Académique Documents
Professionnel Documents
Culture Documents
Bib. Information
(APA Formatting):
Author(s) Affiliation:
Type of Resource:
Professional book
(Scholarly /Trade/Other)
Summary of essential
information:
Stephanie Harvey and Anne Goudvis present teachers with key reading
comprehension strategies to increase reading comprehension and student
engagement: 1. Monitor understanding, 2. Questioning, 3. Visualizing, 4.
Inferring, 5. Determining importance, 6. Summarizing information, 7.
Synthesizing information. This professional book was written in a format to
help teachers see how the strategies will look in their own classroom. To
achieve this, Harvey and Goudvis heavily rely on concrete examples and
student work samples throughout the book. For each instructional strategy
presented, the authors provide a purpose for the strategy, resources to aid
instruction (mentor texts to provide models and inspiration for students), and
responses designed to engage students as they learn the strategies (student
activities or guidelines for classroom discussions).
Potential relevance to
your research topic
and study:
Literature Template #2
Bib. Information
(APA Formatting):
Boushey, G. & Moser, J. (2009). The caf book: Engaging all students in daily
literacy assessment & instruction. Portland, ME: Stenhouse Publishers.
Author(s) Affiliation:
Gail Boushey and Joan Mosers , known as The Sisters, are elementary school
teachers and literacy consultants. They are well-known for writing The Daily
Five, a book about structuring literacy time.
Type of Resource:
Professional book
(Scholarly /Trade/Other)
Summary of essential
information:
In this professional book, the authors present a structure for reading class,
including grouping, activities, and assessments. The acronym CAF stands for
Comprehension (C), Accuracy (A), Fluency (F), and Expand vocabulary (E).
The CAF format is part of the authors Daily Five system. In the Daily Five,
students work independently on five different tasks during literacy workshop
time: 1. Reading to self, 2. Reading to someone, 3. Writing, 4. Word work, and
5. Listening to reading. In order to track students strengths and goals, the
authors created the CAF system. Rather than grouping students by reading
levels, students are grouped by needs. For example, if a student is working on
developing fluency, they will work with reading material at their identified
level, but with other students also working on fluency. This format provides
individual goals and support for struggling readers, on-level readers, and above
level readers.
Potential relevance to
your research topic
and study:
Literature Template #3
Bib. Information
(APA Formatting):
Santori, D. (2011). Search for the answers and talk about the story?:
School-based literacy participating structures. Language Arts, 88(3), 198-207.
Author(s) Affiliation:
Type of Resource:
(Scholarly /Trade/Other)
Summary of essential
information:
Santori explores how students use language to construct meaning from text.
Santori believes students engage in meaningful conversations about text in
teaching environments that allow for dialogic instruction. In dialogic
instruction, students engage in rich conversation among peers driven by the
reflections and questions they generate. In dialogic teaching environments,
Santori believes students will find textual agency. She defines textual agency as
the ability to control the discussion by initiating and changing topics, and the
capacity to exercise interpretive authority. According to Santori, students
should be active participants in literature discussions and their questions and
thoughts should drive discussions around text. When teachers let students
become active participants, students make meaningful understandings of the
text.
Literature Template #4
Bib. Information
(APA Formatting):
Author(s) Affiliation:
Strong, Silver, and Robinson are directors of curriculum for Hanson Silver
Strong and Associates, an educational research company in New Jersey.
Type of Resource:
(Scholarly /Trade/Other)
Summary of essential
information:
The authors begin the article by using Paul Schlectys definition of student
engagement: 1). Students are attracted to their work, 2). Students persist in
work even when there are challenges and difficulties, and 3). Students take
visible delight in their work. In order to increase student engagement, the
authors identified necessary components using the acronym SCORE. Students
must feel successful in their work (S), their curiosity must be stimulated (C),
students must be able to express original thoughts and creativity (O), and
students must be provided with opportunities to develop peer relationships (R).
The authors maintain that if these four components are present, the students will
display the fifth component of energy and motivation (E). The article includes
several examples to explain how teachers can use SCORE to increase student
engagement in the classroom.
This source relates to the field of student engagement because it both defines
student engagement and suggests general methods to increase student
engagement.
With the help of this article, I was able to identify what student engagement
looks like in my classroom. Now that I have determined what I am looking for
in terms of engagement, it will be easier for me to see if the students are
engaged in their reading groups or not. The article also suggested four
important strategies for increasing engagement which will shape the various
reading group models I try in my teacher research project.
Literature Template #5
Bib. Information
(APA Formatting):
Author(s) Affiliation:
Type of Resource:
(Scholarly /Trade/Other)
Summary of essential
information:
In this article, the researchers present findings from a teacher action research
intervention designed to promote academic engagement and achievement
among elementary school students. In the action research group, the researchers
helped teachers promote instructional practices that had evidence for increasing
student engagement. The teachers in the control group (the self-study group)
read the same articles as the teachers in the action research group, but did not
have to engage in action research in their classroom. The study included
eighteen teachers from three elementary schools in a Chicago suburban school
district.
The researchers reached three main conclusions in support of teacher action
research over teacher self-study: 1). Teachers engaged in more group work with
their students, 2). Students were who initially less engaged appeared more
psychologically engaged, and 3). Students with the lowest reading grades
showed improvement.
Literature Template #6
Bib. Information
(APA Formatting):
Lutz, S.L, Guthrie, J.T., & Davis, M.H. (2006). Scaffolding for engagement in
elementary school reading instruction. The Journal of Educational Research,
100(1), 3 20.
Author(s) Affiliation:
Type of Resource:
(Scholarly /Trade/Other)
Summary of essential
information:
Potential relevance to
your research topic
and study:
Literature Template #7
Bib. Information
(APA Formatting):
Mills, H. & Jennings, L. (2011). Talking the talk: Reclaiming the value and
power of literature circles. The Reading Teacher, 64(8), 590 598.
Author(s) Affiliation:
Type of Resource:
(Scholarly /Trade/Other)
Summary of essential
information:
Mills and Jennings present the importance of student inquiry in literature circles
and highlight essential components of inquiry. They believe inquiry should: 1).
Be dynamic and dialogic, 2). Include multidisciplinary perspectives, 3). Be
attentive, probing, and thoughtful, 4). Be relational and compassionate 5). Be
agentive and socially responsible, and 6). Include reflection and reflexivity. The
article focuses on the impact reflection and reflexivity can have on the students
and their future literature circles. Teachers should allow students the
opportunity to reflect on how they currently participate and interact in literature
circles. In order to reflect (look back), the authors suggest that students watch
videos of themselves or observe other classes. Once students reflect, they
The article influences the fields of literature circles and student inquiry. The
article points out that educators often think about the role of student inquiry in
science, but that they should also equate inquiry with literature circles.
The article helped me think about the importance of reflection and reflexivity as
envision new models for literature circles in my classroom. By allowing the
students to share their opinions and ideas on the survey after each model, we
are co-constructing a new vision for literature circles like the article suggests.
The teacher in the article helped his students look for natural openings in the
group discussion. Speaking Into the Silence is a turn-taking strategy in which
students look and listen for natural openings. I think my students would benefit
from instruction on how to become better listeners and speakers. Until this
point, I have encouraged my students to facilitate their own discussions more,
but have not provided adequate guidance about how to do this.
Literature Template #8
Bib. Information
(APA Formatting):
Author(s) Affiliation:
Type of Resource:
Professional magazine
(Scholarly /Trade/Other)
Summary of essential
information:
can help students develop resiliency. Classroom culture factors that build
resiliency include developing trusting relationships with peers and adults,
building competence and confidence, creating opportunities for risk-taking, and
providing engaging experiences that require students to problem solve. When
facilitating trusting relationships between students, DiTullio notes that students
should learn to be active listeners, productive speakers, and confident leaders.
The author also emphasizes that students thrive when they are challenged, but
feel successful enough to continue. Opportunities for problem solving and
problem-based learning are effective way to engage students and show that its
okay to fail. To help build resilient students, the classroom environment should
allow for students to safely take risks and safely fail.
Way in which this
source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to
your research topic
and study:
Literature Template #9
Bib. Information
(APA Formatting):
Author(s) Affiliation:
(Scholarly /Trade/Other)
Summary of essential
information:
Researchers examined the teachers use of follow-up questions about text in this
qualitative study. The authors note that follow-up questions may be used to
push students forward in their abilities to respond to higher-level thinking
questions. Higher-level questions are more open ended and focus on students
expressing their personal opinions and justifying their opinions with evidence
from the text.
Looking at three teachers in urban elementary school settings, the researchers
found that teachers asked students similar questions regardless of reading level.
Common lower-level questions related to story elements and explaining story
elements. Common higher-level questions required students to make inference,
express opinions, and justify their responses. Teachers used both lower-level
and higher-level follow-up questions, but that the higher-level follow-up
questions were more varied. In all three classrooms, the most advanced reader
was asked the highest percentage of higher-level questions.
The study relates to reading comprehension instruction and the role of the
teacher in supporting students to be higher level thinkers. Much work has been
done of the types of initial questions teachers ask students. In this study, the
researchers investigated the types of follow-up questions teachers ask students
about text.
As part of my research project, I am determining whether it is most engaging
for the students to be asked text-specific questions, general text questions, or
for the students to develop their own questions to ask each other. This article
helped make me aware of the importance of asking all students high-level
follow-up questions during our reading group discussions, regardless of the
initiation question asked.
Author(s) Affiliation:
Type of Resource:
Trade article
(Scholarly /Trade/Other)
Summary of essential
information:
The author presents an engaging and high-level questioning activity for reading
groups. The authors goal of the book talk activity was to help students
recognize the quality of the questions they were asking. In the book talk
activity, students presented a book and other students asked questions about it.
The students then evaluated whether questions on the following criteria: Did the
question allow the presenter to expresses ideas and thoughts? Did the question
prompt the presenter to make real-world connections? Did the question relate to
the book? Was the question clear and focused? The students developed the
criteria for evaluating the questions and therefore had more ownership over the
evaluation process. Both the teacher and the students evaluated the questions
asked. Over the course of 12 weeks, the evaluation scores increased pointing to
an improvement in the quality of the questions asked by students.
Potential relevance to
your research topic
and study:
This article was relevant for several reasons. I have found student questioning
to be the most engaging aspect of my reading group format up until this point in
the year. I knew that despite the various models I would try during my teacher
action research project, I wanted this component to remain. This article
confirmed the importance of student asking questions and provided guidelines
to help students evaluate their own questions. It was also a relevant article to
because the author conducted her own action research project. I appreciated
reading about another teachers project and examine how data and conclusions
were presented to readers of the article.
Author(s) Affiliation:
Type of Resource:
(Scholarly /Trade/Other)
Summary of essential
information:
In this article, the author compares the theories of multiple intelligences and
learning styles. Denig summarizes the main principles of Howard Gardners
theory of multiple intelligences as well as the established types of intelligences.
He also includes the criteria that must be present for a potential to be identified
as an intelligence. Denig then explains Rita and Kenneth Dunns learning style
model. Learning style is the way in which each person concentrates on,
processes, and remember new academic content. Denig notes that the theory of
multiple intelligences developed by Gardner addresses what is taught, where
Dunns theory of learning styles focused on how it is taught.
Denig suggests teachers rely on both theories to identify how individual
students learn and to improve how all students learn. He notes that each student
has primary and secondary styles of learning, and teachers should therefore
vary teaching styles to accommodate the range of preferred styles of learning in
a given classroom.
This article is important to the field of student learning style and educational
psychology. Not only does Denig summarize the two important theories, but he
makes important comparisons. He points out that they are not competing
theories and that teachers can capitalize on principles in both theories.
My first finding is that students are more engaged in reading groups when there
are variations in their learning experiences. This article is a data source to
support the idea that students learn in different ways. It is important to vary
how I teach in order to reach all of my students.