By Tammy Van Pelt University of Texas at Arlington Cohort 11; LIST 5326; Section 1011

1. Book Club: Professional Book Review on Adolescent literacy and differentiated instruction By Tammy Van Pelt University of Texas at Arlington Cohort 11; LIST 5326; Section 1011 • Written by Barbara King-Shaver & Alyce Hunter

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): Tammy Van Pelt Date: February 14, 2011

3. Background Information Current teaching position: • Wingate Elementary • Mesa County Valley School District 51 • Kindergarten - Certified to teach K-6 Certification sought: • Masters of Education in Curriculum and Instruction with Literacy Emphasis

4. Background Information (cont.) Professional Organizations • CCIRA (Colorado Council International Reading Association) Professional Journals and Magazines: • Education Week • Instructor Magazine

5. Background Information (cont.) • Professional Conferences in Denver, Colorado • 2011 CCIRA: On the Road to Literacy, Feb. 2nd-5th • This conference on literacy offered a wide variety of information on reading and writing at all grade levels. I attended a variety of sessions that included getting boys to read, tier 2 and 3 RTI reading interventions, alternate literacy models, using literature to support conferring and science and literacy. • Author Mike Thalertalked about how he became a writer. He shared some of his earliest writing to his present writing including how to use humor to engage readers and writers. • Author Liz Garton Scanlon demonstrated how to use active reading techniques to aide writing.

6. Background Information (cont.) • Professional Conferences in Denver, Colorado • 2010 CCIRA: Focus on Literacy, Feb. 3rd -6th • This conference on literacy offered a wide variety of information on reading and writing at all grade levels. I focused on classes offering information on teaching phonics and phonological and phonemic awareness, and activities to help with reading and writing at the primary level. • Author Ralph Fletcher discussed playing with language to engage readers and writers. • Cindy Middendorfdiscussed differentiation in the early grades.

7. Background Information (cont.) • Professional Conferences in Denver, Colorado • 2008 CCIRA: Tools for Literacy, Feb. 6th – 9th • I attended this conference during my first year of teaching and it was amazing. I went to a variety of presentations that focused on reading and writing in the primary grades including running effective and efficient literacy centers, activities to build phonics and phonological and phonemic awareness, and using non-fiction texts to engage boys as readers. • Linda Hoyt – Discussed interactive literacy • Pat Hagerty – Discussed teaching vocabulary

8. Background Information (cont.) • Professional Conferences Support of Teachers • The support given by our district varies from year to year. There are a variety of different supports that may be available including the following: • District contribution/support • Day leave for professional development covers our time off including a substitute teacher if needed. • School contribution/support • Funds available from the principal’s school budget may support conference fees

9. Background Information (cont.) • Professional Conferences Support of Teachers • MVEA contribution/support for teachers • Our district’s education association will provide a set amount of money to support professional develop for up to two teachers from each school to attend a conference during the year. These funds often cover conference fees as well as some travel expenses. • PTA contribution/support • Our school’s parent/teacher association may contribute to a teacher’s expenses

10. Reflection Statement & Standards I developed the Professional Book Club Book PowerPoint presentation for an assignment in the Spring 2011 session of LIST 5326, Pre-Adolescent and Adolescent Literacy prior to my Practicum II. This activity demonstrates my ability to use resources beyond the curriculum and teacher guides to deepen my learning and knowledge for teaching reading and writing at multiple levels including the pre-adolescent and adolescent levels and to improve instruction across the content areas. The process of completing this professional book club power point presentation demonstrates that I have a firm understanding of IRA Standard 5:2 Professional Development: Continue to pursue the development of professional knowledge and dispositions. I have read and created a presentation on what I learned by reading this professional book. I show my interest in pursuing my professional development by reading a variety of professional books to expand my knowledge of best practices. I also developed tipsheets that shows my knowledge of IRA Standard 2.2 Use a wide range of instructional practices, approaches and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds. The tipsheets included a variety of instructional strategies including reading and writing activities, special grouping and ways to assess students achievement. This activity also demonstrates my understanding of Colorado Reading Teacher Standard 2.7 Understand approaches, techniques, practices, and philosophies of reading instruction. Includes characteristics, advantages, and limitations of various approaches to reading instruction (e.g., literature-based, language experience, individualized, whole language, basal); instructional methods and strategies (e.g., modeling, direct instruction, discovery learning); and grouping practices to encourage reading development (e.g., whole-class instruction, cooperative learning groups, individualized instruction). This presentation highlights the techniques and understanding of identifying the diverse needs of students. Through a presentation of differentiated instruction all learner’s needs are met.

11. Section I: Bibliography King-Shaver, B. & Hunter, A. (2009). Adolescent literacy and differentiated instruction. Portsmouth, NH: Heinemann. Image from Google Images - click here for address

12. Web Sources • Amazon.com • http://www.amazon.com/Adolescent-Literacy-Differentiated-Instruction-King-Shaver/dp/0325026610/ref=sr_1_1?ie=UTF8&s=books&qid=1293313493&sr=8-1 • This book may be purchased in paper back or kindle form from Amazon.com. The site provides reviews and author information. Reviews include how Adolescent Literacy and Differentiated Instruction provides information on planning, implementing, and assessing differentiated instruction in reading, writing, speaking, listening, and viewing various multimedia presentations.

13. Web Sources • LiteracyNews.com • http://www.literacynews.com/2010/09/adolescent-literacy-and-differentiated-instruction/ • LiteracyNews lists the book as one that can be “bought with confidence”. Adolescent Literacy and Differentiated Instruction uses the latest research and provides ideas for differentiating instruction for diverse learner needs. This set of reviews addresses teachers boasting how this book supports the differentiated classroom through over 30 detailed ideas including models and practical applications.

14. Web Sources • Heinemann.com • http://www.heinemann.com/products/E02661.aspx • Adolescent Literacy and Differentiated Instruction may also be purchased from Heinemann.com. Reviews and author information included at this site mimics previous two websites listed. However, in addition this site provides a comprehensive look for potential interest in the book including a two-page flyer available for download, a listing of the table of contents, a sample chapter, and a copy of the study guide found in the book.

15. Section II: Summary & Critical AnalysisIntroduction: About the Authors Dr. Barbara King-Shaver is a graduate of Douglas Residential College in New Jersey and currently lives in Amherst, Massachusetts. She is considered an expert in her field through her more than thirty years of classroom teaching, supervisory and administrative experiences. She has taught in private and public school settings and at Rutgers University. In addition to authoring Adolescent Literacy and Differentiated Instruction, she has authored several other books for Heinemann publishers and currently provides staff development workshops across the country. Image from: http://www.heinemann.com/authors/2663.aspx

16. Introduction: About the Authors - Alyce Hunter • Alyce Hunter coauthored Adolescent Literacy and Differentiated Instruction with Barbara King-Shaver.Alyce Hunter received her education degree from Lehigh University. She has taught for 25 years and has taught as a professor at Wagner College and Rutgers University. She is currently the Director of Curriculum and Assistant Superintendent at West Morris Regional High School District in the Greater New York area. No image available.

17. Introduction: About the Authors - Why they wrote this book • Barbara and Alyce wrote this book because of their dedication to helping adolescent students succeed in reading. Through their experiences they have learned how using appropriate assessments helps teachers identify what students need. By paying attention to student interests, they can then apply differentiated instruction that helps students achieve a high level of literacy learning. This book • also extends theirwork on a previous book, Differentiated Instruction in the English Classroom, a book developed to help teachers understand the basics of differentiated instruction – it is now in its fifth printing. Image from Amazon.com

18. Introduction: Summary • Adolescent Literacy and Differentiated Instruction • is a comprehensive guide for teachers • that focuses on how to best meet the • needs of a unique set of clientele – • today’s adolescents – by providing • teachers with new strategies for celebrating differences, providing instruction, selecting materials, assessing and making students accountable for what they know. Hunter and King-Shaver take the reader inside and outside the language arts classroom explaining that the literacies of today and tomorrow must be taught by all teachers inside the English class and across the curriculum in all content areas. “Today’s adolescent faces unique challenges as a reader, writer, speaker, viewer, thinker, and learner.” (King-Shaver & Hunter, 2009, p. xii) Quote from introduction in Adolescent Literacy and Differentiated Instruction , p. xii

19. The Topic – more specifically … • The topic of this book is today’s teens, their unique position, and how differentiated instruction can meet their needs for the demands of their future. The Purpose – more specifically … • The purpose of this book is to provide teachers with a valuable resource that offers specific ideas for appropriate formative and summative assessment that can be used in planning and implementing differentiated instruction within the literacies including reading, writing, listening, speaking, and viewing, as well as, tips for multimedia and content area support.

20. Introduction: Author’s Point of View “The commitment Barbara King-Shaver and Alyce Hunter share to differentiated instruction is rooted in their beliefs and their experiences. “ • Together, Alyce Hunter and • Barbara King-Shaver represent over 55 years of • teaching experience. Their combined commitment to student success resulted in not one, but two comprehensive guides to help teachers help students succeed. Their point of view is based in the belief and personal observation that secondary students can, do, and will excel in literacy when teachers take the time to assess their readiness, evaluate their needs, and consider their interests and then use this information to guide and focus their instruction. Quote from Adolescent Literacy and Differentiated Instruction flyer at http://www.heinemann.com/shared/onlineresources/E02661/KingShaverFlyer.pdf

21. Introduction: Readership • Hunter and King-Shaver wrote this book for secondary English language arts and content area teachers of 2010 and future teachers who are and will be preparing today’s adolescents for current and future literacies. They provide numerous examples of literacy activities along with strategies for helping students use these activities to access content and learning. • This book is also for teachers of teachers and administrators who want to give their staff a comprehensive resource that combines good ideas with practical applications that can be used immediately to help students access learning. This book’s predecessor, Differentiated Instruction in the English Classroom, is already used with pre-service teachers and in staff book studies; this book, Adolescent Literacy and Differentiated Instruction, should join it.

22. Focus of the Book: Thesis & Hypothesis • Hunter and King-Shaver recognize that, “knowledge and access to knowledge are exploding at a phenomenal rate” (King-Shaver & Hunter, 2009, p. xii), but that means that today’s adolescents are swept up in learning in an ever-changing world and it is, “the responsibility of all teachers to provide students with opportunities to develop” (p. xii) and be able to access this knowledge. Thus, the thesis of this book is “that differentiation is the way to educate each student” (King-Shaver & Hunter, 2009, p. xii). • In order to prepare students for reading, writing, speaking, viewing, thinking, and learning, teachers need to redefine what it means to teach literacy and realize that teaching reading is helping students learn to read so that they can read to learn. Teachers must unite in this effort and find ways to meet students needs where they are at to take them where they need to go. “Our focus continues to be on differentiated instruction, as it is our belief that differentiation is the way to educate each student. “ (King-Shaver & Hunter, 2009, p. xii).

23. Focus of the Book: Purpose and Hook • Hunter and King-Shaver highlight four reasons for writing this book: • To celebrate diversity • To provide ideas to differentiate instruction • To evaluate assessment • To unite teachers • The purpose of writing the book is to provide teachers with the resources or tools they need to appropriately use assessment to differentiate and make literacy accessible to all students across the curriculum.

24. Focus of the Book: Evidence & Support • A great deal of evidence and support is supplied throughout this text regarding the importance of differentiating instruction and how to differentiate to meet student needs. • “Differentiated instruction honors every learner’s pursuit of literacy through the teacher’s diagnosing and acting upon the learner’s readiness, interests, and learning style” (King-Shaver & Hunter, p. 2). • Evidence for differentiation can be found in many academic texts that calls for educators to expand student opportunities through differentiated instruction. • “Gallagher (1998) proposes differentiated education: the opportunity to allow different opportunities for different learners to learn the content beyond the regular curriculum” (Richardson, Morgan, & Fleener, 2009, p. 418).

25. Literacy needs to be accessible to all students across the curriculum. • “Teachers now recognize that adolescents benefit from literacy instruction throughout the high school years, yet not all adolescents need the same amount or type of literacy instruction or support” (King-Shaver & Hunter, p.6). • As we embraced an ever-changing world, we need to find ways to help adolescents develop their full potential in the wide range of different literacies. • “Differentiation ‘helps students not only master content, but also form their own identities as learners’ (Tomlinson, 2008, p.26)” (King-Shaver & Hunter, p. 9). • “Bender (2008) suggests that differentiation is the ideal support for special education, inclusive education, and regular education teachers to practice the tenants of the popular special education concept of universal design” (p. 13).

26. Focus of the Book: Contribution to Knowledge • In order to completely understand the contributions of this text to knowledge, we must comprehend the broadest definition of adolescent literacy and embrace our role as teachers who teach students how to read to learn through differentiation. • Teachers need to accept a definition of literacy that encompasses reading, writing, speaking, listening, and viewing. Teachers need to embrace that literacy is social and intellectual and calls on the new literacies of media and that it is imperative that teachers create a learning environment that supports adolescent literacy. • With that in mind, this book contributes ideas and strategies for addressing differentiation throughout the literacies.

27. Adolescent Literacy • An NCTE Research Brief (2007) quoted by Hunter & King-Shaver identifies six key factors that support adolescent literacy through research-based teaching practices. • 1. Demystifying content specific practice – teachers need to teach students how to read across the content areas • 2. Motivate students by giving them choices in literacy • 3. Offer authentic literacy opportunities to provide meaningful experiences. • 4. Promote multiple literacies by allowing students to show knowledge in multiple modalities. • 5. Use on-going assessment and multiple type of student groupings to meet the need for student-centered learning. • 6. Foster social responsibility through multicultural literature. • (King-Shaver & Hunter, 2009).

28. Differentiated Instruction is a Process • Differentiated is a process in which teachers begin by assessing their students in multiple ways including their knowledge, interests, talents and weaknesses (King-Shaver & Hunter, 2009). Content, Process, and Product • Differentiation is sometimes thought of as changing an assignment for a student, but differentiation can be applied to presenting content, process and/or product (King-Shaver & Hunter, 2009). • When considering differentiation, teachers need to be open to change and willing to work outside their own strengths in order to meet students where they may be strong. Within this course, this book addresses differentiation across disciplines and matches nicely with the learning 5326 is teaching.

29. Focus of the Book: Documents • This book sites research from the National Assessment of Educational Progress (2007) and the American College Testing (2006) for students data. • This book sites research from The National Council of Teachers of English from their research policy brief. • King-Shaver and Hunter use personal observations from their more than 55 years of combined teaching experience • This book sites other author resources for support for the activities. These resources are adequate and convincing.

30. Personal Response • Reading, Adolescent Literacy and Differentiated Instruction,was an eye opening experience for me. Most of my experience has been at the elementary level where literacy tends to mean learning to read, and more specifically, decoding and comprehending text. Through this master’s program I have gained a broader sense of what it means to be literate and my view is now being expanded to what it means to teach literacy as well. This book has strengthened my own learning to help me understand that learning to read really means helping students so that they can read to learn. • Not only does King-Shaver and Hunter offer their own opinions but for each activity, they offer other authors’ points of view to emphasize effectiveness of the activity. For example, the book provides extensive support for using graphic novels for differentiation that includes how it provides a visual scaffold and an appeal, especially, to boys (to name just a couple reasons for using graphic novels.

31. Personal Response: Other Works • There are several other books on adolescent literacy and differentiated instruction including: • Adolescent Literacy: Turning Promise into Practice (2007) by Kylene Beers, Robert E. Probst, and Linda Rief • This book is also by Heinemann and offers information on teaching the new literacies faced by today’s adolescents. • Adolescent Literacy, Field Tested: Effective Solution for Every Classroom (2009) by Sheri R. Parris, Douglas Fisher, and Kathy Headley • This book is publised by the International Reading Association and also addresses the variety of literacies students need to be familiar with today. It offers a variety of classroom and research based activities to get teachers teaching what students need to learn, today.

32. Personal Response: Other Works • Best Practices in Adolescent Literacy Instruction (Solving Problems in the Teaching of Literacy (2008) by Kathleen A. Hinchman PhD, Heather K. Sheridan-Thomas EdD, and Donna E. Alvermann • This is a Guilford Press publication. It addresses the idea of teaching literacy across the curriculum and gives research-based classroom activities that teachers can begin using right away. It looks at the new literacies including those of technology and addresses concerns of adolescent literacy teachers.

33. Personal Response: Recommendation • I would recommend this book to other teachers and to administrators looking for a comprehensive guide to help teachers build a literacy rich classroom. I felt that this book was easy to read which is essential for today’s classroom teachers who are stretched in so many different directions as they try to meet the needs of the diverse students in their classes. • King-Shaver and Hunter offer their years of classroom experience so the ideas discussed in the book are ideas that have been used in the classroom and are not just theories. Each activity offered real-class experiences that could be applied immediately. • This comprehensive guide crosses curriculum but also multiple literacies as it covers reading, writing, listening, speaking, and digital literacies.

34. Section III: Evidenced Based Instructional Tipsheet # 1 • Choice! • Evidenced based research: “In ‘Adolescent Literacy: A Policy Research Brief’ (NCTE, 2007), six key practices that promote adolescent literacy through research-based teaching practices are highlighted: 2. Motivate through meaningful choice” (King-Shaver & Hunter, 2009, p. 6). “Nunely recommends that teachers “cover” basic concepts in formats they are familiar with, such as lecturing, and then allow students choice as to how to process and ‘play’ with information” (King-Shaver & Hunter, 2009, p. 12). • Application: Choice is an element that can be offered to students after the initial lesson in order for students to show their understanding for what they have learned. In completing a tic-tac-toe board, students must complete three assignments in a row on the board. In class, students will read an article from current event. This will complete one of their squares. They can then choose 2 other activities from the remaining squares to complete their three assignments in a row. Students may choose to write a letter to the editor, a summary of the article, an interview of key people in the story, or a fictional depiction of the event. Students may choose to illustrate the event through a drawing or dramatization, students may create a cross-word puzzle highlighting key words in the article, or they may do further research on the event and write a report or comparison of the events. • Links to Colorado State Student Standards 6th grade: Reading, Writing, Communicating Standard 2.2 a and d: Reading for all purposes. Understanding the meaning within different types of literature depends on properly analyzing literary components.

35. Instructional Tipsheet #2 • Real-World Practice! • Evidenced based research: “In ‘Adolescent Literacy: A Policy Research Brief’ (NCTE, 2007), six key practices that promote adolescent literacy through research-based teaching practices are highlighted: 3. Engage students with real-world literacy practice” (King-Shaver & Hunter, 2009, p. 6). • Application: Students need opportunities to write for real or authentic purposes. Within the classroom, the teacher will have her students select from one of three authentic writing situations. 1) Students may select a school rule that they would like to see changed and prepare a letter addressing the principal about making this change. 2) Students may choose to write a company about a product that they like or dislike and report to the company their view of the product. 3) Students may choose to write the city council about a policy that they think is unfair and explain how they would like the policy changed. • Links to Colorado State Student Standards 6th grade: Reading, Writing, Communicating Standard 3.2 Writing and Composition. Writing informational and persuasive genres for intended audiences and purposes requires ideas, organization, and voice develop.

36. Instructional Tipsheet # 3 • Coding! • Evidenced based research: “Guiding students to identify different types of questions is a metacognitive strategy that can increase understanding and comprehension during reading.” (King-Shaver & Hunter, 2009, p. 31). Coding text in a variety of ways and models can also help readers to interact and react to texts.” (King-Shaver & Hunter, 2009, p. 31). • Application: Students will be grouped into mixed ability groups as they read the story, A Day’s Wait, by Ernest Hemingway. Students will use sticky notes to highlight the text based on the coding: R (reminds me of), T-T (text to text), L (new learning), ? (question), and ! (surprising information). Students will pay particular attention to what the text says explicitly and what they infer. After students have read and marked their texts, they will discuss their findings in small groups in order to gain a deeper understanding of the story. • Links to Colorado Student Standards 6th grade: Reading Writing & Communicating Standard 2:1 Reading for all purposes: Literary elements, characteristics, and ideas are interrelated and guide the comprehension of literary and fictional texts. The students can Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

37. Instructional Tipsheet #4 • Questioning! • Evidenced based research “Tovoni (2004b) and other reading researchers have identified that good readers utilize certain thinking habits and patterns when they read: they activate prior knowledge, question the text and themselves, draw inferences, distinguish between important and unimportant information, and know how to “fix up” the text so understanding increases” (King-Shaver & Hunter, 2009, p.25) QAR (Question-Answer-Relationship) is a strategy that asks readers to analyze the relationship between questions and answers according to whether the answers are right in the text (“right there”), require the reader to make inferences and fit ideas from the text together (“think and search”), ask readers to utilize outside knowledge and apply it to what is read (“author and you”), or require readers to relate information and ideas in the text to their own experiences (“on my own”).” (King-Shaver & Hunter, 2009, p.30) • Application: After reading “From Immigrant Kids” by Russell Freedman, students will independently complete a set of questions and a QAR provided by the teacher. After providing some time for the students to work on the questions on their own, they will get into small groups to compare and assess the question types. Clarification of what kind of questions may help students understand if they should have been able to find the answers in the text directly or if they had to do some inferring. • Links to Colorado Student Standards 6th grade: Reading, Writing, Communicating Standard 2.2 a and d: Reading for all purposes. Understanding the meaning within different types of literature depends on properly analyzing literary components.

38. Instructional Tipsheet#5 • Formative Assessments! • Evidenced based research: “Formative Assessments help teachers and students during the learning process” (King-Shaver & Hunter, 2009, p. 20). “The evidence collected during formative assessment is key to helping teachers differentiate instruction” (King-Shaver & Hunter, 2009, p. 21). “The reason formative assessment is so helpful is that it provides feedback early on” (King-Shaver & Hunter, 2009, p. 23). “Susan Brookhart (2008) notes that feedback can also be a motivational factor” (King-Shaver & Hunter, 2009, p. 23). • Application: Assessing student progress is an on-going process and it would be remiss not to include formative assessment as a tip and one of the important factors outlined in this book. On-going assessment or formative assessment should be applied to every lesson in the classroom. If it is not being evaluated, then the teacher should ask why the students are doing it. In writing, formative assessment can be completed within a conference with the student regarding their writing and where that student is at specifically. • Links to Colorado State Student Standards 6th grade: Reading, Writing, Communicating Standard 3.3 Writing and Composition. Specific editing for grammar …e) with guidance and support from peers and adults develop and strengthen writing as needed by planning, revising, editing, …

39. Instructional Tipsheet#6 • Multiple Literacies! • Evidenced based research: “In ‘Adolescent Literacy: A Policy Research Brief’ (NCTE, 2007), six key practices that promote adolescent literacy through research-based teaching practices are highlighted: 4. Affirm multiple literacies” (King-Shaver & Hunter, 2009, p. 6). Educational thinkers like psychologist Howard Gardner has provided guidance in the area of integrated curriculum. “And further research on the brain has demonstrated the power of organizing students’ learning around central ideas or themes through individual and group projects – Caine and Caine 1997; Csikszentmihalyi 1991; Jensen 2005” (Burke, 2008, p. 351) • Application: After completing a reading of Julius Caesars, students will complete a project that will demonstrate their understanding of the play. The student may suggest a project that the teacher approves or choose from a list of preapproved projects. Choices include, but are not limited to having students complete: a traditional report (essay), a poster of a key scene which they then explain how it connects to their understanding of the rest of the play, complete a PowerPoint presentation, perform a puppet or dramatic presentation of key scene describing or explaining why it is a key scene, or compose a rewrite of a key speech transposed into modern English which includes an explanation of why it is a key speech. • Links to Colorado State Student Standards 6th grade: Reading, Writing, Communicating Standard 2.2 a and d: Reading for all purposes. Understanding the meaning within different types of literature depends on properly analyzing literary components.

40. Instructional Tipsheet #7 • Functional Texts • Evidenced based research: “In 2008, the National Council of Teachers of English published a policy research brief on writing instruction and assessment entitled Writing Now. In addition to reinforcing the writing process, this report emphasizes three main dimensions of writing, noting that it needs to be holistic, authentic, and varied” (King-Shaver & Hunter, 2009, p. 64). Burke states, “Expository writing is far and away the most common mode of expression” (p. 45) and “We do not always assign students functional types of reading (or writing) – pamphlets, executive summaries, formal letters—which is odd, given that our own experience tells us that such documents are essential to our personal and professional lives.” (Burke, 2008, p. 42). • Application: Teachers need to give students more opportunities to write functional texts. This can be accomplished through choice using tic-tac-toe boards or by simply giving them a list of response choices. For example, after reading a novel of one’s choice, have students create a brochure, advertisement, or Resume using persuasive text to sell their book to their classmates. • Links to Colorado State Student Standards 6th grade: Reading, Writing, Communicating Standard 3.2 Writing and Composition. Writing informational and persuasive genres for intended audiences and purposes requires ideas, organization, and voice develop.

41. Instructional Tipsheet #8 • Speaking! Evidenced based research: “Moffat and Betty Jane Wagner (1992) recognize the importance of talk and learning. They suggest that ‘because constant practice and good interaction are the best teachers of speaking and listening, talk in small groups should be a staple learning activity for all grades and allotted a large amount of time in the curricula’ (74)” (King-Shaver & Hunter, 2009, p. 112). “While full-class discussions can be effective and exciting, talking can improve thinking through a range of activities” (Burke, 2008, p. 241). “[Discussions] engages students, broadens their perspectives and promotes meaning-making, decision-making, and higher-level thinking” (Spiegel, 2005, p.9) • Application: Waiting by Budge Wilson is a story about two sisters. In class the students will get in partners to read and discuss, Waiting. They will participate in “Interrupted reading”. Their focus should be on character development and learning all they can about the two sisters. After reading, Waiting, in pairs, students will get into small groups to discuss the relationship between the two sisters. The narrator is Juliette. Students will discuss how the story would be different if told by Henrietta. • Links to Colorado State Student Standards 6th grade: Reading, Writing, Communicating Standard 1.1 Oral Expression and Listening: Successful group discussions require planning and participation by all

42. Instructional Tipsheet #9 • Flexible Grouping! • Evidenced based research: “Teachers often use flexible grouping in differentiated classrooms” (King-Shaver & Hunter, 2009, p.24). “A hallmark of an effective differentiated classroom, by contrast, is the use of flexible grouping, which accommodates students who are strong in some areas and weaker in others” (Tomlinson, 2001, p. 3). • Application: Grouping students by readiness, interests, or learning styles is a great way to differentiate instruction and peak student interest. The teacher will use a combination of Chance grouping and partner grouping by ability. Students will be partnered with a high and low reading to partner read a given selection. The selections will be a compilation of articles on a given topic brainstormed by the group of students. Current events could be used.. Then the students will be mixed in a chance grouping for small group discussion. • Links to Colorado State Student Standards 6th grade: Reading, Writing, Communicating Standard 1.1 Oral Expression and Listening: Successful group discussions require planning and participation by all

43. Instructional Tipsheet #10 • Visual Literacy! • Evidenced based research: “For educators pressured to cover inordinate amounts of material before the test de jour, using visuals is a way to speed things up 60,000 times!” (Frey & Fisher, 2001, p. 8). • Application: As an introduction to visual literacy, invite students to bring in advertisements and discuss the use of color and pictures and word placements. Invite the students to redo the advertisement (as suggested by Frey and Fisher) and then compare the two advertisements to see why advertisers made the choices they made. Then have the students use a collection of pictures. Brainstorm within the groups what the pictures say. Have two different groups compose a story about the same picture and compare stories. • Links to Colorado State Student Standards 6th grade: Reading, Writing, Communicating Standard 1.1 Oral Expression and Listening: Successful group discussions require planning and participation by all and standard RWC Standard 3.2 Writing and Composition. Writing informational and persuasive genres for intended audiences and purposes requires ideas, organization, and voice develop.

44. Section IV: Webliography Source #1 Kahl, Steven.  Differentiating Instruction in High School and Middle School http://www.mvla.k12.ca.us/mvhs/academics/GATE/GATE%20Documents/DiffInstinHSMS0209.pdf Kahlpresents an outline of basic definitions, concepts and examples for creating a differentiated learning environment, moving through pre-assessment, identifying types of learners, management for differentiated curriculum and instruction, sample outlines of differentiated approaches to lessons, advice for working with cultural differences, and help with designing tiered activities.

45. Source #2 Key Resources on Differentiated Instruction http://www.differentiatedinstruction.net/html/resources.html This website collects titles of resources for a teacher or administrator working to learn more about differentiation.  Resources are divided by Overviews, On Leadership, General Strategies and Particular Populations of Students,  Anthologies of Units, Specialized Topics of Interest, Professional Development of Materials, Videos, Related Resources, and Websites.

46. Source #3 Tomlinson, Carol, Ed. D.  Fulfilling the Promise of Differentiation http://www.caroltomlinson.com/ Dr. Tomlinson is the author of numerous books on differentiation, including How to Differentiate Instruction in Mixed Ability Classrooms, Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids  and others.  Her website provides dates and sites for her presentations, brief descriptions of her books, and links to articles on differentiation of instruction and to videos and other professional development material.

47. Source #4 ASCD (formerly the Association for Supervision and Curriculum Development) http://www.ascd.org/ This is a rich hub of information on curriculum development.  ASCD sponsors sharing between educational professionals through its newsletters, books, blogs, online learning, conferences and numerous other resources.  Of particular interest is its Differentiated Instruction Group on ASCD Edge and collection of articles on differentiated instruction.

48. Source #5 Wormeli, Rick.  Differentiating for Tweens http://www.ascd.org/publications/educational-leadership/apr06/vol63/num07/Differentiating-for-Tweens.aspx Wormeliprovides a succinct, practical way for teachers to differentiate instruction for the middle grade teacher in this article.  He takes a strategy-by-strategy approach, starting with “Teach to Developmental Needs,” to “Treat Academic Struggle as Strength” and three more approaches.

49. Bibliography Burke, J. (2008). The English teacher’s companion: A complete guide to classroom, curriculum, and the profession (3rd. Ed). Portsmouth, NH: Heinemann. Burke addresses the needs of teachers helping students learn the different literacies in and out of the English classroom. He discusses the need for change in today’s world and a call for teachers to step up and help students become not just literate, but literate people able to think critically in a diverse world. Frey, N. & Fisher, D. B. (2008). Teaching visual literacy: Using comic books, graphic novels, anime, cartoons, and more to develop comprehension and thinking skills . Thousand Oaks, CA: Corwin Press. This text gives a multitude of suggestions for bringing literacy to students through picture support.

50. King-Shaver, B. & Hunter, A. (2009). Adolescent literacy and differentiated instruction. Portsmouth, NH: Heinemann. • The first five ideas in the Instructional Tips are from this book written specifically to address the needs of new literacies in the ever changing classrooms with not only diverse needs but also diverse student populations. • Spiegel, D. L. (2005). Classroom discussion: Strategies for engaging all students, building higher-level thinking skills, and strengthening reading and writing across the curriculum. New York, NY: Scholastic, Inc. • Spiegel puts theory to practice in this guide for teachers She discusses the importance of talk and how to set up discussions including when it is appropriate to have whole group discussions and how to scaffold instruction in order to get students talking.