Book Club: Professional Book Review LIST 5326 Fall 2007

1. Book Club: Professional Book ReviewLIST 5326Fall 2007 Issues and Innovations in Literacy Education: Readings from The Reading Teacher by Richard D. Robinson

2. Academic Honesty Statement • Academic Honesty StatementI have read and understand the UTA Academic Honesty clause as follows. “Academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form at The University of Texas at Arlington. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University. “Academic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts.” (Regents’ Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2., Subdivision 3.22).”Further, I declare that the work being submitted for this assignment is my original work (e.g., not copied from another student or copied from another source) and has not been submitted for another class.“Signature” (Typed name): Date: 11/24/2007

3. Background Information • Name: Jillian Somers • Courses enrolled in: EDML 5315 and LIST 5326 • Program: Certification OnlySeeking Certification: Mid Level English Language Arts; currently in residency; project to teach grades 4-8, preferably grades 5-7 • National Standards for my certification: NCTE • State Competencies for my certification TExES ELAR 4-8 and TExES PPR 4-8 • I do not currently belong to a professional organization.

4. Background Information Continued • I currently read the following professional journals: • The Reading Teacher (International Reading Association) • Journal of Adolescent and Adult Literacy (IRA) • Middle School Journal (National Middle School Association) • I have not yet attended a professional conference. • Since I am not yet employed with a district, I am not certain whether or not my future employer will support teacher registration/travel for conferences. However, this is a good question to ask when I am interviewing with different school districts. Since I am not currently employed, I asked teachers from Arlington Independent School District (where I have just completed my student teaching) and was told that AISD does support teacher registration/travel for conferences on a case by case basis and this is determined by the individual schools.

5. Reflection Statement • I created the following assignment in LIST 5326, Teaching Language Arts in Secondary Schools, during the Fall Semester 2007, during residency because it allows me to practice professional growth by researching and staying current in my field and it shows that I am competent to read and review professional books about literacy instruction.

6. Reflection of Standards • This lesson demonstrates my ability to research using a range of literary works and understand their effect on reading and literacy in NCTE Standards (NCTE Teacher Standard 3.5.4 http://www.ncte.org/library/files/Programs/Teacher_Prep/RevisionApprovedStandards904.pdf) • This lesson demonstrates my ability to assess literary understanding in students and research myriad methods for bringing literacy to students in the classroom TExES ELAR 4-8 Teacher Standards (TExES ELAR Competency 2 http://texes.ets.org/assets/pdf/testprep_manuals/117_elar4_8_55054_web.pdf) • This lesson demonstrates that I know strategies for enhancing my own understanding of students’ diverse backgrounds and educational needs by conducting research using various literacy books in TExES PPR Teacher standards (TExES PPR Competency 2: http://texes.ets.org/assets/pdf/testprep_manuals/110_pedprofresp4_8_55014_web.pdf) • This lesson demonstrates my ability to conduct independent research to stay current in the field of education, specifically in researching literacy trends and best practices for teaching literacy. Thus, I also display my ability to prepare differentiated education for a diverse population of students because I am capable of researching the most recent methods for teaching to meet the needs of every student in my classroom.

7. Bibliography & Graphic • Robinson, R. (Ed.). (2006). Issues and Innovations in Literacy Education: Readings From The Reading Teacher. Newark: International Reading Association.

8. Bibliography & Graphic: Related Websites • International Reading Association. (2006). Publications: Books, Brochures, Videos. Retrieved November 24, 2007 from http://www.reading.org/publications/bbv/books/bk599/ This is from the website for the International Reading Association. It gives a synopsis of the book, an excerpt from the foreword, links to other books edited by Richard D. Robinson, and has a link to purchase the book. • Amazon.com, Inc. (2007). Books: Issues and Innovations in Literacy: Readings from The Reading Teacher. Retrieved November 24, 2007 from http://www.amazon.com/Issues-Innovations-Literacy-EducationReadings/dp/0872075990/ref=sr_1_1?ie=UTF8&s=books&qid=1195705205&sr=1-1 This links to Amazon.com, which offers links to purchase the book and editorial reviews about the book. The editorial reviews include an excerpt from the foreword and a customer review section that indicates customer satisfaction with a five-star rating system. The customer review for this book gave a glowing five-star recommendation calling the book a “must read for anyone who aspires to work in the field of education literacy.”

9. Summary, Critical Analysis, and Personal Response: Introduction Richard D. Robinson is the editor of Issues and Innovations in Literacy Education: Readings from The Reading Teacher . He is a professor of education at the University of Missouri-Columbia and is an expert in the field of literacy education. He has written eight books and numerous articles on the topic of teaching reading and fostering literacy in students. The book is a compilation of articles about literacy written over the past fifty years to the present for the educational journal The Reading Teacher. The purpose of the book, as stated in the preface is to “allow literacy teachers of the past to speak to today’s teachers about issues, problems, and innovative educational solutions of common interest” (Robinson, 2006, p. xi).This book was specifically written for “practicing classroom literacy teachers” with the hope that the articles selected would be pertinent to their teaching experience today (Robinson, 2006, p. xii).

10. Summary, Critical Analysis, and Personal Response: Focus of the Book In the Preface, the author states “there is a seemingly endless circle of change in literacy education that continually repeats itself…knowledge of what literacy teachers of the past thought and did about these concerns should provide current teachers the basis for making intelligent and useful decisions about their present teaching practices.” (Robinson, 2006, p. xii). I believe this to be the thesis of the book. Because the book is a compilation of works by other authors, the editor does not put forth one specific philosophical or theoretical statement other than to say that it is important to understand the past to understand the future. He outlines the selection criteria as the following: • The relevance of the article for today’s literacy teacher • The importance of the material from a historical standpoint • The effect of the specific article on related research and teacher practice • The position taken when related to a controversial issue in literacy education

11. Summary, Critical Analysis, and Personal Response: Focus of the Book Continued Specifically, the fourth criteria selection begs the question, “what position does the editor take on controversial literacy issues?” The selected articles provide a broad discussion on reading In addition to the selection criteria, the organization of the book is telling about the editor’s values in teaching literacy education. The book is divided into six sections and each section is organized around a central literacy issue. Within each section, the articles are organized chronologically so the reader “can see the historical and educational development of ideas and concepts related to the specific literacy topic.” At the beginning of each section, the editor includes an outline about the articles to follow and the literacy techniques discussed. Also included at the beginning of each section is a list of annotated articles for further reading on the topic. (Robinson, 2006, p. xiii). The six sections of the book are as follows: • Effective Teachers of Reading • Word Recognition • Reading Comprehension • Literacy Assessment • Content Literacy • Developing a Love for Reading

12. Summary, Critical Analysis, and Personal Response: Focus of the Book Continued The organization of the sections allow the reading teacher to move through the book according to the challenges she is currently facing in the classroom. For example, if the reading teacher has a student struggling with word recognition, she could easily read section two and very quickly understand the issue from a historical perspective, find some of the most current dialog about the topic, and also have a list of resources for further reading and research, should she deem that necessary philosophies, assessment procedures, and use of various reading materials. Thus, the editor does not seem to highlight a particular theory or philosophy as best, but includes discourse about many, leaving the reader to decide what practice might best be applicable to their individual classroom needs. The editor’s purpose for compiling the book is “allow literacy teachers of the past to speak to today’s teachers about issues, problems, and innovative educational solutions of common interest” (Robinson, 2006, p. xi). Specifically, to compile a comprehensive and helpful resource for literacy teachers that will spark enthusiasm for teaching reading and encourage teachers to boldly try new methods and approaches to teaching. Thus, the editor hypothesis and thesis are one and the same that “knowledge of what literacy teachers of the past thought and did about these concerns should provide current teachers the basis for making intelligent and useful decisions about their present teaching practices.” (Robinson, 2006, pg. xii)

13. Summary, Critical Analysis, and Personal Response: Focus of the Book Continued In addition, the editor asserts that “regardless of the approach, method, or materials used to teach reading, the overwhelming factor in successful literacy instruction has always been the knowledgeable classroom teacher.” (Robinson, 2006, p. 2). Robinson’s goal is to compile articles that will facilitate development of more knowledgeable classroom teachers. Thus, the support for the purpose of the book is found in the articles themselves. The editor specifically selects articles (using the above criteria) with the goal of helping literacy teachers understand the past and current trends in literacy teaching so as to make the most informed and productive decisions possible in their individual classrooms. This book specifically contributes to knowledge about best practices for teaching literacy in the classroom. The main problem addressed is effective literacy teaching, specifically how to achieve this goal, what various methods to try in the classroom, and what history says about what has worked and what has not worked. However, because the book is a compilation of articles written over the last fifty years, there is not one specific concept, method, or theory that the book highlights or suggests. The articles selected utilize primary documents, secondary material, personal observation, and quantitative data. The articles are all scholarly articles originally published in The Reading Teacher, so tend toward utilizing classroom observation and quantitative data to support their arguments. The best argument for the thesis is found in the specific selections and in the organization of the book. Because all the articles are organized chronologically, the editor supports his theory that knowledge about literacy teaching in the past can aid in understanding about how to deal with literacy teaching in the present.

14. Summary, Critical Analysis, and Personal Response: Focus of the Book Continued The editor allows the individual voices of the authors writing the articles to carry on a discourse debating the various best practices for teaching literacy. The book reads as a veritable discussion circle of authors. The reader feels that she could, in fact, be a participant at a round table discussion with literacy educators and researchers from today and from fifty years ago sitting with steaming cups of coffee, pens poised for note taking, and much hypothesizing about what works best and where the empirical data is to back up their statements. In this way, the editor lets the authors do the talking for him by highlighting different points of view, showing awareness of other arguments raised and respecting the opinion of myriad other authors. I do think it important to note that the selection of articles inherently limits the discussion to what the editor deemed worthy of saying; however, I found the articles to offer well-rounded variety of perspectives with but one goal in mind: to get students reading. By nature, articles leave more to be said and more to be researched. As a result, the book generally left me wanting to do more research on this or that theory or practice that seemed interesting or highly productive. An excellent feature of this book is the annotated bibliography at the beginning of each section that provides a list of other articles and resources for further research on the topic. In addition, each article lists the references used in researching, which could also be used for further personal research. The book strongly encourages educators to be educated themselves. A central idea in the book is that the best teachers are those who are the best educated and are thus best able to meet the unique needs of the individual student because they have a “tool belt” of literacy techniques that can be applied to help any student learn to read.

15. Summary, Critical Analysis, and Personal Response: My Response to the Book I found the book to be an interesting and compelling read. I especially enjoyed the organization of the book. I thought that the variety of authors was well-chosen and benefitted from learning about literacy techniques used in the past versus the literacy techniques of today. Because the articles are all scholarly research, the quality of the evidence is excellent and precise. I was convinced that the authors of the articles were at the top of their field for the time that they were writing and their sources were recognized by others in the field. Throughout the reading, the only information that I found to be in stark contrast with other books I’ve read was information that was quite dated. The idea that teachers must constantly be learning themselves was greatly reinforced in this book. Every article dissects the learning process and the nuance that goes into creating a successful differentiated reading plan for students. I would wholeheartedly recommend this book to anyone teaching basic literacy in Reading, Language Arts, or English. In addition, I recommend this book as an excellent read for teachers in all subjects, as we are learning to incorporate literacy into all subject areas. I greatly enjoyed the historical context included in the book and the myriad suggestions and ideas for teaching reading in the classroom. I also found the organization of the book to be especially helpful for referencing when researching specific ways to help students (i.e. word recognition, comprehension, literary assessment, etc.) I thoroughly enjoyed the “round table discussion” feel of the book with various authors and finished the reading more educated and informed about literacy issues than when I began. When I first selected the book, I feared it would be a grueling read through statistics, empirical data, and scholarly articles. I was delighted to find that it was as enjoyable and engaging a read as it was informative and educational.

16. Evidence Based Instructional Tip Sheet: Tip 1 • An article by Pardo (2004) states that “teachers can help students become more fluent by engaging them in repeated reading for real purposes (like performances and Readers Theatre)” (Robinson, 2006, p. 113). • How will I use this in my classroom? I will have students engage in multiple readings by planning time for a variety of activities including group reading, Readers Theatre, and memorization of poetry. • TEKs:  110.22.b.5.C: present dramatic interpretations of experiences, stories, poems, or plays to communicate (4-8) • TExES Content: Competency 002: Understands that literacy development occurs in multiple contexts through reading, writing, and the use of oral language. • TExES PPR: Competency 4: Understands the role of learning theory in the instructional process and uses instructional strategies and appropriate technologies to facilitate student learning(e.g., connecting new information and ideas to prior knowledge, making learning meaningful and relevant to students). • NCTE: 3.1.5: Demonstrate in-depth knowledge of the evolution of the English Language and historical influences on its forms and how to integrate this knowledge into student learning.

17. Evidence Based Instructional Tip Sheet: Tip 2 • A research article by Pardo and Raphael (1991) compiles effective strategies for comprehension for students. They suggest using a K-W-L chart (K stands for “What do I already know?”, W stands for “What do I want to learn?” and L stands for “What have I learned?”) as a tool for helping students to identify what prior knowledge they bring to the reading, the purpose for reading, and then reflecting on what they have learned upon completion of reading (Robinson, 2006, p. 173). • How will I use this in my classroom? I will use the K-W-L chart as a tool for bolstering student comprehension of reading before reading for columns “K” and “W” and after reading for column “L”. • TEKs: 110.22.b.10.L:represent text information in different ways such as in outline, timeline, or graphic organizer (4-8) • TExES Content: Competency 4: Understands factors affecting students' reading comprehension (e.g., oral language development, word analysis skills, prior knowledge, language background, previous reading experiences, fluency, vocabulary development, ability to monitor understanding, characteristics of specific texts) • TExES PPR: Competency 4: Understands the role of learning theory in the instructional process and uses instructional strategies and appropriate technologies to facilitate student learning(e.g., connecting new information and ideas to prior knowledge, making learning meaningful and relevant to students). • NCTE: 3.2.1: Create opportunity and develop strategies that permit students to demonstrate, through their own work, the influence of language and visual images on thinking and composing.

18. Evidence Based Instructional Tip Sheet: Tip 3 • Pardo & Raphael (1991) also point out the effectiveness of utilizing a focus journal to develop literacy, in which students are given a prompt on the board and are able to write their thoughts and response to that prompt. Not only are students practicing reading and writing, but are developing the habit of bringing their prior knowledge to the table and expounding on what they already know. (Robinson, 2006, p. 173). • How will I use this in my classroom? I will have students keep a personal journal in the classroom in which they write responses to quotes or prompts written on the board on a daily basis. • TEKs: 110.22.b.15.A: write to express, discover, record, develop, reflect on ideas, and to problem solve (4-8) • TExES Content: Competency 002: Understands that literacy development occurs in multiple contexts through reading, writing, and the use of oral language. • TExES PPR: Competency 002: Knows how to plan and adapt lessons to address students' varied backgrounds, skills, interests, and learning needs, including the needs of English language learners and students with disabilities. • NCTE 3.2.4: Engage students in activities that provide opportunities for demonstrating their skills in writing, speaking, and creating visual images for a variety of audiences and purposes.

19. Evidence Based Instructional Tip Sheet: Tip 4 • Pardo & Raphael (1991) list concept maps as a viable teaching tool for aiding students in acquiring content knowledge. By literally mapping what they know, students create a visual representation of knowledge and are able to organize the information they receive. (Robinson, 2006, p. 173). • How will I use this in my classroom? I will teach students how to utilize and create concept maps to help them organize their thoughts. For some reading assignments, I will have students work independently on concept maps, for other assignments, I will use concept maps to facilitate reading discussion or to introduce the story and preview the reading. • TEKs:110.22.b.10.L: represent text information in different ways such as in outline, timeline, or graphic organizer (4-8) • TExES Content: Competency 4: Understands factors affecting students' reading comprehension (e.g., oral language development, word analysis skills, prior knowledge, language background, previous reading experiences, fluency, vocabulary development, ability to monitor understanding, characteristics of specific texts) • TExES PPR: Competency 4: Understands the role of learning theory in the instructional process and uses instructional strategies and appropriate technologies to facilitate student learning(e.g., connecting new information and ideas to prior knowledge, making learning meaningful and relevant to students). • NCTE: 3.2.1: Create opportunity and develop strategies that permit students to demonstrate, through their own work, the influence of language and visual images on thinking and composing

20. Evidence Based Instructional Tip Sheet: Tip 5 • An article by Wood (1988) suggests that “much empirical evidence supports using cooperative learning techniques (Johnson and Johnson, 1985; Slavin, 1983)…students can be grouped who are socially and academically compatible, such that all will benefit from the knowledge and abilities of each other” (Robinson, 2006, p. 167) • How will I use this in my classroom? I will incorporate cooperative learning strategies into instruction by planning time for students to work in pairs or in small groups with peers who are socially and academically compatible. • TEKs: 110.22.b.5.F: clarify and support spoken ideas with evidence, elaborations, and examples (4-8) • TExES Content: Competency 002: Understands that literacy development occurs in multiple contexts through reading, writing, and the use of oral language. • TExES PPR: Competency 002: Knows how to plan and adapt lessons to address students' varied backgrounds, skills, interests, and learning needs, including the needs of English language learners and students with disabilities. • NCTE 2.1: Create and sustain an inclusive and supportive learning environment in which all students can learn

21. Evidence Based Instructional Tip Sheet: Tip 6 • The article by Wood (1988) suggests to “group and pair students” for reading instruction as is also supported in other studies (Johnson & Johnson, 1985)(Robinson, 2006, p. 169). • How will I use this in my classroom? I will incorporate cooperative learning strategies into instruction by planning time for students to work in pairs or in small groups with peers who are socially and academically compatible during reading assignments. • TEKs: 110.22.b.5.F:clarify and support spoken ideas with evidence, elaborations, and examples (4-8) • TExES Content : Competency 002: Understands that literacy development occurs in multiple contexts through reading, writing, and the use of oral language. • TExES PPR: Competency 002: Knows how to plan and adapt lessons to address students' varied backgrounds, skills, interests, and learning needs, including the needs of English language learners and students with disabilities. • NCTE 2.1: Create and sustain an inclusive and supportive learning environment in which all students can learn

22. Evidence Based Instructional Tip Sheet: Tip 7 • Wood (1988) advocates skimming the guide and text before reading to help students in understanding their purpose for reading. (Robinson, 2006, p. 169) • How will I use this in my classroom? I will teach students the skill of skimming their work and text before reading and utilize a reading comprehension by modeling how to skim work and text and by doing this task with them for the first few times they are required to do so. • TEKs: 110.25. b.5. C: use various strategies to understand and recall text information such as previewing, skimming, using graphic aids and headings, rereading, and reviewing. • TExES Content: Competency 4: Understands factors affecting students' reading comprehension (e.g., oral language development, word analysis skills, prior knowledge, language background, previous reading experiences, fluency, vocabulary development, ability to monitor understanding, characteristics of specific texts). • TExES PPR: Competency 002: Knows how to plan and adapt lessons to address students' varied backgrounds, skills, interests, and learning needs, including the needs of English language learners and students with disabilities. • NCTE 2.1: Create and sustain an inclusive and supportive learning environment in which all students can learn.

23. Evidence Based Instructional Tip Sheet: Tip 8 • Wood (1988) recommends teachers circulate and monitor class assignments (Evertson et al., 1984; Kounin, 1970) so they are aware of student progress and readily available to help individual students or groups. (Robinson, 2006, p. 169) • How will I use this in my classroom? I will be up and walking around the classroom during student work time to make myself available to those who need assistance and to observe their individual and group progress. • TEKs: 110.22.b.10.C: monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions (4-8) • TExES Content: Competency 4: Understands factors affecting students' reading comprehension (e.g., oral language development, word analysis skills, prior knowledge, language background, previous reading experiences, fluency, vocabulary development, ability to monitor understanding, characteristics of specific texts). • TExES PPR: Competency 002: Knows how to plan and adapt lessons to address students' varied backgrounds, skills, interests, and learning needs, including the needs of English language learners and students with disabilities. • NCTE:

24. Evidence Based Instructional Tip Sheet: Tip 9 • Wood (1988) proposes that teachers avoid assigning grades when using reading guides, especially when working in groups. (Robinson, 2006, p. 169) • How will I use this in my classroom? I will refrain from assigning grades on certain assignments when students are working together and specifically when the reading guide is created as a tool to help students through the process of reading, but not created to be an example of their knowledge or what they have yet learned. • TEKs110.22.b.10.C: monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions (4-8) • TExES Content: Competency 4: Understands factors affecting students' reading comprehension (e.g., oral language development, word analysis skills, prior knowledge, language background, previous reading experiences, fluency, vocabulary development, ability to monitor understanding, characteristics of specific texts). • TExES PPR: Competency 002: Knows how to plan and adapt lessons to address students' varied backgrounds, skills, interests, and learning needs, including the needs of English language learners and students with disabilities. • NCTE: 3.2.1: Create opportunity and develop strategies that permit students to demonstrate, through their own work, the influence of language and visual images on thinking and composing.

25. Evidence Based Instructional Tip Sheet: Tip 10 • Wood (1988) advises following reading instruction and using a reading guide with a discussion. (Robinson, 2006, p. 169) • How will I use this in my classroom? I will facilitate classroom discussion of reading after students have completed the reading assignment and/or their reading guide. • TEKs: 110.22.b.11.A:offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8) • TExES Content : Competency 002: Understands that literacy development occurs in multiple contexts through reading, writing, and the use of oral language. • TExES PPR: Competency 002: Knows how to plan and adapt lessons to address students' varied backgrounds, skills, interests, and learning needs, including the needs of English language learners and students with disabilities. • NCTE: 3.2.1: Create opportunity and develop strategies that permit students to demonstrate, through their own work, the influence of language and visual images on thinking and composing.

26. Evidence Based Instructional Tip Sheet: Tip 11 • An article by Manning (1985) in The Reading Teacher states that “All who serve the schools in various capacities as teachers of reading must be aware of and understand that body of information found in our professional reading literature…there is much to be learned from conversation with and observation of the highly skilled and accomplished practitioner” (Robinson, 2006, p. 13). • How will I use this in my classroom? I will be well-versed and knowledgeable about the most up to date information found in professional literature, as well as observing and learning from excellent teachers around me. • TEKs: 110.22.b.1.A: determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8) • TExES Content: TExES Content : Competency 002: Understands that literacy development occurs in multiple contexts through reading, writing, and the use of oral language. • TExES PPR: Competency 12 : Understands and uses professional development resources (e.g., mentors and other support systems, conferences, online resources, workshops, journals, professional associations, coursework) to enhance knowledge, pedagogical skills, and technological expertise. • NCTE: 3.1.5: Demonstrate in-depth knowledge of the evolution of the English Language and historical influences on its forms and how to integrate this knowledge into student learning.

27. Evidence Based Instructional Tip Sheet: Tip 12 • A study by Dearman & Alber (2005) states that “research indicates that teachers who work in isolation rarely change instructional practices, thereby widening the research-to-practice gap...effective application of instruction increases when administrators and teachers collaboratively study student data and plan the use of evidence-based practice” (Robinson, 2006, pp. 27-28). • How will I use this in my classroom? I will communicate with my peers about effective research practices, collaborate on a regular basis about practical best practices in the classroom and stay connected with other educators, so as not to isolate myself from the dynamic, ever-changing field of education. • TExES Content : Competency 002: Understands that literacy development occurs in multiple contexts through reading, writing, and the use of oral language. • TExES PPR: Competency 8: Engages in continuous monitoring of instructional effectiveness. • NCTE: 3.1.5: Demonstrate in-depth knowledge of the evolution of the English Language and historical influences on its forms and how to integrate this knowledge into student learning.

28. Evidence Based Instructional Tip Sheet: Tip 13 • In the controversial discussion regarding word perception and teaching reading using phonics instruction, Artley summarizes myriad researchers by saying “phonics instruction should be closely integrated with purposeful reading” (Robinson, 2006, p. 43). • How will I use this in my classroom? I will make sure that students in my classroom who are struggling readers are not only receiving phonics instruction, but that their reading is purposeful and meaningful to them as well. I will ensure that this happens by letting them choose level appropriate literature on their own and by encouraging them to write about personal experiences or their personal thoughts in response to writing prompts. • TEKs:  110.22.b.1.C: understand the major ideas and supporting evidence in spoken messages (4-8); by encouraging struggling readers to use phonics in conjunction with purposeful reading, students will develop understanding of the major ideas and content in the text they are reading. • TExES Content: Competency 002: Understands that comprehension is an integral part of early literacy. • TExES PPR: Competency 002: Knows how to plan and adapt lessons to address students' varied backgrounds, skills, interests, and learning needs, including the needs of English language learners and students with disabilities. • NCTE 2.1: Create and sustain an inclusive and supportive learning environment in which all students can learn

29. Evidence Based Instructional Tip Sheet: Tip 14 • A study by Stahl (1992) outlining guidelines for effective phonics instruction lists as a guideline that phonics instruction “focuses on reading words, not learning rules” (Robinson, 2006, pg. 55). • How will I use this in my classroom? I will have students focus on reading words, not learning rules, by coaching them to use problem solving skills for understanding the meaning of words and by helping them to read within the context of the larger sentence, using all the clues given on the page (pictures, etc). • TEKs: 110.22.b.1.C: understand the major ideas and supporting evidence in spoken messages (4-8); students will develop skills to read for content and meaning, not just to be able to pronounce the word they are reading. • TExES Content: Competency 002: Understands that comprehension is an integral part of early literacy. • TExES PPR: Competency 4: Understands the role of learning theory in the instructional process and uses instructional strategies and appropriate technologies to facilitate student learning(e.g., connecting new information and ideas to prior knowledge, making learning meaningful and relevant to students). • NCTE 2.1: Create and sustain an inclusive and supportive learning environment in which all students can learn

30. Evidence Based Instructional Tip Sheet: Tip 15 • An article by Clark (2004) asks the question “what can I say besides ‘sound it out’?” in coaching beginning readers. Clark notes that “it is important to consider the language we use to convey our assistance” so that we are encouraging students to develop problem solving skills for decoding text, not to rely on a set of rules. She suggests that the excellent reading teacher acts as a coach and prompts students to think and conclude to attain word understanding(Robinson, 2006, p. 73) • How will I use this in my classroom? I will be diligent to coach students in their understanding of difficult words by encouraging them to use skills for decoding text such as context clues, pictures, etc. I will also employ strategies such as working in groups or having the entire class discuss the meaning of difficult words together. • TEKs: 110.22.b.6.A: apply knowledge of letter-sound correspondences, language structure, and context to recognize words (4-8); Students will develop skills for reading challenging words and understanding them in the context of the reading. • TExES Content: Competency 003: Knows strategies for decoding increasingly complex words, including usingthe alphabetic principle, structural cues (e.g., prefixes, suffixes, roots),and syllables, and for using syntax and semantics to support word identification and confirm word meaning. • TExES PPR: Competency 4: Understands the role of learning theory in the instructional process and uses instructional strategies and appropriate technologies to facilitate student learning(e.g., connecting new information and ideas to prior knowledge, making learning meaningful and relevant to students). • NCTE 2.1: Create and sustain an inclusive and supportive learning environment in which all students can learn

31. Evidence Based Instructional Tip Sheet: Tip 16 • In the same article by Pardo (2004) the author also notes that when teaching vocabulary “simply using the word lists supplied in textbooks does not necessarily accomplish the task…many teachers consider the background and knowledge levels of their students and the text the students will be engaging in and then select a small number of words or ideas that are important for understanding the text” (Robinson, 2006, p. 113). Thus, teachers must be familiar with the text being taught and familiar with the needs of the students reading the text to effectively differentiate vocabulary instruction to best meet student’s needs. • How will I use this in my classroom? During pre-reading of student assignments, I will note (based on my assessment of the individual students in my classroom) what vocabulary words are particularly important to highlight before reading, so that I may differentiate instruction to make the reading accessible to all students. • TEKs: 110.22.b.9.C: use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage (4-8) • TExES Content: Competency 4: Understands factors affecting students' reading comprehension (e.g., oral language development, word analysis skills, prior knowledge, language background, previous reading experiences, fluency, vocabulary development, ability to monitor understanding, characteristics of specific texts) • TExES PPR: Competency 002: Knows how to plan and adapt lessons to address students' varied backgrounds, skills, interests, and learning needs, including the needs of English language learners and students with disabilities. • NCTE: 3.2.1: Create opportunity and develop strategies that permit students to demonstrate, through their own work, the influence of language and visual images on thinking and composing

32. Evidence Based Instructional Tip Sheet: Tip 17 • Pardo (2004) states that “asking students to look up long lists of unrelated, unknown words is unlikely to help students access the text more appropriately or to increase personal vocabularies…students must actively engage with the words—use them in written and spoken language—in order for the words to become a part of the students’ reading and writing vocabularies” (Robinson, 2006, p. 113) • How will I use this in my classroom? I will have students interact with vocabulary by utilizing activities for learning such as using lists of words in specified writing assignments, creating picture representations of the vocabulary words or creating graphic organizers depicting the relationship of new word meaning to known word meaning. • TEKs: 110.22.b.9.A: develop vocabulary by listening to selections read aloud (4-8) • TExES Content: Competency 4: Understands factors affecting students' reading comprehension (e.g., oral language development, word analysis skills, prior knowledge, language background, previous reading experiences, fluency, vocabulary development, ability to monitor understanding, characteristics of specific texts) • TExES PPR: Competency 002: Knows how to plan and adapt lessons to address students' varied backgrounds, skills, interests, and learning needs, including the needs of English language learners and students with disabilities. • NCTE 3.2.4: Engage students in activities that provide opportunities for demonstrating their skills in writing, speaking, and creating visual images for a variety of audiences and purposes.

33. Evidence Based Instructional Tip Sheet: Tip 18 • In discussing effective methods for assessing students’ understanding of literature, an article by Root (1952) asserts “group discussion of particular books or specific types of books is another invaluable aid to effective evaluation…questions whose answers lie not in fact but in point of view are examined and plainly labeled as being outside the realm of empirical testing.” (Robinson, 2006, p. 131). • How will I use this in my classroom? I will utilize group discussion in the classroom to assess student understanding of various readings, to give students an opportunity to interact with each other and the material, and to validate student perspective without prescribing what they should think. • TEKs: 110.22.b.10.K:answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8) • TExES Content: Competency 002: Understands that literacy development occurs in multiple contexts through reading, writing, and the use of oral language. • TExES PPR: Competency 10: Demonstrates knowledge of the characteristics, uses, advantages, and limitations of various assessment methods and strategies, including technological methods and methods that reflect real-world applications. • NCTE 2.1: Create and sustain an inclusive and supportive learning environment in which all students can learn

34. Evidence Based Instructional Tip Sheet: Tip 19 • A study by Palmer and Stewart (2005) states that “[academic] achievement improves when students read non-fiction” (Robinson, 2006, p. 182). Thus, as teachers, it is important that we encourage students in reading non-fiction books by utilizing them and having them available in the classroom. • How will I use this in my classroom? I will have non-fiction books available in the classroom and will encourage students to check out non-fiction books from the library. In addition, I will assign non-fiction reading in the classroom. • TEKs: 110.23.b.12.B: recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (4-8) • TExES Content: Competency 005: Provides multiple opportunities for students to listen and respond to a wide variety of children's and young people's literature, both fiction and nonfiction, and to recognize characteristics of various types of narrative and expository texts. • NCTE 2.1: Create and sustain an inclusive and supportive learning environment in which all students can learn

35. Evidence Based Instructional Tip Sheet: Tip 20 • Stien and Beed (2004) conducted a study to observe the effectiveness of literature circles in engaging students with non-fiction texts and found that literature circles are an effective method for engaging students in non-fiction literature (Robinson, 2006, p. 211). Prior to literature circles Stien and Beed interviewed 22 students and asked them the difference between fiction and non fiction. Prior to non-fiction literature circles, 14 students knew the difference. After literature circles, 21 students knew the difference. In addition, only 7 students initially said they choose to read non-fiction books before the non-fiction literature circle; after the study, 18 students said they would read non-fiction books on their own. Clearly, utilizing non-fiction literature circles is effective in raising student awareness and in increasing student enjoyment of non-fiction literature. • How will I use this in my classroom? I will utilize literature circles for both fiction and non-fiction literature as a means for increasing student engagement with reading material and as a way to encourage student enjoyment of literature, both fiction and non-fiction. • TEKs:110.23.b.12.B: recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (4-8) • TExES Content: Competency 002: Understands that literacy development occurs in multiple contexts through reading, writing, and the use of oral language. • NCTE 2.1: Create and sustain an inclusive and supportive learning environment in which all students can learn

36. Evidence Based Instructional Tip Sheet: Tip 21 • Hadaway, Vardell and Young suggest that “teacher read-alouds can entice students to read an upcoming assignment or to lay the groundwork for a unit or topic of instruction” (p. 125). • How will I use this in my classroom? I will read aloud to students to differentiate learning by reading in class novels, sections from assigned reading, or other various materials for instruction. • TEKs: 110.25. b.5. C: use various strategies to understand and recall text information such as previewing, skimming, using graphic aids and headings, rereading, and reviewing • TExES Content: Competency 005: Provides multiple opportunities for students to listen and respond to a wide variety of children's and young people's literature, both fiction and nonfiction, and to recognize characteristics of various types of narrative and expository texts. • NCTE 2.1: Create and sustain an inclusive and supportive learning environment in which all students can learn

37. Evidence Based Instructional Tip Sheet: Tip 22 • A study in best practices for teaching English Language Learners how to develop literacy in an integrated classroom setting, experiential learning is suggested to be an excellent way to acquire knowledge by being engaged in the learning process, rather than passively in-taking information. (Zainuddin, Yahya, Morales-Jones, & Ariza, 2002, p. 129). • How will I use this in my classroom? I will use this in my classroom by incorporating experiential education into classroom instruction on a weekly basis and taking students on field trips as much as the administration will allow me to do so. • NCTE 2.1: Create and sustain an inclusive and supportive learning environment in which all students can learn

38. Evidence Based Instructional Tip Sheet: Tip 23 • A study conducted by the Center for Media Literacy proposes that educators teach students to utilize and inquiry-based model for teaching students to examine the information that they are being taught using the following 5 Key Questions of media literacy: • Who created this message? • What creative techniques are used to attract my attention? • How might different people understand this message differently than me? • What values, lifestyles and points of view are represented in, or omitted from, this message? • Why is this message being sent? Examining the media through utilizing these questions develops students who are media literate and also develops basic literacy as well. • How will I use this in my classroom? I will include media literacy as a part of classroom instruction on a regular basis and will have students examine the media as an exercise in developing both basic and media literacy. • TEKs:110.22. b. 11. B: interpret text ideas through such varied means as journal writing, discussion, enactment, and media (4-8); 110.22.b.23. C: evaluate the purposes and effects of varying media such as film, print, and technology presentations (6-8) • TExES Content: Competency 8: Understands characteristics and functions of different types of media (e.g., film, print) and knows how different types of media influence and inform. • TExES Content: Competency 002: Understands that literacy development occurs in multiple contexts through reading, writing, and the use of oral language. • NCTE 2.1: Create and sustain an inclusive and supportive learning environment in which all students can learn

39. Evidence Based Instructional Tip Sheet: Tip 24 • According to the International Reading Association, adolescents need “a wide variety of reading material that appeals to their interests.” • How will I use this in my classroom? I will have a large library with a variety of reading materials in my classroom that students may utilize on a daily basis. • TEKs:110.23.b.8.B: select varied sources such as plays, anthologies, novels, textbooks, poetry, newspapers, manuals, and electronic texts when reading for information or pleasure (6-8). • TExES Content: Competency 005: Provides multiple opportunities for students to listen and respond to a wide variety of children's and young people's literature, both fiction and nonfiction, and to recognize characteristics of various types of narrative and expository texts. • NCTE 2.1: Create and sustain an inclusive and supportive learning environment in which all students can learn

40. Evidence Based Instructional Tip Sheet: Tip 25 • In an article written for the National Middle School Association, Slavit and Ernst-Slavit (2007) assert a strategy for improving literacy among English Language Learners stating that “Even teachers who do not speak an ELL's home language can still make use of this strategy by affording opportunities for students to access books, handouts, or Web sites in their native language, or working with a peer or teaching assistant versed in the native language.” • How will I use this in my classroom? I will encourage literacy among English Language Learners by allowing them to utilize information in their native language when appropriate. • TExES Content: Competency 005: Knows how to teach students to interpret information presented in various formats (e.g., maps, tables, graphs) and how to locate, retrieve, and retain information from a range of texts and technologies. • TExES Content: Competency 002: Understands that literacy development occurs in multiple contexts through reading, writing, and the use of oral language. • NCTE 2.1: Create and sustain an inclusive and supportive learning environment in which all students can learn

41. Webliography • Altec. (2007). Teach with Technology. Retreived November 24, 2007 from http://www.4teachers.org/ This website is a comprehensive site for helping teachers to utilize technology in the classroom to further literacy education. The site links educators with tools for teaching in the classroom, including fifteen educational online games that students could potentially use in the computer lab. In addition, there are educator links to informational sites about utilizing technology in the classroom to teach literacy that aid in assessment, planning, special needs, tutorials, and bilingual/ELL. • Center for Media Literacy. (2007). Best Practices. Retrieved November 24, 2007 from http://www.medialit.org/best_practices.html I found this web page particularly interesting because it includes ideas and practices for teaching media literacy. The site offers a plethora of links for teaching media literacy, including a definition of media litearcy, statement as to why media literacy is important, pioneers and their works in researching teaching media literacy, and examples of exemplary programs teaching media literacy. Overall, this is an excellent comprehensive resource for those teaching not only basic literacy, but media literacy. • Chamberlain, C. (2005). Literacy and Technology. Retrieved November 24, 2007. http://www.oswego.org/staff/cchamber/literacy/index.cfm. This website offers explanations for ways to integrate technology into literacy instruction as well as linking to other websites that have helpful programs for creating literary concept maps, lists of best practices, thematic resources, and other educational websites. I found this an especially helpful site for educators who are integrating technology into their classrooms for the first time.

42. Webliography Continued • Gallaudet University Laurent Clerc National Deaf Foundation. (2006). Priority: Literacy: Best Practices in Reading. Retrieved November 24, 2007 from http://clerccenter.gallaudet.edu/literacy/about/reading.html This website lists best practices for teaching reading to deaf students. The webpage I chose to highlight offers helpful tips for increasing engaged learning and decreasing activities that do not engage the student or are not productive to literacy education. The rest of the website is extremely helpful, too. This link to the home page is http://clerccenter.gallaudet.edu/literacy/about/ (Gallaudet University Laurent Clerc National Deaf Foundation. (2006). Priority: Literacy: A Clerc Center National Mission Priortiy. Retrieved November 24, 2007 from http://clerccenter.gallaudet.edu/literacy/about/reading.html) The focus of the website is to help deaf students become literate. Thus, this could be extremely helpful for teachers who may have a student who is deaf or hard of hearing. However, I found the information helpful and applicable to many different types of students who are struggling with reading. • National Middle School Association . (2007). Middle School Journal: Literacy for Diverse Learners. Retrieved November 24, 2007 from http://www.nmsa.org/Publications/MiddleSchoolJournal/Articles/November2007/Article1/tabid/1543/Default.aspx. The National Middle School Association’s website is rich with resources for teaching literacy to Middle School students. I find the articles and journals posted on the site extremely helpful in developing intentional and well-fitting instructional strategies for students. Some of the articles are password protected, pending joining the NMSA as a due paying member, which limits ability to retrieve information if one is not a member.

43. Bibliography • Bruce, B. (Ed.) (2003). Literacy in the Information Age. Newark: International Reading Association. This book examines literacy through the context of teaching in the information age. It discusses the many ways to utilize techonology in classroom instruction and myriad issues that come up when using technology in the classroom. It also offers interesting dialog about ethical issues in technology. Lastly, the book offers insight into the changing face of education and literacy instruction due to the incorporation of technology into the learning environment. • Hadaway, N., Vardell, S., Young, T. (2002). Literature-Based Instruction with English Language Learners. Boston: Allyn & Bacon. This book offers an in-depth guide to teaching English Language Learners in the classroom. The book offers a variety of practical instructional strategies, as well assessment strategies. In addition, it speaks to the delicacy of working with multi-cultural students and offers evidence-based tips of how to interact professionally and courteously with parents and students for whom English is not a first language. • Hurley, S. & Tinajero, J. (2000). Literacy Assessment of Second Language Learners. Needham Heights: Allyn & Bacon. This book discusses the many facets of assessing student literacy, namely the literacy development of English Language Learners. It is a resource rich with strategies for assessing student literacy development. In addition, it offers many practical examples of ways to assess literacy development and includes visuals of student work that has been assessed in a productive manner and materials for assessing student work or having students assess their own work.

44. Bibliography Continued • Karchmer, R., Mallette, M., Kara-Soteriou, J., Leu, Jr, D. (Eds). (2005). Innovative Approaches to Literacy Education. Newark: International Reading Association. This book highlights the use of technology in teaching literacy through the forums of experiential education, community service, and professional development for educators. It is rich with suggestions for incorporating technology into practical, real-life projects in which students can be involved. In addition, it speaks to the necessity of developing not only basic literacy, but multiple literacies such as web literacy, media literacy, computer literacy. • Lewis, J. & Moorman, G. (Eds.) 2007. Adolescent Literacy Instruction. Newark: International Reading Association. This book is a practical guide to teaching literacy in the ever-changing social context of American society. It speaks to the plethora of ways to integrate popular culture into classroom instruction as well as offering practical resoures for use in the classroom. • Robinson, R.D. (Ed.) (2006). Issues and Innovations in Literacy Education: Readings From The Reading Teacher. Newark: International Reading Association. • Zainuddin, H., Yahya, N., Morales-Jones, C., Ariza, E. (2002). Fundamentals of Teaching English to Speakers of Other Languages in K-12 Mainstream Classrooms. Dubque: Kendall/Hunt Publishing Company. This book is a definitive resource for teaching literacy, assessing literacy, and fostering English Language acquisition in the classroom. Though the focus is to teaching English Language Learners, I found many of the suggestions and strategies for instruction helpful not only for teaching English Language Learners, but for any student who is struggling in literacy development.

45. Teacher Interview Mr. Scott Evans teaches 6th grade at Bryant Elementary in Arlington, TX. He teaches multiple subjects, including Language Arts, Math, and Science. Mr. Evans is familiar with teaching reading, with literary process, and with staying current in the field of literacy. He looked over the book, Issues and Innovations in Literacy Education: Readings from The Reading Teacher and agreed that it would be a useful tool to read and to have on hand in the classroom. He is familiar with The Reading Teacher and has read articles from this journal before. He found the organization of the book especially compelling and particularly enjoyed the quotes at the beginning of each section. He also commented chronological arrangement of articles and liked that it included articles from the past, as well as current articles. Mr. Evans informed me that Arlington Independent School District is a district that does support teacher professional development, in addition to requiring twelve to twenty professional development hours over the course of the year. Thus, he has many opportunities to engage in continuing education as a teacher, specifically for the various subject areas that he teaches. He belongs to a professional organization called the United Educators Association. He has not attended a professional conference, but has attended many professional development seminars for AISD.