TEXAS Adult & Family Literacy QUARTERLY

Sucess Stories

Welcome to our Library...

“I was impressed with the recent publication dates of the books – Super!”

Judy Morris, ESL Teacher
East Texas Literacy Council

Books and other resources described in the Library section may be requested for a 30-day loan. We will mail each borrower up to five loan items at a time (just two for first-time borrowers), and even include a postage-paid return address sticker for mailing them back to us! Borrowers must be affiliated with a non-profit program providing adult or family literacy services. Annotated bibliographies of our entire library of resources are available in hard copy by request, or can be viewed on our website. Call 800-441-7323 or e-mail tcall@tamu.edu to check out materials described here or to request hard copy listings of even more resources.

WRITING INSTRUCTION

See more writing resources featured in the Library section of the May 2008 Quarterly

The Adventures of Dr. Alphabet: 104 Unusual Ways to Write Poetry in the Classroom and the Community. Morice, Dave (1995). New York, NY: Teachers and Writers Collaborative. As described in the ERIC Digest, “Poetry in the Adult ESL Classroom” (Peyton and Rigg, 1999), poetry can be used in adult English as a second language classes with all learners, even those with limited literacy and proficiency in English. Learners can read, discuss, and write about poems and how they speak to their life situations. They can also create poems of their own to express their feelings, thoughts, or beliefs. This book offers a compendium of poetry writing methods, providing for each exercise an introduction, project description, list of (inexpensive) materials, suggested topics, and alternative methods. Designed for students of all ages, the book contains numerous student-written poems.

Bringing Literacy to Life: Issues and Options in Adult ESL Literacy. Wrigley, Heide Spruck and Guth, Gloria J. A. (1992). San Diego, CA: Dominie Press. A handbook for ESL teachers and programs. Chapters include a discussion of meaning and practice in adult ESL literacy; a consideration of how computers and video technology can best be used to support effective programs; and sample curricular modules and activities that teachers can use to advance the goals of individuals within their particular programs. Attention is also given to such issues as teaching in multi-level classrooms and providing literacy instruction in a learner’s native language.

Dialogue Journal Writing with Nonnative English Speakers: A Handbook for Teachers. Peyton, Joy Kreeft and Reed, Leslee (1990). Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc. (TESOL Inc.) Offers practical advice in an easy-to-use format free of jargon. Covers how to start dialogue journal writing with students, how to maintain the dialogue once begun, and how to deal with typical problems that may arise.

Enriching Our Lives: Poetry Lessons for Adult Literacy Teachers and Tutors. Kazemek, Francis E. and Rigg, Pat (1995). Newark, DE: International Reading Association. This ready-to-use handbook provides nine complete, detailed lessons using poetry that will help teachers and tutors of adult new readers and writers. Each lesson focuses on a different type of poetry and is written in a clear, step-by-step format. Chapters deal with skills such as spelling, punctuation, and grammar; ways to incorporate computers; ways to initiate student publishing; and additional resources for teachers and tutors.

Learning From Our Lives: Using Educational Biographies With Adults. Dominicé, Pierre (2000). San Francisco, CA: Jossey-Bass. The author describes educational biographies as a means to empower learners to take control of their learning and development. From the editorial description: Educational biography helps adult learners “understand what they already know, how and why they learned in the past, and what motivates them to pursue new educational opportunities. Through .. talking in groups and writing their histories, participants can not only reflect on their learning experiences, but enhance their critical thinking, collaborate in their own educational journeys, and build their awareness of such situational influences as family, work, and community.”

The Multiple Intelligences of Reading and Writing: Making the Words Come Alive. Armstrong, Thomas (2003). Alexandria, VA: Association for Supervision and Curriculum Development. Armstrong shows how involving the other seven intelligences can help students acquire reading and writing skills. Book combines Howard Gardner’s MI theory and recent brain research on reading and writing with a variety of other perspectives on literacy, synthesizing the research to show how to engage students at all levels by infusing the study of words with imagery, logic, oral language, physical activity, emotion, music, social involvement, and nature experiences.

Oral Language and Early Literacy in Preschool: Talking Reading, and Writing. Roskos, Kathleen A. and Tabors, Patton O. and Lenhart, Lisa A. (2004). Newark, DE: International Reading Association. From the International Reading Association’s Preschool Literacy Collection, this book is a guide to planning a program and curriculum that is language-rich. Chapters include the following: oral language and early literacy; planning for talking, reading, and writing; creating learning conditions; using instructional strategies; classroom examples; and daily literacy routines for infants and toddlers. Charts and specific examples are given throughout the book.

The Power of Personal Storytelling: Spinning Tales to Connect With Others. Maguire, Jack (1998). New York, NY: Jeremy P. Tarcher/Putnam. Professional storyteller Jack Maguire explains how to “mine your memories to communicate more effectively”. Sections include: Why Tell Personal Stories? Reclaiming Your Storyloving Self, Getting Story Ideas, Bringing Your Stories to Life, and Your Storytelling Powers in Action. Storytelling ideas could be useful in language arts instruction to encourage journal writing, or in ESL classes to encourage speaking skills.

Promoting Journal Writing in Adult Education. English, Leona M. and Gillen, Marie A., Editors (Summer 2001). San Francisco, CA: Jossey-Bass Publishers. Number 90 in the New Directions for Adult and Continuing Education series. The goal of this volume is to establish journal writing as an integral part of the teaching and learning process, point out how journal writing can blur the boundaries between personal and professional, and suggest ways that adult educators can play a role in using journal writing to enhance reflection in learning. The chapter authors give examples of how journal writing can be, and has been, integrated into educational areas as diverse as health education, higher education, education for women, and English as a Second Language ... and raise practical and ethical issues about the use and place of journal writing.

Teaching Adolescent Writers. Gallagher, Kelly (2006). Portland, ME: Stenhouse Publishers. From the requirements of standardized tests to those of the wired workplace, the ability to write well has become a necessity. Gallagher describes how students can be taught to write effectively using a number of classroom-tested strategies that enable teachers to: understand the importance of teaching writing; motivate young writers; see the importance modeling plays in building young writers (modeling from both the teacher and from real-world text); understand how providing choice elevates adolescent writing (and how to allow for choice within a rigorous curriculum); help students recognize the importance of purpose and audience; assess essays in ways that drive better writing performance.

Teaching Adolescents Who Struggle with Reading: Practical Strategies. Moore, David W. and Hinchman, Kathleen A. (2006). Boston, MA: Pearson Education, Inc. The authors emphasize the important preliminary steps to take during the first few days and weeks of class, when teaching adolescents who struggle as readers and writers. Book offers a balanced perspective on literacy learning, focusing on both embedding literacy instruction in regular subject matter instructional units, and special reading classes as well. The authors also discuss classroom management as essential for effective literacy teaching.

Teaching Developmental Writing: Background Readings, Second edition. Bernstein, Susan Naomi (2004). New York, NY: Bedford/St. Martin’s. This is a teacher’s resource containing 35 articles covering a wide range of topics and perspectives. This book is often used in college-level teacher education courses. The new edition of this comprehensive volume includes revised chapters on technology and the writing process and focuses on topics relevant to non-native speakers of English in the developmental writing course. Classic scholars from the field such as Mina Shaughnessy and June Jordan along with several new voices, offer practical, sound insight for instructors both in and outside the classroom.

Teaching Writing Primer. Thomas, P. L. (2005). New York, NY: Peter Lang. “Until a few decades ago, student writing stood as a distant third in the three R’s. Since the late 1970s, however, students have been asked to write more, and teachers have been expected to teach writing more specifically. In spite of this mandate, however, little has been done to prepare teachers for this shift in the curriculum. This primer provides a brief history of the field, as well as an exploration of what we now know about teaching. Teachers entering the field as well as seasoned veterans will find how to foster student writers, and to grow as writers themselves.” -- from Editorial Description.

Think, Write, Share: Process Writing for Adult ESL and Basic Education Students. Scane, Joyce; Guy, Anne Marie, and Wenstrom, Lauren (1994). San Diego, CA: Dominie Press, Inc. This book offers insight from research on the writing process. Also includes suggestions for techniques and activities to use in teaching the writing process, including using computers in process writing.

Write for Insight: Empowering Content Area Learning, Grades 6-12. Strong, William (2006). Boston, MA: Pearson Education, Inc. Prompted by what he deems the “near-total neglect of writing” in content areas outside English, Strong explores the question: “Why does writing matter?” He argues that in a knowledge-based society with high-stakes writing tests for college admission, students need far more than “basic” literacy skills. This book offers strategies for enhancing long-term learning across middle and high school content, with potential applicability to adult secondary/GED instruction. Strong argues for insightful teaching and learning — balancing more emphasis on writing-to-learn (ungraded) assignments with a rich array of process writing (graded) tasks.

Writing Our Lives: Reflections on Dialogue Journal Writing With Adults Learning English. Peyton, Joy Kreeft and Staton, Jana (1996). Englewood Cliffs, NJ: Prentice Hall Regents. Representing the latest thinking on developing adult literacy in English as a second language, the authors discuss various approaches to promoting dialogue with students, tutors, and teachers in many types of ESL programs. Contains a comprehensive resource list for further reading about dialogue journal practice and research.

Writing to Make a Difference: Classroom Projects for Community Change. Benson, Chris and Christian, Scott, Editors (2002). New York, NY: Teachers College Press. From the editorial description: “The student projects in this book demonstrate a powerful approach to teaching writing -- one that requires no special equipment or resources and can be adapted for students of any age. The key is getting students involved in action research and in writing about issues that are important to them and their communities. ... Chapters describe projects covering a variety of issues including avoiding teenage health risks, preserving oral histories, fighting racism, investigating environmental hazards, decreasing instances of teen pregnancy, and much more.”

Writing Your Life: Developing Skills Through Life Story Writing. Phifer, Nan Merrick (1995). Westerville, OH: Glencoe-McGraw Hill. This adult writing program guides students to write about what they know best -- their own memories, goals, and personal experiences. Features include: student text with writing prompts; topical introductions to help students begin the writing process; editing rules relevant to each topic; grammar, punctuation, and spelling guidance; sentence structure practice and tips; use of peers as proofreaders; and Chapter Checklists to help students integrate revisions into a final draft. In addition to the student text, checkout set includes instructor manual/key in pamphlet form.

Bonding With Baby Developmental Books. Developing Hearts Systems, Inc. (2002). Stratford, CT: Developing Hearts Systems, Inc. Four picture books are accompanied by a “Parent’s Guide to Book-Sharing for a Happy Baby” booklet in both English and Spanish. Books include no written text other than suggested goals, actions, and tips for parents to talk or sing about the book with a particular age of baby.

Book-Sharing for a Happy Baby: Parent Education Video. Developing Hearts Systems, Inc. (2002). Stratford, CT: Developing Hearts Systems, Inc. Video in both English and Spanish is a parent education resource to accompany “Bonding With Baby Developmental Books.”

Families at School: A Handbook for Parents. Thomas, Adele and Fazio, Lynn and Stiefelmeyer, Betty L. (1999). Newark, DE: International Reading Association. Handbook is intended for parents looking for ways to develop literacy at home. The authors explain why reading and writing are important and how children learn about literacy, and provide lists of recommended books for both parents and children, guides for reading aloud, and instructions on how to design activities to help a child learn about the world.

Helping Your Preschool Child Become a Reader: Ideas for Parents. Epstein, Ann S. (2002). Ypsilanti, MI: High/Scope Press. Booklet provides simple, enjoyable ideas for how parents can turn everyday experiences into opportunities to help get their child ready to read. Epstein tells how reading stories, singing songs, and saying silly rhymes make a child aware of sounds in words -- an important skill in learning to read and write. She also describes how to make the home a showcase for reading and writing by providing inexpensive materials that encourage literacy and by showing a child the many ways reading and writing are used in everyday life.

Home School Interaction with Cultural or Language Diverse Families. Ada, Alma Flor and Campoy, F. Isabel (1998). Westlake, OH: Del Sol Publishing. This book emphasizes the need to recognize and build upon parent strengths in order to create strong connections between home and school. Topics include transformative education, educational reform, parents as educators, parents as authors and protagonists, language development at home, and the value of bilingualism. Field-tested activities and approaches are described.

Parents are Lifesavers: A Handbook for Parent Involvement in Schools. Carol S. Batey (1996). Thousand Oaks, CA: Corwin Press. The literature on reform and restructuring often calls for increasing parents’ participation as a way to maximize schools’ effectiveness. Book contains the real, down-to-earth skills and tips you need to turn parents into active, sharing participants in their children’s education. Batey provides you with step-by-step guidelines for getting parents involved in your school and your classrooms. You’ll learn proven techniques that encourage participation by all. Written by a parent who’s been there, this new workbook gives you outlines for use by school professionals or parents, sample volunteer forms, sample donation letters, parent and staff surveys, teacher improvement plans for parental involvement, a “wish list” request form, and more! If you want to motivate parents to become working partners at your school, this book is for you.improvement plans for parental involvement, a “wish list” request form, and more!

Poems to Learn to Read By: Building Literacy with Love. Bardige, Betty S. and Segal, Marilyn M. (2005). Washington, DC: Zero to Three. Book includes a collection of poems that children from birth to school age will enjoy with adults. Some of the poems are humorous, some are informative, and some are evocative or instructive. Some tell stories, and others simply play with sounds and words. The poems address the interests, feelings, and questions of young children in words that they can understand and enjoy. Book also serves as a guide for caregivers, early childhood educators, and parents, offering information and ideas on how to use the poems to strengthen children’s language, build their literacy skills, help them manage strong emotions, and enhance their relationships.

Raising Children in a New Country: A Toolkit for Working with Newcomer Parents. Schmidt, Susan (November 2005). Washington, DC: United States Conference of Catholic Bishops. Refugee parents need support in maintaining strong relationships with their children and in preventing problems that can limit their children’s success in a new country. To aid refugee serving agencies in helping parents, BRYCS has created Raising Children in a New Country: A Toolkit for Working with Refugee Parents. Toolkit includes an overview of research and good practice in parent education programs for refugees; detailed information about free and fee-based parent support and education resources for refugee-serving agencies, including free access to certain curricula, handouts in different languages and reports; and program development guidance. This Parenting Toolkit is useful for mutual assistance associations (MAAs), refugee resettlement agencies, and other organizations providing parent support and education programs for refugees and newcomers.

Raising Children in a New Country: An Illustrated Handbook. Bridging Refugee Youth & Children’s Services (2007). Washington, DC: United States Conference of Catholic Bishops. Printed materials to use as a resource to better work with children from different ethnic backgrounds and understand their cultures and traditions. The handbook focuses on parenting younger children, and it covers five themes: Nurture, Supervision/Protection, Structure/Limits, Discipline/Respect, and Educational Participation. The handbook also includes a list of links to government document, laws, and many other resources about child welfare and child protection.

Read-Alouds With Young Children. Campbell, Robin (2001). Newark, DE: International Reading Association. Regardless of a child’s experience with or exposure to books when he or she enters elementary school, teachers can greatly extend a child’s literacy development through interactive classroom read-alouds. Reading a story aloud presents endless opportunities for related activities such as classroom discussions, role plays, shared readings, group writings, arts and crafts, and songs. This book explores read-alouds in both home and school settings and encourages the use of read-alouds as a starting point for further learning in several curricular areas.

Shared Storybook Reading: Building Young Children’s Language and Emergent Literacy Skills. Ezell, Helen K. and Justice, Laura M. (2005). Baltimore, MD: Paul Brookes Publishing. Reading storybooks with young children is one of the most important things adults can do to support early language and literacy skills, including print awareness, vocabulary, grammar, sentence structure, and social and conversational skills. Making the most of shared reading is the goal of this practical guide; ideal for early childhood educators in preschool, Head Start, and child care programs. Step-by-step strategies help educators engage, respond to, and teach young children during storybook reading — information they can share with parents to continue the learning at home.

Teachers as Collaborative Partners: Working with Diverse Families and Communities. Tutwiler, Sandra J. Winn (2005). Mahwah, NJ: Lawrence Erlbaum Associates. Teachers as Collaborative Partners assist future and inservice teachers in developing a research-based framework for understanding the dynamics of school, family, and community relations. The text is designed to engage the critical reflective capability of teachers in ways that will support their ability to work with diverse families in a variety of teaching contexts. The goals of the text are supported by pedagogical tools that provide opportunities for readers to make connections between information in each chapter and realistic family-community-school situations.