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Collaborative Literacy

Collaborative Literacy
Using Gifted Strategies to Enrich Learning for Every Student

July 2006 | 256 pages | Corwin
Developed for teachers of English and literacy, this rich resource incorporates higher-level thinking and reading strategies that promote academic achievement for both gifted learners and struggling students. Susan E. Israel, Dorothy A. Sisk, and Cathy Collins Block, recognized leaders in the fields of reading and literacy, provide teachers with tools to create collaborative literacy classrooms where students can generate ideas independently, discuss them, and then develop new concepts within a group environment. Collaboration boosts critical thinking skills and helps develop and enrich reading, writing, speaking, and thinking experiences not just for gifted readers, but for all learners!

You'll gain important insights on:

• Understanding how collaborative literacy affects gifted students and your entire classroom

• Building collaborative literacy using specific resources such as adaptable lessons and activities

• Creating an enriched collaborative literacy environment for all students

• Involving parents in collaborative literacy learning

• Stimulating creativity to increase critical thinking and develop richer comprehension

Develop higher-level thinking and reading strategies to help your students become independent researchers, writers, and readers!

About the Authors
Introduction: Setting the Purpose for Building Collaborative Literacy
Part I: Gaining Wisdom About Gifted Students to Build Collaborative Literacy
1. What Does Building Collaborative Literacy Mean in the Classroom
2. Identifying and Engaging Advanced Readers and Gifted Students in Collaborative Literacy
3. Strengthening Instruction of Gifted Students With Special Needs in a Collaborative Literacy Environment
Part II: Building Collaborative Literacy Communities in the Regular Classroom
4. Developing and Creating an Enriched Literacy Collaborative
5. Building Collaborative Literacy in a Multicultural Classroom
6. Building Collaborative Literacy During Reading and Writing Instruction
7. Building Collaborative Literacy With Parents
Part III: Building Collaborative Literacy Using Gifted and Literacy Strategies
8. Using Gifted Literacy Strategies With All Students to Increase Higher Level Thinking and Develop Richer Comprehension
9. Strategies to Stimulate Creativity During Reading and Writing
10. Building Efficiency in Using Information Through Inquiry-Based Learning and Technology
11. Evaluation of Collaborative Literacy in Every Classroom
Part IV: Final Reflections: Congratulations on Making Personal Connections and Building Collaborative Literacy
12. The Mind of a Busy Teacher: A Meta-Reflection
References by Chapter

"From the theoretical foundation to the practical reproducibles, this book provides the practitioner with a fully integrated approach to increasing literacy at the classroom level."

Natalie Bernasconi, Teacher
La Paz Middle School, Salinas, CA

"An outstanding guide. Artfully demonstrates how teachers may meet regular education standards as well as standards of differentiation for gifted students in the classroom."

Darlene Boyd, Director
Precollege Gifted Student Academy

"Provides useful information to assist teachers in enhancing language arts instruction through group activities. The strengths of the volume are its readability, use of concrete examples, inclusion of implementation forms, coverage of relevant topics, recommendations for teacher implementation, and variety of suggested resources."

PsycCRITIQUES, July 2007, Vol. 52(27)
American Psychological Association

“The book provides an excellent contribution through its complementary use of research and successful strategies. The resources of existing literacy research were skillfully reapplied to construct rationales, organization, and implementation of collaborative literacy practices for every student, teacher, and parent.”

Education Review: A Journal of Book Reviews, June 2008

Susan E. Israel

Susan E. Israel is an independent researcher, writer, and literacy consultant and currently serves as President and Director of Reading Alliance for Catholic Education in Indiana, where she works with small and large corporations to enhance literacy products. Her special research interests are in the areas of reading comprehension, writing, and child-mind development as it relates to literacy processes. Israel served as assistant professor at the University of Dayton, and in 2005 she was awarded the University’s Panhellenic Council Outstanding Professor Award. She has also served on the national faculty at the University of Notre Dame... More About Author

Dorothy A. Sisk

Dorothy Sisk holds an endowed chair in education of gifted students at Lamar University in Beaumont, Texas. Throughout her career, she has been intensely involved with the education of gifted and talented children. Sisk is an international consultant focusing on leadership, communication, and creativity development. She was a professor at the University of South Florida, coordinating programs for training teachers of the gifted, and former director of the US Office of Gifted and Talented in Washington, DC. She currently directs the C.W. Conn and Doroth Ann Conn Gifted Child Center at Lamar University and teaches courses in gifted education... More About Author

Cathy Collins Block

Cathy Collins Block is a Professor of Education at Texas Christian University. She has taught every grade level from preschool to graduate school, and was elected to serve on the Board of Directors of the International Reading Association from 2002-2005. She has served or is presently serving on the Board of Directors of the National Reading Conference. Nobel Learning Communities, IBM Educational Board of Directors, and the National Center for Learning Disabilities. She presently serves on the Editorial Boards for the Journal of Educational Psychology, Reading Research Quarterly, The Reading Teacher, National Reading Conference Yearbook,... More About Author

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