Novel? | |
| |
| |
| What about Nonfiction? | |
| |
| |
| To Sum Up | |
| |
| |
| Learning Log Reflection | |
| |
| |
| |
| Reading, Thinking, and Writing about Multicultural Literature in Culturally Diverse Classrooms | |
| |
| |
| What Is Multicultural Literature? Defining Terms | |
| |
| |
| Why Teach Multicultural Literature? | |
| |
| |
| The Teacher's Role in the Multicultural Classroom | |
| |
| |
| Setting the Stage for Multicultural Literature | |
| |
| |
| Human Cultural Bingo | |
| |
| |
| Biopoem | |
| |
| |
| Sure You Can Ask Me a Personal Question: Dispelling Stereotypes | |
| |
| |
| The Heritage Quilt | |
| |
| |
| Recommended Works of Multicultural Literature for the Secondary Classroom | |
| |
| |
| Demonstration Lesson: Character and Culture in Amy Tan's "The Moon Lady" | |
| |
| |
| To Sum Up | |
| |
| |
| Learning Log Reflection | |
| |
| |
| |
| Teaching Writing: Helping Students Play the Whole Range | |
| |
| |
| "The Writer" | |
| |
| |
| |
| Why Write? | |
| |
| |
| Informing the Teaching of Writing with Premises about Thinking | |
| |
| |
| What to Teach and Why | |
| |
| |
| Integrate Reading and Writing Instruction | |
| |
| |
| Make Cognitive Strategies Visible | |
| |
| |
| Give Students Writing Practice in a Variety of Domains | |
| |
| |
| Balance Teacher-Prompted and Student-Selected Writing Tasks | |
| |
| |
| Focus on Process and on Products | |
| |
| |
| Exploring the Domains | |
| |
| |
| Seashells and Similes: Sensory/Descriptive Observational Poetry | |
| |
| |
| Demonstration Lesson: The Memory Snapshot Paper: Imaginative/Narrative Autobiographical Writing | |
| |
| |
| The Saturation Report: Practical/Informative Report of Information | |
| |
| |
| Analytical/Expository Compositions | |
| |
| |
| A Training Program to Help Students Develop Criteria for an Effective Essay | |
| |
| |
| Reading "The Stolen Party" | |
| |
| |
| Evaluating Sample Essays | |
| |
| |
| Color-Coding: Helping Students Distinguish between Plot Summary, Supporting Detail, and Commentary | |
| |
| |
| Revising One's Own Essay | |
| |
| |
| What about Writing across the Curriculum? | |
| |
| |
| To Sum Up | |
| |
| |
| Learning Log Reflection | |
| |
| |
| "The Stolen Party" | |
| |
| |
| |
| |
| Alternative Approaches to the Research Paper | |
| |
| |
| What Are We Teaching Students When We Teach the Research Paper? | |
| |
| |
| Demonstration Lesson: The Saturation Research Paper | |
| |
| |
| Demonstration Lesson: Personalizing Research in the I-Search Paper | |
| |
| |
| Reading Saturation Research Papers and I-Search Papers | |
| |
| |
| Multigenre Papers | |
| |
| |
| Multimedia Projects | |
| |
| |
| What about the Traditional Research Paper? | |
| |
| |
| Dealing with Plagiarism | |
| |
| |
| To Sum Up | |
| |
| |
| Learning Log Reflection | |
| |
| |
| |
| Sharing Our Responses to Texts as Readers and Writers and Revising Meaning | |
| |
| |
| The Role of Listening in the Language Arts Classroom | |
| |
| |
| The Role of Speaking in the Language Arts Classroom | |
| |
| |
| What Is a Class Discussion? | |
| |
| |
| The Role of Question Asking in Teacher-Led Class Discussion | |
| |
| |
| Some Don'ts and Dos of Question Asking | |
| |
| |
| Responding to Students during Class Discussion | |
| |
| |
| Behaviors That Close Down Student Thinking | |
| |
| |
| Behaviors That Open Up Thinking | |
| |
| |
| Other Formats for Whole Class Discussion | |
| |
| |
| Socratic Seminar | |
| |
| |
| Grand Conversation | |
| |
| |
| Hot Seat | |
| |
| |
| Talk Show | |
| |
| |
| Small Group Formats for Sharing Responses to Texts | |
| |
| |
| Reciprocal Teaching | |
| |
| |
| Literature Circles | |
| |
| |
| Dialogue with a Text | |
| |
| |
| Turning Reading Groups into Writing Groups | |
| |
| |
| Introducing Students to Writing Groups | |
| |
| |
| Strategies to Guide Peer Response | |
| |
| |
| Finding the Golden Lines | |
| |
| |
| The Elbow Method | |
| |
| |
| Job Cards | |
| |
| |
| Read-Around Groups | |
| |
| |
| Response Forms and Sharing Sheets | |
| |
| |
| How Peer Response Helps Students Revise Meaning | |
| |
| |
| What Is Revision? | |
| |
| |
| The Role of the Teacher in Revising Meaning | |
| |
| |
| Modeling through Think-Alouds | |
| |
| |
| Feedback | |
| |
| |
| Providing Structure and Direct Instruction on Strategies for Revising Meaning | |
| |
| |
| Breaking the Task of Drafting and Redrafting into Manageable Chunks | |
| |
| |
| Minilessons | |
| |
| |
| WIRMIs and Believing and Doubting | |
| |
| |
| Color-Coding: Visual Feedback for Revising for Meaning | |
| |
| |
| Revising for Style | |
| |
| |
| Sentence Combining | |
| |
| |
| Using Copy-Change for Stylistic Imitation | |
| |
| |
| The Impact of Computers on the Process of Revising Meaning | |
| |
| |
| Revising Independently: Questions to Consider | |
| |
| |
| To Sum Up | |
| |
| |
| Learning Log Reflection | |
| |
| |
| |
| Correctness Can Be Creative | |
| |
| |
| 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 | |
| |
| |
| When | |
| |
| |
| What | |
| |
| |
| How | |
| |
| |
| Pedagogical Strategies and Activities to Make Grammar Memorable | |
| |
| |
| Graphic Grammar: A Spatial Approach to Teaching Parts of Speech | |
| |
| |
| Cloudy with a Chance of Meatballs | |
| |
| |
| Demonstration Lesson: The Dada Poem: A Creative Approach to Internalizing Parts of Speech | |
| |
| |
| Teaching Sentence Sense and Sentence Craft | |
| |
| |
| Punctuation Mythology | |
| |
| |
| A Few Words about Vocabulary and Spelling | |
| |
| |
| Vocabutoons and Vocabulary Story | |
| |
| |
| Building Academic Vocabulary | |
| |
| |
| Spelling/Academic Vocabulary Chants | |
| |
| |
| Visual Approaches to Spelling | |
| |
| |
| Word Trees and Word Sorts | |
| |
| |
| What to Do about Error | |
| |
| |
| Yes Twice, Comma Splice | |
| |
| |
| Sentence Drafts | |
| |
| |
| Job Cards | |
| |
| |
| Editing Checklist | |
| |
| |
| Celebrating Correctness | |
| |
| |
| To Sum Up | |
| |
| |
| Learning Log Reflection | |
| |
| |
| |
| 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 | |
| |
| |
| What Do We Want Students to Know and Be Able to Do? | |
| |
| |
| Determining Where Your Students Are on the Road to Meeting the Standards | |
| |
| |
| Criteria for Effective Assessment | |
| |
| |
| Assessment or Evaluation? | |
| |
| |
| Using Rubrics to Assess and/or Evaluate Student Work | |
| |
| |
| Types of Scoring Rubrics | |
| |
| |
| Using Rubrics as a Teaching Tool | |
| |
| |
| The Portfolio Approach to Assessment and Evaluation | |
| |
| |
| Types of Portfolios | |
| |
| |
| What's in a Portfolio? | |
| |
| |
| The Portfolio Process: Collect, Select, Reflect, Project, Affect | |
| |
| |
| Assessing and Evaluating Portfolios | |
| |
| |
| Grading and Alternatives to the Traditional Grading System | |
| |
| |
| What about Standardized Tests? | |
| |
| |
| Preparing Students for On-Demand Writing | |
| |
| |
| Teaching the ABC Strategy | |
| |
| |
| Involving Students in Assessment, Evaluation, and Grading | |
| |
| |
| Informing Instruction through Assessment and Evaluation | |
| |
| |
| Assessing Teacher Effectiveness | |
| |
| |
| Electronic Teaching Portfolios | |
| |
| |
| To Sum Up | |
| |
| |
| Learning Log Reflection | |
| |
| |
| |
| Cultivating Motivated, Independent Readers and Writers through Reading and Writing Workshop | |
| |
| |
| What Is a Workshop Approach? | |
| |
| |
| Applying the 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 through Book Clubs | |
| |
| |
| Activities for Reading Workshop | |
| |
| |
| Culminating Projects for Reading Workshop | |
| |
| |
| Writing Workshop | |
| |
| |
| Using Reading Workshop as a Bridge to Writing Workshop | |
| |
| |
| Goals and Expectations for Writing Workshop | |
| |
| |
| Getting Started: Cultivating Student Interest in Writing | |
| |
| |
| But What Do I Write About? | |
| |
| |
| Keeping a Writer's Notebook | |
| |
| |
| Keeping Track: Status of the Class | |
| |
| |
| The Teacher's Role in Writing Workshop | |
| |
| |
| Turning Reading Groups into Writing Groups | |
| |
| |
| Culminating Projects in Writing Workshop: Portfolios and Anthologies | |
| |
| |
| Publication in the Writing Workshop Classroom | |
| |
| |
| Assessing and Evaluating Reading and Writing in Reading/Writing Workshop | |
| |
| |
| Students' Reactions to Reading and Writing Workshop | |
| |
| |
| To Sum Up | |
| |
| |
| Learning Log Reflection | |
| |
| |
| |
| Scientifically Based Research on the Scaffolded Lessons and the Cognitive Strategies Approach to Instruction | |
| |
| |
| References | |
| |
| |
| Index | |