ERIC Number: ED468902
Record Type: Non-Journal
Publication Date: 2002
Reference Count: N/A
Reading & Writing Together: Collaborative Literacy in Action.
Success in literacy takes participation born of trust, a positive group dynamic built on sharing tasks, maintaining good working relationships, and examining group functioning. This book tells why and how a truly collaborative environment is at the heart of accomplishment in the secondary classroom. In the classroom profiled in the book, students move through a series of lessons that refine their skills while deepening their interests in reading, writing, and listening to the opinions of others--essential academic skills at the core of any collaborative literacy task. The book offers a multitude of practical strategies that include: practices that encourage students to take responsibility for their work and behavior; teaching collaborative skills, then reinforcing their use; careful listening, questioning, and meaningful conversation about text; Literature Circle management and troubleshooting; timesaving and effective assessments for Sustained Silent Reading, writing, Literature Circles, projects, and performances; high-interest writing projects and peer revision; and developing portfolios that celebrate accomplishment. Appendixes contain: examples of T-Charts; a skills lesson worksheet; "To Kill a Mockingbird" text set; Holocaust text set; Learning about the Middle East text set; an approximately 200-item list of "teen pleasing paperbacks"; and a short story "Night Club." (Contains 78 references.) (NKA)
Descriptors: Classroom Environment, Classroom Techniques, Cooperative Learning, Group Dynamics, Language Arts, Literacy, Secondary Education, Student Needs
Heinemann, A Division of Reed Elsevier, Inc., 361 Hanover Street, Portsmouth NH 03801-3912 ($24). Tel: 603-431-7894; Tel: 800-793-2154 (Toll Free); Fax: 603-431-7840; Web site: http://www.heinemann.com.
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A