reading

Reading in a Participatory Culture (NWP Radio)

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Summary: This radio show discusses the book Reading in a Participatory Culture and the complementary digital book Flows of Reading. The show examines what it means to be a reader and writer in an increasingly participatory and social culture, in which readers read across different media and understand reading as an act of sharing, deconstructing, and making meaning. This resource is useful in digital learning professional development and also offers curricular ideas, including an extended discussion of how the authors worked with an inner city theater director to re-think Moby-Dick in this new context. A few sections may be of special interest: at 2:31, Erin Reilly discusses the book’s “big idea”–what it means to talk about reading in a participatory culture. At 10:55 a description of teacher professional development begins. Around 40:20, discussion moves to the Moby-Dick project.
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The Story of SCORE: The Mississippi Writing/Thinking Institute Takes on a Statewide Reading Initiative

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Author: Lynette Herring-Harris and Cassandria Hansbrough

Summary: The SCORE monograph (Secondary Content Opening to Reading Excellence) from the Mississippi Writing/Thinking Institute offers an overview of programming for content area teachers as part of a statewide reading initiative. A useful resource for teacher leaders, the monograph includes a rich description of five days of workshops (p. 14-19) along with timelines (p. 24-25), and agendas (p.26-31) that structured and organized this work.
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Nurturing Middle School Readers through Reviews and Book Trailers

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Author: Jeremy Hyler

Summary: Are you and your students looking for an escape from traditional book reports? Is it time to go digital? Check out this brief description of a strategy for engaging students as book reviewers and producers of 30-second book trailers using Animoto. A side-by-side graphic compares instructions for each, and there are additional links to research support with suggestions to visit YouTube for examples. This resource, an excerpt from Assessing Digital Writing: Protocols for Looking Closely, may also be a useful tool in professional development sessions or professional learning communities focused on multimodal learning. It could inspire teachers to engage as reviewers/video producers to explore their own personal and professional reading as prelude to engaging their students in similar activities to capture what is most exciting in their own reading.
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Putting the “Shop” in Reading Workshop: Building Reading Stamina

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Author: Amanda N. Gulla

Summary: How might teachers motivate students who identify as “non-readers” to find purpose in reading? In this article, Amanda Gulla, a teacher consultant with the New York City Writing project, offers a portrait of the ways in which co-teachers orchestrated an independent, reading-workshop model classroom for their urban CTE (career and technical education) students who developed fluency and agency as readers.  Teachers planning and leading professional development, study groups and classroom teachers interested in exploring solutions to the challenges of reading instruction will find inspiration in this easy-to-read ethnographic study.
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Reading, Writing, and Mentor Texts: Imagining Possibilities (NWP Radio)

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Summary: Mentor texts can support writers and inspire writing in all genres in the classroom and beyond. This NWP Radio show is of particular interest to study groups and teacher leaders designing professional development that explores the use of mentor texts to support writing in academic disciplines. Presenters share resources for identifying and using effective mentor texts. Highlights include: a definition of mentor texts (2:00); a discussion of using picture books as mentor texts (14:01); advice about choosing 15-25 texts as anchors for the year (15:50); a discussion of the concept of “deeper writing” (24:40); and using mentor texts as resources for teacher inquiry (36:43). Also included is a discussion of how a broad definition of “text” can enrich a thematic approach to history along with an example of using texts in a history unit on The “Other” in America. Included links contain valuable resources on mentor texts in general and in history in particular.
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Brief Reviews of James Moffett’s Major Works

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Author: John Warnock

Summary: These brief sketches emphasize ideas for classroom practice found in the works of James Moffett, a writer and theorist in the areas of language and literacy and curriculum integration whose work has informed the practice of many NWP teachers. For teachers in any advanced institute or study group who want to do a deep dive into Moffett and his legacy related to student-centered writing experiences, these readings would provide the door.
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Book Review: English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone

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Author: Debra Schneider

Summary: How can we best support English learners in classrooms where rigorous curricula focus on intellectual practices across content areas? How can we engage in practices that enable students to construct rather than reproduce knowledge, develop deep understanding of disciplinary knowledge and forge connections between school and the outside world? In this review of Pauline Gibbons’s book, Debra Schneider shares insights and successful strategies emerging from her own”high-challenge, high-support classroom” practice and the work of her study group related to their reading of the chapter on Academic Literacy [see PDF].  An excellent resource for individual classroom teachers, study groups, inquiry groups, or those leading professional development.
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Writing and Reading in the Classroom

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Author: James Britton

Summary: Within this foundational piece, Britton describes examples of K-university classroom practice (including the work of some NWP teachers), as well as theory and research supporting learning environments where reading, writing, and talk become catalysts for collaboration and learning. The depth and breadth of this chapter might lead to some intriguing opportunities for study groups to draw parallels and contrasts between 1987 and today; to historically and theoretically situate practices such as dialogue journals, free-writing/free-reading, collaborative learning, and real world learning; and to explore Britton’s suggestions for teachers and administrators.
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What Is Reading? An Excerpt from Reading for Understanding

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Author: Christine Cziko, Cynthia Greenleaf, Lori Hurwitz, and Ruth Schoenbach

Summary: Reading is a complex process that involves much more than the ability to decode. This short article offers a foundational way to conceptualize what readers need to do as they develop proficiency in reading different kinds of texts for different purposes in various situations. The book from which this excerpt is taken offers an instructive framework for “apprenticing” adolescent readers. The article would be interesting to read and discuss with colleagues in light of conflicting contemporary reading policies and beliefs.
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New Teacher Initiative Annotated Bibliography

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Summary: The National Writing Project’s New-Teacher Initiative supported local writing project sites in expanding their work with early career teachers, placing a particular emphasis on the teaching and learning of writing in high-needs schools. A useful resource for leaders of professional development experiences for early career teachers, this annotated bibliography is a partial listing of the readings that have been most significant in the work of the New-Teacher Initiative. They address four areas: 1) the teaching of writing, 2) understanding culture and its implications for teaching and learning, 3) strengthening inquiry as a mode of learning, and 4) rethinking professional development for new teachers through participation in a professional community.
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