Annotated Bibliography
Buntinas, K. (2012, April 15). Incorporating informational texts to increase students’ reading habits. Statement: The Journal of the Colorado Language Arts Society, 48 (2)
This article discusses the increased informational text learning requirements as outlined in the Common Core standards and provides reading strategies to increase student comprehension levels in nonfiction reading. The author notes how reading strategies for informational text comprehension differ from those taught for the fiction genre and finds that the use of informational books within a guided reading program assists primary grade students in becoming more successful readers. She gives specific strategies for teaching informational text comprehension, including question generation, picture cues, text structure analysis, use of background knowledge, and think-alouds. The author analyzed research studies that concluded that students do not prefer fiction over non fiction texts, therefore if students are offered more selection and choice when reading informational texts, and are taught how to comprehend them using proven and specific strategies, they will develop enjoyment for the genre.
Yopp, H., & Yopp, R. (2012, April). Young children’s limited and narrow exposure to informational text. The Reading Teacher, 65 (7), 480-490
This study focuses on diversifying the types of non-fiction used in the elementary classroom. The authors conducted research studies that revealed that most informational texts are conveyed to elementary aged students in the form of read-alouds, with 85% of texts used being in the topic of science. The research also showed that it is beneficial to student learning to diversify the types of informationa...
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...n-fiction used in the elementary classroom, as well as incorporating informational texts into social studies and science, students will have more opportunities to work with informational texts and therefore be more successful at meeting the increased informational text requirements as included in the Common Core. Student achievement and reading habits will improve by teaching students how to comprehend informational texts, while also fostering further interest in the genre through a diverse selection of choices for students. Through the use of assessment-driven instruction, along with the implementation of effective teaching strategies for improving student comprehension levels of informational text, teachers will be provided with necessary guidance regarding whether it is necessary to modify their instruction to assist students in meeting their learning goals.
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
In this book, Bauerlein argues that technology as a whole has had the opposite of its intended effect on American youth. According to his argument, young adults in the United States are now entirely focused on relational interactions and, in his view, pointless discussions concerning purely social matters, and have entirely neglected intellectual pursuits that technology should be making much simpler. He calls on various forms of data in order to prove that the decline is very significant and quite real. This book is meant to be a thorough and compelling study on the reality of what technology has caused in the U.S.
Writing and Reading Across the Curriculum, Brief Edition (2nd Edition) (2 ed., pp. 413-429). New York: Longman.
This book promotes the use of the basic features of informational text to distinguish fact from fiction and compares story elements through text-to-text connections. Parts help engage children in critical thinking because they determine the difference between fact and fiction and also think about the science concepts of the human body.
Writing and Reading across the Curriculum. Laurence Behrens and Leonard J. Rosen, Boston: Pearson 2011. 274-279
This article argues that there is a clear understanding of what crimes the Uniform Crime Report (UCR) measures. Citizens and the police are both in general agreement about what a serious crime is as it involves many different factors that make it a serious crime. The police and citizens are both part of the decision making process when classifying an incident as an index crime. The decision making process involves the following steps that are taken: defined by the victim, determined by the police, obvious accounts for most of the changes in whether a crime should be reported and officially recorded, personal characteristics of the offender, and the effects suffered by the victim. Studies show that crimes are reported to the police because the victim was greatly affected by the crime committed. Studies even show that not all crimes are reported to the police because the victim has a reason not to. I intend to use this article for my research to for my research project to explain why victims would report or not report a crime to the police.
Writing and Reading Across the Curriculum. Tenth edition. Edited by Laurence Behrens and Leonard J. Rosen. New York: Longman Publishers, pp. 371-377, 2008.
Begrens, Laurence; Rosen, Leonard J. Writing and Reading Across the Curriculum. 7th ed. New York, Longman, 2000. 320-322.
Amanda Spake, “Chapter Eight” Writing and Reading Across the Curriculum, (New York: Pearson, 2007) 337-337
There are several advantages to using narrative text in the middle school classroom environment. The first advantage is that the reader is entertained when reading narrative text. Second advantage involves narrative text attains and contains the interest of the reader. Third advantage consists of narrative text teaching or instructing the reader. Fourth advantage focuses on narrative text inconstant demeanor or social opinions of the reader. For example soap operas. The Bold and the Beautiful displayed in one of the episodes concerning homeless people and how their circumstances caused these individ...
Behrens, Laurence, and Leonard J. Rosen, eds. Writing and Reading Across the Curriculum. 7th ed. NewYork: Longman, 2000.
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
Temple, C., Ogle, D., Crawford, A., & Freppon, P. (2010). Comprehension and response to literature. In All childre read: Teaching for literacy in today's diverse classroom (pp. 213-214). Boston: Pearson.
Furthermore, informational texts found in Reading A-Z talk about different water sources like the Mississippi River where the learner could relate too since the river crosses Minnesota. Part of the assessments done the learner indicated the dislike of reading, but through selective texts of her interest or texts that she could relate and use her background knowledge to engage on the reading would create on her motivation to read. Just as Fisher & Frey (2012) states that few readers read the introduction to know if it the text meets their needs. In order to create engagement on readers, looking at the complexity of a text as a teacher is it vital to maintain the reader joy
In this information–driven age, preparing students to read a variety of texts with complete understanding should likely be one of our educational system’s highest priorities. Understanding is more than just the ability to produce information on demand (knowledge) or the ability to perform learned routines (skills). “Understanding is the ability to think and act flexibly with what one knows.” (Active Learning Practice for Schools, n. d.) A review of the literature in the area of reading comprehension of elementary-age students shows two principle areas of focus. There is a body of literature that examines the development of proficient vs. struggling comprehenders and another body of literature that compares methodologies for teaching reading comprehension.