000			13503cam a2200361 a 4500
001			35775
003			DLC
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008			100323s2011 maua b 001 0 eng
010			_a 2010010959
020			_a9780137056071 (pbk.) : _c41.20
020			_a0137056079 (pbk.) : _c41.20
050	0	0	_aLB1631 _b.O55 2011
090			_aLB 1631 .O55 2011
100	1		_aOlson, Carol Booth. _9123984
245	1	4	_aThe reading/writing connection : _bstrategies for teaching and learning in the secondary classroom / _cCarol Booth Olson.
250			_a3rd ed.
260			_aBoston : _bPearson, _cc2011.
300			_axviii, 414 p. : _bill. ; _c28 cm.
505	0		_aPreface -- Chapter 1: What Is The Reading/Writing Connection? -- What is the reading/writing connection? -- Characteristics of experienced readers and writers -- Active engagement in constructing meaning from and with texts -- Recursive process: going back in order to go forward -- Interaction and negotiation by experienced readers and writers -- 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 -- Power of taking a cognitive strategies approach to integrating reading and writing instruction -- To sum up -- Learning log reflection -- Chapter 2: Introducing Students To The Cognitive Strategies In Their Mental Tool Kits -- Declarative, procedural, and conditional knowledge: foundations of strategic reading and writing -- How to teach cognitive strategies -- One at a time or multiple strategies? -- Indirect or direct teaching of strategies? -- Introducing students to the cognitive strategies -- Cognitive strategies tutorial -- Look at the tools in the tool kit -- Beginning the story -- Further reading -- Finish the story -- Reading/writing connection -- Role of metacognition in cognitive strategies instruction -- Using think-alouds to foster metacognition -- Play-Doh demonstration -- From think-aloud to write-aloud -- Writing about your thinking -- Applying cognitive strategies to nonfiction and across the curriculum -- To sum up -- Learning log reflection -- War of the wall / Toni Cade Bambara -- Chapter 3: Integrating Reading And Writing Instruction Through Scaffolded Demonstration Lessons -- What is instructional scaffolding? -- Components of effective instructional scaffolding -- Reducing the constraints on student readers and writers -- Reinforcing the reading/writing connection through scaffolded demonstration lessons -- Description of the reading/writing lesson format -- Standards-based language arts instruction and 21st century literacies -- Demonstration lesson: a letter from Margot: "All Summer In A Day" -- Look at instructional scaffolding in the "All Summer In A Day" lesson -- To sum up -- Learning log reflection -- All Summer In A Day / Ray Bradbury -- Chapter 4: Connecting Affect And Cognition: Creating A Community Of Learners -- Role of affect in learning -- How the classroom itself promotes classroom community -- What is a community of learners? -- First week -- Classroom rules -- Creating community with blogs, twitter, and nings -- 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 -- Art of teaching and the healing power of writing -- To sum up -- Learning log reflection -- Chapter 5: Language Arts Instruction For Mainstream And English Language Development Classrooms: A Multiple Intelligences Approach -- Multiple intelligences theory in the classroom -- Why a multiple intelligences approach works with English language learners -- Multiple intelligences theory, cognitive strategies instruction, and instructional scaffolding -- Introducing students to MI theory -- Corners activity -- Multiple intelligences survey -- Demonstration lesson: not mine! Interpreting Sandra Cisneros's "Eleven" -- MI theory, learning styles, and brain-based learning -- Epilogue -- To sum up -- Learning log reflection -- Eleven / Sandra Cisneros -- Chapter 6: Strategies For Interacting With A Text: Using Reading And Writing To Learn -- Guided tour problem -- Using pedagogical strategies to foster cognitive strategies -- Concept of reading and writing to learn -- 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 -- Chapter 7: 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 -- 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? The budget tour -- 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? -- Graphic novels -- What about nonfiction? -- To sum up -- Learning log reflection -- Chapter 8: Reading, Thinking, And Writing About Multicultural Literature In Culturally Diverse Classrooms -- What is multicultural literature? defining terms -- Why teach multicultural literature? -- Teacher's role in the multicultural classroom -- Setting the stage for multicultural literature -- Human cultural bingo -- Biopoem -- Where I'm from poem -- Sure you can ask me a personal question: dispelling stereotypes -- 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 -- Chapter 9: Teaching Writing: Helps Students Play The Whole Range -- 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 -- Developing narrative writing and 21st century skills through fanfiction -- Saturation report: practical/informative report of information -- Analytical/expository compositions -- 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 -- Stolen party / Liliana Heker -- Chapter 10: 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 --
505	0		_aWhat about the traditional research paper? -- Dealing with plagiarism -- To sum up -- Learning log reflection -- Chapter 11: Sharing Our Responses To Texts As Readers And Writers And Revising Meaning -- Role of listening in the language arts classroom -- Role of speaking in the language arts classroom -- What is a class discussion? -- Role of question asking in teacher-led class discussion -- Responding to students during class discussion -- Behaviors that close down student thinking -- Behaviors that open up thinking -- Choice words for students during discussion -- Other formats for whole class discussion -- Online discussions -- Socratic seminar -- Grand conversation -- Hot seat -- Talk show -- Small group formats for sharing responses to texts -- Reciprocal teaching -- Literature choices -- Dialogue with a text -- Cognitive strategies booklets -- Turning reading groups into writing groups -- Introducing students to writing groups -- Strategies to guide peer response -- Finding the golden lines -- Elbow method -- Job cards -- Read-around groups -- Response forms and sharing sheets -- How peer response helps students revise meaning -- What is revision? -- 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 -- Impact of computers on the process of revising meaning -- Revising independently: questions to consider --
505	0		_aTo sum up -- Learning log reflection -- Chapter 12: Correctness Can Be Creative -- Role of affect in the teaching and learning of grammar -- Great grammar debate -- Why teach grammar? -- When, what, and how to teach grammar -- When -- What -- How -- Pedagogical strategies and activities to make grammar memorable -- Cloudy with a change of meatballs -- Demonstration lesson: the dada poem: a creative approach to internalizing parts of speech -- Teaching sentence sense and sentence craft -- Punctuation mythology -- Few words about vocabulary and spelling -- Vocabutoons and vocabulary story -- Vocabulary games -- Building academic vocabulary -- Visual approaches to spelling -- What to do about error -- Yes twice, comma splice -- Sentence drafts -- Job cards -- Possession or contraction-you be judge: teaching apostrophes -- Editing checklist -- Celebrating correctness -- To sum up -- Learning log reflection -- Chapter 13: 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 -- Response to intervention -- Using rubrics to assess and/or evaluate student work -- Types of scoring rubrics -- Portfolio approach to assessment and evaluation -- Types of portfolios -- What's in a portfolio? -- Portfolio process: collect, select, reflect, project, affect assessing and evaluating portfolios -- Grading -- Demonstration lesson: using formative assessment to prepare students to write on-demand, interpretive essays about theme -- Impact of formative assessment on student outcomes -- Involving students in self-assessment -- What about standardized tests? -- Forming professional learning communities to enhance students achievement -- To sum up -- Learning log reflection -- Horned toad / Gerald Haslam -- Chapter 14: 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 -- 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 -- 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 -- Digital writing workshop -- Keeping track: status of the class -- 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 -- Student's reactions to reading and writing workshop --
505	0		_aTo sum up -- Learning log reflection -- Appendix: Scientifically based research on the scaffolded lessons and the cognitive strategies approach to instruction.
504			_aIncludes bibliographical references (p. 398-406) and index.
650		0	_aLanguage arts (Secondary) _9123986
650		0	_aLanguage arts (Middle school) _9123987
852	1		_9P41.20usd
907			_a35775 _b05-28-12 _c05-23-12
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