Choice+Readings+2012

"The Literacy Stampede" from Kelly Gallagher's //Teaching Adolescent Writers// (Stenhouse Publishers, 2006) Chapters 1-2 of Penny Kittle's //Write Beside Them: Risk, Voice, and Clarity in High School Writing// (Boynton/Cook, 2009) Chapters on qualities of "voice" from Tom Romano's //Crafting Authentic// //Voice// (Boynton/Cook, 2004) Chapter on notebooks from Randy Bomer's //Time for Meaning: Crafting Literate Lives in Middle & High School// (Heinemann, 1995) 1. Excerpt from Nancie Atwell's //In the Middle: New Understadnings About Writing, Reading, and Learning// (2nd ed.; Boynton/Cook, 1998) on establishing expectations and starting workshop Atwell's //In the Middle// is a writing teacher's classic text on the reading and writing workshop. Chapters are rather long but comprehensive, with plenty of practical recommendations for all elements of the workshop. We include this excerpt because of its suggestions for implementing workshop. 2. Excerpt from Ralph Fletcher and JoAnn Portalupi's //Writing Workshop: The Essential Guide// (Heinemann, 2001) Fletcher and Portalupi's book is far less detailed than Atwell's, a good overview for teachers who are new to the workshop approach or who may have gradually drifted from the workshop model and could now use a quick refresher. 3. Excerpt on workshop routines from Laura Robb's //Teaching Middle School Writers: What Every English Teacher Needs to Know// (Boynton/Cook, 2010) Like Atwell's comments on establishing expectations, Robb's advice is practical; if you were going to implement the workshop tomorrow, this overview would give you what you need to make it work. 4. Chapter on "The Craft of Writing" from Katie Wood Ray's //Wondrous Words: Writers and Writing in the Elementary Classroom// (National Council of Teachers of English, 1999) Katie Wood Ray's focus has been on elementary writers, but her recommendations for bringing reading into the writing workshop are excellent and can be used with writers of all ages. This chapter on reading as a writer draws illustrations from a //Sports Illustrated// article and picture books. 5. Digital Writing Focus: Introduction to Troy Hicks's The Digital Writing Workshop (Heinemann, 2009) Troy Hicks's advice for bringing new literacies into the writing workshop is based on sound writing process and workshop theory. The introduction to his book functions as a preview but in doing so also maps several aspects of technology onto standard workshop practices. 6. Digital Writing Focus: Excerpt from the National Writing Project text //Because Digital Writing Matters//: Improving Student Writing in Online and Multimedia Environments on the writing process in computer settings (edited by Danielle Nicole DeVoss, Elyse Eidman-Aadahl, and Troy Hicks; Jossey-Bass, 2010) The title of this book alludes to the earlier (2003) NWP book, //Because Writing Matters: Improving Student Writing in Our Schools//, essentially a manifesto for improving writing through process and workshop approaches. This excerpt relates computer use to stages of writing process pedagogy. 7. ELL Focus: "We Are All Writers! Building Second Language Writing Skills in the ELA Classroom" from //English Journal// (May 2012) This recent column on teaching English language learners dispels arguments against using the writing workshop with students whose English is limited. Chapter on expository writing from Kelly Gallgher's //Write Like This: Teaching Real-World Writing Through Modeling and Mentor Texts// (Stenhouse Publishers, 2011) "Don't Make a Scene! Build One" from Barry Lane's //After the End: Teaching and Learning Creative Revision// (Heinemann, 1992) 1. "The Right to Choose a Personally Important Topic" from Vicki Spandel's //The 9 Rights of Every Writer: A Guide for Teachers// (Heinemann, 2005) Spandel lays out a set of principles for authentic writing: the right to be reflective, the right to go "off topic," the right to personalize writing process, the right to write badly, the right to see others write, the right to be assessed well, the right to go beyond formula, the right to find your own voice, and this chapter on choosing one's own topic. 2. Excerpt fromJim Burke's //The English Teacher's Companion: A Complete Guide to Classroom, Curriculum, and the Profession// (3rd ed.; Heinemann, 2008) Burke's comprehensive textbook covers a wide range of topics. See his English Companion web site at []. 3. A list of notebook activities from Katie Wood Ray and Lester Laminack's //The Writing Workshop: Working Through the Hard Parts (and They're All Hard Parts)// (National Council of Teachers of English, 2001) 4. A list of writing activities from Donald Murray's //A Writer Teaches Writing// (2nd ed.; Wadsworth Publishing, 2003) Murray's focus is the college classroom. This anniversary edition of his classic book on teaching with a process approach has many practical suggestions that are still relevant for today's writers. 5. A list of revising strategies from Wendy Bishop's //Acts of Revision: A Guide for Writers// (Boynton/Cook, 2004) This book is meant to be used by college-level writers, with chapters by various authors. Many of these activities, from a chapter written by Bishop, are useful for younger writers as well. 6. Excerpts from Georgia Heard's //The Revision Toolbox: Teaching Techniques That Work// (Heinemann, 2002) Heard's book is geared to younger writers, elementary through middle school and, as its title suggests, is a book of techniques. Like Wendy Bishop, Georgia Heard comes to writing instruction from a creative writing background. 7. "Radical Revision: My Road from Fairy Tale to Catharsis" by Juanita Willingham, //The Quarterly// [National Writing Project], volume 26, number 2 (2004) This is a brief article that explores the technique of revising a text into another genre, an often-suggested approach to getting new insight into a text used at all levels of writing instruction. "Positive Response" by Jim Vopat from //Writing Circles: Kids Revolutionize Workshop// (Heinemann, 2009) "Unleashing Potential with Emerging Technologies" by Sara Kajder in //Adolescent Literacy: Turning Promise into Practice// (edited by Kylene Beers, Robert E. Probst, and Linda Rief, Heinemann, 2007) 1. "The School Essay: Tracking Movement of the Mind" by Gretchen Bernabei in //Teaching the Neglected "R": Rethinking Writing Instruction in Secondary Classrooms// (edited by Thomas Newkirk and Richard Kent, Heinemann, 2007) Bernabei is the author of //Reviving the Essay: How to Teacch Structure Without Formula// and has collaborated with Barry Lane on //Why We Must Run with Scissors//. Her fresh insights into the old essay, combined with writing techniques presented by Lane, create a bridge between narrative writing and other school genres. 2. "Preparing Students for Life After High School: An Interview Writing Project" by Jessica Singer Early in //Teaching the Neglected "R"// (Newkirk and Kent) When it comes to information-gathering, the interview is a good alternative to traditional "library research" and the search engine. This reading shows how students can learn relevant, real-world knowledge by interviewing. 3. "Fostering Choice and Inquiry Through RSS, Social Bookmarking, and Blogging" from Troy Hicks's //The Digital Writing Workshop// (Heinemann, 2009) In this chapter, Hicks shows how 21st-century literacies can reshape the writer's notebook and research processes. 4. "Be a Blogger: Social Networking in the Classroom" by Paul Allison in //Teaching the New Writing: Technology, Change, and Assessment in the 21st-Century Classroom// (edited by Anne Herrington, Kevin Hodgson, and Charles Moran, Teachers College Press, 2009) In this chapter in a National Writing Project-sponsored book, Allison describes an inquiry-based blogging classroom approach that integrates Web-based research with the networking potential of the blogging world. 5. Introduction to //Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms// by Will Richardson (3rd ed., Corwin, 2010) Will Richardson has been exploring classroom uses of web tools for several years, maintaining the Weblogg-ed blog and now blogging at []. This introductory chapter gives an overview of the web tools discussed in detail in his book. 6. "Plugging in to Twenty-First Century Writers" by Sara Kajder in //Teaching the Neglected "R"// (Newkirk and Kent) Sara Kajder is a leading voice in using technology in English/Language Arts classes, who pioneered the book trailer assignment. In this article, she presents podcasting and fan fiction as well as using wikis. 7. "Creating Content--Writing" by Susan Brooks-Young (from //Teaching With the Tools Kids// Really //Use: Learnign With Web and Mobile Technologies,// Corwin, 2010) on blogging and other online genres In her book on 21st-century skills and some ways to incorporate them in the classroom, Brooks-Young makes suggestions for integrating cell phones, MP3 players, netbooks, social networks, virtual worlds (see [], for example), gaming, and creating content with writing and images. Excerpt from //Teaching Adolescent Writers// by Kelly Gallagher on audience and purpose 1."Matthew's Portfolio" by Richard Kent from //The Neglected "R"////: Rethinking Writing Instruction in Secondary Classrooms// (edited by Thomas Newkirk and Richard Kent, Heinemann, 2007) Richard Kent’s //Room 109: The Promise of a Portfolio Classroom// explores Kent’s transformation as a new teacher as he learned to teach challenging students by challenging them. This book chapter embodies his position as a practiced user of writing portfolios. 2.“Finding Form for Ideas: Blending Genres” by Penny Kittle from //Write Beside Them: //Risk, Voice, and Clarity in High School Writing//// (Boynton/Cook, 2009) The multi-genre paper, perhaps best known from Tom Romano’s book on the topic, //Blending Genre, Altering Style//, has become an increasingly popular alternative to the standard research paper. It gives students the opportunity to develop voice and pay close attention to the requirements of different genres. 3.“Genre Groups,” a short excerpt from //The Revision Toolbox: //Teaching Techniques That Work//// by Georgia Heard (Heinemann, 2002) This is a brief illustration of the value of presenting material in various genres. 4. "Narrowing the Gulf between Writing for School and Writing for Self" by Laura Robb from //Teaching Middle School Writers: What Every English Teacher Needs to Know// (Boynton/Cook, 2010) Laura Robb presents the information from an extensive survey of middle-school students use of technology for writing outside of the classroom. 5. "'Short': Social Networking in a Low-Tech Environment" by WIlliam Kist from //The Socially Networked Classroom: Teaching in the New Media Age// Do you have to teach in a computer classroom or challenge school policies to implement the kinds of (critical) thinking that new literacies promote? Bill Kist presents an alternative. 6. "Inside the Digital Classroom" by Dave Boardman in //Teaching the Neglected "R"// (Newkirk and Kent) on teaching with technology in a rural high school Boardman uses technology to connect his rural Maine students with the wider world, implementing several genres. 7. "Collaborating like Never Before: Reading and Writing through a Wiki" by Scott Gibbons (//English// Journal 99.5, 2010) This makes a good introduction to what wikis are good for in secondary classes. 8. "Writing Together: Participatory Media, Collaboration, and the English Classroom" by Sara Kajder from //Adolescents' Digital Literacies: Learning Alongside Our Students// (National Council of Teachers of English, 2010) Yes, it’s another chapter by Sara Kajder—with the focus on collaboration. ?? Students creating comic books ?? Boys & writing (conferring with boys or violence in their writing)
 * Core Readings for Day 1**:
 * Core Readings for Day 2**
 * Choice Readings for Day 2**
 * Core Readings for Day 3**
 * Choice Readings for Day 3**
 * Core Readings for Day 4**
 * Choice Readings for Day 4**
 * Core Readings for Day 5**
 * Choice Readings for Day 5**
 * (This is an eclectic mix.)**
 * Day 6**