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Tables of Contents for Teaching English in the Block
Chapter/Section Title
Page #
Page Count
Foreword
v
About the Authors
ix
Introducing Teaching English in the Block
xvii
The Block Schedule and English Instruction
1
14
Effective Instruction Through the Block Schedule
1
2
Recognizing the Past, Present, and Future of English Instruction
3
1
National Standards for Language Arts and English
4
3
Standards for Reading
5
1
Standards for Writing
5
2
Integrating Reading and Writing in the Block Schedule---Lessons from Nancie Atwell
7
1
Teaching English in the Block Schedule---What I Have Learned
8
7
English/Language Arts in the Block---One District's Approach
15
12
Rethinking ``English''?
16
4
Assessing Students in the Block
20
7
In-Class Writing Sample
20
1
Spelling Inventory
20
1
Abbreviated Informal Reading Inventory
21
3
Recording and Using Diagnostic Results
24
1
Literacy Clubs and the Circle of Literacy
25
2
Teaching English in the Block---One Teacher's Approach
27
32
Reading: Possibilities for Instruction
27
16
Free Voluntary Reading
27
5
Sustained Silent Reading (SSR)
32
4
Independent Reading Responses
36
7
Writing: Possibilities for Instruction
43
2
The John Collins Cumulative Writing Folder Program
43
2
Writing in the Block
45
3
Speaking and Listening
48
3
Seminars with Rubrics
48
1
Grand Conversations---Literature Response
49
2
Book Talks
51
1
Grading and Assessment
51
4
Pacing Learning in the Block: Some Models for Block Periods
55
4
Daily Models for 90- to 100-Minute Classes
55
1
Model A
55
1
Model B
56
1
Weekly Models
56
3
Integrated Teaching in the Block---Getting the Act Together
59
28
The Team-Taught Block in the Non-Blocked School
60
3
Initial Steps
60
1
Designing Integrated Learning Teams (ILTs)
61
2
The Integrated Team in the Blocked School
63
4
The Every-Day/All-Year Block
63
1
A/B Every-Day Block
63
1
4/4 All-Year Courses (Answer to the ``AP Problem''?)
64
1
The Double-Length Block
65
1
4/4 Schedule
65
1
A/B Schedule
65
1
Benefits of the Double-Length Block
66
1
Advantages of the Team-Taught Block Course
67
3
Elimination of Unnecessary Redundancy in the Curriculum
68
1
Interdisciplinary Perspective on the Content
68
1
Forced Reflection, Reconsideration, and Reinvention
69
1
Flexibility in Time-Management for Teachers and Students
69
1
Modeling the Active Learner
69
1
Keeping the Teacher Honest
70
1
Establishing the Curriculum: Infusing ``Problem'' Content
70
6
The Eccentric-Individual Problem
70
1
Comparative-Artist Strategies
70
1
Project-Choice Strategies
71
1
Case Study/Ethnographic Strategies
71
1
Discipline-Exclusive Content: The ``Grammar Problem''
71
1
A Writing/Conferring/Rewriting Sequence
71
1
Document-Based Practice
71
1
Small-Group Editing Workshops
72
1
The Triage Approach
72
1
Time-Out Mini-Lessons
72
1
Block Period Lesson Plan for Grammar
72
1
Literature in a Broader Context
73
1
Debate
73
1
Parody
74
1
Writing ``As If''
74
1
Small-Group Study
74
1
Interdisciplinary Research Projects
74
1
Collaborative Teaching and the Research Project
74
1
Portfolios
75
1
Writing Integrated Objectives
76
2
Effects of the Integrated Block---Bringing Out the Best in Teachers and Students
78
9
Higher-Level Questioning Strategies
79
1
Personal Synergy: The Yin-Yang Effect
79
1
Interdisciplinary Synergy: True Integration
80
2
Peer-Checking: The Online Resource Effect
82
1
Exploiting the Co-Learner Model
83
1
Partners at Work---Examples of Classroom Interchanges
84
1
Partners Learning from Each Other
84
1
Acting as the Well-Meaning ``Dummy''
84
1
Modeling a Sense of Humor and Delight in Learning
85
1
Modeling Appropriate Response
86
1
Broadening the Horizons---Students and Teachers in the English Block
87
32
Avoiding Denial: What Not to Do
87
1
Enhancing the Writing Process
88
6
Peer Feedback: The Cloverleaf (or Figure-Eight) Loop
89
1
The Process at Work
90
1
Possible Pitfalls
91
1
Accountability
92
1
Evaluation and Grading
92
1
Customizing the Process
92
2
Using Computers to Generate Ideas and Facilitate Research
94
3
Dueling Letters
94
1
Time Management and Control
95
1
Extension
95
1
Evaluation
96
1
Round-Robin Presentations
96
1
Internet Hunts
96
1
Improving Oral Skills: The Great Debate
97
5
Overview
97
1
Debate Procedures
98
1
Topic Assignment
98
1
Role Assignments
98
1
Prior Research/Preparation
99
1
In-Class Research/Preparation
99
1
First Debate: Creative Arts Teams
99
1
Second Debate: Public Policy Teams
100
1
Assessment/Grading
100
1
Possible Documentation for Assessment
100
1
Customizing Options for the Great Debate
101
1
Breaks
101
1
Teachers as Coaches (an Advantage of Teaming)
102
1
Guest Experts
102
1
Research Projects in the Block
102
1
Student Teams
103
1
Teams A and B
103
1
Pair-Sharing
103
1
Small-Group Collaboration
103
1
Splitting the Class
103
1
Lecturing and Note-Taking in the Block
103
1
Peer-Reviewed Note-Taking
104
1
Collaborative Note-Taking
104
1
Student-Designed Note-Taking Aids
104
1
Computer-Assisted Presentation
104
1
Conferencing in the Block
104
3
Process Interview
105
1
Using Triangulation
106
1
The PCPC Process (Pre-Conference-Prepare-Conference)
106
1
Assessment Options in the Block
107
1
Oral Testing
107
1
Test-Review-Retest Procedures
108
1
Student Input in Testing
108
1
Building Student Ownership and Motivation in the Block
108
2
Student as Teacher
109
1
Suggested Guidelines for Student-Led Instruction
109
1
Creative Responses
110
1
Integrating the Arts
110
1
Controlling Time and Managing Behavior in the Block
110
3
Segments and Transitions
110
1
Breaks
110
1
Time and Motion in the Room
111
1
Building Ownership and Motivation
112
1
Managing English Coursework in the 4/4 and A/B Blocks
113
3
Intensive Semester Scheduling: Handling the 4/4
113
1
Assign Fewer or Shorter Works for Outside Reading
113
1
Exploit Potential Interdisciplinary Efficiencies
113
1
Address the ``AP Problem''
114
1
The A/B Schedule: Bridging the Gaps
115
1
Spread Homework over Several Days
115
1
Forestall Forgetting
116
1
Modifying the Block Schedule for Middle School
116
2
Break Lessons and Skills into Smaller Segments
117
1
Take as Little Vocabulary for Granted as Possible
117
1
Deal with a Literary Work in Smaller Increments
117
1
Avoid Abstract Topics in Favor of the Concrete and Personal
118
1
Use Frequent Change-ups
118
1
Concluding Thoughts
118
1
Appendices
119
14
Appendix 1: Interdisciplinary Research Topics and Questions
120
2
Appendix 2: Interesting Interdisciplinary Debate Topics
122
1
Appendix 3: Alternate Debate Formats
123
1
Appendix 4: ``Creative Response'' Topics
124
1
Appendix 5: Sample Calendar for American Studies
125
8
Bibliography and Suggested Reading
133
4
Assessment
133
1
Cognitive Theory and Research
133
1
Curriculum Theory and Practice
134
1
Motivation and Classroom Management
135
1
Reading and Literature
136
1
Word Study
137
1
Writing
137