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Volume 03 · Issue 05 · December 2017 ISSN: 2476-1915

Sam Houston State University College of Education Department of Language, Literacy And Special Populations Page 2 READ: An Online Journal for Literacy Educators – Vol. 3, Issue 5, December 2017 ISSN: 2476-1915

Volume 3, Issue 5, Winter 2017 Table of Contents

Feature Articles Critical Conversations: Using Picture Books to Welcome Refugees into Our Classrooms 4 Helen Berg, Donna Cox, Melinda Miller Exclusionary Discipline Practices in Texas: How to End the School Prison Pipeline 10 William Calderhead Using Multicultural Children’s Literature to Address Social Issues: The Power of 15 Interactive Read Aloud Rebekah E. Piper, Tasha A. Vice, Ramona T. Pittman

Using Word Walls to Promote Literacy Skills and Social-Behavioral Success for Students 26 with Emotional and Behavioral Disorders William Blackwell and Philip Swicegood

Columns Culturally Responsive Ideas from Educators

Wordless Picture Books: One Way to Scaffold Reluctant Readers and Writers 38 Nancy K. Votteler “Board Games in Math Class?” 42 Andrew Sundin Math Adventure Book 45 Katelyn Dover Incorporating Poetry into the Science Classroom 49 Hania S. Ahmed Literacy Pioneer: Seminal Works of James Paul Gee 53 Elizabeth Lasley

Book Reviews 60

READ: An Online Journal for Literacy Educators – Vol. 3, Issue 5, December 2017 Page 3 ISSN: 2476-1915 EDITOR’S NOTE...

Jacquelyn K. Vasquez , B.S. Graduate Student Sam Houston State University Layout Editor, READ: An Online Journal for Literacy Educators [email protected]

Dear Readers,

The READ Editorial Team wants to thank all who submitted a manuscript!!

We hope you enjoy reading the fourth issue of this journal. The theme for this issue is: (Re) envisioning Literacy for Struggling Readers.

The theme for the June 2018 publication is Literacy in A Social Justice Era. The deadline to submit for the June publication is April 30, 2018.

The theme for the December 2018 publication is Working Toward Transformation and Change in Literacy Education. The deadline to submit for the December publication is October 1, 2018.

Please go to the website to review submission guidelines: https://www.shsu.edu/academics/language-literacy-and-special- populations/read-journal/ https://journals.tdl.org/read/index.php/read/index

We look forward to reading your manuscript!

Sincerely,

READ Editorial Team!!

Founding Editor______Benita R. Brooks, Sam Houston State University Layout Editor______Jacquelyn Vasquez, Sam Houston State University

EDITORIAL REVIEW BOARD Burcu Ates, Ph.D.______Sam Houston State University Alma Contreras-Vanegas, Ph.D.______Sam Houston State University Elizabeth Lasley, Ph.D.______Sam Houston State University Melinda Miller, Ph.D.______Sam Houston State University Diana Nabors, Ph.D.______Sam Houston State University Mary Petron, Ph.D.______Sam Houston State University Ramona Pittman, Ph.D.______Texas A&M San Antonio Nancy Stockall, Ph.D.______Sam Houston State University Nancy Votteler, Ed.D.______Sam Houston State University

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Critical Conversations: Using Picture Books to Welcome Refugees into Our Classrooms

Helen Berg, Ph.D. Donna Cox, Ph.D. Melinda Miller, Ph.D. Sam Houston State University—Texas

Abstract ing to Hope (2008), refugee children experi- Approximately 11 million children have recently ence substantial hardships when they and been forced to leave their homes and lives be- their families are affected by poverty, war, hind due to war, natural disasters and other and/or natural disasters. Children may arrive types of trauma. Reading picture books about “feeling disoriented and bewildered” (p. 298) refugees in classroom communities that include into our classrooms. Hope describes how refugee children may help these children to feel refugee children frequently face language and recognized and to realize they are not alone in cultural barriers and may feel isolation and their situations. All children should see them- friendlessness. The author cites a study by selves reflected in the literature (Hope, 2008), Melzak and Warner (1992), in which refugee and children who have arrived suddenly after children revealed through interviews that they escaping some sort of tragedy are no different. appreciated teachers who “asked about their Using selected children’s picture books depict- experiences and included them in the curricu- ing refugee children not only provides opportu- lum” (p. 298). Hope stresses the need to inte- nities for teaching critical literacy, but also in- grate refugee children “into what is often a corporates global perspectives, as well as per- hostile or, sometimes indifferent school envi- spectives of justice and injustice in the class- ronment” (p. 298). How do we make refugee room. The multidimensional representations of children feel safe, valued and included? How refugees in picture books also enables teachers do we talk with our students about refugees to promote critical conversations in the class- in a kind, compassionate manner? One way room. to address these needs is by using selected children’s picture books, which not only pro- Keywords: Critical literacy, refugee children, vide opportunities for teaching critical litera- picture books cy, but also incorporate global perspectives, as well as perspectives of justice and injustice According to The UN Refugee Agency in the classroom. Children should see them- (2017), 22.5 million people around the world selves reflected in the literature (Hope, 2008), have been forced from home, and over half of and children who have arrived suddenly after these refugees are under the age of 18. Accord- escaping some sort of trauma are no different.

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Reading picture books about refugees in class- Dolan (2012), critical literacy is reading text room communities that include refugee children “in an active and reflective manner which may help these children to feel recognized and promotes a deeper understanding of socially to realize they are not alone in their situations. constructed concepts, such as power, inequal- The multidimensional representations of refu- ity, and injustice in human relationships” (p. gees in picture books also enables teachers to 5). “Culture is never static” because “the be- promote critical conversations in the classroom. lief systems and practices associated with Dolan (2012) defines critical literacy as cultural groups are always under negotiation actively reading and reflecting on text, which with new generations” (Lee, 2003, p. 4). Ele- encourages critical thinking on topics such as mentary schools constitute one of the most inequality, injustice, and the power of the domi- significant cultural niches in which young nant culture. According to Roy, (2016) critical people begin the process of becoming literate. literacy “acknowledges the situated nature of It is in these settings that children expand language, interrogates power relationships, and their understandings of the purposes of litera- can make visible the identities and subject posi- cy and begin to see how literacy relates to tions negotiated in a classroom context” (p. their interactions with others. The instruction- 542). The development of critical literacy skills al approaches and the culture that children enables people to interpret messages in the mod- experience in classrooms play a major role in ern world through a critical lens and challenge shaping their emerging identities as cultural the power relations within those messages. Edu- and literate beings (Leland, Harste & Huber, cators who facilitate the development of critical 2005). Books are particularly useful for start- literacy encourage children to examine societal ing and sustaining critical conversations in issues such as poverty, education, equity, and classrooms. Students can participate in criti- equality, and institutions such as family and cal conversations after engaging with picture school. As students learn to analyze the struc- books that address important topics such as tures that serve as norms, they realize these ethnicity, gender, culture, language, people norms are not experienced by all members of with special needs, immigration, war, refu- society. Critical literacy is not merely about ed- gees and marginalized groups. Dolan sug- ucating children about critical ways of seeing gests that picture books can serve as spring- and questioning. It is equally about encouraging boards for critical discussions and “for incor- what Maxine Greene (1995) calls their “social porating global and justice perspectives in the imagination” which is “the capacity to invent classroom” (p. 5). Critical conversations visions of what should be and what might be in highlight diversity and difference, while call- our deficient society, on the street and in our ing attention to the nature and role of literacy schools” (p.5). in our society. Children begin to understand Paulo Freire encouraged readers to “read what is and is not valued through the works the word” in order to “read the world” (Freire & of authors who create picture books. Reading Macedo, 1987). Freire implored us to think criti- aloud from high-quality literature supports cally about the world around us through experi- young children’s literacy development in ences with literature and through an understand- multiple ways. Including the reading and dis- ing of the powerful nature of text. According to cussion of critical literacy texts can add even

Page 6 READ: An Online Journal for Literacy Educators – Vol. 3, Issue 5, December 2017 ISSN: 2476-1915 more learning opportunities for students by emotions including fear, grief and confusion. opening up spaces for building critical literacy Several books pay homage to the resilience of awareness in classrooms. children placed in difficult situations. These Conceptually, reading critical picture books provide ideal teaching opportunities books aloud to children, is anchored in Free- for exploring issues such as compassion, em- body and Luke’s model of reading as social pathy, tolerance, justice, conflict resolution practice (1997). Arguing that literacy is never and a respect for human rights. The reasons neutral, Freebody and Luke identify four differ- why asylum seekers seek refuge are many, ent views of literacy: reading as decoding; read- and to this day, people are still unaware of ing as a way of co-producing a meaningful read- the difficulties and hardships refugee children ing; reading as language in use; and finally, have experienced. reading as a way to interrogate the assumptions While it is important for refugees to that are embedded in text as well as the assump- encounter their stories in classrooms, it is tions which are brought to the text. Part of learn- equally important for other children to hear ing to read is being able to look critically at the these stories and to learn about their experi- images and messages in books, to understand ences. Hope (2008) makes the argument that what can be learned from authors, and to think children’s literature about the refugee experi- about problematic stereotypes authors and illus- ence provides an ideal context for sharing trators might perpetuate. A critical literacy ap- stories, feelings and fears undergone by refu- proach includes a focus on social justice and the gee children. Critical discussions of picture role that we each play in challenging or helping books can facilitate the understanding of the to perpetuate the injustices we identify in our refugee experience. In addition, such discus- world. To prepare literate individuals for the sions serve as a springboard for sensitive top- global society, more is needed than to teach ics related to persecution, flight and resettle- children how to decode and comprehend texts. ment, while also reassuring refugee readers What is needed now is a critical understanding that there is new life and hope for the future. of language as a cultural resource that can be Roche (2015) suggests that when a used to challenge or maintain systems of domi- child listens to a story and has time to dwell nation (Janks, 2000). This article will look spe- on the pictures and discuss the book with cifically at using picture books to encourage peers in a safe and interactive social setting, a conversations about the ever-increasing margin- whole new sense of making meaning comes alized group, refugees, while focusing on build- into being. For critical engagement with both ing students’ awareness of how systems of text and illustrations to work well, teachers meaning and power affect people and the lives need to be knowledgeable about the book(s) they lead. being used, critically aware, willing to listen Today there are refugees in countries all to and open to learning from students, and over the world (UN Refugee Agency, 2017). committed to creating a community of in- Many people are not able to receive the protec- quiry in the classroom. tion of their state and therefore require the pro- Giving children time to think is cru- tection of the global community. Picture books cial. Additionally, listening actively as others about refugees address a range of universal speak builds reciprocity of respect and a

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sense of community. Finally, critical literacy 5. Conduct a picture walk through the and book talks offer children the opportunity to book. Show the cover, title, and pic- speak, listen, reflect, have an opinion, make tures, and ask students to make pre- statements, question and to be listened to dictions. Introduce new vocabulary. (Donelly, 1994, p. 7). According to Cox, Miller and Berg 6. Read the story and discuss the in- (2017) there are eight steps for successfully formation you previously wrote on the sharing a critical literacy book aloud: sticky notes as you come to them in the text. Encourage students to make 1. Select a book that draws attention to connections to their own lives and to social issues or raises questions about other books. the social world, for example, refugees, immigrants, and asylum seekers. 7. Ask students to write or draw about the events in the story, thinking about 2. Preview the book. Look for places the discussion and relating it to their that raise issues or might be a spring- own lives. board for a conversation about social issues. Also, identify vocabulary you 8. Invite students to continue the dis- may want to introduce during a mini- cussion of the text and the issues it lesson or a book introduction. Meller, addressed. Consider using the book Richardson, and Hatch (2009) suggest connections students shared as future phrasing questions to “…illicit chil- critical literacy read-alouds (Cox, dren’s own questions, further their un- Miller & Berg, 2017, pp.49-50). derstanding of the issues in the book, and encourage the children to make con- This method of examining critical literacy nections between themselves and the with students works well with books about text” (p. 77). Ask “why?” “how?” and refugees and refugee children. Not only will “what do you think?” questions. refugee children in the classroom feel a sense of recognition and support as their story is 3. As you formulate your critical ques- told, but other children in the classroom will tions to use during the read-aloud, write come to understand the plight of the refugees them on sticky notes, and place them and hopefully gain a sense of empathy for throughout the book. their new classmates. Coming to this mutual understanding will help create a caring and 4. Activate students’ prior knowledge. compassionate community of learners. This can be done by asking thought pro- The results of critical conversations about voking questions related to issues in the refugees are multi-faceted. In reading about text or by sharing a physical object relat- and discussing the issues faced by refugees, ed to the book with the students. students can begin to develop an understanding of critical topics in our society. The picture books and the conversations that sur-

Page 8 READ: An Online Journal for Literacy Educators – Vol. 3, Issue 5, December 2017 ISSN: 2476-1915 round them can help refugee children tell their Ruurs, M. (2016). Stepping Stones: A Refu- stories. As classmates learn about the emotions gee Family’s Journey. Orca Book Pub- and difficulties experienced by refugees, they lishers; Bilingual edition can better understand the lives of refugee chil- Young, R. (2016). Teacup. Dial Books. dren who may become a part of their classroom community. Through critical read alouds, and References especially those focusing on refugees and refu- Cox, D., Miller, M. & Berg, H. (2017). Start gee children, students can become aware of real- with a book, end with a conversation: ities in our society that are tragic and unjust. Promoting critical literacy in the class- Through their new understandings, students can room. California Reader 50(2), 48-50. become change agents who “read the word” and Cummins, J. (2001). Negotiating identities: “read the world” (Freire & Macedo, 1987) in Education for empowerment in a diverse order to do their part in making our society a society (2nded.) Los Angeles, CA: Califor- better place for all. nia Association for Bilingual Education. Dolan, A (2012) ‘The Potential of Picture Recently Published Books on Refugees Books for Teaching Migration as a Geo- graphical Theme’. 33rd IBBY Interna- Abouraya, K. L., & Wheatley, L. C. (2014). tional Congress: Crossing Boundaries: Malala Yousafzai: Warrior with words. Translations and Migrations 23rd-26th StarWalk Kids Media. August 2012, Imperial College, London. Buitrago, J., Amado, E., & Yockteng, R. (2015). Donnelly, P. (1994) Thinking Time, Philoso- Two white rabbits. Groundwood Books. phy with Children: the educational, psy- De la Pena, M. (2015). Last stop on Market chological and philosophical rationale Street. G.P. Putnam's Sons Books for Young for doing philosophy with primary school Readers. children. Open University, M Ed. Milton Foreman, M. (2016). The seeds of friendship. Keynes. Unpublished thesis Candlewick. Freire, P. & Macedo, D. (1987). Literacy: Garland, S. (2015). Azzi In Between. Frances Reading the Word and the World. Boul- Lincoln Children's Books. der, CO: Paradigm. Publishers. Isabella, J.(2015). The red bicycle: The extraor- Greene, M (1995). Releasing the imagination: dinary story of one ordinary bicycle. Kids Essays on education, the arts social Can Press. change. San Francisco: Jossey Bass. Kobald, I. (2014). My two blankets. HMH Hope, J. (2008). “One Day We Had to Run”: Books for Young Readers. The Development of the Refugee Identity O'Brien, A. (2015). I'm new here. Charles- in Children’s Literature and its Function bridge. in Education', Children's Literature in Ed- Ringgold, F. (2016). We came to America. ucation, 39(4), 295-304. Knopf Books for Young Readers. Janks, H. (2000). Domination, access, diver- Sanna, F. (2016). The journey. Flying Eye sity, and design: A synthesis for critical Books. literacy Education. Educational Review, 52(2), 175-186.

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Lee,C. (2003) Why we need to re-think race and Authors’ Biographies ethnicity in educational research. Educa- tional Researcher, 23(5), 3-5. Helen Berg is an associate professor in the Luke, A., & Freebody, P. (1997). Shaping the Language, Literacy and Special Populations social practices of reading. In S. Muspratt, department at Sam Houston State University. A. Luke, & P. Freebody (Eds.) in Construct- She teaches in the TESOL MA and the bilin- ing critical literacies: Teaching and learn- gual education courses. Dr. Berg’s research ing textual practice (pp. 185–225). Cresskill, interests are on, international service learn- NJ: Hampton Press. ing, bilingual/dual language education, social Leland, C., Harste, J. & Huber, K. (2005). Out justice in teacher education and educational of the box: Critical Literacy in a first-grade issues related to Spanish speaking students in Classroom. Language Arts, 82 (4), 257-268. U.S. schools. She can be reached at Meller, W., Richardson, D., and Hatch, J. [email protected]. (2009). Using read-alouds with critical literacy literature in K-3 classrooms. Y oung Melinda Miller is a professor in the De- Children, 76-78. partment of Language, Literacy and Special Melzak, S. and Warner, R. (1992). Integrating Populations at Sam Houston State University. Refugee Children into Schools. London: She teaches in the reading and literacy pro- Medical Foundation/Minority Rights Group. gram area and teaches at the undergraduate, New London Group (1996). A pedagogy of masters, and doctoral levels. Her research multiliteracies: Designing social futures. interests include writing, early literacy, Eng- Harvard Educational Review 66 (1), 60-92. lish as a Second Language, and diversity. She Roche, M. (2015) Developing Children’s Criti- can be reached at [email protected]. cal Thinking through Picturebooks: a guide for primary and early years students and Donna Cox is an associate professor in the teachers. Abingdon, Oxon. Routledge. Language, Literacy and Special Populations Roy, L. (2016). “ So What’s the Difference?” department at Sam Houston State University. Talking about race with refugee children in She teaches literacy courses on all levels and the English language learner classroom. is the coordinator of the Reading/Language TESOL Journal, 8, (3), 540-562. Arts Master’s program. Her research inter- UN Refugee Agency (2017). Figures at a ests include instruction of pre-service teach- Glance. Retrieved from http:// ers, best teaching practices, and technology www.unhcr.org/en-us/figures-at-a- innovations and education. She can be glance.html. reached at [email protected].

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Exclusionary Discipline Practices in Texas: Addressing the School to Prison Pipeline

William Calderhead, Ph.D. Sam Houston State University—Texas

Abstract sionary discipline practices in Texas, the state Statewide discipline data indicate that African- with the nation’s second largest public-school American and Latino students are dispropor- system, in which two-thirds of students are tionately removed from classrooms in Texas. non-White. Students who are excluded from school are School disciplinary practices are not more likely to experience academic failure, drop color blind. The Office for Civil Rights in the out of school, and become involved in the juve- U.S. Department of Education reported that nile justice system. Changing the culture of African-American students are three and one- schools by training staff to use proactive and half times more likely to be suspended or ex- positive approaches to behavior management pelled than White students. According to na- offers the best prospect of breaking the school to tionwide data for the 2013-14 school year, prison pipeline. In several states, improved Pos- African-American K-12 boys were 3.8 times itive Behavior Interventions and Supports im- as likely to receive one or more out-of-school plementation has resulted in changes in exclu- suspensions as White boys. Similarly, Afri- sionary discipline. Use of this model in Texas can-American girls represented 8% of en- might reduce discipline discrepancies by race. rolled students but 13% of students receiving Keywords: African American, American out-of-school suspensions. In districts that Indian/Alaska Native (AI/AN), cultural re- reported expulsions under zero-tolerance pol- sponsiveness, disproportionate minority, exclu- icies, African-American students were 1.9 sionary discipline, Latino, Positive Behavior times as likely to be expelled from school Interventions and Supports (PBIS), representa- without educational services as White stu- tion, school-to-prison pipeline dents (Office for Civil Rights, 2016). Disproportionate discipline practices Suspending and expelling students from in Texas made national headlines (Schwarz, school are common disciplinary practices. These 2011) when the Justice Center at the Council policies relieve administrators and teachers of of State Governments reported that 31% of the responsibility of teaching appropriate behav- students received at least one out-of-school iors, and the excluded students frequently enjoy suspension or expulsion during their middle extended vacations from school, a result that and high school years. Eighty-three percent inadvertently reinforces the problem behaviors of African-American males had at least one that got them into trouble in the first place. This removal from the classroom for disciplinary paper reviews the results of research on exclu- reasons compared to 74% Latino male stu-

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dents and 59% White male students. Female stu- pensions, and 49.7% of in-school suspen- dents experienced a similar pattern: 70% Afri- sions. In contrast, White students’ representa- can-American, 58% Latino, and 37% White tion in each discipline category was less than were excluded at least once (Fabelo, Thompson, half of their proportion of the school popula- Plotkin, Carmichael, Marchbanks, & Booth, tion (see Figure 1). 2011). Suspended or expelled students were more likely to be held back a year or to drop out Explaining the Discrepancies and to be involved in the juvenile justice system Researchers theorize that the the following year. overrepresentation of ethnic minority youths In Texas during the 2015-2016 school in exclusionary discipline cases is due to the year, African-American students represented interaction of school and family risk factors 12.6% of the school population but accounted (American Psychological Association Zero for 22.6% of expulsions to Juvenile Justice Al- Tolerance Task Force, 2008). While in ternative Education Program (JJAEP) facilities, school, students from minority groups are 21.5% of other expulsions, 30.6% of Discipli- more likely to be identified as having mental nary Alternative Education Program (DAEP) retardation and emotional disturbance and placements, 34.8% of out-of-school suspen- less likely to be identified as eligible for gift- sions, and 25.8% of in-school suspensions ed and talented programs. These students, (students enter JJAEP and DAEP placements as faced with a greater likelihood of special edu- a result of the most serious disciplinary offens- cation placements and disproportionately es; Texas Education Agency, 2007). Latino stu- more suspensions and expulsions, decide that dents represented 28.5% of the school popula- school is not a welcoming place and drop out tion, but accounted for 58.3% of JJAEP expul- (Nelson, Leone, & Rutherford, 2004). In sions, 59.8% of other expulsions, 63.8% of terms of societal risk factors, students from DAEP placements, 48.7% of out-of-school sus- minority backgrounds often come from

Figure 1. Texas School Discipline Data for 2015-2016. This figure illustrates exclusionary discipline discrepancies by ethnicity.

Page 12 READ: An Online Journal for Literacy Educators – Vol. 3, Issue 5, December 2017 ISSN: 2476-1915 impoverished homes, experience academic fail- and staff (OSEP Technical Assistance Center ure, and engage in law-breaking behavior (Skiba on Positive Behavioral Interventions and et al., 2011). School risk factors such as the fail- Supports, 2015). ure of teachers to understand the needs of chil- Vincent, Randall, Cartledge, Tobin, dren from impoverished families interact with and Swain-Bradway (2011) proposed six ini- the aggressive behavior patterns that some mi- tiatives to enhance SWPBIS cultural respon- nority students learn at home to set the stage for siveness: (a) enhance staff members’ cultural confrontational situations in the classroom knowledge, (b) enhance staff members’ cul- (Scott, Nelson, & Liaupsin, 2001). tural self-awareness; (c) validate others’ cul- Students who drop out of school become ture, (d) increase cultural relevance, (e) estab- susceptible to the problems that plague impover- lish cultural validity, and (f) emphasize cul- ished neighborhoods: crime, drugs, gangs, and tural equity. They recommended integrating gun violence. Antisocial behavior frequently these practices with the emphasis on preven- leads to incarceration in juvenile or adult deten- tive discipline and decision making based on tion facilities, which often lack the educational behavioral data. “If teaching and rewarding and mental health programs that could address appropriate behaviors equally validated stu- the needs of delinquent youths (Nelson, Leone, dents’ varying cultural identities,” they noted, & Rutherford, 2004). The result for these indi- “the common school social culture built on viduals is that the educational system, intended these practices could have equal relevance for to be a pathway to a better life, becomes a con- all students” (p. 5). duit to a life of crime, a paradox known as the SWPBIS schools with diverse student school to prison pipeline (Christle, Jolivette, & populations in Colorado, Illinois, and Mary- Nelson, 2005; Rennie Center, 2016). land have reduced disproportionate disciplinary referrals by emphasizing positive rein- What Needs To Be Done forcement of expected behaviors and ensur- Changing the culture of schools might ing that transitions between instructional and reduce disproportionate disciplinary exclusions. non-instructional activities go smoothly Combining the proactive disciplinary approach- (Tobin & Vincent, 2011). These schools also es of Schoolwide Positive Behavior Interven- regularly reported discipline referral data to tions and Supports (SWPBIS) and implementing faculty, and some leadership teams provided more culturally responsive practices could ongoing training and evaluation. In Oregon, bridge the gap between students’ culturally di- where schools exclude American Indian/ verse backgrounds and their school environment Alaska Native students at much higher rates (Horner, Sugai, Todd, & Lewis-Palmer, 2005). than their White peers, researchers have pro- SWPBIS is a three-tiered approach to prevent- posed combining SWPBIS with culturally ing problem behavior in schools. At the primary relevant practices. The latter include (a) in- or whole-school level, teachers explicitly teach creasing the cultural awareness and social skills, measure students’ progress in using knowledge of school staff, (b) incorporating the skills, and provide opportunities for practice culturally relevant social skills lessons and and feedback. The emphasis is on creating a language, (c) using culturally valid data for high quality learning environment for students decision making, and (d) placing students in

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less restrictive environments through curricular References and home-school collaborations (Sprague, Vin- Christle, A.C., Jolivette, K., & Nelson, C. M. cent, Tobin, & Pavel, 2013). (2005). Breaking the school to prison An analysis of office discipline referral pipeline: Identifying school risk and data from a national sample of schools revealed protective factors for youth delinquency. that teachers were more likely to refer African- Exceptionality, 13, 69-88. American and Latino students than White stu- Fabelo, T., Thompson, M. D., Plotkin, M., dents and that school administrators were four Carmichael, D., Marchbanks, M. P., & times more likely to suspend or expel African- Booth, E. A. (2011). Breaking schools' American students and twice as likely to sus- rules: A statewide study of how school pend or expel Latino students than their White discipline relates to students’ success and peers (Skiba et al., 2011). The researchers rec- juvenile justice involvement. New York: ommended that districts and states disseminate Council of State Governments Justice disaggregated data on discipline patterns, pro- Center. Retrieved from https:// mote policies that ensure the equitable disposi- csgjusticecenter.org/youth/breaking- tion of disciplinary referrals, and train staff to schools-rules-report/ minimize the disproportionate application of Horner, R. H., Sugai, G., Todd, A. W., & discipline policies. Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara Ending the School to Prison Pipeline & L. Kern (Eds.) Individualized supports When states and districts educate school for students with problem behaviors: De- personnel on the need for cultural awareness, signing positive behavior plans (pp. 359- rewarding appropriate student behavior, and 390). New York: Guilford Press. sharing discipline data, schools will change Nelson, C. M., Leone, P. E., & Rutherford, R. from being oppressive places where teachers B. (2004). Youth delinquency. In R. B. punish and exclude students to places in which Rutherford, M. M. Quinn, & S. R. Mathur diversity and positive behavior are valued (Eds). Handboodk of research in emotion- (Sugai, O’Keefe, & Fallon, 2011). A culturally al and behavioral disorders (pp. 282- relevant application of behavioral principles 301). New York: Guilford. must take account of the unique characteristics Office of Civil Rights. (2012). Civil rights and learning histories of students and educators. data collection: Revealing new truths When behavior management becomes contextu- about our nation’s schools. Washington, ally appropriate and avoids stereotyping, all DC: Author. Retrieved from http:// stakeholders will share in an equitable outcome. www2.ed.gov/about/offices/list/ocr/docs/ This will open to all students the educational crdc-2012-data-summary.pdf opportunities that are now available only to Patterson, G., Reid, J., & Dishion, T. (1992). some. Antisocial boys. Eugene, OR: Castalia. Rennie Center. (2016). Dismantling the school-to-prison pipeline. Retrieved from http://www.renniecenter.org/research/ reports/dismantling-school-prison- pipeline

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Scott, T. M., Nelson, C. M., & Liaupsin, C. Tobin, T. J., & Vincent, C. G. (2011). Strate- (2001). Effective instruction: The forgotten gies for preventing disproportionate ex- component in preventing school violence. clusion of African American students. Education and Treatment of Children, 24, Preventing School Failure, 55, 192-201. 309-322. Vincent, C. G., Randall, C., Cartledge, G., Skiba, R. J., Horner, R. H., Chung, C., Rausch, Tobin, T. J., & Swain-Bradway, J. (2011). M. K., May, S., & Tobin, T. (2011). Race is Toward a conceptual integration of cul- not neutral: A national investigation of Afri- tural responsiveness and Schoolwide Pos- can American and Latino disproportionality itive Behavior Support. Journal of Posi- in school discipline. School Psychology tive Behavior Interventions, 13, 219-229. Review, 40, 85-107. Schwarz, A. (2011, November) School discipline study raises fresh questions. Retrieved from http://www.nytimes.com/2011/07/19/ education/19discipline.html Author’s Biography Sprague, J. R., Vincent, C. G., Tobin, T. J., & Pavel, M. (2013). Preventing disciplinary William Calderhead is an assistant professor exclusions of students from American Indi- in the Department of Language, Literacy and an/Alaska Native backgrounds. Family Special Populations at Sam Houston Court Review, 51, 452-459. State University. He teaches special educa- Sugai, G., O’Keefe, B. V., & Fallon, L. M. tion courses to undergraduates and graduate- (2011). A contextual consideration of cul- level courses to students enrolled in the Low ture and Schoolwide Positive Behavior Sup- Incidence Disabilities and Autism Program. port. Journal of Positive Behavior Interven- He was a special education teacher for eight tions, 13, 1-12. years and a university instructor for 11 years Texas Education Agency. (2017). 2015-2016 prior to coming to SHSU. His current re- student enrollment: Statewide totals. Re- search focuses on evaluating strategies to im- trieved from https://rptsvr1.tea.texas.gov/ prove the achievement of students with and adhocrpt/adste.html without disabilities. In particular, he has ex- Texas Education Agency. (2007). Disciplinary amined function-based instructional interven- alternative education program practices. tions, Positive Behavioral Interventions and Policy Research Report No. 17 (Document Supports, and methods of training paraprofes- No. GE07 601 11). Austin, TX: Author. sionals to deliver behavioral interventions to Texas Education Agency. (2017). State level children with autism. He is the principal in- annual discipline summary: PEIMS disci- vestigator for a Registered Behavior Techni- pline data for 2015-2016. Retrieved from cian training grant funded by the Texas High- https://rptsvr1.tea.texas.gov/adhocrpt/ er Education Coordinating Board, targeting Disciplinary_Data_Products/ paraprofessionals in local schools who work Download_State_Summaries.html with children with autism. He can be reached at [email protected]

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Using Multicultural Children’s Literature to Address Social Issues: The Power of Interactive Read Aloud

Rebekah E. Piper, Ph.D. Tasha A. Vice, Ph.D. Ramona T. Pittman, Ph.D. Texas A&M University San Antonio—Texas

Abstract Background of the Problem As the demographics of U.S. schools are chang- In the early 2000’s, the United States ing, educators have to embrace this change and entered an era characterized by the influx of prepare students to adopt diversity and inclusiv- immigrants and a vast increase in the number ity as a means to increase students’ understand- of U.S. born ethnic minorities (Banks, 2001, ing of their peers. Not only are race and ethnici- NCES, 2014). That era continues; for exam- ty identities at the forefront of these changes, ple, from fall 2011 the number of White stu- gender identity and ability identity must also be dents enrolled in prekindergarten through 12th supported, as more students are challenging grade in the U.S. public schools decreased. traditional gender roles and as more students The number of Latino students enrolled dur- are mainstreamed into regular education clas- ing this same time period, however, increased ses. This article seeks to address usage of inter- (NCES, 2014). Most recently, there has been active read alouds of multicultural literature as an increase of students of color in public a means to help bridge students who need inclu- school classrooms. In fact, the United States sive and equitable pedagogical practices in Department of Commerce (2000) projected race, gender, and ability identity and those who that African American, Asian American, and need to understand those who identify as one or Latino students will comprise nearly 57% of more of the aforementioned. A recommended all students across the nation by the year list of multicultural literature is included with 2050. Thus, there is a critical need for future discussion starters to assist educators in estab- educators to embrace the reality that they will lishing critical conversations with students who be working with students whose backgrounds identify as one of the listed identities or for will, more often than not, be unlike their those students who need to understand those own; teacher educators need to be prepared students who identify differently than them. and know how to prepare their students to embrace this reality, as well (Clayton, 2011; Keywords: multicultural children’s literature, Hughes, Gleason, & Zhang, 2005; Nieto & racial identity, gender identity, ability identity, Bode, 2012; Wilson & Rodkin, 2011). Within read alouds the ever-changing context of the sociopoliti-

Page 16 READ: An Online Journal for Literacy Educators – Vol. 3, Issue 5, December 2017 ISSN: 2476-1915 cal climate, it is important that teacher educators Little attention has focused on how book sub- provide students with opportunities to explore a ject matter may influence teacher reading and variety of multicultural children’s literature to student reading response. Furthermore, re- help build students’ level of comfort and under- search shows that in the educational space standing of the social issues expressed in discus- limited opportunity exists for students to have sion with students in classrooms. open-ended conversation around literature Multiple factors influence identity devel- (Worthy, Chamberlain, Peterson, Sharp, & opment including race, ethnicity, social class, Shih, 2012). language, gender, sexual orientation, religion, In a recent study which explored and ability (Nieto & Bode, 2012). Gee (2000) teachers’ comfort level with discussions of a suggests that identity includes “being recog- variety of social topics with children, it was nized as a certain kind of person in a given con- found that the topics of marriage equality and text” (p. 99). Because multiple factors influence gender identity elicited the most discomfort. one’s identity development, it is imperative that Teachers identified these two topics as areas teachers are aware of the complex nature of the they would not discuss with students in their identity development process. Emdin (2016) classroom (Piper, Walker, Pittman, 2017). suggests that when instructing students, teachers Religion, family composition, incarceration are more successful when they recognize the and politics were also areas of concern for students’ realities. This article seeks to identify teachers as they identified these areas as top- best practices when using multicultural read ics that they would discuss but would experi- alouds and the possible effects they have on ence discomfort when doing so. The topics identity development. Additionally, this work that teachers felt they could openly discuss seeks to make recommendations for teachers included disabilities, poverty, and aging. who can incorporate multicultural children’s Teachers may feel challenged by the sociopo- literature through teacher-led, interactive read litical contexts of some read aloud experienc- alouds. Multicultural children’s literature that es. Teachers need to be confident and com- incorporates racial identity, gender identity, and fortable to discuss social issues and hot topics ability identity will also be explored. with their students with a sense of fearless- ness. Confidence and comfort is vital to their Purpose of Interactive Read Aloud ability to discuss social issues and hot topics Reading aloud to students is a practice with their students. Both educators of pre- that is consistently recommended for elementary service teachers, and those who work with teachers in order to encourage students’ engage- teachers, can be better prepared to support ment with and motivation to read text (Dugan, teachers in these new frames of discussion. 1997; Sipe, 2000, 2002). Researchers have ex- amined how teachers use “read-alouds” in the Multicultural Children’s Literature classroom (Fisher, Flood, Lapp, & Frey, 2004) The umbrella of multicultural chil- and the teacher practices used to analyze how dren’s literature includes multiple categories students respond to the books that are read aloud (e.g., religion, social groups, gender, families, (to them by teachers and/or peers and/or that race, etc.). The variety of topics and texts they read aloud themselves) (Sipe, 2000, 2002). provides children with opportunity to expand

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their knowledge and understandings about vari- This work seeks to explore multicul- ous topics. When teachers select and imple- tural children’s literature across three areas; ment carefully considered authentic literature racial identity, gender identity, and ability they can avoid promoting stereotypes for groups identity. Included are books that address each of people or of cultures. In applying Freire’s area and detailed sample questions that teach- (1970) framework of critical literacy to the ers can use to prompt student discussion dur- teaching of children, the goal is, again, to teach ing read alouds in the elementary-aged class- reading and writing while also teaching self- room. efficacy and agency. Freire (1970) describes critical literacy as a process of coming to con- Racial Identity. Media outlets can impact sciousness about issues of power, privilege, and the ways that society and particularly chil- oppression in the world, and then using that dren see race today. Topics such as immigra- consciousness to push back against societal in- tion, police brutality, poverty, and race are justices. Children learn to read and write, while often at the forefront of social discussions. In also learning to resist the coercive effects of un- response, the selection of children’s literature critical literacy amongst other things (e.g., around similar topics is increasing. The fol- standardized instruction, especially of language) lowing texts can be used to introduce the top- (Comber, Thompson, & Wells, 2001; Janks, ic of race to children, The Other Side 2000; Luke, 2000). Thus, teachers who teach (Woodson, 2001), Pink and Say (Polacco, using multicultural children’s literature through 1994), Tea and Milk (Say, 2009), and Sepa- a critical literacy framework should do so rate is Never Equal (Tonatiuh, 2014). While through a “problem posing” approach to consid- reading, texts like these provide opportunities er issues of culturally relevant concerns for stu- for the reader to make meaning of the story dents as problems in search of solutions, rather and situate the social contexts. Table 1 pro- than simply static conditions of existence from vides publication details and a brief summary which there is no relief (Freire, 1970, 1990). of these recommended texts. When the approach and framework are student centered, opportunities for critical conversations Gender Identity. Gender identity is a topic to arise around social issues that children often that is relevant in schools today. Gay, lesbi- question when otherwise those conversations an, bisexual, and transgender (GLBT) youth are left untouched due to teachers’ comfort lev- are declaring their identity at younger ages, els. Children who have the opportunity to dis- and the average coming out age is sixteen cuss literature through interactive read aloud, (Herdt & Boxer, 1996, as cited in Human develop comprehension strategies and their own Rights Watch, 2001). Because of varying self-perceptions and identities as readers definitions around gender identity and sexual (Wiseman, 2012). As teachers consider the com- identity, the exact number of school-aged plexity of interactive read-aloud and critical children who identify as GLBT in the United conversations, it is crucial to familiarize them States may be difficult to determine. Because with a variety of texts that they can use to in- schools are designated safe spaces for chil- crease comfort levels with these societal topics dren, teachers can support students’ true iden- and provide students with engaging dialogue. tity with texts that explore discussions about

Page 18 READ: An Online Journal for Literacy Educators – Vol. 3, Issue 5, December 2017 ISSN: 2476-1915 gender identity. Texts that are appropriate for discussion around the process that effective forming critical conversations centered around teachers use to implement read alouds to en- gender identity are represented in Table 2. hance student learning on multicultural topics is lacking. What is evident is that research Ability Identity. As classrooms continue to suggests there are limited opportunities for grow, teachers are charged with meeting the students to have open-ended conversations varying needs of individual students. Often the around literature in PK-12 classrooms social development determines how a child will (Worthy, Chamberlain, Peterson, Sharp, & participate in school and in society. Inclusion of Shih, 2012). Bohm (1996) argues that in or- all children is essential to the development of der to create such spaces, teachers need to each individual child. The Individuals with Dis- assume more of a facilitator role in the class- abilities Education Improvement Act (IDEA, room, and even act as a participant in the dis- 2004) was created to ensure that all students cussion of texts. This is a vital teacher role have an equitable education. Today schools in- when the topics around identity development clude children who have a physical or educa- are addressed. tional disability, and many of these students are A key element to interactive read mainstreamed into the general education class- alouds is the opportunity that teachers have to rooms with the support of special education introduce students to literature they may not teachers and assistants. Teaching children the have had the opportunity to view otherwise importance of acceptance is an important part of (Hedrick & Pearish, 2003; Morrow, 2003). their own identity development. There are many Research demonstrates the benefits of read texts available that explore students’ ability aloud activities especially in terms of moti- identity. Some suggested texts are outlined in vating students to read and in develop their Table 3 provide insight about various ability reading prowess (Fisher, Flood, Lapp, & identity topics ranging from visual impairment Frey, 2004; Morrow, 2003; Palmer, Codling, to autism. & Gambrell, 1994). Overall, the research emphasizes the importance of selecting texts that Discussion of Implementation of Multicultur- increase student engagement with, and the al Children’s Literature understanding of, literary features such as While a majority of educators agree that character identification, story setting, and text frequent teacher read alouds are important connections. These outcomes are most dura- (Anderson, Hieber, Scott, & Wilkinson, 1985; bly achieved when students undertake learn- Snow, Burns, & Griffin, 1998), they have diffi- ing through analytically challenging conver- culty implementing them when they are tasked sation about literature (Dungan, 1997; Sipe with a standards-based approach to teaching es- 2000; 2002). Multicultural texts related to pecially when school districts promote a pre- developing identities help students gain con- packaged scripted curriculum with limited flexi- nection to literature whereby children are bility to add multicultural children’s texts. Addi- able to understand their own developing so- tionally, studies on teacher read alouds (Bintz, cial identities while increasing their literacy 1993; Elley, 1992; Ouellette, Dagostino, & Car- knowledge. ifio, 1999) have been conducted but the lack of

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Conclusion Dugan, J. (1997). Transactional literature dis- Classrooms across the United States are cussions: Engaging students in the appre- changing. Children are becoming more aware of ciation and understanding of literature. different issues facing society that, in fact, have The Reading Teacher, 51(2), 86–96. the potential to influence their identity develop- Elley, W. D. (1992) How in the world do stu- ment. Now, more than ever, it is essential that dents read? IEA study of reading literacy. teachers consider how their approach to discuss- The Hague, the Netherlands: International ing these topics may influence a child’s social Association for the Evaluation of Educa- development and their understanding of identity. tional Achievement. The literature provided is authentic and can be Emdin, C. (2016). For White folks who teach used by teacher candidates, teachers, and teach- in the hood and the rest of y’all too: Real- er educators to begin to have the critical conver- ity pedagogy and urban education. Bea- sations that impact students and teachers alike. con Press. Implementing such literature has the power to Fisher, D., Flood, J., Lapp, D., & Frey, N. increase awareness of issues and impact societal (2004). Interactive read-alouds: Is there a change. common set of implementation practices? The Reading Teacher, 58(1), 8-17. References Freire, P. (1990). Education for critical consciousness. South Hadley, MA: Bergin & Anderson, R. C., Hiebert, E. H., Scott, J. A., & Garvey. Wilkinson, I.A.G. (1985). Becoming a na- Freire, P. (1970). Pedagogy of the oppressed. tion of readers: The report of the Commis- New York: Continuum. sion on Reading. Washington, DC: National Gee, J. P. (2000). Identity as an analytic lens Institute of Education. for research in education. Review of Re- Banks, J. A. (2001). Cultural diversity and edu- search in Education, 25, 99-125. cation: Foundations, curriculum, and teach- Hedrick, W. B., & Pearish, A. B. (2003). ing. Boston: Allyn & Bacon. Good reading instruction is more im- Bintz, W. P. (1993). Resistant readers in sec- portant than who provides the instruction ondary education: Some insights and impli- or where it takes place. Promising practic- cations. Journal of Reading, 30, 604–614. es for urban reading instruction, 6-24. Bohm, D. (1996). On dialogue. London: Hughes, J., Gleason, & Zhang, D. (2005). Routledge. Relationship influences on teachers’ per- Clayton, J. (2011). Changing diversity in U.S. ceptions of academic competence in aca- schools: The impact on elementary student demically at-risk minority and majority performance and achievement. Education first grade students. Journal of School and Urban Society, 43(6), 671-95. Psychology, 43(4), 303-20. Comber, B., Thompson, P., &Wells, M. (2001). Human Rights Watch. 2001. Hatred in Critical literacy finds a “place”: Writing and the hallways: Violence and discrimina- social action in low-income Australian grade tion against lesbian, gay, bisexual, and 2/3 classrooms. The Elementary School transgender students in U. S. Journal, 101, 451-464. schools, New York: Author.

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Individuals with Disabilities Education Act, 20 Sipe, L. R. (2000). The construction of liter- U.S.C. § 1400 (2004). ary understanding by first and second Janks, H. (2000). Domination, access, diversity, graders in oral response to picture story- and design: A synthesis for critical literacy book read-alouds. Reading Research education. Educational Review, 52, 175- Quarterly, 35(2), 252-75. 186. Sipe, L. R. (2002). Talking back and taking Luke, A. (2000). Critical literacy in Australia. over: Young children's expressive en- Journal of Adolescent and Adult Literacy, gagement during storybook read-alouds. 43, 448– 461. The Reading Teacher, 55: 476–483. Morrow, L. M. (2003). Motivating lifelong vol- Snow, C. E., Burns, M. S., & Griffin, P. untary readers. In Handbook of research on (Eds.). (1998). Preventing reading diffi- teaching the English language arts, 2nd, Ed- culties in young children. Washington: ited by: Flood, J., Lapp, D., Squire, J. and DC: National Academy Press. Jensen, J. 857–867. Mahwah, NJ: Erlbaum. U.S. Census Bureau (2000). Statistical ab- National Center for Education Statistics. (2014). stract of the United States (one hundred Racial and ethnic enrollment in public and twentieth edition). Washington, DC: schools, 2014. Retrieved from http:// U.S. Government Printing Office. nces.ed.gov/programs/coe/indicator_cge.asp Wilson, T., & Rodkin, P. (2011). African Nieto, S., & Bode, P. (2012). Affirming diversi- American and European American chil- ty: The sociopolitical context of multicultur- dren in diverse elementary classrooms: al education (sixth edition). Boston, MA: Social integration, social status, and so- Pearson. cial behavior. Child Development, 82(5), Ouellette, G., Dagostino, L.,&Carifio, J. 1454-69. (1999).The effects of exposure to children's Worthy, J., Chamberlain, K., Peterson, K., literature through read-alouds and an infer- Sharp, C., Shih, P. (2012). The im- encing strategy on low reading ability fifth portance of read-aloud dialogue in an era graders' sense of story structure and reading of narrowed curriculum: An examination comprehension. Reading Improvement, 36 of literature discussions in a second-grade (2), 73–89. classroom. Literacy Research and Instruc- Palmer, B. M., Codling, R. M. & Gambrell, L. tion, 51(4), 308- 322. B. (1994). In their own words: What ele- Wiseman, A. (2012). Resistance, engage- mentary students have to say about motiva- ment, and understanding: A profile of a tion to read. The Reading Teacher, 48(2), struggling emergent reader responding to 176–178. read-alouds in a kindergarten classroom. Piper, R. E., Walker, T., and Pittman, R. T. Reading and Writing Quarterly: Over- (2017). Exploring praxis: Teacher ability to coming Learning Difficulties, 28(3), 255- incorporate multicultural children’s litera- 78. ture. Unpublished raw data.

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Children’s Literature Cited Charlie. Scholastic Inc.. Petrillo, G. (2007). Keep your ear on the ball. Elliott, R. (2014). Just because. Lion Hudson. Tilbury House Pub. Ewert, M. (2011). 10,000 Dresses. Seven Stories Polacco, P. (1994). Pink and say. Penguin. Press. Say, A. (1999). Tea with milk. Houghton Herthel, J., & Jennings, J. (2014). I am Jazz. Mifflin Harcourt. Penguin. Steptoe, J., & Alexander, T. (2001). Mufaro's Pessin-Whedbee, Brook. (2016). Who are you?: beautiful daughters. Live Oak Media. The kid’s guide to gender identity. Jessica Tonatiuh, D. (2014). Separate is never equal: Kingsley Publishers. Sylvia Mendez and her family’s fight for Peete, H. R., & Peete, R. (2016). My brother desegregation. Abrams Books for Young Charlie. Scholastic Inc.. Readers. Petrillo, G. (2007). Keep your ear on the ball. Tonatiuh, D. (2013). Pancho Rabbit and the Tilbury House Pub. coyote: A migrant's tale. Abrams. Polacco, P. (1994). Pink and say. Penguin. Williams-Garcia, R., & Johnson, S.A. (2010). Say, A. (1999). Tea with milk. Houghton One crazy summer. New York, NY: Mifflin Harcourt. Amistad. Tonatiuh, D. (2014). Separate is never equal: Woodson, J. (2016). Brown girl dreaming. Sylvia Mendez and her family’s fight for de- Penguin. segregation. Abrams Books for Young Read- Woodson, J. (2001). The other side. Penguin. ers. Woodson, J. (2017). This is the rope: A story Woodson, J. (2001). The other side. Penguin. from the Great Migration. Penguin.

APPENDIX A De la Peña, M. (2015). Last stop on Market street. Penguin. Elliott, R. (2014). Just because. Lion Hudson. Ewert, M. (2011). 10,000 Dresses. Seven Stories Press. Herthel, J., & Jennings, J. (2014). I am Jazz. Penguin. Hoffman, M., & Youngblood, S. (1998). Amazing grace. Dramatic Publish- ing. Kilodavis, C. (2011). My princess boy. Simon and Schuster. Pessin-Whedbee, Brook. (2016). Who are you?: The kid’s guide to gender identity. Jessica Kingsley Publishers. Peete, H. R., & Peete, R. (2016). My brother

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Table 1 Racial Identity Themed Texts Text Title Author, Year Summary Discussion Prompts

The Other Side Jacqueline Woodson, A familiar story of a friendship be- Have your parents ever told 2001 tween Clover and Annie, two girls you not to go somewhere? who live on opposite sides of a Explain. fence. Clover, a young African- American female and Annie, a young Have your parents ever told white female see each other often but you that you could not be have been told to not go to the other friends with someone? Ex- side. As summer passes, the two girls plain. introduce themselves and the unfamiliar be- How did you meet your comes familiar. This story shows the friends? power of young children.

Pink and Say Patricia Polacco, 1994 This is a story of interracial friend- Have you ever been friends ship during the Civil War between with someone from a differ- two 15-year old soldiers. Say, a ent race? young White and poor soldier tells the story of how he was rescued by Other than your family, have Pinkus as he was wounded. The boys you ever helped someone eventually are torn apart again. when they were hurt? Why did you choose to help?

Tea and Milk Allen Say, 2009 Recounting the story of May, who Have you ever been teased after graduating from High School in for talking differently? Ex- California is forced to move with her plain. parents to their native Japan. May becomes rebellious and misses her How would you feel if you native country. Her parents make her had to repeat a grade to learn repeat high school to learn “her own a language? language” and the students begin to tease her. May overcomes these challenges and focuses on exploring just who she is. Separate is Never Duncan Tonatiuh, 2014 In 1944, third grader Sylvia Mendez What does injustice mean? Equal: Sylvia Mendez tried to enter school in California. & Her Family’s Fight However, her family was repeatedly Should all students be al- for Desegregation told, “Your children have to go to the lowed to go to the same Mexican School.” Unhappy with the school? Explain. comments from the school, Men- dez’s parents formed an association Have you ever stood up for and fought against the injustice. something in which you be- lieved? Explain.

The Name Jar Yangsook Choi, A young Korean girl, Unhei, moved How did you receive your to an American school. In her new name? school, she felt that she needed to change her name to fit the identity of What does your name mean? U.S. students. Unhei’s classmates put names in a jar for her to try. Un- Would you change your hei tried many American names. name if you had to move to a Unhei didn’t realize how special her new country? Why or Why name was until a classmate visited not? Explain. her neighborhood. Unhei decided to keep her name as an important cultural identity.

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Text Title Author, Year Summary Discussion Prompts I Am Jazz Jessica Herthel, 2014 From a young age, Jazz In what ways do knew she had a girl’s your family and brain inside a boy’s body. friends support you? Confused, her family took Jazz to the doctor, and the doctor confirmed that Jazz was transgender and What does it mean born that way. Having a to be your true self? supportive family, Explain. friends, and the chance to be your true self is evident throughout the story.

10,000 Dresses Marcus Ewert, 2008 Bailey has dreams every Should Bailey be night about beautifully allowed to dream made dresses. Unfortu- about dresses? Why nately, nobody wants to or why not? hear about these amazing dreams. Instead, Bailey’s parents suggest that Bai- ley should not be thinking Have you ever been or dreaming about dresses told that you cannot because, “You’re a boy!”. do something be- Bailey meets someone cause of your gen- who understands Bailey der? Explain. and helps make her dreams come true.

Who Are You?: The Pessin-Whedbee, 2016 This non-fiction text pro- Why do you think Kid’s Guide to Gender vides a discussion of all society chose girls Identity genders through this to play with dolls book. The topic of gender and boys to play identity is explored with trucks? Do you through the individual think it is appropri- interests, preferred cloth- ate if the opposite ing, and preferred gender. occurs? Why or Additionally, this text why not? celebrates all people for exactly who they are.

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Table 3 Ability Identity Themed Texts

Text Title Author, Year Summary Discussion Prompts My Brother Charlie Holly Robinson Peete, Callie and Charlie are What are ways that 2010 twins. Charlie has au- we can celebrate tism. This story address- everyone’s strengths es the disorder and fo- regardless of their cuses on the themes of ability? love, patience, and acceptance from the per- spective of Callie. What ways can you show appreciation for- and acceptance of someone who has autism? Explain.

Keep Your Ear on the Genevieve Petrillo, 2009 Based on a true story, Have you ever Ball this text explores a helped someone young boy, Davey, who who could not see? is blind. He loves to play Explain. with his classmates but when it was time to play kickball, he was faced with multiple difficul- In what ways have ties. His classmates help you included some- him so that he can be one in a game, ac- included in the game. tivity, or friendship who has a different ability?

Just Because Rebecca Elliott, 2014 A young brother de- Do you consider scribes everything he your siblings as loves about his big sister, your friends? Ex- Clemmie. It isn’t until plain. later in the story that it is introduced that Clemmie has special needs. The story encourages sibling If you had a sibling friendship. with special needs would you treat him or her differently? Explain.

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Authors’ Biographies

Rebekah Piper is an Assistant Professor of Literacy at Texas A&M University San Anto- nio. She teaches undergraduate and graduate courses in literacy education. Her research interests include: children’s literature, multicultural education, and literacy development. She can be reached at: [email protected].

Tasha Vice is an Assistant Professor of Liter- acy at Texas A&M University San Antonio. She teaches graduate course in literacy education for preservice and in-service teachers. Her research interests include: increasing struggling readers’ success, improving instruction through reflective practice, and the metacognitive factors of reading. She can be reached at: [email protected].

Ramona T. Pittman is an Associate Professor of Literacy at Texas A&M University San Anto- nio. She teaches literacy pedagogy to preservice and in-service teachers. Her research interests include: African American English and literacy and increasing preservice and in-service teachers’ literacy knowledge and application. She can be reached at : [email protected].

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Using Word Walls to Promote Literacy Skills and Social- Behavioral Success for Students with Emotional and Behav- ioral Disorders

William Blackwell, Ed.D. Philip Swicegood, Ed.D. Sam Houston State University—Texas

Abstract culties can lead to academic challenges in a The purpose of this manuscript is to demon- variety of domains, including literacy skills. strate ways that word walls can be used to pro- Over the past 15 years, the literacy outcomes mote literacy skills and social-behavioral suc- of students with EBD have received in- cess as part of multi-component interventions creased attention (Kauffman, 2010). As these that include evidenced-based instructional and students progress through school, the connec- behavioral strategies for students with emotion- tion between literacy outcomes and behavior al-behavioral disorders (EBD). This approach grows stronger (Bruhn & Watt, 2012). Stu- is designed to address the inter-connection be- dents with EBD consistently perform lower tween literacy skill deficits and social- than their peers in reading and writing behavioral skill deficits that many students with (Siperstein, Wiley, & Forness, 2011), and EBD experience. they lag further behind in these critical areas as they advance in grade levels (Kamps et al., Keywords: Emotional and behavioral disorders, 2003). As their literacy skill deficits in- literacy instruction, word walls, behavioral increase, problematic behaviors and emotional terventions difficulties also increase (McIntosh, Sadler, & Brown, 2012). Introduction Students with emotional and behavioral Rationale for interventions that address disorders (EBD) often struggle to achieve posi- academic and social-behavioral problems. tive outcomes in both academic and social- Researchers and practitioners are increasingly behavioral domains (Kauffman & Landrum, emphasizing interventions that simultaneous- 2013). The frequent difficulties of students with ly address both academic and social- EBD to adapt to new learning challenges, toler- behavioral problems in students with EBD ate frustration and persevere through challenges, (Ennis, 2015; Bruhn & Watt, 2012). The ra- maintain positive self-esteem, and seek assis- tionale for this approach is based on research tance from adults and peers all contribute to that demonstrated that academics and behav- their poor academic outcomes (Burke, Boon, ior are closely related, with each serving as a Hatton, & Bowman-Perrott, 2015). These diffi- risk factor for the other (Morgan, Farkas, Tu-

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fis, & Sperling, 2008). Ennis (2015) expanded mann (2006), the components function to- on the reasoning for why academic and social- gether in an integrated manner. A student behavioral needs should be addressed in tan- utilizes phonemic awareness to recognize and dem. The cycle begins when a student with utilize sounds in spoken words. This enables EBD exhibits challenging behaviors that result the student to see or hear a word, break the in removal from academic activities. The re- word into its component parts, and then asso- moval from instruction contributes to the stu- ciate the sounds with letters that comprise the dent falling further behind, which then leads to word. The student incorporates these skills to the student exhibiting more challenging behav- read with accuracy, speed, and expression iors and possibly experiencing social isolation. (fluency). Reading fluency and the student’s This results in a type of academic/social- ability to understand the meaning of words behavioral vortex that spins more rapidly as the (vocabulary) directly contribute to the stu- student’s difficulties escalate. The short-term dent’s overall ability to understand written ramifications may include removal from the text (comprehension). general education classroom to separate special The development of these skills also education settings, falling behind grade-level affects writing ability (Reid & Lienemann, peers academically, and increased struggles both 2006; Wong, 2000). Phonemic awareness socially and behaviorally. The long-term rami- and phonological processing help students to fications are post-school outcomes that may in- spell accurately and avoid interruptions in the clude under- or unemployment, high levels of writing process due to correcting spelling er- involvement in the criminal justice system, and rors. Fluency contributes to the student’s escalated risk of substance abuse (Burke, Boon, ability to produce writing that is organized Hatton, & Bowman-Perrott, 2015; Lane & and cohesive, as well as assists the student in Carter, 2006; Kauffman & Landrum, 2013; Zig- generating written products that contain suffi- mond, 2006). cient amounts of content. Vocabulary and comprehension are skills that enable students Word walls as an opportunity for simultane- to use appropriate words to express their ide- ous literacy and social-behavioral instruction. as and to structure written products that con- Findings from the National Reading Panel vey complex, interconnected pieces of infor- (National Institute of Child Health and Human mation into a cohesive whole. Development, 2000) have largely shaped the Word walls are a research-supported agenda for literacy instruction for students with strategy for promoting many of these literacy disabilities, including those with EBD. The re- skill domains (Hooper & Harmon, 2015; Vin- port identified five core components of effective tinner, Harmon, Wood, & Stover, 2015; Har- literacy instruction: phonemic awareness, pho- mon, Wood, Hedrick, Vintinner, & nological processing, fluency, vocabulary, and Willeford, 2009; Jasmine, & Schiesl, 2009). comprehension. Each of these components is Although often viewed as static displays of essential for building strong reading skills, and disconnected words on classroom walls, word they contribute to the ability of students with walls are actually interactive, dynamic teach- disabilities to express themselves in writing ing tools that enable students to gain owner- (Wong, 2000). As described by Reid and Liene- ship over their learning and to access support

Page 28 READ: An Online Journal for Literacy Educators – Vol. 3, Issue 5, December 2017 ISSN: 2476-1915 independently for a variety of literacy-related tasks (Wingate, Rutledge, & Johnston, 2014; Ways to Use Word Walls to Promote Lit- Houle & Krogness, 2001). For students who eracy Skills and Social-Behavioral Success. struggle with phonemic awareness and phono- The purpose of this article is to demonstrate logical processing, word walls can be used to ways that word walls can be used to promote teach word analysis and spelling rules (Smith & literacy skills and social-behavioral success Read, 2005). At the elementary level, word as part of multi-component interventions that walls can be used to improve reading fluency include evidenced-based instructional and and writing output by supporting the acquisition behavioral strategies for children with EBD. of sight vocabulary and promoting the memory This approach is designed to address the inter and recall of high frequency words (Jasmine & -connection between literacy skill deficits and Schiesl, 2009). As students move from early social-behavioral skill deficits that many stu- elementary school into the more in-depth con- dents with EBD experience (Morgan, Farkas, tent courses offered in upper elementary, middle Tufis, and Sperling, 2008). In designing a school, and high school, word walls become a multi-component intervention that includes tool for building both content-specific vocabu- word walls, teachers of students with EBD lary and general academic vocabulary. Im- should a) identify the targeted literacy and proved vocabulary skills can result in higher behavioral outcomes, b) select the use and levels of reading comprehension, deeper content function of the word wall, c) identify evi- knowledge, and higher quality written products dence-based instructional and behavioral in- across content courses (Hooper & Harmon, tervention strategies, and d) implement, eval- 2015; Vintinner, Harmon, Wood, & Stover, uate, and revise the intervention as appropri- 2015). ate (see Figure 1).

Figure 1. Steps for designing a multi-component intervention using word walls and evidence-based practices.

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Potential outcomes for multi- cidence disabilities do not have the anchoring components interventions that utilize word walls knowledge needed for deeper processing of include improved skills in building a knowledge new content. Direct, explicit instruction in and vocabulary base of key concepts, written vocabulary “is extremely important for di- expression, behavioral and social competence, verse learners and students of all ability lev- and self-monitoring. These educational out- els (Wood, Harmon, & Hedrick, 2004, p. 60). comes should be matched with instructional A routine for vocabulary teaching suggested practices that lead to the identification of evi- by Wexler, et al. (2015) included “explicitly dence-based practices. The following cases defining and contextualizing terms using stu- studies illustrate approaches for integrating dent-friendly definitions, helping students to word walls with proven strategies for supporting actively process words, and providing multi- students with EBD in order to achieve improved ple exposures to vocabulary” (p. 144). In this outcomes in reading, writing, and social- sense, a scaffolded approach that follows behavioral domains. In each case, we attempt to principles of modeling, guidance, practice, outline key considerations in designing, imple- feedback, opportunities to respond, and con- menting, and evaluating the intervention. tinuous assessment is recommended. Blachowicz and Fisher (2004) defined Word walls as bridges to building prior a classroom word wall as “a place where stu- knowledge and vocabulary base. Marsha is a dents could write new words they encoun- ninth grade student with moderate cognitive dis- tered in reading, in conversation, and in their abilities and an emotional-behavioral disorder. daily experiences” (p. 67). Manyak, et. al Marsha experiences high levels of anxiety, task (2014) describe a classroom that has a vocab- avoidance, and withdrawal when the instruc- ulary word wall “that included cards present- tional content becomes too complex or difficult ing a target word and a corresponding visual to follow. Her teacher is worried that the up- image” (p. 18). For instance, a picture of a coming unit on “Urban Living” will prove over- cartoon figure bent over and perspiring ac- whelming to Marsha, particularly because it companied the word exhaustion. In her re- will involve both new academic content and sce- source social studies class, Mr. Allen is all narios related to her everyday life in a large too aware that Marsha will need extra elabo- urban city that often prove stressful to her. One ration, further examples, and extended time of Marsha’s annual IEP goals reads: “Given for processing the new knowledge presented ten ‘real life’ scenarios involving decisions in class. A rich context must also surround about living in an urban setting, Marsha will Marsha’s learning of specific facts and con- orally state an acceptable response to each situ- cepts (Mastropieri & Scruggs, 2010). ation with 90% accuracy as measured by a con- He decides to design a word wall to tent-related evaluation checklist.” introduce the unit on “Urban Living.” In or- Students with disabilities often show der to guide the implementation and evalua- large gaps in their store of prior knowledge. tion process, Mr. Allen uses an implementa- Topical content encountered in literature and tion fidelity checklist for using word walls for expository text is often grasped at the most min- instruction in vocabulary and social concepts imal level because many students with high in- (see Figure 2).

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Yes Somewhat No Term is identified by teacher or self-selected by students and is prominently displayed in the word wall Teacher explains the importance and relevance of the upcoming terms(s) and gains students’ commitment to engaged learning Term is introduced and students are prompted and questioned about existing prior knowledge and understanding Term is modeled and practiced until students ae able to recognize with automaticity Term’s concept is defined with critical features and descriptors Examples and non-examples of the term’s concept are provided and discussed Examples of ways the term is used in narrative, expository, and expressive text and writing are provided so that students receive multiple exposures to the term Questions and feedback are provided about student’s understanding of the term

Relationships to related terms and ideas are provided Students are prompted to use the term in sentences and feedback is provided Samples of how the term is portrayed through text structure categories are provided – description, compare-contrast, cause/effect Verbal , social, and textual contexts in which the term is used are identified and discussed Daily and weekly reviews of the term are conducted

Figure 2. Fidelity checklist for using word walls for instruction in vocabulary and social concepts.

The checklist highlights key considera- When these new or challenging topics are tions for selecting the terms and concepts in- addressed, he provides her with multiple op- cluded in the word wall, introducing and model- portunities to respond. She can identify the ing the terms and concepts, and providing ongo- concept on the word wall, create an accompa- ing evaluation and feedback for student learn- nying illustration, and/or use the internet to ing. After developing his instructional plan research the concept further. Providing these based on these items, the critical terms on the choices helps to increase her on-task behav- word wall – mass transit, municipal services, iors and to alleviate anxiety and withdrawal residential neighborhoods, public spaces – are related to academic activities (Wheeler & previewed and discussed. In order to minimize Richey, 2014). her task avoidance behaviors, Mr. Allen scaf- folds instruction by having her read the words Word walls as support for improving writ- along with him and offers her multiple attempts ten expression. Camille is a sixth grade at defining and explaining each term (Wheeler student with an emotional-behavioral disor- & Richey, 2014). Mr. Allen keeps an anecdotal der who is working on written expression. description of Marsha’s store of information. She shows minimal involvement and is ver- For instance, he learns that Marsha has little bally resistant, making statements such as background or understanding for concepts like “Do I have to write about this?” and “Have I condominiums, transit hubs, or rush hour. done enough that I can stop now?” Her gen-

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eral education language arts teacher is con- In order to increase her academic en- cerned about Camille’s motivation and class gagement and improve her written expres- participation and knows that the writing/ sion, Camille’s teacher has decided to use spelling demands of the class are areas where self-regulated strategy development (SRSD). Camille struggles. One of her short-term goals SRSD has an established research-base as an in written expression is: “Given a writing effective practice for teaching writing to stu- prompt, Camille will compose a three para- dents with EBD (Ennis & Jollivette, 2012; graph response with a word choice in which Lane, Barton-Arwood, Nelson, & Wehby, 70% of the words used are different (type/token 2008; Rogers & Graham, 2008). As de- ratio) and 20% of the words are multi-syllabic scribed by Ennis (2015), “SRSD is a six- as measured through teacher evaluation of writ- stage writing process that involves develop- ten assignments.” ing background knowledge (Stage 1), dis- Struggling writers such as Camille can cussing the strategy (Stage 2), modeling the work with teachers to generate a word wall that strategy (Stage 3), memorizing the strategy contains topical lists of new words that will be (Stage 4), supporting the strategy (Stage 5), encountered in upcoming reading assignments and engaging in independent practice (Stage or that could be used in writing projects. By 6)” (p. 3). consulting the word wall, students are able to Camille has recently expressed an in- compose narrative stories or non-fiction descrip- terest in selecting her future career path and tive pieces without avoiding or getting “stuck” determining how much she can make in an- on word choices (Vintinner, Harmon, Wood, & nual salary. Her teacher has used this as an in Stover, 2015). A look at the word wall from -road for increasing her writing productivity. time to time allows the writer to capture topical In order to develop background knowledge words and readily integrate them into their piec- (Stage 1 of the SRSD approach), she helps es. The use of these new, complex words in self- Camille to identify related vocabulary for her directed writing creates a meaningful context for word wall to assist with upcoming writing engagement with new vocabulary, much more projects focused on career interests and budg- so than passively writing isolated, disconnected eting. Figure 3 shows their first word wall on sentences with new words (Wong, 2000). these topics.

salary co-worker insurance punctuality calendar responsibility cooperation benefits transportation hurry career retire volunteer cooperation expenses

Figure 3. Camille’s class word wall for writing about career interests and budgeting.

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In Stage 2, the teacher introduces the Literacy instruction can be used as a POW + TREE strategy to help Camille learn means for fostering improved social skills for how to frame and organize her writing (Graham, many students with disabilities (Forgan and Harris, & Mason, 2005). This strategy requires Gonzalez-DeHass, 2004). Through literacy Camille to pick a topic, organize her notes using learning opportunities, students can engage in the TREE strategy (topic sentence, reasons, ex- social problem solving scenarios and explore amples, ending), and write and say more. decision-making in a range of social situa- Throughout the remaining stages, the teacher tions. Within this context, word walls can supports Camille through stages of modeling, serve as an instructional medium for fostering memorizing the strategy, continued support, and growth in social and behavioral domains a release to more independent practice. while continuing the emphasis on literacy learning. A word wall can be constructed Word walls for behavioral and social compe- that highlights more abstract terminology re- tence. Angie is a ninth grade student with an lated to social experiences that are often diffi- emotional-behavioral disorders who struggles cult for students who struggle with social with socialization and pragmatic communica- pragmatics. This is similar to the way in tion competencies. She is successful in her con- which a high school science teacher would tent classes with the support of co-teachers who build word walls containing content specific work well together and peer assistance for com- vocabulary that is necessary for successfully prehending complex and abstract concepts. Her completing a unit on climate change (Hooper family envisions a bright future for Angie, in- & Harmon, 2015). Further, Forgan and Gon- cluding going to college, but they are especially zalez-DeHass (2004) suggest a number of concerned about her difficulties with social in- advantages to “infusing” social skills training teraction. Angie lacks social perception and de- into literacy instruction, including more in- cision-making about determining others’ inten- structional time devoted to social skills in- tions and comprehending the underlying mes- struction and using mediums (folk literature, sage in everyday pragmatic communication. etc.) that are meaningful to students’ lives. Her interactions with peers and adults are often For Angie, discussions between her awkward due to not really understanding the teachers and parents have hit upon the idea of main point of a speaker or making inappropri- using word walls as a means of identifying ate statements and comments. Her IEP includes critical concepts in social communication and transition objectives in the social domain such decision-making. A special educator meets as the following: “Given three simulated social with Angie twice a week to conduct units of experiences involving meeting and interacting instruction on social skills and communica- with others who will present temptations and tion. The teacher has identified a series of invitations to engage in inappropriate or illegal short stories that focus on complex social sit- behavior, Angie will display an appropriate re- uations often encountered by teenagers. To- sistance skill for each scenario as measured by gether with the teacher, Angie constructs a teacher observation and a content-related self- word wall that focuses on key content from evaluation checklist.” the stories. Her teacher and parents then select terms from the word wall that they feel

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are particular areas of difficulty for Angie. yet easy-to implement strategies that support These become areas for additional focus as the students with EBD” (Farley, Torres, team helps Angie prepare for the transition into Wailehua, & Cook, 2012, p. 39). Word walls young adulthood. The explicit instructional can be used with self-management interven- practices of explaining, modeling, discussing, tions to introduce and support key ideas when demonstrating understanding, feedback, etc. teaching students to follow social and behav- allow Angie to now name and identify the fea- ior strategies. Linn and Myles (2004) de- tures of her effective (terms such as appropriate scribe a self-management strategy to help stu- and wait) and ineffective (terms such as embar- dents with Asperger syndrome “successfully rass and awkward) pragmatic communication in navigate new social situations” (p. 7). This both hypothetical and actual social situations. strategy (SODA) is employed when confront- ing situational circumstances and demands: Word walls for self-monitoring and manag- Stop, Observe, Deliberate, Act (Bock, 2001). ing aggression. Steve, a seventh grader with For teaching this strategy, a word wall could an autism spectrum disorder and an emotional- be created that both teaches the key terms and behavioral disorder, exhibits both verbal and concepts related to the SODA strategy, and physical externalizing behaviors. The concerns conveys other key content related to social about his aggressive behavior have led to an interactions, self-monitoring, and self- IEP and behavioral intervention plan (BIP) that management of aggression. are heavily weighted toward reducing his oppo- In order to help Steve learn this strate- sitional and noncompliant behaviors. Although gy and to generalize it to a variety of new so- these are the primary concerns of his teachers cial situations, his teacher engages in a series and parents, Steve’s level of achievement in of scaffolded instructional steps that include reading and writing continues to be far below defining the purpose and goals of the SODA that of same-age peers. His IEP team has re- strategy, teaching the steps of the strategy, cently decided to focus on helping Steve acquire and reinforcing the use of the strategy self-management strategies to decrease his ag- (Schulze, 2016). Steve initially uses the word gressive outbursts. His IEP now contains the wall to help him learn the key terms associat- following objective: “Given three scenarios that ed with the strategy. As he acquires and depict new social situations, Steve will identify maintains use of the SODA strategy, the appropriate steps for navigating each situation teacher introduces a series of social stories with calm words and actions as measured by built around themes related to social justice teacher observation and a self-evaluation and designed to lead to discussion and ex- checklist.” pressive writing about complex social situa- Self-management strategies are an effec- tions. Chapman, Hobbel, and Alvarado tive approach for supporting students with au- (2011) state that “a social justice approach to tism spectrum disorders that engage in problem- writing fosters an awareness of societal chal- atic behaviors associated with an EBD diagnosis lenges that affect students’ families, commu- (Schulze, 2016; Carr, Moore, & Anderson, nities, and the larger society” (p. 539). Stu- 2014). For improved academic outcomes, self- dents such as Steve with difficulties in ag- management is a category of “highly effective, gression and socialization could confront ide-

Page 34 READ: An Online Journal for Literacy Educators – Vol. 3, Issue 5, December 2017 ISSN: 2476-1915 as and concepts that challenge their misconcep- Conclusion and Summary tions or beliefs about schools, teachers, and The purpose of this article has been to peers. demonstrate ways that word walls can be The critical terms and big ideas from used to promote literacy skills and social- these stories are added to Steve’s word wall to behavioral success as part of multi- help him gain a deeper understanding of the component interventions that include evi- concepts related to social decision-making and denced-based instructional and behavioral social justice issues. In implementing the in- strategies for students with EBD. This ap- struction with the word wall, the criteria in the proach is designed to address the inter- fidelity checklist that deal with modeling, expla- connection between literacy skill deficits and nations, identifying critical features, and prac- social-behavioral skill deficits that many stu- tice in contexts that are increasingly authentic dents with EBD experience. By taking a are important concerns. Thus, terms such as ob- comprehensive approach that is based on the serve and before (antecedents), questions and development of literacy skills and the use of options (behavioral decision-making), and re- research-based strategies, students with EBD store and consequences are related to different should experience improvements in both aca- social situations that are are associated with Ste- demic and social-behavioral domains. ve’s aggressive behavior. An example of his initial word wall is presented in Figure 4.

deliberate choose options consequences relax observe question solutions relationships irritate before actions de-escalate restore peace

Figure 3. Camille’s class word wall for writing about career interests and budgeting.

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Wood, K. D., Harmon, J., & Hedrick, W. (2004). Recommendations from research for teaching vocabulary to diverse learners. Middle School Journal, 35, 57-63. Zigmond, N. (2006). Twenty-four months after high school: Paths taken by youth diagnosed with severe emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 14, 99-107.

Authors’ Biographies

William Blackwell is an assistant professor in the Department of Language, Literacy and Spe- cial Populations at Sam Houston State Universi- ty. He teaches undergraduates courses in the special education program that emphasize universal design and inclusion for students with high-incidence disabilities. His research focuses on curriculum design for inclusive classrooms, parental engagement in the special education process, and the impact of school choice policies on children with disabilities. Dr. Blackwell can be contacted at [email protected].

Philip Swicegood is a recently retired professor in the Department of Language, Literacy and Special Populations at Sam Houston State Uni- versity. Dr. Swicegood taught graduate and undergraduate coursework in the educator prepara- tion program in special education. His course emphasis was directed toward instructional methods and strategies for students with high- incidence disabilities. He has been professional- ly active in the fields of learning disabilities and emotional and behavioral disorders. His research and publication interests included instruction in literacy domains, learning strategies, and behavioral needs for students with special needs. Dr. Swicegood can be contacted at [email protected].

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Nancy K. Votteler, Ed.D. Sam Houston State University—Texas

As a former middle school language arts Wordless picture books, have little or teacher, I was amazed when I found out that my no text. Dowhower (1997) defined wordless seventh-grade students did not really like to picture books as “books that tell a story write. Oh yes, they loved to write on Facebook through a series of illustrations without writ- or Instagram, but write in class…no way. In my ten text” (p. 63). There is no one single genre frustration, I searched for ideas to help facilitate for wordless picture books as they vary in writing. I read about wordless picture books as “topics, themes, and levels of difficul- a way for students to create their own narratives ty,” (Jalongo, Dragich, Conrad, and Zhang, using visual cues in wordless picture 2002, p. 167). Wordless picture books en- books (Louie & Sierschynksi, 2015). My stu- courage students ’ creative thinking using dents were not very impressed when I told them clues of the “artistic mediums of color and I had a “fun” to help them with writing ideas style as well as thinking about what the story and in order to create ideas or topics for writing, means as told through illustrations” (Brodie, we were going to read books with only illustra- 2011, p. 46). In addition, Serafini, (2014) tions. At first, several students’ thought reading states that wordless picture books are books without words was silly and childish. “visually rendered narratives.” (p. 24). “How do we read this book, Miss?” or “this Armed with the knowledge my stu- book has no words…what a dumb book or these dents were not familiar with wordless picture are books are for first and second graders” were books, I asked the school librarian if she the most common comments the first couple of would be able to provide us with multiple days when I introduced wordless picture books copies of the book Flotsam by David Weisner to the class. I wondered why they were so reluc- (2006 ). When the books arrived two weeks tant to “reading” a book that did not have writ- later, I placed students in small groups and ten text. I finally realized many of my students our journey began. Flotsam was chosen be- were not familiar with wordless picture books. cause students had just finished a water pollu- See Table 1. tion unit in their science class. Flotsam was one of their science vocabulary words and I knew they would have the background

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knowledge to create their own original text. use of wordless picture books (Crawford & (Students were asked to look through the book Hade, 2000;Votteler, Carwile, & Berg, 2010). and comment on what was happening in the These books may inspire struggling or reluc- book by looking at the pictures throughout the tant readers and writers to develop vocabu- book using a picture walk strategy. A picture lary, make connections between the spoken walk is a pre-reading strategy (Clay, 1991; and written language and create writing and Briggs & Miller, 2009) that provides a concep- reading skills based on the pictures (images) tual organization (Holdaway, 1979) for reading. that are present in the books (Cassady,1998; Before we read the book Flotsam (1993), Miller, 1998). In addition, telling or retelling I began modeled the picture-walk strategy with a story from a wordless picture book may im- a favorite wordless picture book of mine; A prove, fluency, story recall, and oral vocabu- Boy, A Dog, and A Frog by Mercer Mayer lary (Isbell, Sobol, Lindauer, & Lowrance, (1993). I asked students to make predictions on 2004). Instruction for literary devices can be the title alone. “Miss, it is a book about a boy, a modeled through the use of wordless picture dog and a frog.” We moved to the first page of books. Point of view, creative writing, the book and asked them questions like the fol- theme, tone, and visual literacies are some of lowing: ; What do you see in the picture? the different literary devices that a wordless Where do you think this story takes place? picture book can help develop (Dallacqua, When do you think the story takes place? Who 2012). Through wordless picture books , stu- are the characters in this picture? Students were dents are creating their written stories using able to advance from literal questions to inferen- their own background knowledge tial questions making personal connections as (Rosenblatt, 2004). they moved forward in the story. I then asked Wordless picture books can be useful students to picture-walk through the rest of the teaching tools in any classroom to support book in their small groups using the visual cues reading and writing for all students. Promot- from each page to orally tell the story. After ing oral literacy through the retelling of the modeling with the whole group, I asked students story using the illustrations along with stu- to write the name of one person they would like dent’s prior knowledge will scaffold stu- to work with and why they choose that specific dents’ writing literacy. Students create their classmate. Roberto and Jordan (all names are own stories using their own imagination, thus pseudonyms) stated they wanted to work togeth- becoming more successful middle school er because they worked well together their sci- readers and writers. ence unit project. .. Using the visual cues from the setting and personal connections, each group had to create an original title, negotiate the name or names of characters, and construct an original piece of writing When all groups were finished writing, we shared them in class and displayed them in the school library. Reading and writing are both literacy skills that can be taught and learned through the

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Table 1. Wordless Picture Books for Middle School Students.

Title Author Date Publisher Anno’s Journey Anno, M. 2007 Puffin Books: East Rutherford, NJ. The man who walked be- Gerstein, M. 2007 Square Fish: New York, NY. tween the towers. Mirror Lee, S. 2010 Little, Brown Books: New York, NY. The lion and the mouse Pinkney, J. 2009 Little, Brown Books: New York, NY. The mysteries of Harris Van Allsburg, C. 1984 Houghton Mifflin: New York, Burdick NY. Queen of the falls Van Allsburg, C. 2011 Houghton Mifflin: New York, NY. Flotsam Weisner, D. 2006 Houghton Mifflin: New York, NY. Sector 7 Weisner, D. 1999 Houghton Mifflin: New York, NY. Tuesday Weisner, D. 2011 Houghton Mifflin: New York, NY. When pigs fly Weisner, D. 2001 Houghton Mifflin: New York, NY.

References Crawford, P. A. & Hade, D. D. (2000). Inside the picture, outside the frame: Semiotics Briggs, C., & Forbes, S. (2009). Orientation to a and the reading of wordless picture book. new book: More than a picture walk. The Journal of Research in Childhood Educa- Reading Teacher, 62, 8, 706-709. tion, 15, 1, 66-80. Brodie, C.S. (2011). Wordless picture books: Dallacqua, A.K. (2012). Exploring literary Creative learning ideas. School Library devices in graphic novels. Language Arts, Monthly, 28, 1, 46-48. 89, 6, 365- 378. Cassady, J. K. (1998). Wordless books: No-risk Dowhower, S. (1997). Wordless books: tools for inclusive middle-grade classrooms. Promise and possibilities, a genre come of Journal of Adolescent & Adult Literacy, Vol. age. In K. Camperel, B.L.Hayes, & R. 41, 6, pp. 428-432 Telfer (Eds.), Promises, progress, and Clay, M.M. (1991). Introducing a new story- possibilities: Perspectives of literacy edu- book to young reader The Reading Teacher, cation. Yearbook of the American Read- 45,4 264-273. ing Forum, Vol. 17, 57– 80.

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Holdaway, D. (1979). The foundations of litera- Author’s Biography cy. Auckland, NZ: Ashton Scholastic. Isbell, R., Sobol, J., Lindauer, L., & Lowrance, Nancy K. Votteler is an associate professor in A. (2004). The effects of storytelling and the Department of Language, Literacy and story reading on the oral language complexi- Special Populations at Sam Houston State ty and story comprehension of young chil- University. She is the Director of the Doctor- dren. Early Childhood Education Journal, al Program in Literacy and is Co-Director of 32, 3, 153-165. the Sam Houston Writing Project, a National Jalongo, M.R., Dracih, D., Conrad, N.K., & Writing Project site. She teaches doctoral Zhang A. (2002). Using wordless picture courses relating to reading and writing. Her books to support emergent literacy. Early research interests include conducting profes- Childhood Education Journal, 29, 3, 167- sional development for English Language 177. Arts teachers, writing across disciplines and Louie, B., & Sierschynski, J. (2015). Enhancing integrating new literacies into the teaching of English learner’language development using writing. She can be reached at wordless picture books. The Reading Teach- [email protected]. er, 69, 103-111. Mayer, M. (1993). A boy, a dog, and a frog. Puffin Books: East Rutherford, NJ. Murphy, P. (2009). Using picture books to engage middle school students. Middle School Journal, 40, 20-24. Ness, M. & Kenny, M.B. (2016). Improving the quality of think-alouds. Reading Teacher, 69, 4, 453-460. Rosenblatt, L. (2004). The transactional theory of reading and writing. In Rudell, R., and Unrau, N. (Eds.), Theoretical Models and Processes of Reading, 5th ed. (pp. 1363- 1398). International Reading Association. Serafini, F. (2014). Exploring Wordless Picture Books. The Reading Teacher, 68, 1, 24–26. Votteler, N.K., Carwile, D., & Berg, H. (2010). Using wordless picture books to benefit children in your classroom. Early Years, 1, 1, 11 -17.

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Board Games in Math Class

Andrew Sundin Sam Houston State University—Texas

“Math is boring!”, “Mr., I don’t get it!”, like this in the past so as soon as I mentioned “Why do we even have to learn this anyways?” it they all lit up and went right to work. All I These are all comments that many math teach- had to do was give them a topic and the race ers, especially at the junior high level, have was on. After this memory had popped back heard countless times in their career. Sitting in a into my head I decided to give it a try in an math classroom as a student, I honestly never assignment given to me in my Literacy Meth- had any of these thoughts run through my head ods semester at Sam Houston State Universi- because I always really enjoyed the subject. ty. The assignment was to create some way of When I heard these comments during my time teaching math to students that would incorpo- as a substitute in College Station ISD, it was eye rate and foster literacy and reading in the sub- opening. Of course, for me, when the time came ject as well. At first choosing to create a to choose what I would like to teach, math was board game seemed odd to many of my class- always at the top of my list. I loved the subject, mate because it just seemed like I was dodg- but once I started getting into the classroom, I ing the assignment and creating something realized that the boring way that really got me fun instead. However, I knew it would work going in school only resonated with about one because I got the idea from my past experi- third of the students in my classroom, if that at ences in and ELAR classroom. Once I got the times. I thought long and hard on what I could ball rolling everyone soon realized that the do to get the students back and engaged in the board game would work, and it honestly has class and remembered an assignment I had to endless possibilities. lead during my time spent as a substitute. The Creating the board game with one stu- assignment was creating a board game. I looked dent or the whole classroom is all kind of the at my sub notes again to see if I had read it cor- same. You need a few students to help design rectly when I first saw this, but it was true. I had and create the board itself. As inspiration, the no idea how I was expected to do this activity class as a whole just looked at different board that day, much less lead the activity so I was games they had played in their past. Games sweating bullets when the first bell rang that such as Monopoly, Sorry, and the Game of day. I was in a fifth-grade language arts class- Life were a few the students seemed to really room that day as well so I was totally out of my use as influences. They noticed that the element. The day passed and I will say that it games had different spaces such as move was honestly one of the most fun days I had ev- ahead, pass go, go to jail, and so on. The stu- er had in a classroom as a student, substitute, or dent moved on to creating their boards. In- teacher. The students had done an assignment cluding the different spaces they had ob-

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served in the games they knew really seemed to they created they feel like they have accom- make them feel like they were actually taking plished something great. The example that part in creating a real-life board game. The will be shown in the pictures below is of the hardest part about this whole experience was first board and card set I created with a few getting one set of rules for all of the games. I struggling students. I took the example for myself created these rules, so the students could my assignment and also gave it a theme as a rotate from game to game and kind of know whole. My theme for the board game was Su- how the rules of the game worked . Keeping perheroes and the students really seemed to them simple, short, and sweet was all I went for. like that. I also took the theme one step fur- Now once the boards are made in any ther and bought different superhero player design the student deems fit and the rules are pieces that are what the students use to move set, you would think that the game could start. along the board. However, some of you are still wondering how Creating the cards and having the stu- any of this might have to do with anything about dents answer these cards is where the learn- math at all, well get ready for it cause the magic ing all takes place, but the bells and whistles is about to start happening. In these board you add to make it feel more like a real board games, the students must create the different game is what makes drives home the success cards that will be placed on the board. When it’s of the activity. Some classes may not need all a students’ turn in the game they will pick a these bells and whistles, though. The first card, and answer the question. If they answer time I did this activity the kids literally correctly, they roll the dice and move the grabbed a big piece of butcher paper and had amount of spaces shown. If they answer incor- their boards and game pieces made in all of 5 rectly they just have to stay put and wait for minutes. Some students will need that extra their next turn. So now that you kind of have a realistic style game to get them involved with feel of how the game works, back to the creation this. The overall goal of this activity since my of the most important part of the game: the students seemed to really enjoy, it is to have a cards. All the other stuff to this point has kind of whole set of boards and multiple sets of cards been bells and whistles to make the board game to where I can come in and just say today is seem and look real and fun. The cards are creat- board game review day. Then, the students ed by the students around one sole topic or TEK can just have a nice board game review ses- that you feel the students should work on. The sion day. The dream will be a reality one day. game I created with my student was based on Finally I promised that this would linear equations and solving and graphing them. work with multiple different subjects in a The students love the freedom that they receive school setting and it one hundred percent in this activity and often try to stump their fel- does. I’ve seen it work in a math classroom low students. What they don’t realize is by them and an English classroom, so history and sci- creating the cards and answers to these cards, ence are next. All it takes is that the children they are reading, writing, and learning math all create two to three cards per topic and you at the same time. This activity also fosters a can get a full set of cards in one class period. feeling of ownership to the students because if Whether the topic be the American Revolu- they are really proud of the game or question tion, anatomy of the human body, adding and

Page 44 READ: An Online Journal for Literacy Educators – Vol. 3, Issue 5, December 2017 ISSN: 2476-1915 subtracting fractions, or punctuation at the end get going. use that as a reward or prize for of sentences, all of these can be covered using winning and participating in the games. I will the same board game. You just need different have a full set of board games in my future sets of cards for the students to use to play the classroom because of a substitute lesson plan I game. My first experience with this board game once received. I hope this article will help at style activity was in a fourth grade ELAR class- least get your mind going about creative ideas. room, and my math based experience was in a Who knows, maybe you really love this one seventh-grade classroom. The results were pret- and will have a set of board games and cards ty similar in both instances. If you are looking all your own. for something different to possibly set you apart from the normal flow of teaching, give this a try Author’s Biography and see how it works for you. Also it never hurts to have a little prize for the winner of each Andrew Sundin is a senior mathematics major individual game. If you are struggling with stu- pursuing a teaching certification in grades 4-8. dents who don’t want to participate, this has Andrew Sundin can be reached at done the trick so far for me. You know your in- [email protected]. dividual students though. Whatever makes them

Appendix 1

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Math Adventure Book

Katelyn Dover Sam Houston State University—Texas

I can remember as a little girl, admiring tent area. As soon as she told us about the my great-grandmother’s paintings and wonder- assignment, I immediately thought of the ing how she created such beauty with her dain- amazing Disney film, UP. I remembered how ty, yet frail hands. Dainty, yet frail hands that they made this grand adventure book together miraculously I inherited from her and am able to that had pictures and mementos of the places fashion my own, unique works of art. I started they had traveled, and the places they wanted with simple drawings of birds like my Mimi to travel taped and pasted inside. I imagined used to draw, and the further I explored my ar- that on every page we would travel to a dif- tistic talent the more I started to find my own ferent country in the world and solve a word style of drawing and painting. I found that I was problem, which aligned with the 8th grade exceptionally well at looking at any image from TEK I chose, TEK 8.1a. At first, I was going a picture, television show, or movie and recreate to just base it on Mr. Frederickson and Rus- that exact image just by observing it. Once I re- sell going around the world solving math to- alized what I could do, I decided to draw scenes gether, but then I decided to spice it up a little from the most inspirational films produced of all bit and incorporate Disney characters from time, Disney films. I loved seeing my favorite several different films and visit them in the moments from Disney movies come to life as I country that they are from and solve a math sketched well-known characters that influenced problem that they have developed. I also my life. thought for a moment that this project might I have found multiple ways to incorpo- be too much for a student to recreate, but then rate my drawings in several of my projects I remembered Walt Disney’s famous words, throughout my education to make my assign- “Whatever you do, do it well. Do it so well ments have that extra “wow” factor. This semes- that when people see you do it they will want ter, in my grades 4-8 literacy methods class, one to come back and they will want to bring oth- of the assignments that we were assigned was a ers and show them how well you do what you genre study project. The point of the assignment do.” Disney. was to have future teachers select a genre of our choosing like media, picture book, song, etc., and create whichever form of genre we chose based on selected grades TEKS from our con-

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Why a picture book is vital a tool in mathe- the characters if they want. I also added stick- matics? ers and other decorations to further attract the Visual aids like picture books can be a readers and have them more engaged in the very beneficial tool for teachers in the mathe- word problems. If I were to assign this as a matics classroom who have students who are project in my future classroom, I would make spatial or visual learners. “They can spark stu- it a project that they students create through- dents’ math imaginations in ways that textbooks out the year. Creating the book throughout or workbooks don’t. Connecting math to litera- the year will help students to see how you can ture can boost confidence for children who love illustrate any mathematical operations or books but are wary of math” (Burns, 2015). questions into word problems that could arise Teaching with visual representations helps stu- in everyday life or society. The students will dents dive into high order thinking skills and require a guide in order to properly set up a can help them better analyze text or writing. word problem and its solution, which the Creating a math adventure book will assist stu- teacher will provide for them with the follow- dents in visualizing and interpreting word prob- ing steps: lems and depicting how word problems can be expressed through visual representations to help Word Problem: students comprehend the content further. What do you want in your word problem? How to make a Math Adventure Book? What are you solving for? This assignment entails students recog- Include words that define the opera- nizing problems in several situations, assessing tion that you are having to solve. the problem, finding the solution, and checking Does it make sense? If you were giv- the solution. To create the book you will need a en this problem could you solve it? scrapbook album and manila and colored paper. Solution: The first thing I did was make the manila paper Identify the Problem look aged by blotting coffee grounds on the pa- Devise a Plan per so it would resemble the book from the film, Implement the Plan UP. While I waited on the paper to dry, I typed Review up all of the word problems with their solutions and found ways to incorporate details from each By the end of the year, students should be Disney film into the word problem, like for ex- able to conquer word problems with any ample, on Pocahontas’ page we are trying to mathematical operation easily. This project find the dimension of the hole that John Smith is should boost student’s confidence in compre- trying to dig to find gold. Then, I cut out all the hending and answering word problems. Over- word problems and solutions, then pasted them all, I consider the Math Adventure book a on to colored paper and glued them into the very beneficial tool for any math teachers to scrapbook. I then decided to give my scrapbook have or create in their classrooms. a dash of creativity, and I drew each Disney character from the word problems on every page, but students could just put in pictures of

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References Author’s Biography Burns, M. (2015, September 9). Using children’s literature to teach math [Web log Katelyn Dover is a senior mathematics major post]. Retrieved October 2017, 17, from seeking certification in grades 4-8 mathemat- http://www.marilynburnsmathblog.com/ ics. She can be reached at using-childrens-literature-to-teach-math/. [email protected]. Disney, Walt . “New York Times Inter- view.” New York Times Interview. New York Times Interview, May 1938, New York , United States.

Appendix 1

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Incorporating Poetry into the Science Classroom

Hania S. Ahmed-Teacher Candidate Sam Houston State University—Texas

When we think a about a science class- the “world.” So, there is not a disconnect be- room, one of the first ideas that may come to tween poetry and science as some may initial- mind is the idea of “hands-on” learning. Doing ly think. experiments, and observing data, to eventually “Poetry has an advantage in that it come to a conclusion. But, like every discipline typically consists of fewer words than exposi- in education, there is always the foundation of tory-prose passages, and poems can be read literacy that can and should be addressed in a and reread in very little time. The brevity of classroom. poetry is less intimidating to children who In Akerson’s (2002 ) essay, “Teaching may be overwhelmed by longer prose and teachers: Bringing first-rate science to the ele- streams of new vocabulary, especially stu- mentary classroom,” she argued, “It is possible dents acquiring English as a new lan- to use language arts to support science learning guage” (Vardell, 2014, p. 30). Poetry also and to use science as a purpose for learning lan- allows students to experience all five senses, guage arts.” She also reminds us that the “use through the use of imagery and descriptive of language arts to promote literacy and support vocabulary (Vardell, 2013). It can be accessi- learning in other content areas is (also) recom- ble to a multitude of students. Students could mended and encouraged by the International have affinities for writing, science, or even Reading Association (IRA) and the National music and they would be able to craft a po- Council of Teachers of English (NCTE).” em. It also allows students to work inde- While we do have this standard of teach- pendently, without having to worry about ing and learning, the question arises: How do writing a poem the “right way”. we incorporate literacy into a science classroom, However, before letting students write specifically writing? And when we do find a their own poems on a science topic of their way, how do we keep the students engaged? choice, it is important to first give them ex- Rasinski, Zimmerman, and Bagert amples, especially if they have not had any (2015), argue that poetry should be a focus meaningful experiences with poetry. when incorporating literacy into the classroom, as it gives students many advantages. In his article “Physics and Poetry: Can You Handle the Truth?” astrophysicist Adam Frank (2013) declares, “Poems and poetry are, for me, a deep a form of knowing, just like science … each, in its way, is a way to understand

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Vardell and Wong (2015) provided a Silverton (2015) also stated, “Science, multitude of literature that incorporated poetry with its cold clinical logic, may be seen as the and science topics. They wrote: opposite to the creativity of poetry, with little There are many wonderful science or no connection between them, but each is themed works of poetry to choose creative in its own way” (p. 38). Rhyming is about animals, weather, seasons, a key part of most poetry, and that can be and space. In addition to short, visu- beneficial to students. Silverton concluded ally appealing poetry collections that, “Given freedom, most students write a such as Water Sings Blue: Ocean poem which rhymes. They are familiar with Poems by Kate Coombs, Ubiqui- rhyming couplets from the songs they listen tous: Celebrating Nature’s Survi- to, and often know by heart. Ask any teenag- vors by Joyce Sidman, and A ers to sing some popular lyrics, and rhymes Strange Place to Call Home: The will appear” (p. 38). World’s Most Dangerous Habitats If the present unit in a seventh-grade and the Animals That Call Them science classroom is body systems, then stu- Home by Marilyn Singer, you can dents can write poems about a body system. also find comprehensive anthologies Here is an example of a poem about the mus- such as The Tree That Time Built: cular system written by the author, Hania Ah- A Celebration of Nature, Science, med: and Imagination compiled by Mary Ann Hoberman and Linda Winston; Muscular System Poem The National Geographic Book of Let’s learn some things about the muscular Animal Poetry compiled by J. Pat- system. rick Lewis; and our own The Poetry Try to keep up, or you might miss them. Friday Anthology for Science. There’s three major muscle types, didn’t you (p.16) know? And of course, there are many other I’ll tell you about them, nice and slow. books that can be used to connect science to po- First is the smooth muscle, these are involun- etry. They can be used as read-alouds, or inde- tary pendent reading, depending on what a teacher Want to know why they are necessary? determines will be best for the classroom. These muscles help organs relax and expand. Once the foundation for poetry is set, it They help move blood in your body, from will be beneficial to students to let them write your eye, to your hand. their own poems. They will be allowed the free- Next is the cardiac muscle, these are striated. dom and creativity to decide how their specific Think these muscles are overrated? topic can be crafted into a poem. According to They pump blood throughout our bodies. Silverton (2015), “Middle School students re- With the help of veins and arteries. spond well to humor, enjoying the freedom to Last is the skeletal muscle, these you can play around with words and give them new control. meanings” (p. 38). Use these to run or take a nice stroll.

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Those are the muscles that you need to beneficial to the students. The use of poetry know. in science classes, for example, can help stu- Did you know them all a while ago? dents better understand more challenging vo- If you did, then this was a review. cabulary, and allow students to take in infor- But, if you didn’t, then I’m glad you learned mation in smaller increments, as opposed to something new. an expository text. Lastly, it provides a bridge between writing and the content area, as edu- The poem given above gives the cation should be . main functions of the muscular system, which is almost imperative that students References know for their unit tests. It also Akerson, V. L. (2002). Teaching teachers: makes learning and absorbing the infor- bringing first-rate science to the ele- mation easier with the rhyming couplets, and mentary classroom. Arlington, VA.: a rhythm that can be enjoyable. NSTApress, National Science Teach- Before teaching this poetry lesson, ers Association. students can be given examples of previous- Coombs, K. (2012). Water sings blue: ocean ly published and created work, such as the poems. San Francisco, CA: Chronicle poem above. By exposing students to the Books. different formats and techniques to write Cullinan, B. E. (1995). Three voices: An invi- their poems, they now have the groundwork tation to poetry across the curricu- to begin their own creations. This also al- lum. York, ME: Stenhouse Publishers. lows students who may have trouble coming Frank, A. 2013. Physics and poetry: Can you up with ideas to have resources to refer to handle the truth? NPR: www.npr.org/ whenever they may need it. blogs/13.7/2013/07/09/200064088/ After giving students the desired physics-and-poetry-can-you-handle- time allotment to write their poems, the the-truth. teacher can allow them to share their poems. Hoberman, M. A., & Winston, L. (2009). The This promotes ownership of their work, and tree that time built: a celebration of could help other students to learn new infor- nature, science, and imagination. mation or remember previously learned in- Napperville, IL: Sourcebooks Jabber- formation. wocky. This use of differentiated instruction Lewis, J. P. (2013). National Geographic allows students in science classrooms to get book of animal poetry: 200 poems the information needed in a newer, perhaps with photographs that squeak, soar, easier way. And once students have created and roar! New York, NY: Scholastic their own poems, this could lead to the writ- Inc. ing of science songs, which can be beneficial Rasinski, T., Zimmerman, B., & Bagert, B. as mnemonics. (2015). Poetry as a Core Reading Text While the use of poetry has mostly for Younger and Struggling Readers. been contained in language arts classes, the New England Reading Association use of poetry in other disciplines can be very Journal, 51(1), 1-5.

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Sidman, J. (2010). Ubiquitous: celebrating na- Author’s Biography tures survivors. Boston, MA: Houghton Mifflin Harcourt. Hania Ahmed is preparing to student teach in Silverton, J. J. (2015). Using poetry ... in sci- the spring 2018. She is seeking certification ence?. IS: International School, 17(2), 37- in grades 4-8 mathematics/science and wants 38. to teach middle school science. After teach- Singer, M. (2015). A strange place to call home: ing for a few years, she would like to get a the world’s most dangerous habitats & the Master’s degree in Administration. She is in- animals that call them home. San Francisco, terested in becoming a school administrator CA: Chronicle. and possibly running for a school board posi- Vardell, S. M. (2013). Connecting science and tion in the future. She can be reached at poetry. Booklist, 110, 16-20 [email protected]. Vardell, S. M. (2014). Exploring science and poetry. Booklist, 111(5S), 30-35. Vardell, S. M., & Wong, J. S. (2012). The poetry Friday anthology: poems for the school year with connections to the TEKS, K-5 edition. Princeton, NJ: Pomelo Books. Vardell, S.M., & Wong, J. (2015). The symbio- sis of science and poetry. Children & Librar- ies: The Journal Of The Association For Li- brary Service To Children, 13(1), 15-18.

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Literacy Pioneer: Seminal Works of James Paul Gee

Elizabeth Lasley, Ph.D. Sam Houston State University—Texas

Abstract factors and tools of inquiry necessary for ana- James Paul Gee’s seminal works have led to lyzing discourse: language-in-use with con- recommendations that support changes in cur- text, situated meanings, and cultural models. rent pedagogical approaches to learning. Gee’s Table 1 identifies the continuum of multiple (1999) seminal work An introduction to Dis- factors Gee designates for qualitative discourse Analysis Theory and Method describes course analysis. the multiple factors, tools of inquiry, necessary Language analysis isn’t a new re- for analyzing discourse: language-in-use with search topic. It has been addressed by re- context, situated meanings, and cultural models. searchers focusing on language and literacy Gee has transferred his theory and method for development for decades: Vygotsky, Piaget, discourse analysis to the field of video games, Chomsky, Goodman, Brown, Bloom, Halli- visual media, language, and learning. Gee’s day and many more. So, why consider Gee’s (2003) What Video Games Have to Teach Us work as a relevant contribution to analyzing About Learning and Literacy explains on how and understanding language development and well designed video games can enhance learn- discourse? The introduction of technology ing through effective learning principles. Situat- has altered culture models and therefore situ- ed language and learning: A critique of tradi- ational meanings. As Gee writes, “It can be tional schooling (2004a) includes video games problematic whether a Discourse today is or in the sociocultural and sociolinguistic theory of is not the same as one in the past…New Dis- learning and literacy as well as ways to reform courses emerge and old ones die all the school curriculum. time.” (Gee, 1999, p. 21). Keywords: social discourse, language, Twenty-first century technology and literacy, video games, education video media has brought a change in theoriz- ing how language is constructed, the develop- James Paul Gee’s seminal works have ment of knowledge and learning, knowledge- led to recommendations that support changes in making processes including communication current pedagogical approaches to learning. The media, social engagement, and grammar. journey to Gee’s current instructional recom- Gee recognizes such changes with a second mendations begins with his seminal work An sociolinguistic discourse analysis key publi- introduction to Discourse Analysis Theory and cation, How to do Discourse Analysis: A Method (1999). The book describes the multiple Toolkit (2010). This book adds clarity to ana-

Page 54 READ: An Online Journal for Literacy Educators – Vol. 3, Issue 5, December 2017 ISSN: 2476-1915 lyzing discourse based on the theoretical prem- discourse analysis in the age of technological ise explained in An Introduction to Discourse media. Gee’s theory and method in the field Analysis: Theory and Method (1999, 2005). For of discourse includes, but is not limited to, example, in An Introduction to Discourse Anal- language of gaming, literacy gaming, game ysis: Theory and Method (1999, 2005) Gee de- analysis, digital fiction, characteristic of vir- fined context as “… everything in the material, tual worlds (community, identity, spatiality), mental, personal, interactional, social, institu- video games, and relevant factors in compu- tional, cultural, and historical situation” (p. 54). ting systems (self-representation, player en- Gee clarifies the term ‘context’ in How to do gagement, thinking, designing, and play). Discourse Analysis: A Toolkit as: ''[T]he physi- So, how does Gee’s theory in dis- cal setting in which the communication takes course analysis apply to literacy development place and everything in it; the basics, eye gaze, within the field of education? From a socio- gestures and movements of those present; what linguistic standpoint, Gee’s research stimu- has previously been said and done by those in- lates the sociolinguist debate between tradi- volved in the communication; any shared tional schooling and alternatives to current knowledge those involved have, including educational practices. Sociolinguistics in- shared cultural knowledge'' (p. 12). volves technology, visual media and video How to do Discourse Analysis: A Toolkit games in the twenty-first century. It exempli- presents a set of ''how-to’ instructions including fies ways learners participate in social and integrating principles from applied linguistics, cultural groups for social, cultural and mental education, anthropology, psychology, and com- achievement. In other words, access to tech- munication. Emphasis is on how language is nology has increased social and mental activ- organized for integrating individuals’ actions in ity organized through culturally based con- social, cultural and political situational contexts. structs. This sociolinguistic premise in the The tools for analyzing discourse include social twenty-first century brings to mind Vygot- languages, discourses, intertextuality, and con- sky’s theory of cognitive development versations. Table 2 describes four categories and through language development and play. 27 tools used to analyze discourse data. \ Vygotsky’s (1978) theory emphasizes Once again, as described in An introduc- the role of social interaction on cognitive de- tion to Discourse Analysis Theory and Method, velopment which also involves problem solv- a valid discourse analysis is administered under ing and play. Learners acquire knowledge four essential analysis elements, see table 3. The through contacts, interactions, and experienc- essential analysis elements contain 17 questions. es with others as the first step The questions are connected to the six language (interpsychological plane). Learners assimi- tasks – semiotics, word building, activity build- late and internalize acquired knowledge adding, social-cultural situations, political cues and ing his/her personal value to it clues, and connection building. (intrapsychological plane). This transition is a As stated previously, Gee’s seminal transformation of what has been learned works are part of his sociolinguistic theory as through interaction, into personal values. well as a catalyst for his influence on the field of Such transitions require active engagement in

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his/her world through the use of tools. The use content such as mathematics, science and so- of tools alleviate learners’ dependence on others cial studies. Language in content areas is teaching him/her what to do, how to do it, and written in a “specialist variety of language what not to do. Vygotsky’s theory correlates and symbols” which is markedly different with Gee’s premise for discourse analysis and from the everyday (or vernacular) language the use of video games. used by children” (p. 15-17). Therefore, the Gee interpretation of the use of video use of video games such as Pokémon is a way games augments, extends and provides a clearer in which the “human mind works best when understanding of the nature of learning and liter- it can build and run simulations of experienc- acy that may be missing from the current classes its owner has had – like playing a video room environments. His connection between game in the mind …..Since learning to read theory, method and educational practices are and learning content can never really be sepa- found in the following publications: What Video rated” (p. 35). Games Have to Teach Us about Learning In Situated Language and Learning: A (2003), Literacy Situated Language and Learn- Critique of Traditional Schooling (2004a) ing: A Critique of Traditional Schooling (2004), Gee explains that games can “exemplify good and Game-Like Situated Learning: An Example learning principles in particularly striking of Situated Learning and Implications for Op- ways” (p. 52). Video games provide (1) portunity to Learn A Report to the Spencer learners continued voluntary engagement; (2) Foundation (2004). language and content in schools become Gee encourages a multi-literacy peda- “more equitable, less alienating and more gogical approach that engages learners as de- motivating” (p. 4); and, (3) affinity spaces signers of meaning and the use of a broad range designed to “resource people who are tied of learning processes because of technology together not primarily via shared culture, gen- availability and the leaners use of technological der, race or class, but by shared interest or media (Gee, 2003; Gee, 2004a; Gee, 2004b; endeavor” (p. 83-84). This is evident in Gee’s Gee, 2005; Gee, 2006). What Video Games explanation of video games, such as ‘Rise of Have to Teach Us About Learning and Literacy Nations’. Learners construct mental simula- (2003) identifies 36 learning principles incorpo- tions from the simulation of experiences rated in good games that correspond with re- within new worlds. search in the cognitive sciences. Emphasis is on Gee’s (2015) application for discourse empowering learners to direct their own learn- analysis of video games is in Unified dis- ing. Game designs are challenging yet do-able course analysis: Language, reality, virtual and players customize the game to their own worlds and video. Gee explains connections levels, abilities and adjust the game as their between the video game world of avatars and competence develops. Table 4 lists 16 of the 36 their role in the game and player’s everyday learning principles within three categories for role in society. There is a common thread and learning. integrated reference between the mono-modal Situated Language and Learning: A Cri- analysis of discourse and the study of video tique of Traditional Schooling (2004) references game text. Gee specifies differences between students’ learning to read and learning academic reading print media and playing a game. Dis-

Page 56 READ: An Online Journal for Literacy Educators – Vol. 3, Issue 5, December 2017 ISSN: 2476-1915 course analysis involves linguistic syntax and References grammar analysis without the context of video Gee, J. P. (1999). An introduction to dis- games, transitioning to syntax or grammar of course analysis: Theory and method. games from a visual viewpoint i.e. multimodal (1st ed.). New York, NY: Routledge. discourse analysis. A connection between lin- Gee, J.P. (2003). What video games have to guistic syntax and grammar with and without teach us about learning and literacy. video games reinforces the situated meaning New York: Palgrave Macmillan. aspect of discourse analysis. The last chapters of Gee. J.P. (2004a). Situated language and Unified discourse analysis: Language, reality, learning: A critique of traditional virtual worlds and video exemplify the frame- schooling. London: Routledge. work for discourse analysis, examples including Gee, J.P. (2004b). Game-like situated learn- classroom interactions, and two-sample analy- ing: An example of situated learning sis. and implications for opportunity to Where does that leave us as educators? learn. A Report to the Spencer Foun- We know that literacy, especially emergent lit- dation. Madison WI: University of eracy, begins in the home. Pre-reading activities Wisconsin. must connect with the early reading instruction Gee, J.P. (2005). Why video games are good that occurs in school, formally and informally. for your soul: Pleasure and learning. We cannot ignore learners’ access or lack of ac- Melbourne: Common Ground. cess to technology that extends literacy beyond Gee. J.P. (2006). Are video games good for decoding to literacy comprehension, reading for learning? Technical paper. Madison understanding. Gee (2004a) recognizes that cog- WI: Games and Professional Simula- nition is situational and contextual. Situated tion Group, University of Wisconsin meanings are established in the organization of Gee, J. P. (2005). An introduction to dis- patterns of experience, action and subjective course Analysis: theory and method. interests. Therefore, there needs to be an inte- (2nd ed.). London, UK: Routledge. grative approach between school and out-of- Gee, J.P. (2010). How to do discourse analy- school learning experiences including familiar sis: A toolkit, New York, NY: and unfamiliar text including video games. Mo- Routledge tivating spaces, such as Pokémon or other video Gee, J.P. (2015). Unified discourse analysis: games, appear to facilitate learning opportuni- Language, reality, virtual worlds and ties for learners to quickly master complex sys- video games. New York, NY: tems without instruction by a teacher (Gee. Routledge. 2004a; Gee, 2004b). This is how learners learn Vygotsky, L. S. (1978). Mind in society: The and we need to access this aspect of learning development of higher psychological within the classroom. processes. Cambridge, Mass.: Har- vard University Press.

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Table 1. Tools of Inquiry

Areas of Reality Situated Meaning Culture Models Language Tasks Discourse Analysis Reciprocal acquisition Model conflict Semiotics - Convergence process Pattern con- Model incon- Sign systems Agreement Meaning and nections sistency & knowledge Coverage value Word mean- Socio-cultural Word build- Linguistic Activities ing specific ing details Situated iden- Social con- Thinking Activity tities text Acting building Relationships Specific situ- Talking Social – cul- Semiotics ation Pattern recogni- tural situa- Connections Author- tion tions “D” Discourse receiver Social mind Politics – so- vs. discourse Point-of-view Context – inter- cial groups Cultural con- Reasonable textual, histori- Connection text meanings cal building

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Table 2. Analysis of Categories and Tools

Social Languages - Discourses - Saying, Do- Intertextuality - Building Conversations Theoretical Language and Context ing, and Designing Things in the World – con- Tools text that shapes language

Tool 1: The Deixis - Deic- Tool 7: The Doing and Not Tool 13: Context is Reflexive - Tool 23: Situation Mean- tic expressions, speech Just Saying - What speak- content either consciously or un- ing - Shared experiences consciously. and writing to context. ers/writers say and what and background they try to do. Tool 14: Significance Building - knowledge to specific Tool 2: The Fill-in - Lexical and grammatical devices meanings in context and Knowledge, assumptions Tool 8: The Vocabulary - strength or significance how the context is con-

and inferences brought to Words used in content, Tool 15: Activities Building – structed. communication. function, informal and for- activities for communication in mal words in social groups, institutions or cul- Tool 24: Social Lan- Tool 3: The Making contexts. tures support and set guages - Grammatical norms Strange -Listeners/ read- structures that signal and ers act as if they were Tool 9: Why This Way and Tool 16: Identities Building - So- enact a given various outsiders. Not That Way - cially recognizable forms of social language. design of messages in cer- identity/identities the speaker/ writer tries to get others to recog- Tool 4: The Subject - tain ways and not in others. nize Tool 25: Intertextuality – Choice in what speakers/ Use of lexical and gram- writers Tool 10: The Integration - Tool 17: Relationship Building – matical items reference to choose to say integrated words or sen- Use of lexical and grammatical other ''texts'' or other nuances building to sustain rela- tences. tionships styles of language. Tool 5: The Intonation - Tool 18: Politics Building – Use of Contributions to the Tool 11: Topic and Themes lexical and grammatical devices Tool 26: Figured Worlds – meaning of an utterance. - Topic and theme is in a that build social goods and how Use of assumed uncon- social goods are distributed in sentence society. scious Tool 6: The Frame Prob- (usual or unusual). and taken-for-granted pic- lem - Allows for Tool 19: Connection Building – tures, words or phrases of all aspects of context as Tool 12: Stanza - Groups of Use of words and grammar to listeners & readers. connect or disconnect things or relevant to the meaning of idea units clustered ignore connections between things. the data. into larger chunks of infor- Tool 27: Big “D” Dis- mation. Tool 20: Cohesion - How cohesion course – Use of speaker/ in text connect to pieces of listener manipulation of information and in what ways. language and ways of Tool 21: Sign Systems and acting, interacting, think- Knowledge Building - Ways in ing, believing, valuing, which words feeling, and grammar honor or degrade specific sign systems. dressing and using various objects, tools and technol- Tool 22: Topic Flow or Topic ogies. Changes – How the topics of main clauses are chained or switched.

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Table 3. Essential Analysis Elements Convergence Agreement Coverage Linguistic Details Analysis offers an- Discourses implicated Analysis applicable to Analysis connected to swers to many or all of in the data should related sorts of data. details of the questions arising agree with the social linguistic structure. from the set of the 27 language analysis. tools.

Table 4. Gee’s 16 out of 36 Learning Principles for Good Games

Empowered Learners Problem-based Learning Deep Understanding Identity – on-screen charac- Risk taking Situated meanings – vocabu- ter Well-ordered problems to lary by experience Interaction – communica- develop and master Systems thinking – think big tion Challenge and considera- picture Cross-functional teams – tion Performance before Compe- multiplayer environment Just in time or on demand tence – actions required to Customized - learner expe- – information as needed learn rience Explore, Think Laterally, Agency – environmental Rethink Goals control Production - completing a Pleasantly frustrating – level ability to overcome Smart tools (in game tools) & distributed knowledge

Author’s Biography Elizabeth Lasley is an Assistant Professor in the Department of Language, Literacy, and Special Populations. She specializes in the area of Early Childhood. She can be reached via email at [email protected]

Page 60 READ: An Online Journal for Literacy Educators – Vol. 3, Issue 5, December 2017 ISSN: 2476-1915 Book Reviews Tiered Fluency Instruction: Supporting Diverse authored, co-authored, or edited more than 50 Learners in Grades 2-5 books or curriculum programs on reading ed- By Chase Young, Timothy Rasinski. North ucation. He is the author of the bestselling Mankato, Minnesota: Capstone Press, 2017. 128 books on reading fluency The Fluent Reader pages. ISBN 9781496608031 (2003) and The Fluent Reader in Action (2011). Dr. Chase Young, an associate profes- Reviewed by: Bahia Braktia sor in the Department of Language, Literacy, Sam Houston State University and Special Populations at Sam Houston State University, has an extensive experience In Tiered Fluency Instruction, Chase in the field of reading. His research was pub- Young and Timothy Rasinski (2017) discuss and lished in journals such as the Journal of Edu- offer solutions to the reading fluency challenges cational Research, Reading Teacher, and Lit- that learners in grades two through five might eracy Research and Instruction. He was also face. As the authors point out, reading fluency named the 2011 Outstanding Doctoral Stu- has not received much attention over the past dent in Reading Education. several decades, which led to its instruction to This book provides teachers of grades be either ignored or misinterpreted, even though two through five with an instruction manual much research related to reading education em- of strategies they can use with their students phasized on fluency as a critical reading element to increase their reading fluency. This allows to achieve full proficiency in reading. Many stu- the teachers to improve the students' reading dents who struggle with reading show difficul- proficiency. The authors structured, or tiered, ties in some areas of fluency (Valencia & Buly, the strategies according to the individual and 2004). According to DiSalle and Rasinski group needs of the students to enable the (2017), The National Reading Panel (2000) and teachers to choose the appropriate fluency the Common Core State Standards (2016) de- instruction. scribed reading fluency as crucial for reading The authors argue that reading fluen- growth and should be learned in the elementary cy is an essential skill in learning to read, and grades. the students' needs identify what form and The book is a collaborative work by two tiers of fluency instruction teachers can rely researchers who bring together their research on. In order to measure students’ reading flu- experience, perspectives and key skills areas ency, the book offers assessment tools for that qualify them to introduce to readers a re- teachers to identify strengths and weaknesses. search based strategies for resolving reading flu- The book tiers the fluency instructions into ency challenges. Dr. Timothy Rasinski, a profes- three, each tier includes activities teachers sor of literacy education at Kent State Universi- can incorporate, the materials they can use, ty and head of its award winning reading clinic, and how to adopt them into their classrooms. is a high-profile researcher in reading fluency. The first tier is devoted to group fluency in- He has published more than 200 articles and has structions, as it offers students an effective

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model of what fluent reading looks and sounds sessment or instruction. like. The second tier targets students who did In essence, Tiered Fluency Instruction is not respond to tier one fluency instructions. For a practical text that can be a useful tool for ele- that, the authors suggest several research-based mentary teachers who would like to assess and methods that are best delivered in a small group improve their students reading fluency. Its prac- setting. For students still struggling after tier 1 ticality relies on the way the challenges are ad- and 2, tier 3 presents one-on-one reading fluen- dressed; teachers can evaluate their students cy interventions. The book also includes techno- and accordingly refer to the appropriate tier flu- logically enhanced fluency methods. ency instruction that is detailed and simplified. This book is practical and well- organized. Chapter one provides elementary References teachers with assessment tools to evaluate fluen- Common Core State Standards Initiative cy development in accuracy and automaticity in (2016). Common Core State Standards. word recognition. As the authors state; “reading Retrieved from: http:// assessment should be sensitive enough to detect www.corestandards.org/ELA-Literacy/. changes in students' reading after relatively DiSalle, K. K., & Rasinski, T. T. (2017). Impact short periods of instruction or intervention” (p. of short-term intense fluency instruction 11). The data teachers get from the assessment on students' reading achievement: a instruction in this chapter allows the students to classroom-based, teacher-initiated re- see that they are making tangible progress in search study. Journal of Teacher Action their development in becoming proficient and Research, 3(2), 1-13. fluent readers. National Reading Panel. (2000). Report of the Chapters two, three and four offer National Reading Panel: Teaching chil- straight forward and efficient fluency instruc- dren to read. Report of the subgroups. tions to tier 1, tier 2 and tier 3 students consecu- Washington, DC: U.S. Department of tively. Each chapter gives a variety of detailed Health and Human Services, National methods to address each tier's fluency challeng- Institutes of Health. es. Each method is given a background, the nec- Rasinski, T. T. (2003). The Fluent Reader. New essary materials and procedures, and real life York: Scholarsitic. experiences from lower and upper elementary Rasinski, T. T. Fawcett, G., Lems, K. & Ack- grade teachers who applied the methods in their land, R. (2011). The Fluent Reader in classes. Action. New York: Scholarsitic. This book also includes a section that Valencia, S. W., & Buly, M. R. (2004). Behind offers fun activities where teachers can integrate test scores: What struggling readers re- easy and accessible technology into reading flu- ally need. The Reading Teacher, 57(6), ency instruction. For example, Avatar for 520-531. Speeches, a website where students can build Young, C. & Rasinski, T. (2017). Tiered Fluen- avatars and record their voices, is an engaging cy Instruction: Supporting Diverse activity to help students refine their speech per- Learners in Grades 2-5. Minnesota: formances. The authors also gathered a list of Capstone Press. fluency resources for teachers to use in their as-

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Kids Deserve It: Pushing Boundaries and torical question to reignite my passion for Challenging Conventional Thinking teaching and taking risks in my classroom. Written by Todd Nesloney and Adam Wel- Parents, teachers, and administrators all come, Dave Burgess Consulting, INC., have something to learn from Nesloney and 2016, 222 pgs., ASIN B01GF3UM8K Welcome. Their descriptions of the importance of empathy and understanding, and how these Reviewed by: Matthew Panozzo two qualities empower students, are relevant to Sam Houston State University a range of student interactions. To illustrate these values, Nesloney and Welcome remind The stretch from spring break to the reader of the shared belief that “growing summer is arguably the most challenging every part of a child is truly what’s best for ed- time of the school year. Everyone is tired. ucation” (Nesloney & Welcome, 2016, Loca- Standardized tests, promotions, and gradua- tion 166). In doing what’s best for the students, tions loom overhead. The finish line is in they also advise educators to ”remember our sight but just out of reach. Students, teach- sense of childlike wonder, the immense human ers, and administrators long for the relaxing need to be valued and noticed and our ability to days of summer. be creatively inspired and, in turn, inspire oth- It was our second week back from ers” (Location 167-168). They emphasize that, spring break, and all my energy was zapped beyond simply creating assignments that test after a series of failed lessons, student mis- mastery, teachers must be willing to take in- conduct, and ineffective meetings. I needed structional risks and approach lessons with cre- some support and motivation, but I had no ativity and fresh eyes. Additionally, they stress one to turn to for this consolation as my that these ventures in outside-the-box thinking coworkers and I were all in the same boat. are further enriched in a collaborative setting Then I found it: Nesloney and Welcome involving all the stakeholders of a school. (2016) Kids Deserve It: Pushing Boundaries Rhetorically, the narrative style of and Challenging Conventional Thinking. Nesloney and Welcome builds trust with the Instead of answering emails or grading as- reader. Both authors took a risk to make them- signments, I sat down and immersed myself selves vulnerable by opening their leadership in my reading. Immediately, I found solace style up to criticism. In turn, their story allows in the first paragraph of Chapter 1: “What the reader to hear what they have to say, reflect would happen if a teacher or principal came on their advice, and find small ways to imple- up with an idea, grabbed their students and-- ment the “kids deserve it” mindset into their boom--tried something new? Just like that-- classroom. The novel also features challenges without fear of failure” (Nesloney & Wel- to educators to get involved in online spaces as come, 2016, location 172). I had become a form of professional development. In doing aware that I allowed myself to become en- so, Nesloney and Welcome reinforce to educa- trenched in the fear of failure, allowing the tors that they are not alone in this profession. systemic pressures to extinguish my passion. Online spaces allow people to connect in differ- I had not realized that I needed a simple rhe- ent classrooms, different schools, and even in different places around the world. Ultimately,

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they want the reader to remember that what we Osteoblasts to the do is for the kids in our classroom, with implica- rescue: case file #4. tions that manifest on a local, national, and global level. Written by: Manley Upon finishing the book, I realized that I H. (2013). Place of not only had the motivation to continue to take publication not risks this school year, but also found the moti- identified: Heather vation to keep pushing my practice. I’ve taken Manley. Nesloney and Welcome up on their Twitter challenges. I’ve tried to reshape my remaining Reviewed by: Elizabeth Stokes units. Their challenge to think differently feels urgent and and valuable for both teachers and “Pearl suddenly got an idea…” This students. This is a book to read with your team catch phrase never bode well for Pearl and to spur creativity and breathe new life into your her friends the “Human Body Detectives.” In school. this installment of the Human Body Detective series, Pearl and her friend Merrin go inside References Lily’s body so that they may learn about Nesloney, T., Welcome, A. (2016). Kids de- Lily’s fractured arm. Throughout their adven- serve it: Pushing boundaries and chal- ture, Pearl and Merrin encounter and learn lenging conventional thinking. [E- about different bones in the human body, Reader version; Kindle] retrieved from what makes up a bone, and eventually land https://www.amazon.com/Kids-Deserve- on Lily’s fracture. Upon arriving at Lily’s Boundaries-Challenging-Conventional- fracture, Pearl and Merrin encounter osteo- ebook/dp/B01GF3UM8K/ blasts (cells that turn the callus into new ref=tmm_kin_swatch_0? bone). Having accomplished their mission, _encoding=UTF8&qid=1492019318&sr Pearl and Merrin leave Lily’s body in just =8-1 enough time to watch the rest of the game. In addition to the intriguing story, the book Os- teoblasts to the Rescue also includes reference materials at the end so that the reader can further explore the bones that make up the human body. While the moving story line will keep readers engaged in the story, older readers might find the story a bit derivative, but the information useful. Despite this fact, readers will still walk away having learned something new about how our bones work. For the reasons stated above, this story receives a four out of five star rating.

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Sir Cumference and the Dragon of Pi

Written by: C. Neuschwander (1999). Watertown, MA: Charlesbridge.

Reviewed by: Syed Shah Whole-y cow! Fractions are Fun

In the race against time, one child must Written by: Souders, T., & Mai-Wyss, T. find the cure to turn his father from a dragon (2010). New York: Scholastic. back into the body of a man! Cindy

Neuschwander finds an enjoyable way to teach Reviewed by: Monica Castaneda pi to a young audience through this medieval

themed book. When Sir Cumference accidently “One whole cow” decides to be dif- gets turned into a dragon, his son Radius finds a ferent for a day, that’s what the story line of cure but to use it he must decipher a riddle. Ra- the book Whole-y cow! Fractions are fun is dius sets out on a quest to find the answer about. Written by a graduate with a speciali- where he learns about pi. Just before Sir zation in mathematics, Taryn Souders, cre- Cumference is vanquished in his dragon form, ates a female cow character who did what no Radius come to the rescue by delivering 22 / other cow should do on the average cow day 7ths of the cure thus returning Sir Cumference life. From having a fish pet painting differ- back to his human body! This story is quite en- ent color dots on her to playing the cello tertaining and helps bring the number pi to life. while eating a daisy of different color petals. The use of a medieval setting with interesting After each crazy activity the “One whole characters like Radius, Geo of Metry, and Lady cow” does the author asks the reader to find Dia of Ameter keep the mathematical theme several fractions based on that particular ac- remain prevalent while engaging the reader. tivity. This gives the readers the opportunity The quest Radius goes on also helps students to practice their identifying fractions skills learn how to find pi themselves. If used as text while reading the funny story of a cow’s out in the classroom though, the educator should be of norm day. Even though the “One whole aware the book simplifies pi with the approxi- cow” is doing things no other cow does, she mation of 22 / 7 rather than explaining pi’s irra- is doing somethings a human being would tionality. Nevertheless, this text is a definite do, which helps to show the reader that there read when it comes to teaching pi in the class- is fractions everywhere you look. Therefore, room. children will not only be learning to identify fractions from Souders first published book but they will also be giggling about what

“One whole cow” does when she “decides to be different on this particular day”.

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What's your angle Sir Cumference Pythagoras?: A math and the Dragon adventure. of Pi

Written by: Ellis, J., Written by: & Peacock, P. H. Neushwander, C. (2004). Watertown, & Geehan, W. MA: Charlesbridge. (1999). Charlesbridge. Reviewed by: Riyn Williams Reviewed by: Cassandra Wight “Angle, angle, angle. Side, side, side. All you have to do is tri-, tri-. Tri!” In this fictional “Sois Chevalier, au nom de dieu, picture book, Julie Ellis takes readers on an ad- Avancez Chevallier,” the infamous saying the venture on how the Pythagorean theorem was Knights of the Round Table used upon ac- discovered by the young and curious Pythago- ceptance into King Arthur’s most elite force, ras. Ellis’ illustrations and catchy puns help the catches the eye and begins the phenomenal reader understand the theorem. Ellis allows children’s book “Sir Cumference and the readers to be involved in the book by displaying Dragon of Pi.” Written by Cindy Neuschwan- the process Pythagoras went through with his der, this book receives a 5 out of 5 stars for discoveries with temples and shipping routes. its relatable, historical, and educational con- Throughout the book, readers are able to see tent. By reading this, the educator not only how to build bases to support columns, tie knots introduces fundamental mathematics such as in ropes to make triangles with different angles, pi and radius, but it also accommodates their experimenting the formula of a right angle explanation in a fun way. The length and vo- through Pythagoras. Even though it is a great cabulary of the story creatively designed by explanation of math, the picture book fails to Neuschwander makes this educational mas- apply the theorem. However, readers will re- terpiece suitable for a wide range of students member practical applications and might possi- starting from 6th to 8th grade. For mathematics bly open their minds up to more exploration educators, it is often problematic to find a within mathematics. If readers know the Pythag- new stimulating method of teaching concepts orean theorem already, then this picture book to students. will resonate well with them. Readers who are However, Neuschwander does an more math orientated may not like the use of astonishing job at fusing together historical dialogue or learning math through a narrative. information, literature, and details about This picture book is intended to introduce read- mathematical vocabulary by using cleverly ers to the Pythagorean theorem in its simplicity named characters such as “Sir Cumference” and how it came about. and “Lady Di Amater.” Constructivism is a huge educational advantage in this book because it makes mathematic foundations relat-

Page 66 READ: An Online Journal for Literacy Educators – Vol. 3, Issue 5, December 2017 ISSN: 2476-1915 able to students in an enticing way by mix- ing math and the middle ages. By using constructivism, Neuschwander is developing a plot that is retainable to students. This book is highly recommended for any educator who wants to create an enjoyable time with their class while keeping the lesson educational and influential. Will Radius solve the mathematical riddle to save his father Sir Cumference from remaining a dragon forev- er? Read to find out. Pythagoras and the Ratios: A Math Adventure

TEK Written by: Ellis, J. & Peacock, P. (7.9) Expressions, equations, and relation- (2010). Pythagoras and the Ratios: A Math Ad- ships. The student applies mathematical pro- venture. Watertown, MA: Random House Pub- cess standards to solve geometric problems. lishing Group. The student is expected to: B. Determine the circumference and area of Reviewed by: Renee Kelley circles; What is wrong with the ratios instruments? In this non-fiction picture book, Pythagoras and his five cousins set out to win a music contest in their town. But there is one huge problem. Their instruments aren’t in tune. So, the Ratios, who are Pythagoras’ five cousins, depend on him to fix their instruments before the contest commences. Pythagoras uses his sharp brain to figure out the ratio between his instrument and his cousins to tune them, all whilst managing the chores that his parents has assigned to him. This is a fantastic book that teaches more than one lesson. Not only does it teach about ratios between similar figures, but it teaches about the importance of responsibilities, which I think will really resonate with seventh graders. The illustrations were great and it showed all the calculations Pythagoras used to tune the instruments, throughout the story. This book deserves five stars and is a wonderful book to be added to your educational library.

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