RESOURCE+WIKI

=Resource Wiki=

Primary Resources:
DeWitt, Peter. The Daily 5: An Interview with the Two Sisters. (2012). Education Week.

In this article Peter DeWitt, a principal at Averill Park Central School District, interviews the two creators of The Daily 5 and The Literacy CAFÉ- Joan Moser and Gail Boushey, after two teachers from his school jump-started their schools implementation of the Daily 5 using the “CAFÉ” program. Throughout the interview it is made clear that these two programs have been created with the mindset of building student stamina to work independently. Both Boushey and Moser praised how the behaviors needed for this program, are automatically applicable and transferred to other areas and subjects.

This interview relates to the topic of daily routines, specifically the Daily 5 and Literacy Café, benefit student growth in all areas of academics that reflect the behavior demands and practices of self-motivation and independent working skills. These skills, when practiced daily within a classroom, enable teacher’s to meet their individual students’ specific needs both behaviorally and within a specific topic/area.

Heitin, L. (2012). CREATING A MENU For Reading Instruction. Education Week, 28-32.

In this interview, Heitin interviews the sisters who created the Daily 5 (2006), and more recently the CAFE Literacy. During the interview, the sisters explain how CAFE was designed to help teachers meet students' individual needs alongside the literacy standards. CAFE guides instruction to meet student needs and simplifies assessment. CAFE consists of thirty-eight strategies divided into four categories that were designed to be taught throughout the school year. Through CAFE Menu, teachers are guided to make small groups (2-4 students) grouped by ability to help them work together to get better at reading and to meet their specific needs. The sisters stress that for all literacy circles and small groups, the first skill taught should always be checking for understanding, because if we aren't comprehending we aren't reading. Ultimately the interview made it clear that the goal is to meet individual needs.

This article helped me to gain a better understanding of the foundation behind CAFE's creation in addition to the Daily 5. One of the ideas that really stuck with me from the interview was the idea that one size does not always fit all and that fair is not always equal. This article helped me to gain a better understanding of the foundation and make up of CAFE to help further the development of the Daily 5.

Canada, G. (2013, May). Our failing schools. Enough is enough! [Video file]. Retrieved from http://www.ted.com/talks/geoffrey_canada_our_failing_schools_enough_is_enough.html

Geoffrey Canada explains in this video why he remains a crazed man seeing as it is the 21st century and our school continue to remain lousy. Technology and things have changed, upgraded, and adapted to various needs and desires, so why, Canada questions, haven't our schools done the same? Furthermore, with technology we dont stop inventing- when we face hiccups or failures we try something different. In addition, Canada explains that the fact that you have failure shouldn't stop you from pushing the science forward.

Canada explains how schools have taken on a bankers perspective in that they have created something that works for them- it is not about what works for the bankers. Canada brings forth the absurdity of the nations testing timeline in that we test students in the spring, get the results a month later and next thing you know the kids are on vacation. Schools are getting data when it is too late to use it, and Canada proclaims that teachers need real information about their children right now so that they can use it today- the high stakes is today. This talk brought forth some interesting arguments and view points and got me contemplating what other daily instructions or instructional approaches might further student success in addition to the two main programs I originally intended on researching.

Khan, S. (2011, March). Let's use video to reinvent education. [Video file]. Retrieved from http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html

Within this video, Khan explains how the idea of the Khan Academy came about through the video tutoring of his cousins on YouTube. Khan explains how his cousins enjoyed the videos over being tutored in person because they could not only pause the video, but they could rewind back to something he had said or shown prior. Furthermore, through the video lessons one can watch them at their leisure, does not face embarrassment when asking for a retelling nor hearing the humiliating phrase "Do you understand this?". Khan explains how the comments he began to receive on his YouTube videos one in particular coming from a mother explaining how after viewing the videos her son with autism was able to make sense of what was once a foreign concept.

Khan brings up numerous arguments supporting the use of video incorporation within education. Seeing as students all have various individual needs, perhaps the use of video lessons could serve as a supplemental and additional lesson/resource used within the classroom. An idea for doing so is that a teacher could play a video lesson while pulling aside a small group for a hands-on lesson or to get further direct instruction. Furthermore, Khan's video lessons have been used by teachers who have "flipped classrooms"- they assign the video lessons as homework and take what usually was assigned as homework and make it classwork. This enables teachers to avoid a "one-size fits all" sort of teaching mentality and making classrooms more communication based and humanized where students interact and teach each other.

Whornbuckle. (2013, June). A Shared Commitment to Women's Equality and Student Safety. The United States Department of Justice blog of Public Affairs.

This post, courtesy of the Civil Rights Division, discusses Title IX of the Education Amendments of 1972 in which enables students to all have the opportunity to succeed and feel safe and confident in their school's demonstrated commitment to protect them. Recently the University of Montana in Missoulla was accused for not responding promptly nor adequately to sexual assaults and harassments done to women. When the women tried to report to the campus authorities they were often belittled, disbelieved, or blamed for speaking out. As a result, the University is now under scrutiny to revise their policies and procedures in order to better foster a safe and nurturing environment where every student has an equal chance to prosper.

I have known that women still face daily oppressions even with it being so long since the Women's Rights movement in 1848 to 1920. I, however, was not aware of how extreme some women are still oppressed within the educational field- especially as students. This article brought forth light to a topic I had not considered to be too much of an issue any more, and also brought my attention to look back on the Education Amendements of 1972.

Federal Bureau of Investigation. (2011). Hate Crime Statistics of Victims.

The Nation's Law Enforcement Agencies reported 7,713 victims of hate crimes in the year 2011. Of these victims, 16 were victimized in 6 separate multiple bias incidents. Sixty percent of the hate crimes were versus persons, thirty-nine point eight percent were versus property. The following statistics are the percentage of victims by bias: 47.4% targeted because of the offenders bias against a race, 20.4% against sexual orientation, 19.2% against religious belief, 12.2% against ethnicity and nationality, and 0.8% against disability. A total of 3,645 people were victims of racially motivated hate crimes in 2011. 1,480 people were victims to anti-religious hate crimes. 1,572 people were victims to hate-crimes having to do with sexual-orientation. 939 people were victim to ethnic/nationality hate crimes, and 61 people were victims to hate crimes having to do with disabilities.

Furthermore, in 2011 4,623 people were victims of hate crime against persons- 45.6% of these victims were intimidated, 4 were murdered, and 7 were forcibly raped. These statistics are a sad reality of what our so called 'melting pot' of a nation has come to, a brutal reality of the true intolerance that still takes place within the land of the free.

U.S. Department of Health and Human Services. Risk Factors http://www.stopbullying.gov/at-risk/factors/index.html

Stopbullying.gov is overall an amazing resource, this page however shed light to the various risk factors in which who is at a greater risk of being bullied and why. Overall, youth (even if perceived) are at an increased risk to be bullied or be bullies. Statistics show that black and hispanic youth who are bullied are more likely to suffer academically than their white peers. One thing I had not known before was that when bullying on a race or ethnicity is severe, pervasive, or persistent it may be considered harassment which is under federal civil rights laws. Researchers find that very little can be done regarding bullying based on religious differences, but they believe that the bullying has less to do with the belief and more to do with the bully's misinformation or negative perception about how someone expresses that belief. Most victims were targeted for their visible symbols of their religions i/e: head scarves, turbans, and yarmulkes.

Secondary Resources:
Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. What research has to say about reading instruction, 3, 205-242.

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Within this chapter, Duke and Pearson clearly outline the characteristics of active readers in reference on what and how to teach reading comprehension. The traits and practices in which active readers possess are outlined within this chapter, rising the ever-present question on how to teach these second-nature traits to young students. Duke and Pearson explain that in order to teach students to engage in these productive behaviors, one must set forth balanced comprehension lessons that include a good amount of modeling for the students.=====

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This chapter provided further effective comprehension strategies in which helps build strategic readers, however it did not give too many specific examples or ideas on how to apply these strategies specifically within the classroom. The ideas and terms discussed within this chapter were greatly defined and discussed but the teacher has to know how to explicitly model such behaviors and traits.=====

Diller, D. (2003). Literacy work stations: Making centers work (Chapter 1 & 2). Stenhouse Publishers.

Diller discusses within the first two chapters of her book the basic what exactly makes up a literacy work station as well as how to successfully implement literacy work stations within a classroom. Diller provides a brief history on how literacy work stations have evolved from folder games serving as an extra incentive for early finishers, to centers and then to work stations which aren’t considered an ‘extra’ to-do for students but rather a fun and meaningful independent work time. Diller goes on to give specific suggestions and ideas on how to make your work stations more enjoyable for your students by changing it up every week or two and allowing students the responsibility to choose what materials and stations they would like.

These two beginning chapters were helpful in summarizing the ultimate ideas and goals of literacy work stations. It seems most any classroom regardless of space, class-size, and grade can implement work stations within their daily routine seeing as these stations are so adaptable to reinforce and or extend student learning on whatever topics. These beginning chapters have helped me gain a better conceptual understanding of what literacy work stations are and I look forward to reading more chapters within this book.

Park, J. Y. (2012). A Different Kind of Reading Instruction: Using Visualizing to Bridge Reading Comprehension and Critical Literacy. Journal of Adolescent & Adult Literacy, 55(7), 629-640.

This article extrapolates reading comprehension as well as what components are required for mastery of reading comprehension. Park places emphasis on critical literacy, the capacity to ‘speak back’/challenge and question a text or idea, and further explains how they think this skill helps people to gain a basic assumption of society and gain a more wordly perspective.

The article posed a lot of interesting view points in a social constructivist perspective, and focused more on helping middle school and late elementary aged students to generate deeper and different understandings of texts. Reading comprehension strategies and skills are expanded on and presented in an interesting light, however this article was more fitting for teacher’s focusing on upper grade levels and focused more on book clubs in lieu of centers.

Costello, D. A. R. (2012). The impact of a school’s literacy program on a primary classroom. Canadian Journal of Education/Revue canadienne de l'éducation, 35(1), 69-81.

Costello writes about his experiences teaching primary grades in Canada, specifically in the light of trying to meet literacy standards and various reading strategy needs. Costello explains how a direct instructional method alters teaching practices, limits choice, and impacts student learning. In trying to make up a standard for all teacher's to address literacy issues, the //Excellence in Education: A Challenge for Prince Education Island// piece recommended actions to ensure students would receive the best education possible with an efficient educational system. This piece further stated that all students should be proficient readers by the third grade if teacher's were to be efficient and effective.

Costello's article vaguely touched upon the idea of teaching in small groups, and instead focused more on his own experiences regarding the struggle to meet students' literacy needs. Some interesting ideas were brought up regarding the ideas of student reading levels to help further guided reading instruction. Although not pertaining to my topic focus, I agreed with Costello's apprehension labeling students by a single number even though they cannot skip steps in reading levels.

Allington, R. (2003). The six ts of effective elementary literacy instruction.

This article was composed based off of the research done by Allington and a few others who spent at least ten full instructional days in the classrooms of teachers having "expertise" in literacy instruction. The research brought forth the finding that there are 6 essential aspects that all teachers should consider when composing literacy lessons. These 6 strategies, or 6 T's as Allington refers to them, include time, texts, teach, talk, tasks, and tests. Within the time segment, Allington explains how the ratio of class time should be reading and writing versus stuff- therefore more than 1/2 of the day should spent reading. Regarding texts, Allington explains how students need books that they can read successfully in order to become confident, independent, and proficient readers. The main ideas presented within the 'teach' portion stressed the importance of teacher's modeling, demonstrating, using explicit explanations, and directly teaching their classrooms. Within the 'talk' portion, Allington explains how talk in the classroom needs to be purposeful, not chatter, and more thoughtful than classroom talk done majorly by their teacher. For tasks, Allington explains that the expertise teachers incorporated longer assignments in lieu of multiple shorter worksheets that mostly consist of fill in the blanks. Lastly, Allington explains how student work should be evaluated on effort and improvement rather than just simply achievement status, this way all students (regardless of ability) stand a chance to get good grades.

This article was a great source to find seeing as it dissected the components that make up strong literacy lessons. Throughout the article Allington referred back to various researchers and their findings, furthering the ideas presented in the article. This article successfully provided examples and ideas for teacher's to better their literacy lessons to best help their students.

Zakierski, M., & Siegel, A. (2010). Creating collaborative literacy teams to increase reading achievement in urban settings. Journal of College Teaching & Learning (Since 2004), 7(4).

This research article presented a case study done on a school-wide intervention program in New York State at a large urban school with a majority of minority students living below the poverty line. This study showed how dramatic improvements were made to this school and thus major student successes were made through the implementation of after school tutoring, analyzing test results, realigning curriculum, and implementing a nightly home reading program. The article presents the idea that students from low socioeconomic status' have low academic achievement as well. The data provided within the article proves that by the creation of collaborative literacy teams it is possible to close the achievement gap of students. This article explains that in order to increase student achievement in literacy, it is essental that teachers themselves fully understand the process and receive the scaffolding and support they need to guide their students in learning.

The concluding findings within this article found that these implementations done by the whole school (including the librarian and computer instructors) provide the best success rates. Although this article didn't address the topic of literacy circles or reading groups, this article did present interesting findings regarding the professional development of teachers that focused on improving student learning outcomes by changing the teachers' attitudes.

Wichowski, C. P. (2011). Supporting the Development of Reading in the CTE Classroom. Techniques: Connecting Education and Careers, 86(7), 36-39.

This article presented the idea of teaching reading comprehension alongside skills of which will later be applicable in a career. This teaching methodology was based on the Temple University Reading Project which helped provide educators with strategies on integrating reading in a Career and Technical Education (CTE) classrooms. Not previously knowing anything about CTE classrooms, Wichowski clearly sums up the purpose of the classroom as being geared towards better preparing students to meet increasing literacy requirements in the work place. Most of the suggestions and strategies brought up within the article were strategies commonly used in public schools nowadays such as KWL charts, think-pair-share, reading walk-throughs, and other reading strategies. This article did not prove to be too beneficial to me seeing as most of the information presented were skills and ideas I have already been taught.

Beverly, B. L., Giles, R. M., & Buck, K. L. (2009). First-grade reading gains following enrichment: Phonics plus decodable texts compared to authentic literature read aloud. Reading Improvement, 46(4), 191.

The research completed within this article regard three different methods of reading instruction. 32 first graders were observed within three separate test groups. The first group read decodables only after receiving phonics instruction, the second group heard ‘authentic’ literature read aloud only, and the third group had combined phonics and authentic literature instruction. The instructional strategies were based off of DIBELS- Dynamic Indicators of Basic Early Literature Skills. DIBELS is a set of procedures and measures that are utilized in assessing students’ acquisition of early literacy skills in grades kinder through sixth ([]). These assessments are typically one minute sessions that assess phonemic awareness, alphabetic principle, accuracy and fluency with connected texts, reading comprehension and vocabulary. The research found that below-average students learned best when given phonics instruction paired with decodable readers. On the contrary, average readers benefitted most from the authentic literature read alouds. Lastly, the research found that beginning readers benefitted most from explicit instruction paired with reading practice using decodable texts. This source provided me with useful data regarding reading comprehension instruction for students at varying abilities. Prior to reading this article I had yet to hear about DIBELS, now that this program has been introduced I look forward to further researching this program in consideration to how it aid the topic of literacy instruction.

Reis, S. M., McCoach, D. B., Coyne, M., Schreiber, F. J., Eckert, R. D., & Gubbins, E. J. (2007). Using Planned Enrichment Strategies with Direct Instruction to Improve Reading Fluency, Comprehension, and Attitude toward Reading: An Evidence‐Based Study. The Elementary School Journal, 108(1), 3-23.

This article presented the research finding that students coming from lower performing schools or from poverish areas tend to have more struggles with reading. The study was conducted in 2 elementary schools in which were determined to raise their test scores. On top of the test preparation the students received, the teachers taught student groups reading lessons from The School-wide Enrichment Model in Reading (SEM-R). In addition students also received 90 minutes of a direct instructional approach every morning through the program Success for All. What proved to be a successful addition to these literacy programs was adding on an extra hour of literacy instruction. The results found that students responded to the SEM-R program if they could successfully read independently. Ultimately SEM-R seemed to be most beneficial when implemented as a supplement in lieu of a basal language arts program/direct instructional program alone.

Apkon, S. (2013). The Age of the Image: Redefining Literacy in a World of Screens. Macmillan.

In the __Teaching a New Generation__ chapter, Apkon discusses the various forms in which communication takes place during the 21st Century. Apkon further explains how the use of simple technological programs can further teach students to read, write, listen, and speak. The catch 22 Apkon presents is that within this new sphere of literacy, we have to now rethink how we measure both literacy and student progress. Apkon proves to be quite pro-tech within instruction, stating that we need to teach kids the necessary skills to solve the unanticipated problems of the future. This chapter had many thought provoking ideas in which encouraged me to further grapple with the idea of testing and analyzing students against old and outdated standards- in which ultimately hinders creativity in teaching as well as students' ability to express themselves.

Apkon brought forth new arguments for the incorporation of visual media within a classroom that I had yet to hear before. I wonder how daily routines in which incorporate some technology component to further enable student skills and abilities to take in information critically, analyze and synthesize it and ultimately express themselves effectively. These skills go beyond simply memorizing and regurgitating information. This chapter encouraged me to further my investigating the idea of daily routines and various technology components to further student growth.

Apkon, S. (2013). The Age of the Image: Redefining Literacy in a World of Screens. Macmillan.

In the chapter discussing __What is Literacy?__ Apkon discusses how literacy goes beyond reading and writing and, ultimately, has come to mean the ability to comprehend and work within all areas that are deemed critical to our being full participants within the world. Apkon explains how literacy further enables one to express themselves effectively more fully and emotionally. Prior to going into the history and evolution of communication and literacy, Apkon explains that true literacy is a two-way transaction in that we consume and produce.

This chapter got me to thinking about the power of literacy throughout history as well as the many ways it has evolved to meet the ever-growing needs and demands of society. I fully agree with Apkon when he states that literacy is a gateway to full participation in society, and more importantly, we strive for communication that allows us to reach out, share and connect swiftly to each other. This chapter helped me to further contemplate the idea of incorporating technology in order to more effectively teach students to the evolving communication styles that will remain a constant throughout their life.

Coloroso, B. (2010). The Bully, the Bullied, and the Bystander: From Preschool to High School--How Parents and Teachers Can Help Break the Cycle (Updated Edition). HarperCollins.

In the PDF and summarized article of Coloroso's book, there were three different definitions of bullying provided. Coloroso sees bullying as a powerful feeling of dislike toward somebody considered to be worthless, inferior and undeserving of respect. Rabbi Lerner sees is as desanctification and not being able to see the divine in the other person. Pierre Teilhard de Chardin defines it as dehumanization, not being able to see the humanity in the other. The PDF version I originally found contained various typos and errors, causing me to question its credibility. Coloroso goes in depth, dissecting the bully and how their characteristics could have been harbored and created by their parents parenting, or lack thereof. The shortened version provided Coloroso's characteristics of a bully, the acts of bullying, and the many skills and teaching methods that helps to prevent being a bully, being bullied, and being a bystander.

Experiential Resources:
Mellberg, L. (2013, July 22nd). Personal Interview. I chose to interview Laurie Mellberg, a Rainbow Room staff member at Hidden Hills Elementary School in San Ramon Valley. Within the Rainbow Room, Laurie works both one-on-one and in small groups with students who don't enjoy going to and being in school. The kids in which she sees are often targets of bullies and struggle with being bullied for being different because of their mannerisms and their differences. Through this interview, Laurie was able to draw my attention to some works of literature and resources (specifically Second Step) that I had yet to hear of. It was interesting to hear another's perspective on how to go about dealing with bullies and helping students to face their differences.

MacVean, K. (2013, July 30th). Telephone interview. Kim MacVean is an elementary teacher in the state of South Carolina. I look forward to hearing her personal stories and opinions regarding the topic of bullying in the classroom. I am also interested in seeing what sort of character building/anti-bullying programs her school has adopted.

Michels, K. (2013, July 29th). Personal Interview Kim Michels is an elementary principal for a school in the Pleasanton Unified School District. I look forward to meeting with her in person to see how she deals with bullying both amongst her students and staff/administration, and to even see what extent of bullying she has dealt with (perhaps amongst student parents).

Koyczan, S. (2010, March). "To this day" ...for the bullied and beautiful. [Video file]. Retrieved from http://www.ted.com/talks/shane_koyczan_to_this_day_for_the_bullied_and_beautiful.html

This video is a beautiful spoken-word poem in which faces the often harsh unspoken realities of the comments made to children in which have lasting impact. For example, asking our students what they want to be when they grow up but telling them to 'be realistic' while 'dreaming big' not only adds stress but confuses kids- should they go for their dreams or play it safe and maybe never be truly happy. Koyczan explains on how his dreams were so easy to dismiss and how he felt as if he should just accept the realities the world would place in his hands. Koyczan explains how growing up he would trade in homework assignments and answers for friendships, and how broken bones would always hurt less than words, how he used to stay inside at recess because the outside hurt worse. How he felt post eighth grade he became a personality of a mixture of pills and assessments, how he was told to get over his depression growing up, how sometimes being drug free has less to do with addiction but more to do with sanity. This video brings forth the sad realities of names and bullying that occurs within our schools and just how cruel kids can be.