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Smuggling Writing

Strategies That Get Students to Write Every Day, in Every Content Area, Grades 3-12
Integrate writing seamlessly into your lesson plans with 32 written response activities that help students process information and ideas in short, powerful sessions.

Full description

Product Details
  • Grade Level: PreK-12
  • ISBN: 9781506322629
  • Published By: Corwin
  • Series: Corwin Literacy
  • Year: 2015
  • Page Count: 256
  • Publication date: November 20, 2015

Price: $31.95



Is it possible to sneak more writing into your already-jammed curriculum? Yes! With this cache of classroom-tested ideas, you have all you need to make writing-to-learn a daily habit for students that deepens their content understanding and creates learners ready to take on all of the world’s information.

Smuggling Writing shows how to integrate writing seamlessly into your lesson plans with 32 written response activities that help students process information and ideas in short, powerful sessions. The authors invigorate time-tested tools like GIST, Herringbone, and Anticipation Guides, and organize them into sections on Vocabulary and Concept Development, Comprehension, Discussion, and Research & Inquiry so you can select and use them to maximum effect.

Here are the success-ensuring how-to’s that accompany each strategy:

  • A step-by-step process ensures students use the strategy before, during, and after reading/learning so they “own” the strategy and can track their thinking
  • Engaging digital applications, including Story Impression with Bubbl.us, Reading Road Map with Prezi, Possible Solutions with Padlet, CLVG with Brain Pop
  • Sample lessons showing both traditional and online formats, taking the guess work out of trying these new digital tools
  • Ideas for “smuggling” additional writing opportunities into or after the lessons, ensuring that students’ writing skills improve
  • Connections to Common Core State Standards

With all the heady talk of what it’s going to take for students to read, write, and analyze across multiple sources, it’s nice to know that there is a book that shows how big gains will come from “writing small” day by day.

Key features

· Includes 30+ process-oriented literacy strategies in the areas of vocabulary and concept development, comprehension, research and inquiry, and discussion

· Provides a quick-reference matrix that shows, at a glance, each strategy, its associated “literacy strand,” relevant digital tools, sample lesson details, and related standards

· Structures the strategies in such a way that they can be used as metacognitive tools for teachers and students to use in learning across all areas of the curriculum

· Demonstrates how to seamlessly integrate writing into your lessons while simultaneously teaching content—any content—from math to science to social studies to literature

· Presents strategies in a scaffolded manner to help students think about, process, read and recall from varied sources—both traditional and digital

· Breaks each strategy down clearly into instructional phases: prereading, reading, and postreading

· Illustrates how the strategies can be used with and applied to many forms of both informational and narrative text

· Shows how teachers can model instruction for students through whole-class instruction and discussion and then transfer that to small groups and pairs of students who work collaboratively

· Includes digital applications, “smuggling writing” tips, standards-based connections, and samples lessons for the strategies



Karen D. Wood photo

Karen D. Wood

Dr. Karen Wood has been training literacy specialists for over 25 years at the University of North Carolina at Charlotte, where she is a Professor in the Department of Reading and Elementary Education. Dr. Wood is a published author and former reading teacher, reading specialist, and K–12 instructional coordinator, and much of her writing focuses on translating research and theory into classroom practice across all subjects and grade levels.

D. Bruce Taylor photo

D. Bruce Taylor

Bruce Taylor is an Associate Professor of Reading and Literacy Education at UNC Charlotte and Director of the Center for Adolescent Literacies. His research and teaching focus on the social and cultural aspects of literacy and learning of adolescents and, in particular, ways to meet the academic learning needs of diverse and marginalized students. He is author and co-author of numerous books, book chapters and articles that focus on literacy across subject areas, digital literacy and community-based support for struggling readers. Bruce can be contacted at bruce.taylor@uncc.edu.

Katie Kelly photo

Katie Kelly

Katie Kelly is a Professor of Education and Coordinator of the Literacy Graduate Program at Furman University in Greenville, SC. As a former teacher and literacy coach, Katie’s teaching and research interests include engaging children in meaningful literacy experiences and practices to foster lifelong literacy, equity, and justice. She is widely published in several peer-reviewed journals including The Reading Teacher and Voices from the Middle. She has co-authored three other books: Reading To Make a Difference: Using Literature to Help Students Think Deeply Speak Freely and Take Action (Heinemann), From Pencils to Podcasts: Digital Tools to Transform K-12 Literacy Practices (Solution Tree) and Smuggling Writing: Strategies that Get Students to Write Every Day, in Every Content Area (3-12) (Corwin). She can be contacted on Twitter @ktkelly14 and by email katie.kelly@furman.edu.

Table of Contents

Table of Contents



About the Authors

A Matrix for Using This Book

Section I. Vocabulary and Concept Development

Scenario: A Look Inside a Middle School Classroom

What the Research Tells Us About Vocabulary and Concept Development

Strategy 1. Frayer Model Plus

Strategy 2. Semantic Feature Analysis Plus

Strategy 3. Vocabulary Cards

Strategy 4. Vocabulary-Concept Journals

Strategy 5. Vocabulary Self-Awareness Chart

Section II. Comprehension

Scenario: A Look Inside an Elementary School Classroom

What the Research Tells Us About Comprehension and Close Reading

Strategy 6. List–Group–Label–Write

Strategy 7. Book Reviews/Book Trailers

Strategy 8. Generating Interactions Between Schemata and Text (GIST)

Strategy 9. Extended Anticipation Guide

Strategy 10. Possible Sentences

Strategy 11. Story Impressions

Strategy 12. Reading Road Map

Strategy 13. Say Something and Summarize

Strategy 14. Somebody–Wanted–But–So–Then

Strategy 15. Exchange Compare Writing

Strategy 16. RAFT Writing

Strategy 17. So What?

Strategy 18. Found Poetry Summaries

Strategy 19. Sticky Note Maps

Strategy 20. Double Entry Journal/Dialectic Response Journal

Section III. Research and Inquiry

Scenario: A Look Inside a High School History Classroom

What the Research Tells Us About Inquiry and Research

Strategy 21. 1–2–3 Research

Strategy 22. Collaborative Listening Viewing Guide (CLVG)

Strategy 23. Herringbone

Strategy 24. Inquiry Charts

Strategy 25. KWL Plus

Strategy 26. Multiple Source Research Strategy

Strategy 27. Web Page Evaluation Tools

Section IV. Discussion

Scenario: A Look Inside a Middle School Science Classroom

What the Research Tells Us About Classroom Discussion

Strategy 28. Discussion Webs

Strategy 29. Talking Drawings

Strategy 30. Tea Party

Strategy 31. Think–Pair–Share–Write

Strategy 32. Ticket to Talk



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