Professional Book Review and Discussion List 5326 Fall 2007

1. Professional Book Review and DiscussionList 5326Fall 2007

2. Academic Honesty Statement I 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: November 12, 2007

3. Background Information LIST 5325, LIST 5326M.Ed., with Literacy EmphasisReading SpecialistIRAColorado's Model Content StandardsPerformance Based Standards for Colorado TeachersCSET: Multiple Subjects, passedPraxis, Multiple Subjects, passed Currently, I teach Career Development to 10th graders at Arvada High School in Arvada, Colorado. I am certified to teach Elementary (Grades 1-8), English (Grades 7-12), and Career Development courses (Grades 9-12). I am working towards obtaining a M.Ed. with a Literacy Emphasis. I currently belong to the International Reading Association Listserv. I joined as part of a graduate class requirement and will continue my membership to help continue my development as a professional. In 2003, I attended the Texas Middle School Association (TMSA) conference in Ft. Worth, Texas. I found the workshops to be extremely informative and I enjoyed my experience. At that time, my school district supported me in attending the conference.

4. Reflection Statement This lesson was created for LIST 5326 in the Fall Semester of 2007. It demonstrates my understanding of IRA 5.2, Continue to pursue the development of professional knowledge and dispositions. For this project, I read, analyzed, and studied theories regarding adolescent literacy development presented by Elizabeth Birr Moje in the text, All the Stories That We Have. This lesson also demonstrates my knowledge of the Performance-Based Standards for Colorado Teachers, Standard 4.3, Apply expert content knowledge to enrich and extend student learning. For this project, I applied the research, theories, and instructional ideas gathered by Moje and additional resources and created tipsheets to use at professional development meetings.

5. Reflection, Continued This lesson demonstrates my concern for the use of technology for instructional purposes. Technology assists in the development of literacy; it is also vital that students become proficient in this strand of literacy in order to become a productive member of our ever-growing global society.

6. Moje, E. (2000) All the Stories That We Have: Adolescents' Insights About Literacy and Learning in Secondary Schools (Kids Insight Series), Newark, Delaware: International Reading Association.

7. Websites International Reading Association website gives a brief summary of the book, along with ordering information and similar titles that may be of interest. http://www.reading.org/publications/bbv/books/bk264/ The Amazon website gives a brief description of the book, ordering information, and editorial reviews. http://www.amazon.com/gp/product/product-description/0872072649/ref=dp_proddesc_0?ie=UTF8&n=283155&s=book s

8. Summary, Critical Analysis, and Personal Response: Introduction All the Stories That We Have: Adolescents’ Insights About Literacy and Learning in Secondary Schools is written by Elizabeth Birr Moje, an Arthur F. Thurnau Professor of Literacy, Language, and Culture in Educational Studies at the University of Michigan, Ann Arbor, Michigan.Moje has published three books and written many articles that focus on various aspects of adolescent literacy (Elizabeth Birr Moje, 2007). She also serves as Faculty Associate in the University’s Institute for Social Research Center for Group Dynamics. Many of her research projects have been funded by the International Reading Association, National Academy of Education, and the Carnegie Corporation of New York, to name a few. An Expert in her Field!

9. Research for the book All the Stories We Have focuses on adolescents’ stories and their ideas about teaching and learning in and out of secondary schools (Moje, 2000). Moje spent two years working with eight adolescent teens in and out of school. She observed and interacted with them in their science, English, and French classes, and spent time with them outside of school learning about their families, cultures, and literacy experiences beyond the walls of their school.

10. Introduction Continued This particular text was written to show how adolescents use literacy in ways that may go unnoticed (Moje, 2000). “My primary goal in presenting adolescents’ lives and experiences is to show the importance of understanding their literacy practices and experiences and to generate ideas for how we can bring young people’s practices to bear on teaching and curriculum development so that we are responsive teachers” (Moje, 2000). Moje believes that teachers should recognize students’ out of school experiences when planning for instruction. She also feels strongly that adolescents need positive, kind relationships with adults, teachers in particular (Moje, 2000).

11. Introduction Continued All the Stories That We Have is written for middle school and high school teachers. The book focuses on “adolescents’ stories and their insights about teaching and learning in-and often out of-secondary schools” (Moje, 2000). Moje constantly reflects on her relationships with the eight adolescents she researched and considers how her own teaching has supported students’ in their literacy development (Moje, 2000). The text also provides practical information for secondary teachers to plan instruction to meet the literacy needs of all students in the classroom (Dillon, 2000).

12. Focus of the Book Moje states that being literate “involves more than just being able to read and write print” (Moje, 2000). She feels that the “complicated dress codes; gang signs; and “tagging up” books, desks, and bodies were all literacy practices that identified certain youth as members of particular groups” (Moje 2000). Moje expands on this concept by describing one particular student, Chile, and noted that “literacy was a critical part of her everyday life, yet virtually all of these literate practices occurred outside of school” (Moje 2000). Moje noticed how proficient Chile was at storytelling. She had the ability to tell complex stories, yet she was reluctant to write any of these down. While some teachers could have considered Chile as a problem student, Moje saw how her talents could be used in the classroom. Moje concludes that teachers can support students like Chile by “learning about who young people are and what they know, or their ‘funds of knowledge’ outside of school” (Moje, 2000).

13. Focus of the Book, Continued Another focus of the book is for teachers to build caring relationships with their students. Throughout her research, Moje students’ expressed that “their teachers’ attitudes toward them and care for them made a critical difference in their success and learning in school” (Moje, 2000). It is also important to note that “when kids feel cared for-when they believe they are working in a relationship with a teacher-they tend to be more willing to try different literacy practices and strategies that the teacher offers” (Moje, 1996). Moje found that in order for teacher to build these type of supportive and caring relationships with their students, teachers should try to connect with them personally and challenge them to learn content concepts and literacy skills (Moje, 2000). Teachers can also try to “combine a sense of humor with strong content knowledge and an ability to respond to students’ needs” (Moje, 2000) when striving to build these relationships.

14. Focus of the Book, Continued Finally, Moje puts focus on the fact that “there is no easy, simple answers in teaching” (Moje, 2000). She emphasizes that teachers use responsive teaching in their classrooms in order to achieve best practices (Moje, 2000). Moje argues that responsive teaching is different than child-centered teaching, with child-centered teaching rarely challenging students to move beyond their own, individual experiences toward an awareness of how they are part of a larger social system (Moje, 2000). In contrast, responsive teaching, according to Moje, “makes the learners’ experiences central to the learning process and acknowledges that teachers, as adults who have particular kinds of expertise and experience in the world, have the ethical responsibility not only to draw from adolescents’ experiences but also to extend and challenge them.” Moje goes on to state that this system of teaching does not take place “according to a prescribed curriculum or set of standards,” (Moje, 2000). Instead, responsive teachers know that there are many “funds of knowledge” (Moll, Velez-Ibanez, & Greenberg, 1989) that young people bring to school, and contrast curriculum that “begins with concepts and skills important to students’ lives and that connects concepts to each other in a coherent, systematic, and thoughtful ways” (Moje, 2000).

15. Focus of the Book, Continued • This book contributes to the overall idea that instruction should be based on the students’ knowledge and interests. It also focuses on increasing all literacy, not only reading and writing literacy, through the use of service-projects and media literacy projects. This text also contributes to the overall idea that teachers need to build a safe, comfortable classroom community in order for students to reach their academic potential. • The author of this text mainly consists of personal observation and reflection. Throughout her research, Moje constantly reflects on her practice as a researcher and educator. Interviews and actual dialogue between Moje and the students she researched are also seen many times throughout the text.

16. Focus of the Book, Continued Dialogue between Moje and her students is used to demonstrate the thesis many times throughout the text. For example, in Chapter 3, Moje is trying to persuade Chile, a Latina adolescent with gang affiliations, to write a story. Chile has an amazing ability to orally tell stories, but refuses to write any of them down. The following slide tells how stories play an important part in Chile’s everyday life, and is an example of how “being literate is more than just being able to read and write print” (Moje, 2000).

17. Chile: We would tell my, my um, my nephew about gypsies, and we were telling him they’d take him. Elizabeth Moje: So you tell your nephew, you don’t tell him about la Llorona, you tell about… Chile: Yeah, I tell, I tell him about the, I told him la Llorona {will get him} because um, he’s bad. I told him, I go, “Guess who I saw?” and he’s all “ Oh no! La Llorona, did she take you, did she kill you?” I go, I go, “Yeah, and then she brought me back to life.” (Laughs.) And then he’s like, he’s all, “My gosh.”…And, and like, there’s like this fortune teller, this fortune telling place, you know, by the, by the body piercing store, um, we, we would drive past her when we were going’ to the movies. I go, “Ryan, look it, there’s the gypsy lady.” That was the lady sitting there, you know, and then he goes, “Where’s the gypsy?” Then I’d known on the door and I go, I go, “Oh, the gypsy’s here.” And I’d tell him that, you know, the, the Where the Sidewalk Ends {Silverstein, “Kids for Sale,” 1974}, that book, it goes, “Gypsies are coming,” and “Ten cents for fat ones, eleven cents for skinny ones.” No, it says, “And just between you and me they never take the bad ones.” …And I, but I, but instead I go, “But just between you and me they never take the good ones,” and the, so he’s like always nice and everything ‘cause he’s afraid to be bad. (Moje, pgs. 36-37, 2000).

18. Focus of the Book, Continued • Dialogue and personal observations are supported with literary analysis and biographical and historical accounts. There are over 50 references cited, some of which include Cummins, Alvermann, and Hirsch. • I feel that Moje was effective at presenting the material. Her primary goal was to “present adolescents’ lives and experiences,” (Moje, 2000). She was able to argue her thesis by making the students “real” to the readers through the use of dialogue and personal reflection. Although at times I felt the dialogue was a bit much, I do not feel there would be another effective way to present this material.

19. Focus of the Book, Continued In the future, I would like to see more research done on how teachers can effectively incorporate their students’ outside literary experiences into the curriculum. While Moje does this to some extent (in chapter 7 she discusses how teachers can develop coherent, planful pedagogy) she does not elaborate on how to incorporate ALL students’ experiences into the classroom.

20. Focus of the Book, Continued • The theory of the text is related to that of a constructivist theory. Moje believes that the outside literary experiences of the students are just as important as knowing how to read and write. She believes there should be a dynamic interaction between task, instructor, and learner and that learning is an active, social process (Wikipedia, 2007). • Moje wrote this book because she was concerned with the amount of high school students who either would not or could not read well (Moje, 2000). Through this book, she has brought a “social and cultural lens to secondary and adolescent research” (Moje, 2000). The author’s hope is that teachers who read this book will evaluate their own literacy pedagogy, compare them to her own, and construct for themselves a well-articulated belief statement that can be revisited throughout the book (Moje, 2000).

21. Personal Response • Overall, I felt this book was helpful and encouraging. It was extremely easy to read and it gave a realistic view of the challenges teachers face in secondary classrooms. Moje’s work with students who come from a variety of cultures, backgrounds, and school experiences gives a practical scenario to classroom structures today. • While I enjoyed reading the book, I was constantly wondering how I, a classroom teacher of nearly 100 students, could implement the strategies Moje mentions in the text. While I agree with Moje that teachers are in a position to build strong relationships with students, I wonder realistically how I am able to do this with the vast amount of students I see every day. Moje goes on to state that teachers need to “focus on the development of caring relationships that make spaces for young people to inquire, speak, read, write, and perform what they are interested in and care about” (Moje, 2000). Although Moje does a remarkable job at explaining how she was able to do this with her eight subjects over a two year period, I question my ability to do an equally great job with the many students I teach every year.

22. Response to the Book, Continued I feel the quality of evidence was convincing and adequate. The many sources that Moje referenced are considered to be experts in the area of education and literacy.

23. Related Books Struggling Adolescent Readers: A Collection of Teaching Strategies: David Moore Literacy with an Attitude: Patrick J. Finn Ways with Words: Language, Life and Work in Communities and Classrooms: Shirley Brice Heath

24. Response to the Book, Continued • I feel that the information in the book supports the research I have read on the same topic. “Literacy involves more than print” (Hadaway, 2003). That statement is the thesis behind All the Stories That We Have. As well, Tchudi and Mitchell believe that teachers should validate their students’ cultures and life experiences and that if “kids don’t feel safe psychologically, emotionally, and physically, they can’t grow and learn and write and respond to literature,” (Tchudi and Mitchell, 1999). This ties in with the caring relationships Moje feels teachers need to develop with their students. • I would recommend this book to others, especially those who teach diverse groups of students in a secondary setting. This book does an excellent job of outlining the many literacy's our students come to school with; it also gives strategies and activities to help support the many literacy's present inside secondary classrooms.

25. Tipsheet 1 Learn from your students • Moje believes that all students come to school with a variety of literate practices, with many of them occurring outside of school. She also feels strongly that teachers need to know more about their students’ lives and experiences outside of school (Moje, 2000). • Spend time with your students outside of the classroom. Go to concerts, recitals, sporting events, anything your students’ are participating in. Interview individuals and groups of students. Conduct informal interviews, which can assist in getting to know your students (Moje, 2000). Finally, Tchudi and Mitchell believe that teachers can connect with students’ lives by tapping into their home for assignments (Tchudi and Mitchell, 1999). Create an assignment where students need to interview members of their family and share these interviews with the class. • Related Standards IRA 2.2, 3.2, 4.1 CO 3.3, 6.1, 6.6

26. Tipsheet 2 Introduce Service-Learning Projects into your Classroom • Moje believes teachers need to work hard to “integrate students’ learning in schools and classrooms with their lives outside of schools and classrooms” (Moje, 2000). Service-learning projects have also been found to help students better fit into their community (Schnack, 2001). • Connect students with a senior citizen center and have students and senior citizens read to one another. Allow students to organize a drive within the school to raise donations needed in the community. Arrange for your older students to read with younger children. Plan a unit where students research, analyze, and find solutions to a problem present in their community. • Related Standards NCTE/IRA Standard 11 MRT Standard 3 CO Standard 3.2

27. Tipsheet 3 Have a sense of humor • A sense of humor combined with strong content knowledge and an ability to respond to students’ needs play important roles in engaging students in learning (Moje, 2000). Further, “humor in the classroom can save the day for both the teacher and the student” (Tchudi and Mitchell, 1999). • Develop the ability to see the humor in certain situations that occur in your classroom. When teachers use humor, students tend to respond positively to that trait (Tchudi and Mitchell, 1999). Do not tease or tell jokes, but instead integrate humor and humanness into the curriculum (Moje, 2000). • Related Standards IRA 5.1, 4.3

28. Tipsheet 4 Build meaningful, caring relationships with your students • In her research, Moje found that “when students feel cared for-when they believe they are in a working relationship with a teacher-they tend to be more willing to try different literary practices and strategies that the teacher offers” (Moje, 2000). • At the beginning of the year, have students write an introductory letter to you so they can show off their uniqueness (Tchudi and Mitchell, 1999). Ask questions such as these: Tell me about yourself. What are you like as a student? How would you describe your personality? How do you like to be treated? Describe your reading/writing abilities. Do not grade these letters, instead respond to them with questions leaving the door open for further contact if the student desires it (Tchudi and Mitchell, 1999). • Related Standards IRA 3.1, 2.2 CO 1.4, 1.5

29. Tipsheet 5 Find Multiple Ways to Teach Content • Using multiple representation of the same material can help students think differently about concepts or information and allow students to make different meanings and “transmediate” (Moje, 2000). • When teaching a novel, incorporate popular film, poetry, or musical lyrics to reinforce the meaning of the text. Help students form a visual representation of a novel by showing movie clips or preparing visuals. Connect personal stories and experiences with the curriculum by telling stories or allowing students to tell stories that relate. • Related Standards IRA 2.2, 2.3. 4.2 CO 1.4, 1.3

30. Tipsheet 6 Allow Students to Respond to Literature in Alternative Ways • The explorations that grow from literature need not be limited to talk (Tchudi and Mitchell). “Part of the reading process is to encourage students to move beyond just a superficial reading of a text” (Hadaway, Lesson 3, 2003), and by allowing students to respond to literature in alternative ways, this can help students extend their knowledge of a text. • Have students create a sequel to a novel. Allow students to role-play a scene from the text. Have students draw cartoons, create poetry, incorporate music, create a webpage, or research an idea that interests students and relates to the text in response to literature. • Related Standards IRA 4.2, 4.1, 3.1 CO 1.3, 1.4, 1.5

31. Tipsheet 7 Develop Interdisciplinary Units • “One possibility of making projects more meaningful for students is to engage them in project work across disciplines” (Moje, 2000). Tchudi and Mitchell also believe that in order to teach students effectively, a program of study needs to have “coherence” (Tchudi and Mitchell, 1999). Hadaway also states that “language study is naturally interdisciplinary” (Hadaway, Lesson 1, 2003). • Working with teachers of other disciplines, develop an interdisciplinary unit using the following questions as a guideline: How might other content areas explore some aspect of the same concepts? What are some of the goals you can set as a cross-curricular team? What are some goals you want to set for your specific content area? What are some activities you might use to achieve these goals with your students? In what ways will literacy play a part in these activities? How will you ensure that your unit is really a team effort among teachers? How will you ensure that your students will see the unit as a cross-curricular approach? How will you assess the unit? • Related Standards IRA 2.3, 2.2, 3.1, 5.2, 5.3 CO 1.1, 1.3, 1.4, 3.2

32. Tipsheet 8 Develop a System to Encourage Student Participation • Moje found in her research that if students were not disruptive, teachers often did not include those who may feel uncomfortable in whole-group reading or discussions. “The silencing, dismissal, or rendering invisible of certain students is problematic in part because it indicates that caring relationships are not being developed, or that teachers and students are enacting relationships of care in ways that have negative consequences for the students” (Moje, 2000). • At the beginning of the school year, write each of your students’ names on a note card. When leading a whole-group reading or class discussion, use these cards to call on students. Positive reinforcements such as stickers on the note cards can help you keep track of which students are participating the most. This will allow students to actively participate in group discussions. • Related Standards IRA 3.3, 2.1 CO 6.1, 5..2, 5.7

33. Tipsheet 9 Incorporate Pop Culture into the Curriculum • Hadaway believes that using popular culture in the literacy classroom can be a great hook for students (Hadaway, Lesson 1, 2003). Tchudi and Mitchell also encourage periodic examinations of popular culture as a mass medium in literacy classrooms (Tchudi and Mitchell, 1999). • In a secondary classroom, examine music television as a multimedia phenomenon, including not only sounds and sight , but personality as a medium of communication. Have students explore music TV as a force in shaping values, beliefs, and attitudes (Tchudi and Mitchell, 1999). • Related Standards IRA 2.1, 2.2, 2.3, 4.2 CO 1.3, 1.4, 4.3

34. Tipsheet 10 Allow for Flexible Grouping in the Classroom • Flexible grouping is a good solution to ability grouping or whole class instruction. In flexible grouping, “children are placed into temporary groups based on their level of independence as learners and their personal interests that sustain independence” (Morrow, Gambrell, and Pressley, 2003). Flexible grouping strategies can also accommodate student interests, learning styles, and social needs and goals (Morrow, Gambrell, Pressley, 2003). • Flexible grouping can be used for literacy learning centers. Follow these guidelines when implementing flexible groups in your classroom: 1. There are no permanent groups. 2. Groups are created or modified based on students’ needs. 3. Group size varies depending upon the task. 4. Student commitment is enhanced when students know how the group's work relates to the overall task. 5. The teacher and students both evaluate the group’s work. (Morrow, Gambrell, Pressley, 2003). Related Standards: IRA 4.1, 3.3, 3.4 CO 4.1, 3.4, 1.1

35. Tipsheet 11 Make Literacy a “Family Affair” • “Understanding how different families use and value literacy practices at home can greatly help us contribute to our understanding of such communities” (Gambrell, Morrow, and Pressley, 2003). It is also important for teachers to gather some systematic information about children and their families since cultural differences can have powerful effects on student achievement in literacy (Gambrell, Morrow, and Pressley, 2003). • Conduct a Home Literacy Survey at the beginning of the year. Include some of the following questions on the survey: The number of household members, ages, and occupations. Languages spoken at home, culture they associate themselves with. Formal education of family members. Role of literacy in the house. Who reads, writes in home. How does the family communicate? • Related Standards IRA 5.1, 4.3, 4.1 CO 6.1, 6.2, 5.8

36. Tipsheet 12 Celebrate Cultural Differences • Mike Rose emphasizes the importance of learning about students’ backgrounds and cultures (Tchudi and Mitchell, 1999). In addition, Moje believes it is important for teachers to understand how race, class, gender, and cultural relations shape teaching and learning. Students talk openly about race, class, gender, and culture, therefore teachers should create opportunities for these topics to be explored in class (Moje, 2000). • “Teachers can begin to validate student's cultures by creating assignments that let students share some of their background and give them ways to showcase the strengths of their culture (Tchudi & Mitchell, 1999). At the beginning of the school year, read “My Name” from The House on Mango Street by Sandra Cisneros. Have students explore the meaning of their name by interviewing family members. Students then create a presentation to share their findings with the class. • Related Standards IRA 4.1, 2.2, 1.3 CO 1.3, 1.4, 1.5

37. Tipsheet 13 Allow Time for Freewriting or Journaling • Research has shown that freewriting has almost always been found to be a positive experience for students and teachers (Tchudi & Mitchell, 1999). It has also been discovered that journals and freewrites play an important role in the English classroom, especially for disaffected students and those who do not feel particularly confident in their writing skills (Tchudi and Mitchell, 1999). • On a regular basis, allow time for students to freewrite. Do not grade the freewrites, instead respond to students in a non-judgmental manner. If students are struggling with ideas, give students two topic choices and allow them 2 minutes to write about one of them. Have students count their words after they finish writing. The sense of competition within themselves encourages students to write as much as they can, as well as they can, in a limited amount of time. • Related Standards IRA 4.1, 2.3, 1.4 CO 1.2, 1.4, 4.1

38. Tipsheet 14 Incorporate Technology into the Curriculum • “Children who collaborate while working on the computer have opportunities to construct conventional and electronic literacy knowledge” (Morrow, Gambrell, & Pressley, 2003). Research has also found that providing children with computer-related learning experiences can help foster literacy development (Morrow, Gambrell, & Pressley, 2003). • When conducting a Writer’s Workshop, allow children to brainstorm, write drafts, revise, edit, and publish on the computer. Throughout the year, have students keep an electronic portfolio in addition to a traditional portfolio that can be added to and revisited during the year. Enhance writing skills by incorporating electronic mail into the curriculum. • Related Standards IRA 1.2, 2.2, 2.3 CO 6.1, 7.2, 7.5

39. Tipsheet 15 Become a “Teacher/Researcher” • Research shows that when teachers do “systematic evaluation and informal research in their own programs, they are not only better teachers, but they satisfy outsiders as well” (Tchudi & Mitchell, 1999). “Teachers-as-Researchers” allows teachers to make themselves the authorities in their own classrooms (Tchudi & Mitchell, 1999). • Throughout the year, investigate/research practices occurring in your classroom. Begin with a question or problem, “Which method is most effective when teaching writing?” Then, teach in experiential ways, trying different approaches in different classrooms. As you do this, collect data, which should be a normal part of assessment already occurring in your classroom. Finally, synthesize, reflect, and form conclusions on your findings and share with your colleagues (Tchudi & Mitchell, 1999). • Related Standards IRA 3.3, 3.4, 5.3 CO 4.3, 5.4, 5.9

40. Tipsheet 16 Make Time to Reflect on your Teaching Practices • Many teachers put a strong emphasis on conducting daily reflections, focusing on what you did in class, how it went, and how you would do things differently (Tchudi and Mitchell, 1999). • Cultivate the habit of reflecting on your teaching practices daily in a journal or diary. Take 5 or 10 minutes to record observations, feelings, thoughts, or questions in order to improve your teaching practice. These journals can also be valuable assessment tools when you write down observations of students in your classroom. • Related Standards IRA 5.1, 5.2, 5.3 CO 8.5

41. Tipsheet 17 Model Writing for your Students • Research has found that teachers who write themselves and model writing for their students gain tangible skills and explicit understandings from the first-hand experience of writing (Gleeson & Prain, 1996). • As students participate in the writing process, share each stage in your writing process with your students. As students draft, you draft. Share your thought processes with the students as you are writing. • Related Standards IRA 2.3, 4.3 CO 6.1

42. Tipsheet 18 Treat All Students with Respect • “Respect (and lack of respect) can be communicated to adolescent students in many ways” (Moje, 2000). Tchudi and Mitchell also found that “before or students even want a relationship with us they have to get the sense that we respect them” (Tchudi & Mitchell, 1999). • For students, respect from a teacher can mean fair treatment, decency, an absence of intimidation, and beyond the realm of individual civility, a respect for the history, the language, and the culture of peoples represented in class (Tchudi and Mitchell, 1999). Using surveys, get to know the cultures present in your classroom. Maintain contact with the families in your classroom through newsletters, phone contact, or notes home. Organize a way to respond to student learning logs and journals on a regular basis. • Related Standards IRA 3.4, 4.1 CO 6.1, 5.8, 5.3

43. Tipsheet 19 Make Content Meaningful • Research shows that when students are involved in literacy tasks that are purposeful and meaningful, they are more motivated to learn (Morrow, Gambrell, & Pressley, 2003). Moje also found that students who did not understand “why they are teaching us that” did not retain the information that was taught; this suggests that students need to be aware of the rationale behind learning experiences (Moje, 2000). • Instruction in skills and strategies is most effectively addressed in the context of each students’ own personal need for meaning making (Morrow, Gambrell, & Pressley, 2003). Allow students to develop literacy skills by having them research an issue that is meaningful to them (such as global warming), then create an electronic pamphlet that includes text, graphics, and artifacts on the issue or problem to be shared with others. • Related Standards IRA 2.2, 2.3, 4.1, 4.2 CO 6.1, 6.2, 4.3, 4.4

44. Tipsheet 20 Create Opportunities for Authentic Writing Assignments • Hadaway found that “students are more engaged by realistic writing options” (Hadaway, Lesson 6, 2003). Authentic writing experiences also help prepare students “for college, for business, for life” (Tchudi & Mitchell, 1999). • Allow students to conduct research on a topic that is meaningful to them. Have students write to government officials summarizing their findings. Allow students to create Holiday Cards to be delivered to the local senior citizen center. Arrange for students to be electronic pen pals with students from another state or country. • Related Standards IRA 4.1, 4.3, 2.2 CO 4.2, 5.6, 6.1

45. Tipsheet 21 Listen to your Students • Moje found that “best practices” in teaching requires listening to and learning from young people (Moje, 2000). Tchudi and Mitchell also found that students have little tolerance for teachers who exhibit a know-it-all attitude and refuse to listen to them (Tchudi & Mitchell, 1999). • Spend time each day talking with your students individually and in small groups. Choose 2 students a day you can talk with for 2-3 minutes at a time. Do this a few days out of the week with different students until you get the chance to talk to all of them. After talking with all your students, start it all over again. • Related Standards IRA 4.1, 1.2 CO 6.6, 6.3

46. Webliography • www.teacher.scholastic.com This website gives tips on how to create a strong community atmosphere in your classroom. • http://www.justthink.org/ The Just Think website gives teachers and students resources to develop media literacy skills for the 21st century. • http://www.lessonplanspage.com/SSLAOCICountriesandCulturesIdeas18.htm This website gives lesson ideas for teaching about different cultures and customs. • http://edweb.sdsu.edu/courses/edtec596/Units/UnitIndex.html This website gives sample interdisciplinary units for elementary and middle school classrooms. • http://www.google.com/literacy/ The Literacy Project website is a resource for literacy teachers. It includes literacy articles, videos, blogs, and book clubs.

47. Bibliography Gleeson, A., Prain, V. Should Teachers of Writing Write Themselves?: An Australian Contribution to the Debate.The English Journal, Vol. 85, No. 6 (Oct., 1996), pp. 42-49. Hadaway, Nancy. (2003-2007). Lessons 1-8. Arlington, Texas: The University of Texas at Arlington. Moje, E. (2000) All the Stories That We Have: Adolescents' Insights About Literacy and Learning in Secondary Schools (Kids Insight Series), Newark, Delaware: International Reading Association. Morrow, L., Gambrell, L., Pressley, M. (2003). Best Practices in Literacy Instruction: 2nd Edition. New York, New York: The Guilford Press. Schnack, P. (2001). Partners in reading: A community reading/writing project. English Journal, 90(5), 95 101.  Retrieved November 5, 2007, from Research Library database. (Document ID: 73081580). Tchudi, S., Mitchell, D. (1999). Exploring and Teaching the English Language Arts. New York, New York: Addison-Wesley Educational Publishers. The University of Michigan. Elizabeth Moje. (2007). Retrieved November 12, 2007. http://www-personal.umich.edu/~moje/about.html.

48. Teacher Interview I interviewed Jennifer McCartney, a 10th grade English Teacher in the Jefferson County School District, Colorado. 1. Are you familiar with the constructivist theory in education? No, I am not familiar with that. It’s been a while since I studied any educational research theories. 2. How does your school district support professional development? Our district has year-round opportunities for professional development. Most of the time, teachers can decide on their own which ones they want to attend, however, departments will sometimes arrange for mandatory professional development opportunities. In our district, vertical alignment of the curriculum has been the goal for the next two years. Therefore, every Wednesday departments meet to work on this district goal. 3. Do you belong to any professional organization related to language instruction? No, not at this time. 4. Have you ever attended a professional conference? No, I am new to the teaching profession.