Running Head: ANNOTATED BIBLIOGRAPHY 1

Annotated Bibliography

Jessica A. Bowers

EFND 505

Regent University
ANNOTATED BIBLIOGRAPHY 2

1. Analytical and Applied Sciences. (20 March, 2012). Notebooking strategies. The Gheens

Academy for Curricular Excellence and Instructional Leadership. Retrieved from

http://district.jefferson.k12.ky.us/www/ud00/8/833243142f9942609bde622ea1d8aa92/Per

sonal_Documents/box%20and%20T%20Chart.pdf

Box and T-Chart

This model permits students to discuss and make connections between similarities and

differences. It may operate as a pre- or

post-assessment, and is also applicable

to group work. Within literacy, it can be

applied to functional text (e.g. heading

vs. subheading), types of fiction or

nonfiction, or even characters within a

short story or novel. It may also be used

for scientific and mathematical

concepts, as well as historical periods or

figures. The Box and T-Chart is divided

into three sections, the top being

similarities, and the bottom being two

separate columns for differences. Comparing and contrasting are skills each student must

master in a variety of contexts. Because this is a visual representation, they may also use

the information and translate it to another medium, such as a poster, storyboard, or other

project.

http://www.apesatcca.com/uploads/5/3/9/5/53951479/3707646_orig.jpg
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2. Booth, C., Scarcella, R., and Matuchniak, T. (February, 2016). The write stuff: Three essential

practices bolster English language learners writing skills. Educational Leadership, Vol

73(5). Retrieved from http://www.educationalleadership-

digital.com/educationalleadership/201602?pg=NaN#pgNaN

p. 42 Cognitive Strategies Bookmarks

Cognitive strategies bookmarks are given to students as a tool to help them formulate

meaning and plan for assignments. Given prompts for

tasks such as Tapping Prior Knowledge,

Visualizing, Clarifying, or Analyzing the Authors

Craft, students are well equipped with sentence stems

to help them get started. This tool is not only helpful for

ELL or struggling learners, but advanced students may

find it pushes their thinking when they feel stuck in the

process. The bookmarks are suitable for giving students

a framework for planning writing assignments, designing science labs, setting academic

goals, as well as a form of exit ticket or formative assessment. Within reading, it helps the

student to gain a deeper insight into the authors craft rather than merely reading to finish

the book. Activities may stem from this involving collaborative group work, such as

students may designing task-specific strategy bookmarks for other students use in the

classroom.

IMAGE: https://s-media-cache-ak0.pinimg.com/236x/71/eb/26/71eb26c21e3fdff243fad32763b7dfb0.jpg

3. Collier, L. (November 2015). How to help kids become effective digital readers. The Council

Chronicle. Retrieved from

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http://www.ncte.org/library/NCTEFiles/Resources/Journals/CC/0252-

nov2015/CC0252DigitalReaders.pdf

pp. 8 Relevant writing: blogs and eBooks

Digital literacy is a major component of

todays educational world. To encourage

young learners to authentically use them

in the classroom, one must encourage

the use of suitable, effective tools.

Blogs are a popular means of expressing

ones opinion, and there are many platforms available to children today for safe use (see

entry no.8 for Kidblog). To promote relevant writing, one can encourage students to

blog about current topics to an online audience, which also permits nearly immediate

peer-feedback from those at the school, as well as other viewers. The creation of an

eBook permits students to create online portfolios of their work, such as stories, poetry,

or nonfiction writing. Both of these strategies also give students a sense of being

published authors, deepening the meaning of the students work and their drive to

succeed. Their versatility permits use within a variety of cross-curricular topics or

assigned projects.

IMAGE: https://bradflick.files.wordpress.com/2010/04/student_blogging.jpg

4. Collier, L. (November 2015). How to help kids become effective digital readers. The Council

Chronicle. Retrieved from

http://www.ncte.org/library/NCTEFiles/Resources/Journals/CC/0252-

nov2015/CC0252DigitalReaders.pdf
ANNOTATED BIBLIOGRAPHY 5

pp. 9- Creating reviews and resources

After students read a book in the classroom or

school library, they can create a video book

review as an alternative to submitting an

essay. Within the review they can implement

their own opinion, as well as strategies they

connected it to that were discussed in class

(e.g. making inferences or predictions). Students are also able to take into account what

books they tend to enjoy, and if they may make this recommendation to other types of

readers or groups in the class. As a possible segue way, the student may list other books

similar to this one to encourage further reading. The article suggests producing QR codes

(scannable barcodes) to link the reviews for other students to view and to help with

their choices (p.9). For an example of a students video review, see Student Book Review

at TeacherTube.

https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcS6TtBYR4aFikr6XJqiBOGLabWIaFsibiB3mKKFLjYJ3boetidl

5. Gibson, S.A. (2016). Strategy guide: Shared writing. ReadWriteThink. Retrieved from

http://www.readwritethink.org/professional-development/strategy-guides/shared-writing-

30686.html

Shared Writing

Shared writing permits novice writers to see apprentice or proficient writers engaged in

the process, and to participate in scaffolded writing workshops (Hedrick & Flannagan,

2008). This strategy allows the teacher to create a flow of demonstration, explanation,

and models, giving students the tools to comprehend the mechanics of writing and

replicate them in their own work. Allowing this to be collaborative with other peers
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enables discussions to be multilayered as students are free to pose questions to the writer,

classmates, and the teacher as they develop their pieces. Shared writing is versatile in that

the grouping may be adjusted based on the abilities in the classroom, as well as varying

levels of teacher support as needed. Some recommendations include that modeling be

done on small whiteboards for personal demonstrations, that a completed text be read to

students to encourage oral summarization, and that the text be posted in an accessible

spot for the class to refer to. This strategy may be applied to other types of writing, such

as scientific, historical, or a general push toward an academic model. For an in-class

example, see Critical Friends: Collaborating as Writers [Video].

6. Gray, C.M. (2011). Get the GIST: A summarizing strategy for any content area.

ReadWriteThink. Retrieved from

http://www.readwritethink.org/files/resources/lesson_images/lesson290/Template.pdf

Get the GIST (Graphic Organizer)

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This graphic organizer is applicable to not only Reading and Language Arts instruction,

but cross-curricularly. Get the GIST

encourages students to summarize a text or

idea within a certain word length, oftentimes

10-20. It promotes seeking out the 5W and H

questions, whether intentionally as written

out with the support of a sentence stem, or

with little to no scaffolding for more

proficient learners. It encourages precise and

succinct academic writing as students learn to

write what is necessary, and what is worth

leaving out. It can be used with major concepts or narratives of Social Studies or History,

as well as with the verbalization of Mathematic or Scientific processes or principles.

http://1.bp.blogspot.com/-f6GEaEdgP54/Te-oOwYlLkI/AAAAAAAADm8/IwaRg8LonMc/s1600/Gist.jpg

7. Gross, M. (2016). About Newsela. Newsela. Retrieved from https://newsela.com/company/

Newsela

Newsela is a resource for teachers and students alike. It brings every day news articles to

five different reading levels, allowing each student to have access the same material. The

articles are Common Core-Aligned, and come with interactive quizzes. The topics are

current and broad, covering all content areas, including Spanish language articles. The

teacher is able to assign articles to students and track their progress, as well as view their

answers to written-response questions. This tool allows students to pursue research not

only within assigned work, but on their own initiative. It opens the door to accessible

learning not just across a school, but within a classroom of students.

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https://newsela.com/about/

8. Hardy, M. (2016). Safe & simple

blogs for your students. Kidblog.

Retrieved from

http://kidblog.org/home/about/

Kidblog

Kidblog is a digital method

for students to write pieces they may

share with a public audience. The

founders ensure the online environment is

safe for students, and give teachers the

ability to monitor all activity. Kidblog enables the entire writing process to be

collaborative within group projects as well as with the teacher and student. Some

examples the website provides are book clubs, math problem-solving, science notebooks,

global pen pals, and digital portfolios. This will undoubtedly excite students not only

because they are creating something of their own design, but that they get to share it with

and receive feedback from an audience.

http://instructionaltechtalk.com/wp-content/uploads/2015/01/kidblog.png

9. Kalil, L. (22 July, 2011). The authors chair. Write to read - read to write. Retrieved from

https://write2read2write.wordpress.com/2011/07/22/the-authors-chair/

The Authors Chair

The Authors Chair enables students to receive peer-feedback in a safe, creative

environment. As students finish a piece of writing, it may be read to the class in a

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specially designated chair used only for this strategy. As Kalil points out, it may also be

used for students who cannot yet write by allowing them to describe their pictures. While

students share, their work is celebrated by the class,

and constructive feedback is given. The listeners gain a

sense of being a polite audience, and hear a variety of

work across all content; it would be fitting to present a

historical biography, or perhaps a short response about a

science activity. It gives a sense of ownership over

their product, but also gives them insight into how

reading things aloud can point out errors they may have missed. This strategy may be

easily differentiated for anxious students by using a pair- or small group-share, or even a

special teacher-share with a few children.

https://mrsrodriguezb3.files.wordpress.com/2012/02/img_0467.jpg

10. Kinberg, M. (2007). Teaching reading in the content areas. Huntington Beach, C.A.: Shell

Education.

pp. 30-32: Possible Sentences

Possible Sentences incorporates the introduction of vocabulary before a piece is read by

having students make predictions regarding where they may be used. Using their prior

word knowledge in combination with the new words, students compose sentences which

may be in the text or passage about to be read. First, the words are projected or written on

the board, and the list includes familiar and new vocabulary. Students choose 2-4 of the

words, create their sentences, and then share them as the teacher writes them exactly as

dictated. The teacher then gives the passage for reading, and as predictions are verified or
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proven incorrect, they are modified on the chart; the students then return to the incorrect

sentences to correct them. Possible Sentences

is a strategy that not only builds new

vocabulary, but also permits students to hone

their prediction skills.

http://3.bp.blogspot.com/-pnR-

PG7s5Z0/VT0tAcG0O8I/AAAAAAAACLY/wz-

SU74Qhe0/s1600/step1.png

11. Kinberg, M. (2007). Teaching reading in the content areas. Huntington Beach, C.A.: Shell

Education.

pp. 55-58: Imagine, Elaborate, Predict, Confirm (IEPC)

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This strategy emphasizes an all-encompassing experience for students to become

involved in the reading process. It focuses on

pre-reading as well as active reading as

students create and confirm predictions.

Because the first step is Imagine, students are

introduced to the strategy with the

encouragement to be creative, thus

permitting a safe space for ideas to be

processed and shared. A graphic organizer

may be used for visual representation,

allowing students to organize their thoughts and develop knowledge as they read. After

the students Imagine (usually based upon a showing of a picture or hearing a description

of the text from the teacher), they Elaborate on those wonderings, create Predictions, and

Confirm after reading. This strategy enables long-lasting comprehension of a text through

sensory appeal. It is easily adapted by having students work independently, in pairs, small

groups, and through illustration.

http://misshoppenworthportfolio.weebly.com/uploads/6/7/5/5/6755459/iepc_example_.jpg

12. McEwan-Adkins, E.K., Burnett, A. J. (October 2012). 20 literacy strategies to meet the

Common Core: increasing rigor in middle and high school classrooms. Bloomington, IN:

Solution Tree Press.

pp. 27-36 Read-Decide-Explain

Read-Decide-Explain is a comprehension strategy which scaffolds close reading of a text

as students determine its explicit meaning. It encourages students to learn to develop their
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interpretation and analysis skills based on the evidence in the text rather than the

teachers interpretation alone. The text is chunked into three sections, allowing students

to decide if posed questions are answered within those chunks, as well as giving them the

opportunity to explain why. Students are asked to be familiar with terms such as

explicit, decide, as well as know how to explain and summarize (p. 32). Read-

Decide-Explain permits both independent and collaborative work, as well as formative

assessment by the teacher as they model their summary statements. This strategy works

excellently with texts and themes specific to each content area, particularly within

developing abstract thought.

13. Richardson, J. (2009). The next step in guided reading. New York: Scholastic Publishing.

pp.13-14: Book Boxes

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Book Boxes is a strategy which gives

students a personal collection of books

for independent reading covering a

variety of content areas. There should be

a mixture of books used in class for

guided reading, as well as other books

students can read independently. This

encourages students to develop reading comprehension skills, such as fluency, as they

practice on the texts in the box. It is also recommended for those unable to read by using

picture books; this permits students to become familiar with holding a book as well as

oral language. Over time, students will hopefully choose books that excite them and lead

to further independent reading and wider choices into other content areas.

http://www.scholastic.com/teachers/sites/default/files/posts/u133/images/book_boxes_0.jpg

14. Reading Rockets. (2015). Paired (or partner) reading. WETA Public Broadcasting. Retrieved

from http://www.readingrockets.org/strategies/paired_reading

Paired Reading
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Paired Reading is a partnership between an advanced and learning reader. Being that it is

peer-to-peer, students develop meaningful

relationships with classmates as well as an

authentic relationship to cross-curricular texts.

Fluency is developed as the higher level

readers assist with pronouncing difficult

words, explaining abstract concepts, or in other

moments of struggle. The teacher must differentiate according to class needs, particularly

with special needs students. As the students read, praise for one another alongside

constructive feedback is encouraged; it would be ideal to model such feedback before this

strategy.

https://kilninver.edublogs.org/files/2006/09/IMG_1328.JPG

15. Rutherford, Paula. (2015). Instruction for all students (2nd ed.). Alexandria, VA: Just Ask

Publications & Professional Development.

pp. 135-138: RAFT Technique

The RAFT Technique is used to help students think from various perspectives, allowing

them to present it in a plethora of ways to limitless audiences. It essentially puts

them in the shoes of someone else, whether of a famed historical figure, or of an average

villager during a historical event. The acronym stands for Role, Audience, Form, and

Time (p. 135). Students may use it to write a letter, produce a poster, complete a survey,

to write a story, and much more. Specifically, this technique encourages a students

comprehension of their role as a writer, as well as their purpose for writing. It gives them

a format to communicate ideas concisely, and to adapt them to the specified audience.

Because of this, it may be easily applied to a science or community project. Building

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upon prior knowledge, students make new connections and present them in a wide-

ranging, creative manner.

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q=tbn:ANd9GcS6TtBYR4aFikr6XJqiBOGLabWIaFsibiB3mKKFLjYJ3boetidl

16. Tankersley, K. (2003). Threads of reading: strategies for literacy development. Alexandria,

VA: Association for Supervision and Curriculum Development.

p. 13 Forming Letters

Forming Letters is a phonemic awareness strategy

to use with emergent readers. Using manipulative

materials such as clay, dough, salt, sand, or shaving

cream, students physically create letters. This can

be done on a desk, baking tray, Wikki Stix, or

Styrofoam trays from the grocery store. This

strategy helps students create a physical connection to the letters, which may be very

helpful if learners are struggling with pictures alone. The letters may also be manipulated

to represent an animal or object associated with the letter. Thus, this strategy helps

students to practice their letter formation enabling the development of fundamental skills.

http://www.allaboutlearningpress.com/tactile-surfaces-for-practicing-letter-formation/

17. Tankersley, K. (2003). Threads of reading: strategies for literacy development. Alexandria,

VA: Association for Supervision and Curriculum Development.

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p. 13 Letter Sort

Letter Sort is a phonemic awareness

strategy to use with emergent readers.

Using a choice of magnetic letters,

lettercards, or letter tiles, this visual

strategy allows students to become

familiar with the characteristics of the

assorted letters. They are able to group

letters into different categories, such as

curves or circles, upper or lower case,

vowels or consonants, and more. The magnetic letters may be placed on a baking tray,

and the others upon a desk, a prepared chart, or a graphic organizer. This strategy helps

students to associate letters with their visual qualities and to group them accordingly. This

will lead to further connections as students move into grouping letters and sounds.

http://themommyteacher.com/sorting-letters-of-the-alphabet/

18. Tankersley, K. (2003). Threads of reading: strategies for literacy development. Alexandria,

VA: Association for Supervision and Curriculum Development.

p.14 - Word Transformation

This is a phonemic awareness strategy that builds upon Letter Sort (see No. 2). Using a

choice of magnetic letters, lettercards, or letter tiles, students experiment in small

independent or teacher-led groups. Using individual sets of letters, the students are given

a list of words that can be changed by adding or subtracting a letter. To increase the

difficulty, two letters may be added or removed, or initial and final sounds may be a

factor. This manipulative strategy helps struggling students to attain a deeper

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understanding of and connection to letter relationships and patterns. This strategy is also

effective as a visual reference for building vocabulary,

and may progressively be used for basic sentence

structure. If possible, students may create their own set

with dough in art class that may be baked to take home

for individual practice.

http://www.1plus1plus1equals1.net/2015/01/et-word-family-play-dough-mats/

19. Tompkins, G. E. (2016). Language arts: patterns of practice.

New York: Pearson Publishing.

pp. 100-102: Grand Conversations

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Grand Conversations allow students to take ownership of their reading. Meeting in both

small and whole class groups, students

discuss their opinions of a text by selecting

details which support them. Beforehand, it

would be ideal to discuss the qualities of

being a supportive group member. Teachers

encourage students to make personal connections to the story, and also to speak of things

they do not understand or relate to. A Grand Conversation is broken in two parts, the first

being open-ended with the second being centered on a chosen aspect of the text; the

teacher may choose to focus on the mechanical craft of writing in this latter portion.

There is an opportunity for student reflection upon the conversations closing; reading

logs are a recommended strategy for this. Grand Conversations may be extended to any

concept cross-curricularly as students explore scientific discoveries, mathematical

applications to real life, or current political environments.

http://www.scholastic.com/teachers/sites/default/files/posts/u24/images/az.ms_.excellent_conversationalits_chart.jpg

20. Tompkins, G. E. (2016). Language arts: patterns of practice. New York: Pearson Publishing.

pp.190-193: Root Word Clusters

Root Word Clusters is a scaffold for a students understanding of morphological concepts.

To help students grasp the significance of a root word and words that developed as a

result, they make a chart with the root word at the center. This book provides an example

with the root graph (write), with stems including teleGRAPH (tele = far) or

GRAPHic (ic = characteristic of) (p. 192). As students use a Root Word Cluster, they

learn the power of peeling off affixes, which, in most cases, leaves an actual word

remaining (p. 192). With this strategy, their vocabulary is built up with a foundational
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knowledge of prefixes and suffixes, enabling students to better decipher new words

without immediately reaching for a

dictionary; this is especially helpful as

students encounter more difficult terms

within science, math, or higher-level

literature.

http://www.oise.utoronto.ca/balancedliteracydiet/UserFiles/Image/Photos/bld_photos/00058/P01.jpg

21. Tompkins, G. E. (2016). Language arts: patterns of practice. New York: Pearson Publishing.

p. 166: Step-by-Step: Viewing Images

To help students understand the power of visual language, they can use this step-by-step

guide to develop a process for viewing images. Broken down into four steps, students are

asked to Look At, Analyze, Interpret, and Draw Conclusions about an image shown. This

permits them time to absorb elements of the picture, such as line, color, or symbols. As

the teacher poses questions to foster deeper reflection, students have the time to reflect on

not only the illustrators purpose or perspective, but how their personal connections also

influence its meaning. When the students draw conclusions, they may present them to the

class or in small groups to stimulate discussion about the predictions or connections

made. Images may cover a broad spectrum, ranging from artistic representations to

photographs of historical or scientific content.

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22. Weimer, M. (2016). Reading informational texts using the 3-2-1 strategy. ReadWriteThink.

Retrieved from http://www.readwritethink.org/classroom-resources/lesson-plans/reading-

informational-texts-using-951.html

3-2-1 Strategy

The 3-2-1 Strategy equips young readers with the tools to read texts strategically. The

students use the accompanying graphic organizer to

write three things they learned or discovered while

reading, two details they found interesting, and a

question they have after the fact. The strategy allows

students to make new connections, as well as creates a

desire for further knowledge gain. It increases overall

reading comprehension as students seek intentionally

to make sense of, or learn from, what they read. 3-2-1

may be applied to fiction or nonfiction passages cross-curricularly, and may be more

effective if placed after a pre-assessment to gain insight into the classrooms prior

knowledge. This can be modified to allow young students to directly copy from the text,

while older students summarize age-appropriately.

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References

Aunkst, B. and Todd, K. (23 September, 2014). Annotated bibliography in APA format. Liberty

University Graduate Writing Center. Retrieved from

https://www.liberty.edu/media/2030/Annotated_Bib_2014.pdf

Hedrick, K. & Flannagan, J.S. (2008). Ascending intellectual demand in the parallel curriculum

model. In The Parallel Curriculum (pp.233-261; 272-279). Thousand Oaks, CA: Corwin

Press.