Annotated Bibliography

A partial annotated bibliography of important teaching material I have read is noted below.

Atwell, N. (1998). In the middle: New understandings about writing, reading, and learning (2nd
ed.). Portsmouth, NH: Heinemann.

This book was one of my favorites and is an excellent resource for information on setting up and
maintaining writing programs including, Writer’s Workshop, in the classroom.

Allington, R., (2012), Every child, every day. Educational Leadership. vol. 69 (Number 6). Retrieved
from http://www.ascd.org/publications/educational-leadership/mar12/vol69/num06/Every-Child,-
Every-Day.aspx

This article contains six elements that have been proven to develop effective reading instruction in
children’s literacy. It is written clearly and concisely for educators to easily put in place.

Burgess, Dave. (2012), Teach Like a Pirate. San Diego, CA: Dave Burgess Consulting, Inc.

This engaging book, written by a veteran teacher, gives extraordinary ideas for boosting student
engagement , increasing teacher creativity, and transforming the thought process of educators.

Cambourne, B. (1995). Toward an educationally relevant theory of literacy learning: Twenty years of
inquiry. The Reading Teacher, vol. 49.

Cambourne’s conditions for learning are highlighted and are useful for the establishment of a
positive classroom environment in which students can thrive.

Dymock, S., Nicholson, T. (2010). “High 5!” Strategies to enhance comprehension of expository text.
The Reading Teacher. vol. 64. (No. 3 Nov. 2010).

This article proved to be helpful in working with non-fiction texts by having strategies for students
to use to construct meaning. Five main strategies are given and the rationale behind each of them.
These are relevant and effective strategies for teachers to teach.

Fletcher, R. & Portalupi, J. (2001). Writing workshop, the essential guide. Portsmouth, NH:
Heinemann.

This book supplies the necessary tools for creating a writing program. Concrete material is
provided in an easy to read format. A terrific resource which even includes a timeline for the year.

Freeman, D.E. & Freeman. Y.S. (2014). Essential linguistics: What you need to know to teach reading,
ESL, spelling, phonics, grammar. Second edition. Portsmouth, NH: Heinemann.

This text introduces all the basics of linguistics and is helpful in determining the reasons behind
the rules and structures. Not only is this an important reference, but it also provides material for
interesting lessons with students and book recommendations.

Furr, D. (2003) Struggling readers get hooked on writing. The Reading Teacher, vol. 56. (No. 6 Mar.).
pp. 518-525. Retrieved from
http://www.learner.org/workshops/teachreading35/pdf/strug_read_hook_writing.pdf

This article’s content reveals the process of writing non-fiction pieces with struggling students who
don’t seem to know what to write. It is a fantastic resource and step-by-step guide for modeling
procedure with large and small groups of students.

Graves, D. (1985) All children can write. LD Online. Retrieved from

http://www.ldonline.org/article/6204.

Graves’ article focuses on the writing process, provides hope for students with learning disabilities,
and focuses on student choice for greater engagement and student writing success.

Harvey, S. & Goudvis, A. (2007) Strategies That Work (2nd. ed) Portland, ME: Stenhouse

This text is an excellent resource for teachers who want to explicitly teach thinking strategies so
that students become thoughtful and engaged independent readers.

Hicks, T. (2009). The Digital Writing Workshop. Portsmouth, NH: Heinemann.

Technology is the overall focus of this text; however, basic good writing strategies are at the core of
this information. This book offers a wide variety of ideas for writing using various digital
applications. A very good writing workshop resource for teachers.

Johnston, P. (2012). Opening Minds using Language to Change Lives. Portland, ME: Stenhouse

This amazingly well written book is a jewel filled with multiple examples of ways to encourage
students by using certain words skillfully, which builds their self-esteem and success.

Lesh, B. (2011) Why Won’t You Just Tell Us the Answer? Portland, ME: Stenhouse

Lesh, a recognized Precollegiate Teacher of the Year and author, illustrates excellent history-
teaching strategies through a series of history lessons and how to’s in order to get students engaged
and remembering their history. Great examples of how to teach history effectively.

Lu Chi. (2000). The art of writing: Lu Chi’s Wen Fu (s. Hammill, translator). Minneapolis: Milkweed.

This delightful short text is written in verse, demonstrating the craft of writing in prose. This book
is chock-full of poetic verse, written in a beautiful and true artful language.

Matthiessen, C. (2012). The hidden benefits of reading aloud - even for older kids. Retrieved from
http://www.greatschools.org/students/7104-read-aloud-to-children.gs
 Much support for reading aloud can be found in this article. I found this enlightening, since I was
unaware of the tremendous advantage that read-aloud gives to students and its profoundly valuable
impact on their vocabulary, conversation, and increased attention spans.

Meeks, L., Heit, P. & Page, R. (2013). Comprehensive School Health Education. Totally Awesome
Strategies for Teaching Health (8th ed.). New York, NY: McGraw Hill.

This trio of authors are experts in health literacy and have included the latest information on diet,
food addiction, and family health. They discuss technology and social media, addressing its risks,
advantages and disadvantages. It also provides teaching strategies that are effective and engaging.

Moline, S. (2012). I See What You Mean (2nd ed.). Portland, ME: Stenhouse

This text brings reading strategies into the twenty-first century through the use and interpretation
of diagrams, pictures, and charts which enhance students’ ability to become visual thinkers.

Sousa, D. & Tomlinson, C. (2011). Differentiation and The Brain, How Neuroscience Supports the
Learner-Friendly Classroom. Bloomington, IN: Solution Tree.

This fascinating text reveals a new model of effective teaching that combines discoveries about
how the brain learns and the basic principles of differentiation. Teachers glean the knowledge on
how to make the best instructional and assessment choices to meet the needs of their increasingly
diverse student population.

Strickland, D., Ganske, K., Monroe, J.K. (2002). Supporting struggling readers and writers: Strategies
for classroom intervention 3 - 6. Portland, ME: Stenhouse.

This book is full of good ideas and background information. It is an encyclopedia of information
and lesson ideas for all readers and writers; especially those who struggle.

Tomlinson, C. & McTighe, J. (2006). Integrating Differentiated Instruction + Understanding by Design.

Alexandria, VA: ASCD.

This book offers a framework for addressing learner differentiation or learner variance as a critical
component of instructional planning.

Weaver, C. (2009). Reading process: Brief edition of reading process and practice (3rd. ed.).
Portsmouth, NH: Heinemann.

In this work, there are numerous useful tools provided for investigating the causes of reading
difficulties and helping students to overcome them. In addition, Weaver describes the essence of
the reading process itself and includes an interactive study guide useful for individuals, reading
groups, and whole classes.