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**************W****************************** * Reproductions Supplied by EDRS Are the Best That Can Be Made DOCUMENT RESUME ED 321 241 CS 010 158 AUTHOR Huber, Tonya TITLE Reading/Literature K-12 and Writing 6-12 Task Force Reports 1989-90. Essential Language Arts Learning Skills. INSTITUTION Oklahoma City Public School System, Okla. PUB DATE 8 Aug 90 NOTE 503p.; Some pages in the appendixes contain light or broken type; some figures are very small. PUB TYPE Reports - Evaluative/Feasibility (142) EDRS PRICE MFO2 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Childrens Literature; Educational Environment; Elementary Jecondary Education; *Instructional Materials; *Integrated Curriculum; *Language Arts; Learning Activities; Learning Processes; Literacy; *Reading Instruction; Reading Materials; *Reading Writing Relationship; Theory Practice Relationship; *Writing Across the Curriculum IDENTIFIERS Learning across the Curriculum; *Oklahoma City Public Schools; Writing to Learn ABSTRACT Intended for practitioners, this report, along with curriculum materials and instructional recommendations, provides a framework for language, genuine literacy, and learning across the curriculum. The report draws on teachers' collective and individual experiences, ERIC reports, National Council of Teachers of English guidelines and commission reports, national studies, research from numerous sources, and survey results. The report suggests that what is needed is an integrative framework which informs educators about current theory, research, and promising practices in the teaching and learning of genuine literacy and serves as a guide for Oklahoma City Public Schools (OKCPS) to develop more appropriate, stimulating, creative, and academically productive environments for all learners. The report states that the task force identified the following critical experiences in the language arts curriculum:(1) Reading: Transacting with Text;(2) Writing: Composing Texts;(3) Extending Reading and Writing; (4) Investigating Language; and (5) Learning to Learn. While the report focuses on the first experience, reading and extending reading and writing, it reflects commitment to the interrol.ationships of these experiences in an approach to learning which focuses on the process, not the product. Three tables are included. Appendixes include: cross-cultural and interdisciplinary recommended readings, K-12; Suggested/Recommended Readings in the 1980s: Great Britain and the United States; suggested readings by topic; Thinking and Learning through Writing Across the Curriculum: An Interdisciplinary Curriculum; forms for writing to learn; ideas to incorporate writing to learn across the curriculum; and language arts resources. (MG) **************************************W****************************** * Reproductions supplied by EDRS are the best that can be made * from the original document. * *****A*************ft********..***************************************** 7-4 OKLAHOMA CITY PUBLIC SCHOOLS it4 ESSENTIAL LANGUAGEARTS LEARNING SKILLS r-4 "recognizing the centrality of languageto all disciplines" it9 c -CHINKING 1111krcL5\ LEARNING ON1 \-\ "PERMISSION TO REPRODUCE THr3 U.S DEPARTP/iNT OF EDUCATION MATERIAL IN PCCROFICHE ONL Offrce of EducationResearch and Improvement HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER IERIC) O This document has been reproduced as \koa(1_,_ received trom the person or organization originating BEST COPY AVAILABLE O Minor changes haV been made to improve reproduction Quality 10 THE EDUCATIONAL RESOURCES /990 Points ol view or opinions staled in this doic INFORMATION CENTER (ERIC)." 0 ment do not necessarily represent official L OERI positron or policy READING/LITERATURE K-12 and WRITING 6-12 TASK FORCE REPORTS 1989-90 Tonya Huber, Ph.D., Chairperson Reading/Literature K-5 Literature 6-12 Middle School Writing 6-8 High School Writing 9-12 Marionette Gibson, Co-Chairperson Reading K-5 Report Prepared by Tonya Huber,Ph.D. Assistant Professor College of Education Wichita State University August 8, 1990 OKLAHOMA CITY PUBLIC SCHOOLS DR ARTHUR W. STEI.LER. SUPERINTENDENT 110 0 900NORTH KLEIN/OKLAHOMA CITY, OK73106/(405) 272.5522 rownThii MIK 41111121111M, "Establishing Excellence" TABLE OF CONTENTS INTRODUCTION: THE NEED FOR GENUINELITERACY 1 LEARNING MODEL 3 RETHINKING CURRICULUM 4 GOALS OF AN INTEGRATED LANGUAGE ARTS CURRICULUM K-12 8 CHAPTER ONE: READING/LITERATURE Task Force Perspective 9 10 A Brief History of LiteratureInstruction in American Education 12 CHAPTER TWO: WRITING Writing to Learn: 46 The Concept 47 Writing to Learn andthe Minority Learner 55 APPENDIX A: DISTRICT TESTING 65 Review of Fall MAT Results 66 Information About the MATSWriting Test 83 APPENDIX B: TEAM REPORTS 87 Reading/Literature Data GatheringTeam Report 88 leading /Literature Survey, K-4 91 Findings 95 Reading/Literature Survey,M. S. & H. S. 119 Findings 123 Improving Thinking andLearning Through WA.iting Survey 133 Teacher Comments 134 Improving Thinking andLearning Through Writing Student Feedback Form 189 Student Feedback 190 APPENDIX C: CROSS-CULTURAL AND INTERDISCIPLINARY RECOMMENDED READINGS, K-12 143 Rationale 144 Pre-K through First (separate pagination;p. 1) 145 Second Grade (p. 4) Third Grade (p. 6) Fourth Grade (p. 8) Fifth Grade (p. 10) Sixth Grade (p. Seventh Grade (p. 15) Eighth Grade (p. 17) Ninth Grade (p. 19) Tenth Grade (p. 21) Eleventh Grade (p. 24) Twelfth Grade (p. 30) World Literature (p.34) 4 11 APPENDIX D: SUGGESTED /RECOMMENDED READINGS IN THE1980's: GREAT BRITAIN AND THE UNITED STATES 181 Key 204 APPENDIX E: SUGGESTED READINGS BY TOPIC 206 Whole-Group Instruction 208 Wordless Books 214 Predictable Books 217 Award Winning Books 218 Reference Resources 225 Pre-school/Kindergarten, Annotated 227 School Publications Basedon Foxfire Model 235 Summertime Favorites 237 Whole Language Bibliography 239 Educator's Bibliography 244 Teaching Reading and Writing Bibliography 247 English Curriculum References 252 Science, Teuhnology & SocietyAcross the Curriculum 256 Variety in Sentence Patterns 269 Site Visit Report: Crosby ParkElementary School 271 Outcome-Based Education 273 Critique of a Study on StudentReading Preferences 275 Thematic Units for CurriculumOrganization 278 Annotated References on Reading Instruction 282 Whole Language: Putting Theory into Practice 287 APPENDIX F: THINKING AND LEARNINGTHROUGH WRITING ACROSS THE CURRICULUM: AN INTERDISCIPLINARY CURRICULUM 291 Acknowledgements 292 Grades 6-8 293 Philosophy and Rationale 294 PortfolioRequirements 295 Middle School Language Arts 296 Skills Study Rotation 297 The Advanced and Expanded Curriculum 298 Essential Learning Skills Expectations 299 Correlation of OSDE Specific LearningOutcomes and the Essential Learning Skills Expectations, Grades 6-8 300 Expectations 302 Grades 9-12 320 Rationale 321 Portfolio Requirements 323 Essential Skills for Writing9-12 324 Writing Objectives 326 Glossary 334 APPENDIX G: FORMS OF WRITING TO LEARN 335 APPENDIX H: IDEAS TO INCORPORATE WRITING TOLEARN ACROSS THE CURRICULUM 373 Arts and Crafts 375 Business Classes 376 Driver's Education 377 iii Geography 378 Health 379 History 380 Home Economics 381 Industrial Art 382 Math 383 Music 385 Physical Education 386 Science 387 Writing Activities (alphabeticallisting) 389 APPENDIX I: LANGUAGE ARTS RESOURCES 438 What We Know About Language ArtsInstruction Today 439 Highlights of Researchon Strategies for Motivating Students to Learn 441 Characteristics of an Effective WritingProgram 443 An Effective Reading Program: Basic Considerations 452 Developmental Stages of Reading 455 Effective Reading Strategies 458 Common Reading Problems with CorrectiveMeasures 460 Vocabulary Development 471 Guidelines for Teaching Afro-AmericanLiterature 476 Writing Across the Curriculum 477 APPENDIX J: ADVANCED AND EXPANDED CURRICULUM 478 6 INTRODUCTION: THE NEED FOR GENUINE LITERACY The number of Americans who cannot read and write sufficiently, accordingto PLUS (Project Literacy US,1987), is more than twenty-three million; thedrop-out rate at some uzban high schools is above50%, contributing toour problem of growing illiteracy; and one-third of all adultAmericans lackthe communication skills theyneed to function productively. our schools are turning out functionalliterates, children whocan read and write in school, but whodo not necessarily read and write in other contexts. These students may do reasonablywell at word calling, but they haveno real understanding of what meaningthe words convey. It is time for a change. Genuine literacy implies usingreading, writing, thinking, and speaking daily in the realworld, with options, appreciation,and meaningful purposes invarious settings and with otherpeople. An actively literateperson is constantly thinking, learning,and reflecting, and is assumingthe responsibility for continued growth in personal literacy. Thisbroader definition of "active literacy" is defined by the Australian as educator Garth Boomer. He defines it the ability to inject one'sown thoughts and intentions into messages receivedand sent; the ability to transform and to actupon aspects of the world via the written word. To function in this way, learnersmust go much deeper than the coding and encodingof written symbols. Beneath the surface icebergof this ability is the ability to revise, toarrange, and to deploy personal experiences and thoughtsas well as the ability to imagine other people doingthe same thing (Teachin and Learnin : Reflectionson Literacy and Power, 1985, p. 191) I like Boomer's definition becauseit goesbeyond the definition of literacy as the ability to read andwrite functionally to the
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