Hundreds of English teachers throughout the nation have used the strategies Fran Claggett and Joan Brown bring together in this new book. Its premise is that graphics are ways for students to make meaning as they read, write and think. 
 Graphics encourage students to read more closely. And when they draw in response to reading, students typically make visualized connections between the reading and their own lives, which is the essence of reader response theory. 
 Graphics also encourage students to respond holistically to what they read-to record initial global responses, to perceive and create pictorial metaphors. Graphics are a rich way of learning, not only in response to literature but as a way to understand ourselves and how we come to know. 
 Drawing Your Own Conclusions offers abundant examples of student graphics and a wealth of strategies are drawn from secondary classrooms, the undergirding concepts of the work make it readily applicable to virtually any age or ability level, from Advanced Placement to Learning Disabled. 
 Drawing Your Own Conclusions speaks to teachers who understand that "whole language" includes the full spectrum of color, symbol, and word; that art and language are inextricably bound together; and that drawing a picture in response to a reading can mark a legitimate and exciting involvement with literature.

Drawing Your Own Conclusions: Graphic Strategies for Reading, Writing, and Thinking

Reference

Brown, Joan

Claggett, Mary F

Words, Language & Grammar

Heinemann

Teachers are at the heart of any meaningful reform in education, and it is to these teachers that A Measure of Success is addressed - not with the prospect of providing easy answers to questions about classroom assessment, but with the hope of raising common concerns and exploring possibilities. 
 Taking the position that assessment is useful only as it is aligned with curriculum, Fran Claggett considers how to frame assignments and how to assess them. Underlying her approach is the need to teach students how to value and assess their own achievement and growth. The use of classroom portfolios to achieve this end is carefully documented. 
 Throughout the book, Claggett integrates current reading and writing theories that support her approach. The theoretical basis is not assumed; it is clearly set forth in the text. There are chapters on structuring reading; writing; and integrated projects involving graphics, oral presentations, and other creative forms. Strategies for assessment are incorporated into strategies for teaching. The book includes a number of specific materials that can be duplicated for classroom use: self-assessment charts; rubrics for assessing reading, writing, and team projects; open-ended questions about literature that are compatible with a constructivist theory of reading; and prompts combining reading, writing, and teamwork. The impact of large-scale assessment on classroom teaching and methods for achieving departmental change in teaching and assessing are also addressed. 
 Any teacher, student, administrator, teacher-educator, or policymaker hoping to better understand classroom assessment and how it affects and reflects student learning will find this book a valuable resource.

A Measure of Success: From Assignment to Assessment in English Language Arts

Education & Teaching

Schools & Teaching

Learning the Landscape is based on two self evident premises: that writing and reading are interactive processes that when combined in meaningful ways generate the most powerful learning experiences the classroom can provide; and that a major part of such learning comes from students discovering the uniqueness and validity of their own perspectives as readers and writers.  In this refreshingly different text, students engage in a variety of learning activities. Each asks them to examine how they observe, perceive, and respond to literature. Each invites discussion, comparison, and reading and responding with peers. Each generates writing-poems, stories, essays, scripts. The book is interactive, encouraging students to become naturalists, ethnographers, as they observe, read, record, and write about their internal and external worlds.  Learning the Landscape is neither a reader nor a composition text. It is a rational and refreshing blend of the two. This book is designed for use across the grades, ideally from ninth to eleventh, and across a wide range of intellectual talent and persuasion.

Learning the Landscape: Inquiry-Based Activities for Comprehending and Composing

Vinz, Ruth

Reid, Louann

Foreign Language Study & Reference

Recasting the Text, a companion volume to Learning the Landscape, provides activities that help students explore multiple ways of reading and re-creating a text in various forms. Examining the concept and uses of intertextuality among works from diverse times, places, and peoples, students see how individuals re-read and re-see human experience through stories. By creating texts themselves and reading clusters of texts from similar sources, students gain new perspectives about the processes of reading and writing. Recasting the Text thoroughly integrates the language arts, utilizing ways of knowing to which students respond most keenly: observing, analyzing, imagining, and reflecting. Students will deal with language and literature experiences through a range of media that includes writing, drawing, and performing, as well as discussion. All strategies have been tested in classrooms across the country and are based on current learning-through language theory. This book can be used alone or as a supplement to any literature and language text. It is especially suitable for grades ten through twelve.

Recasting the Text: Inquiry-Based Activities for Comprehending and Composing

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Books by Claggett, Mary F