Read, Discuss, and Learn: Using Literacy Groups to Student Advantage

155 Pages·2010·0.68 MB·English

by  Lisa A. Fisher

Read, Discuss,
and Learn
Using Literacy Groups
to Student Advantage
Lisa A. Fisher
ROWMAN & LITTLEFIELD EDUCATION
A division of
ROWMAN & LITTLEFIELD PUBLISHERS, INC.
Lanham (cid:129) New York (cid:129) Toronto (cid:129) Plymouth, UK
This book was placed by the Educational Design Services LLC
literary agency.
Published by Rowman & Littlefield Education
A division of Rowman & Littlefield Publishers, Inc.
A wholly owned subsidiary of
The Rowman & Littlefield Publishing Group, Inc.
4501 Forbes Boulevard, Suite 200, Lanham, Maryland 20706
http://www.rowmaneducation.com
Estover Road, Plymouth PL6 7PY, United Kingdom
Copyright © 2010 by Lisa A. Fisher
All rights reserved. No part of this book may be reproduced in any form or
by any electronic or mechanical means, including information storage and
retrieval systems, without written permission from the publisher, except by
a reviewer who may quote passages in a review.
British Library Cataloguing in Publication Information Available
Library of Congress Cataloging-in-Publication Data
Fisher, Lisa A., 1980–
Read, discuss, and learn using literacy groups to student advantage / Lisa A.
Fisher.
p. cm.
Includes bibliographical references.
ISBN 978-1-60709-428-9 (cloth : alk. paper) — ISBN 978-1-60709-429-6
(pbk. : alk. paper) — ISBN 978-1-60709-430-2 (electronic)
1. Content area reading. 2. Group reading. 3. Student-centered learning.
4. Individualized instruction. I. Title.
LB1050.455.F57 2010
372.41'62—dc22 2010010115
(cid:2) ™
The paper used in this publication meets the minimum requirements
of American National Standard for Information Sciences—Permanence of
Paper for Printed Library Materials, ANSI/NISO Z39.48-1992.
Printed in the United States of America.
Dedicated to
all students who desire choice in school
and
all those teachers who like a challenge.

Contents
List of Figures vii
List of Tables ix
Foreword by Cynthia Tehan xi
Preface xiii
Acknowledgments xvii
Prologue xix
1 Introduction: Students’ Voices Create Model Literacy Groups 1
2 Understanding Literacy Groups 13
3 Designing Literacy Groups 21
4 Student and Teacher Accountability 33
5 Differentiated Assessment 65
6 Getting the Last Word In 77
APPENDICES
Appendix A: Book List and Reading Schedule 93
Appendix B: Question-Answer Relationship Cycle 99
v
vi CONTENTS
Appendix C: Visualizing Handout 101
Appendix D: Character-Analysis Web 103
Appendix E: Reading Schedule 105
Appendix F: After-Reading-Project Rubrics 107
Appendix G: Text-Review Form 117
Appendix H: Student Survey 119
Appendix I: Chapter 6 Additional Project Rubrics 121
Professional References 125
Literature References 129
About the Author 131
Figures
4.1 Sample discussion-director literacy role 40
Source: From Erica Myers, a secondary student (2008).
Reprinted by permission of the student’s guardian.
4.2 Sample discussion-director literacy role 40
Source: From a secondary student (2008). Reprinted by
permission of the student’s guardian.
4.3 Sample thoughtful-connector literacy role 43
Source: From a secondary student (2008). Reprinted by
permission of the student’s guardian.
4.4 Sample artful-artist literacy role 46
Source: From a secondary student (2007). Reprinted by
permission of the student’s guardian.
4.5 Sample artful-artist literacy role 47
Source: From Liberty Sales, a secondary student (2008).
Reprinted by permission of the student’s guardian.
4.6 Character-analysis web created for Caroline Binch’s
Gregory Cool (1994) 49
4.7 Sample character-captain literacy role 51
Source: From Anna Gasztold, a secondary student (2008).
Reprinted by permission of the student’s guardian.
4.8 Sample literary-luminary literacy role 56
Source: From Liberty Sales, a secondary student (2008).
Reprinted by permission of the student’s guardian.
vii
viii FIGURES
4.9 Sample literacy-role page in literacy-response journal 59
Source: From Erica Myers, a secondary student (2007).
Reprinted by permission of the student’s guardian.
6.1 Sample open-mind 88
B.1 Question-answer relationship (QAR) Cycle 99
D.1 Character-analysis web 103
G.1 Text-review form 118
Tables
3.1 Example of book-list rotation 30
3.2 Text rotation using online articles 31
4.1 Sample reading schedule given by teacher to students 58
A.1 Book list and reading schedule 94
C.1 Visualizing handout 102
E.1 Reading schedule 106
ix