The Reading/Writing Connection
Strategies for Teaching and Learning in the Secondary Classroom
2nd Edition
Published on 2. October 2006
Book
Paperback/Softback
432 pages
978-0-205-49473-6 (ISBN)
Description
"I haven'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-Olson'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
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 book, 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 book 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
Extensive coverage of differentiated instruction for English Language Learners
A new chapter entitled "Introducing Students to the Cognitive Strategies in Their Mental Tool Kits" that summarizes and clarifies students' use of cognitive strategies in their thinking
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.
-Harry Noden, Kent State University
"The illustrations and scanned-in documents make Booth-Olson'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
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 book, 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 book 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
Extensive coverage of differentiated instruction for English Language Learners
A new chapter entitled "Introducing Students to the Cognitive Strategies in Their Mental Tool Kits" that summarizes and clarifies students' use of cognitive strategies in their thinking
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.
More details
Edition
2nd edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 276 mm
Width: 216 mm
Weight
943 gr
ISBN-13
978-0-205-49473-6 (9780205494736)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Carol Olson | Carol Booth Olson
Reading/Writing Connection, The: Strategies for Teaching and Learning in the Secondary Classroom
Strategies for Teaching and Learning in the Secondary Classroom
Book
07/2010
3rd Edition
Pearson
€79.99
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Previous edition
Carol Booth Olson
The Reading/Writing Connection
Strategies for Teaching and Learning in the Secondary Classroom
Book
05/2002
Pearson
€44.56
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Person
Carol Booth Olson is Senior Lecturer in the Department of Education-University of California, Irvine, and the Director of the UCI/California/Writing Project. She received her Ph.D. in American Literature at UCLA in 1977 where she was honored as Outstanding Graduate Women of the Year. She has edited three books, including the best selling California Department of Education publication "Practical Ideas for Teaching Writing as a Process" and has written over 30 articles on teaching composition and literature. She has also served as a Senior Consultant to the Scott Foresman Literature and Integrated Studies Textbook series (1997). Dr. Olson has received two Excellences in teaching awards at UCLA.
Content
Preface
Chapter 1
What Is the Reading/Writing Connection?
What Is the Reading/Writing Connection?
Characteristics of Experienced Readers and Writers
Cognitive Strategies That Underlie the Reading and Writing Process
The Power of Integrating Reading and Writing Instruction
Making the Reading/Writing Connection Visible through Instructional Scaffolding
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
Cognitive Strategies: A Reader's and Writer's Tool Kit
"The War of the Wall" by Toni Cade Bambara
The Cognitive Strategies Tutorial
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
To Sum Up
Learning Log Reflection
Chapter 3
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" by Ray Bradbury
Chapter 4
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" by Sandra Cisneros
To Sum Up
Learning Log Reflection
Chapter 5
A Multiple Intelligences Approach to Language Arts Instruction for Mainstream and English Language Development Classrooms
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
Chapter 6
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
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
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
"Mariana" by Alfred, Lord Tennyson
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 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" by Sandra Cisneros
Chapter 8
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
Chapter 9
Teaching Writing: Helping Students Play the Whole Range
"The Writer" by Richard Wilbur
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" by 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
What 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
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
Chapter 12
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
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 317
What to Do about Error
Yes Twice, Comma Splice
Sentence Drafts
Job Cards
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 329 Assessment or Evaluation?
Using Rubrics to Assess and/or Evaluate Student Work
Types of Scoring Rubrics 332Using 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
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
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
Appendix: Scientifically Based Research on the Scaffolded Lessons and the Cognitive Strategies Approach to Instruction
References
Index
Chapter 1
What Is the Reading/Writing Connection?
What Is the Reading/Writing Connection?
Characteristics of Experienced Readers and Writers
Cognitive Strategies That Underlie the Reading and Writing Process
The Power of Integrating Reading and Writing Instruction
Making the Reading/Writing Connection Visible through Instructional Scaffolding
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
Cognitive Strategies: A Reader's and Writer's Tool Kit
"The War of the Wall" by Toni Cade Bambara
The Cognitive Strategies Tutorial
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
To Sum Up
Learning Log Reflection
Chapter 3
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" by Ray Bradbury
Chapter 4
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" by Sandra Cisneros
To Sum Up
Learning Log Reflection
Chapter 5
A Multiple Intelligences Approach to Language Arts Instruction for Mainstream and English Language Development Classrooms
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
Chapter 6
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
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
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
"Mariana" by Alfred, Lord Tennyson
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 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" by Sandra Cisneros
Chapter 8
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
Chapter 9
Teaching Writing: Helping Students Play the Whole Range
"The Writer" by Richard Wilbur
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" by 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
What 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
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
Chapter 12
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
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 317
What to Do about Error
Yes Twice, Comma Splice
Sentence Drafts
Job Cards
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 329 Assessment or Evaluation?
Using Rubrics to Assess and/or Evaluate Student Work
Types of Scoring Rubrics 332Using 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
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
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
Appendix: Scientifically Based Research on the Scaffolded Lessons and the Cognitive Strategies Approach to Instruction
References
Index