Smuggling Writing

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. 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 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.

Preface Acknowledgments 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

"Smuggling Writing shows teachers how to incorporate written response activity results into lesson plans that empower students in grades 3-12 to take charge of their own reading and writing growth. The idea is that more writing can be added to even the heaviest curriculum approach, and this is supported through classroom-tested lesson plans that show students how to use a particular set of strategies in all of their educational pursuits." -- Midwest Book Review, April 2016