Becoming_a_Fearless_Reader

BECOMING A FEARLESS READER:
NONFICTION READING
COMPREHENSION
An Exportable Unit of
Instruction
Jennifer Jackson
May 24, 2011
TABLE OF CONTENTS
Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 2

Overview of Unit………………………………………………………………………………………………………………………..5
Instructional Goal Statement………………………………………………………………………………………….5
Appropriate Audience……………………………………………………………………………………………………………..6
Constructivist Guidelines for Planning Learning Components
of an Instructional Strategy………………………………………………………………………………………..7
Material List………………………………………………………………………………………………………………………………..9
Performance Objectives……………………………………………………………………………………………………..11
Lesson One: Reading Comprehension defined and the importance of
nonfiction……………………………………………………………………………………………………………………………………….13
Lesson Two: Why is nonfiction important to me?................16
Lesson Three: Strategies for understanding what you read:
Monitoring Comprehension………………………………………………………………………………………………..18
Lesson Four: Strategies for understanding what you read: Stop
and refocus thinking when mind wanders………………………………………………………………21
Lesson Five: Strategies for understanding what you read:
Remember to stop, think, and react to learn information and
expand thinking………………………………………………………………………………………………………………………….25
Lesson Six: Strategies for Understanding What Read/View Online:
How Reading Online Differs from Reading Print-Based Texts………….28
Lesson Seven: Strategies for Understanding What Read/View Online:
How Reading Online Differs from Reading Print-Based Texts:
Identify how we have been shaped by media experiences………………………33
Lesson Eight: Strategies for Understanding What Read/View
Online: How Reading Online Differs from Reading Print-Based
Texts: Understanding of the Five Main Processing Practices for
Reading Online: Part 1…………………………………………………………………………………………………………39
Lesson Nine: Strategies for Understanding What Read/View Online:
How Reading Online Differs from Reading Print-Based Texts:

Understanding of the Five Main Processing Practices for Reading
Online: Part 2………………………………………………………………………………………………………………………………45
Appendix A: Nonfiction Text Samples………………………………………………………………………43
Appendix B: Using Nonfiction Everyday…………………………………………………………………51
Appendix C: Big Ideas and Lingering Questions Chart……………………….52
Appendix D: “Stealing Beauty” by Hannah Beach……………………………………………53
Appendix E: Monitoring Comprehension Chart…………………………………………………61
Appendix F: “Saving Their Native Language” by M. Pickerill……….62
Appendix G: “A Focus on Girls’ Education” by J. Wlodarczak…………63
Appendix H: “Testing, Testing” by Elizabeth Sirius…………………………….64
Appendix I: “Tigers Roar Back” by Laura Girardi…………………………………….65
Appendix J: TAP Model Graphic………………………………………………………………………………….66
Appendix K: Monitoring Comprehension: Response Chart…………………….67
Appendix L: TICA Basic Skills (Phase One) Checklist……………………….68
Appendix M: Exit Ticket Example…………………………………………………………………………….70
Appendix N: Exit Ticket Rubric……………………………………………………………………………….71
Appendix O: Prompts for Multigenre Literacy Autobiography……..72
Appendix P: Rubric for Multigenre Autobiography……………………………………74
Appendix Q: Finding and Using Information Online: Questions and
Answers…………………………………………………………………………………………………………….76

OVERVIEW OF UNIT
This unit is the first portion of a multi-step unit designed to
improve nonfiction reading comprehension skills. The specific
skills addressed here are monitoring nonfiction reading
comprehension, both on- and off-line, and basic media literacy
skills. By training students how to read and respond to
nonfiction texts, they should have the tools to improve their
nonfiction reading comprehension skills. Students also receive
specific instruction on how to conduct internet searches, and
what to do with the information found in those results. Dick,
Carey, and Carey’s Constructivist Guidelines for Planning the
Learning Components of an Instructional Strategy have been
adhered to in creating each lesson of this unit.
INSTRUCTIONAL GOAL STATEMENT
Given a series of nonfiction reading texts on people, places,
events, and/or phenomena, sixth grade students will read the
selections. Students will learn how to monitor their own
nonfiction reading comprehension in this first unit, and will be
followed in subsequent units on activating and connecting prior
knowledge, asking appropriate questions, inferring meaning,
determining importance of the information, and synthesizing the

information from the passages. Students will also articulate the
strategies they used to understand the content as well as the
reading process.
APPROPRIATE AUDIENCE
The appropriate audience for this unit is students in sixth
through eighth grades. Several students have been identified as
or display the behaviors of gifted and/or other learning and
behavioral disabilities.

Constructivist Guidelines for Planning the Learning
Components of an Instructional Strategy
Step 1: Preinstructional Activities:
 Motivate Learner
o Nurture motivation: give choices
o Describe objectives: stimulate problems in authentic
contexts
o Recall prerequisites: look back to prior learning in
constructing new knowledge
Step 2: Content Presentation:
 Discuss strategies for presenting content
 Ponder new ways to present content
 Learn by discovery
Step 3: Learner Participation:
 PRACTICE
o Use cooperative learning
o Encourage multiple processes strategies

o Encourage many perspectives/interpretations of the
same knowledge
 FEEDBACK
o Assist to ensure progress
o Facilitate group interaction
Step 4: Assessment:
 Will I test entry behaviors? When will the assessment be
administered? What will occur if students do not pass?
 Will I have a pretest over skills to be taught? When will
it be administered? What skills will be assessed?
 How and when will the posttest be administered?
Step 5: Follow-through Activities:
 How will students transfer this new information to other
environments?
 How different will the performance context be from the
learning context?
 What activities will be used to help students transfer this
new information to another performance context?

Dick, W., Carey, L., & Carey, J.O. (2005). The Systematic Design of Instruction. Boston, MA:
Pearson.

MATERIALS LIST
Whiteboard/Smartboard/Chalkboard
Computers for instructor/students
Paper/Pencil
3x3 Post-it Notes
Butcher Paper/Marker
Map of the Caribbean region
Map of the Asia
PAPER DOCUMENTS
Appendix A: Nonfiction Text Samples
Appendix B: Using Nonfiction Everyday
Appendix C: Big Ideas and Lingering Questions Chart
Appendix D: “Stealing Beauty” by Hannah Beach
Appendix E: Monitoring Comprehension Chart
Appendix F: “Saving Their Native Language” by Martha Pickerill
Appendix G: “A Focus on Girls’ Education” by Jackie Wlodarczak
Appendix H: “Testing, Testing” by Elizabeth Sirius
Appendix I: “Tigers Roar Back” by Laura Girardi
Appendix J: TAP Model Graphic
Appendix K: Monitoring Comprehension: Response Chart
Appendix L: TICA Basic Skills (Phase One) Checklist
Appendix M: Exit Ticket Example
Appendix N: Exit Ticket Rubric
Appendix O: Prompts for Multigenre Literacy Autobiography
Appendix P: Rubric for Multigenre Autobiography

Appendix Q: Finding and Using Information Online: Questions and
Answers
BOOKS
How Many Days to America? A Thanksgiving Story by Eve Bunting
So You Want to be an Inventor? By St. George and Small
MULTIMEDIA DOCUMENTS
http://www.youtube.com/watch?v=6ILQrUrEWe8
http://www.brainpop.com/science/famousscientists/janegoodall/
http://www.janegoodall.org/study-corner-biography
http://w.taskstream.com/RubricWizard/RubricPrintView/PrintView?
encLegacyRubricId=u9edf7ebfkf9e6eq&platform
http://www.janegoodall.org/media/videos.
http://www.youtube.com/watch?v=mEJL2Uuv-oQ
http://www.tatteredcover.com/book/9780312379315
http://jeffreyalanmiller.files.wordpress.com/2008/05/archie_comics_front.jpg
http://goo.gl/Uynyx
http://www.youtube.com/watch?v=0_C2HJvtRDY&feature=related
http://www.youtube.com/watch?v=0ivqb2oEqEE&NR=1

PERFORMANCE OBJECTIVES
1.0 Reading comprehension defined
Performance Objective: Given the following terms, students will define each one correctly:
1.0.1 Reading comprehension
1.0.2 Fiction
1.0.3 Nonfiction
2.0 Why is nonfiction important to me?
Performance Objective: Given class and peer discussion time, students will write a short essay
elaborating no less than three reasons why nonfiction is important to them. The teacher will
evaluate student responses for accuracy.
3.0 Strategies for understanding what you read: paper documents
3.1 Strategy 1: Monitor own comprehension
3.1.1 Listen to the inner conversation and text code to keep track of thinking
Performance Objective: Given a nonfiction text passage, students will demonstrate that they
understand how and why readers leave tracks of their thinking by producing no less than three
post-it responses accurately labeling their thinking and reading process. The teacher will evaluate
student post-it responses to for accuracy.
3.1.2 Stop and refocus thinking when mind wanders
understand how to refocus their thinking when their minds wander by producing no less than
three post-it responses accurately labeling their thinking and reading process. The teacher will
evaluate student post-it responses for accuracy.
3.1.3 Read and reread to clarify meaning and clear up confusion
understand how to read and reread text selections by producing no less than three post-it
responses accurately labeling their thinking and reading process. The teacher will evaluate
student post-it responses for accuracy.
3.1.4 Stop and use strategies to help when meaning breaks down

understand how to use strategies to help when meaning breaks down (i.e., asking a question) by
producing no less than three post-it responses accurately labeling their thinking and reading
process. The teacher will evaluate student post-it responses for accuracy.
3.1.5 Remember to stop, think, and react to learn information and expand thinking
can remember to stop, think and react to what they read by producing no less than three post-it
responses accurately labeling their thinking process and reactions. The teacher will evaluate
student post-it responses for accuracy.
4.0 Strategies for understanding what you read/view online: ICTs (media literacy skills)
4.1 Introduction: how reading online differs from reading print based texts
Performance Objective: After a lesson in media literacy using the Text, Audience, and
Production strategy (T.A.P.), students as a class will analyze a short text using the strategy along
with the teacher. The teacher and the class will have a discussion about the experience. Students
will complete exit tickets at the conclusion of the class. The teacher will examine the exit tickets
to confirm that students correctly articulated the T.A.P. strategy, and know when to use it.
4.1.1 Identify how we have been shaped by media experiences
Performance Objective: After viewing a teacher example of a power point presentation
demonstrating how my own life has been shaped by diverse texts, a “multigenre autobiography,”
and given prompts to respond to, students will construct their own multigenre literacy
autobiography and create a multimodal artifact. Students will be evaluated by the teacher on the
following criteria: thoughtfulness of response, thoroughness of literary past exploration, and
insights into the influences of their personal literary histories on their lives.
4.1.2 Demonstrate understanding of the five main processing practices for reading online:
identifying important questions, locating information, critically evaluating information,
synthesizing information, and communicating that information to others.
Performance Objective: Given access to the class website, students will locate and complete an
online multiple choice assessment which will demonstrate their understanding and identification
of the five processing practices of online reading comprehension. A score of at least 80% will
demonstrate mastery.

PAPER DOCUMENTS
Students will be introduced to strategies they may use to
monitor their reading comprehension and better understand what
they read when using paper documents. This is the first of five
lessons on strategies for understanding what one reads using
paper documents. Lessons on understanding what one reads/views
online will be presented in lessons 6-9.
TITLE: Lesson 1: Reading Comprehension defined and the
importance of nonfiction
LESSON OVERVIEW: Reading comprehension, fiction, and nonfiction
will be defined, and students will understand and articulate the
six types of nonfiction.
RESOURCES/MATERIALS NEEDED:
Instructor:
 Whiteboard/chalkboard to display “What is
nonfiction?” chart
 Text samples (please see Appendix A )
Students:
 Paper/pencil
 Text samples
LESSON OBJECTIVE: Given the following terms, students will
define each one correctly: reading comprehension, fiction,
nonfiction. Students will also be able to identify the six types
of nonfiction.
TIME: Approximately 1 hour

STEP 1: PREINSTRUCTIONAL ACTIVITIES:
The instructor writes the following terms on the whiteboard:
reading comprehension, fiction, and nonfiction. With instructor
directing the discussion, the class defines these terms as a
group.
STEP 2: CONTENT PRESENTATION:
With the instructor directing the discussion, students discuss,
“What is nonfiction?” From this discussion, students will become
aware of the following:
a. Nonfiction is understanding something from our world.
b. Nonfiction is information that is believed to be true.
c. Nonfiction is written by an author who has a purpose.
d. Types of nonfiction:
 Opinion: deciding on an opinion and having
reasons to support it
 Explanatory: telling what happened/how
something works
 Instructional: using steps to describe how
something is made/done
 Relating: retelling information for an
audience
 Discussion: looking at both sides of an
issue/idea and making a decision
 Report: telling how things are
STEP 3: LEARNER PARTICIPATION:
With the instructor, students will discuss 6 short text samples.
As a class, each sample will be read, and students will classify
each sample according to its genre and attach its correct label.
The samples are as follows:
a. Making Slime!- Instructional

b. A Shock for Elderly Woman-Report
c. Harry Potter and the Half-Blood Prince: Is It As Good As
They Say?-Opinion
d. How A Tadpole Becomes a Frog-Retelling
e. Is Pizza Junk Food?-Discussion
f. How A Pinball Machine Works-Explanatory
STEP 4: ASSESMENT:
Students will define the following terms: reading comprehension,
fiction, nonfiction. Students will also complete the following
nonfiction classification exercise. Text of the samples is
reproduced in appendix xx. A score of at least 80% will
demonstrate mastery.
STEP 5: FOLLOW-THROUGH ACTIVITIES:
Independent practice and review: Students will create ideas for
nonfiction pieces using the same topic but in different genres.
Example: Using UFOs as our topic, possible pieces could be:
a. Instructional: How to Search the Night Sky for UFOs
b. Opinion: UFOs-More Fiction than Fact
c. Discussion: Could There Be Such a Thing as UFOs?
d. Report: Man Claims to See UFO
e. Explanatory: Why So Many UFO sightings Are Mistakes
f. Relate: UFO Club Keeps Watch of Night Sky
Students will create ideas for at least 2 topics.

TITLE: Lesson 2: Why is nonfiction important to me?
LESSON OVERVIEW: Students will articulate the reasons nonfiction
is important to them, and consider how they use nonfiction in
their daily life.
Instructor:
 Local movie listings (online or print)
 Whiteboard/chalkboard for displaying “Using Nonfiction
Everyday” chart
(Please see Appendix B )
Students:
 Paper/pencil
LESSON OBJECTIVE: Given class and peer discussion time, students
will write a short essay elaborating at least three reasons why
nonfiction is important to them. The instructor will evaluate
the responses for accuracy.
The instructor will begin a short class discussion about going
to see a movie at the local cinema, helping the students to
begin to understand how much nonfiction reading one might do
each day. The class will decide which movie to see, and what
time it is playing using movie listings.
The instructor will display the “Using Nonfiction Every Day”
chart to the class, and briefly reflect on the discussion that
just occurred in step 1. Students will become aware of the many
possible applications of nonfiction pieces in their daily lives.

Using the displayed chart, the class will determine how many
times Mr. Webber may have used a piece of nonfiction with an
instructor-facilitated discussion.
STEP 4: ASSESSMENT:
Students will write a short essay elaborating no less than three
reasons why nonfiction is important to them. The teacher will
evaluate student responses for accuracy.
Students will create a personal diary sheet for themselves or a
member of their family to record how many times they use
nonfiction daily.

TITLE: Lesson 3: Strategies for understanding what you read:
Monitoring Comprehension
LESSON OVERVIEW: Students will be introduced to strategies they
may use to monitor their reading comprehension by following
their inner voice. Students will better understand what they
read when using paper documents.
 Instructor:
o How Many Days to America? A Thanksgiving Story by
Eve Bunting
o Map of the Caribbean region
o Whiteboard/ chalk board for displaying and Big
Ideas and Lingering Questions
o Large post-its and Marker
 Students:
o Group copies of How Many Days to America? A
Thanksgiving Story
o 3x3 post-it notes and paper to adhere them to for
turning in
LESSON OBJECTIVE:
Given a nonfiction text passage, students will demonstrate that
they understand how and why readers leave tracks of their
thinking by producing no less than three post-it responses
accurately labeling their thinking and reading process. The
teacher will evaluate student post-it responses to for accuracy.
TIME: 1-2 hours
The instructor will do the following:

 Remind students to reflect on the previous 2 lessons
 With student input, review definition of reading
comprehension
 Express to students that it is important to consider HOW we
comprehend text.
o Active Readers pay attention to and think about ideas
they may encounter while reading.
o Active Readers carry on a conversation with the text
they are reading inside their minds, using a quiet
inner voice.
o Active Readers understand and learn more from their
reading.
 Explain that class will read a story together to see how
we comprehend text and become Active Readers
 Show students map of the Caribbean region where story is set
 Read How Many Days to America? A Thanksgiving Story by Eve
Bunting
 Discuss the book cover and the first section of the text
with the class, demonstrating how and why readers leave
tracks of their thinking (post-it notes with questions and
thoughts that come up during reading.)
 Read first portion of text with class using their input as
well as instructor’s for post-it note responses
 Display blank “Big Ideas and Questions” chart (Appendix C)
o Explain that chart is a record of thinking, showing
big ideas and questions from your reading

o Begin filling out chart from strongest post-it note
responses

 Students will break into small groups and read the
remainder of section 2 of the book together, using their
post-it notes to document their thinking.
 Instructor will circulate through the room, monitoring
conversations and helping to clarify thinking.
 When finished with section 2, the class will continue the
“Big Ideas and Lingering Questions” chart with the
instructor.
 Finish section 3 and document thinking with their
individual post-it responses.
 As a class, discuss the entire book.
STEP 4: ASSESSMENT:
The instructor will collect the students’ individual post it
responses. Students will have produced no less than three post-
it responses accurately labeling their reading and thinking
process.
Students will complete the process with another short nonfiction
piece of their choice.

Stop and refocus thinking when mind wanders
LESSON OVERVIEW: Students will learn that when they follow
their inner conversation (lesson 3) they are more likely to
recognize when they lose focus or when meaning breaks down. They
will learn strategies to repair meaning and refocus.
RESOURCES NEEDED:
Instructor:
 “Stealing Beauty,” by Hannah Beach on classroom
Smartboard/whiteboard (Appendix D)
 Variety of nonfiction texts at different levels and
interests from classroom library
 Map of Asia
 Blank Monitoring Comprehension Chart (Appendix E)
 Butcher paper/chalkboard
 Marker/chalk
Student:
 Comprehension Chart
 Pencil
LESSON OBJECTIVES:
they can remember to stop, think and react to what they read by
producing no less than three post-it responses accurately
labeling their thinking process and reactions. The teacher will
evaluate student post-it responses for accuracy.
TIME: 1 hour
STEP 1: PREINSTRUCTIONAL STRATEGIES

 Preview her own personal reading of “Stealing Beauty”
(Appendix D)
 Build background knowledge of the topic of art smuggling
while showing pictures from the article. Ask students what
they think, and briefly share with their neighbor.
 Show the class the map of Asia, the “home” of the objects
that belong to its citizens.
 Display “Stealing Beauty” on the whiteboard.
 Explain how a reader can become confused while reading and
how a reader might stray from an inner conversation with
the text
 Explain the purpose of and co-construct a 2 column
Monitoring Comprehension Chart using the chalkboard/chalk
or butcher paper/marker.
o Comprehension Charts hold our thinking; “we record our
thoughts on the chart and refer back to them to help
remember what we already learned.”
o Comprehension Charts connect previous
teaching/learning to future teaching/learning.
o “This chart has 2 columns. As we read, we will list
why meaning breaks down on one side, and in the second
column, we will list some strategies that can help us
fix our comprehension problems.”
 Begin the modeling process by reading and reasoning from
the top of the article.
 Pause after instructor models 3-4 think alouds. Ask for
student input and discuss.
” What did I do? How did I fix it?”

 Finish article. Continue to read and reason aloud.
 Have students mark on their own copies of Comprehension
Charts places where instructor gets lost and how fixes it.
 Lead class discussion about what class noticed and finishes
Comprehension Chart for “Stealing Beauty.”
 Discuss input, making sure to incorporate the following in
discussion:
o Why Meaning Breaks Down Fix-up Strategies
Fatigue Reread
Disinterest Read on
Stress, i.e., “Don’t get it” Ask a question
Too hard Use background
knowledge
Not enough connections Stop reading &
refocus
Can’t pronounce a word Skip over and find
out when finished
Distracting connection Mark where happened
And reread
o Be certain to model and explain the distracting
connection
“A weird thing happened to me as I read. I can’t tell you what I
was reading about. When I came to the part about the Buddha, I
had this connection to Tibet, a Buddhist country that is one of
my favorite places, and I couldn’t stop thinking about it.
Instead of helping me understand what I was reading, my
connection to the text distracted me. Now I don’t know what else

I just read. That’s called a distracting connection. Has this
ever happened to you?”
STEP 4: ASSESSMENT:
Students will repeat the process instructor modeled with a
nonfiction article of choice from the classroom library and the
completed classroom Comprehension Chart for “Stealing Beauty.”
The instructor will collect the students’ individual post it
responses, and evaluate them for accuracy. Students will have
produced no less than three post-it responses accurately
labeling their reading and thinking process.
Students will share their article and input with another student

Remember to stop, think, and react to learn information and
expand thinking.
LESSON OVERVIEW: Students will learn to stop, think, and react
(record their thoughts,) and talk about their reading. By doing
so, students often comprehend more deeply and are more likely to
expand their thinking and make meaningful connections to the
text.
RESOURCES NEEDED:
Instructor:
 Overhead projector and marker
 Overhead transparencies of the following TIME for KIDS
articles (Appendices F-I):
o “A Focus on Girls’ Education” (Appendix F)
o “Saving Their Native Language” (Appendix G)
o “Tigers Roar Back”(Appendix H)
o “Testing, Testing” (Appendix I)
Students:
 Copy of “A Focus on Girls’ Education”
 pencil

LESSON OBJECTIVE:
they understand how and why readers leave tracks of their
thinking by producing no less than three post-it responses
accurately labeling their thinking and reading process. The
teacher will evaluate student post-it responses to for accuracy.
 Engage students by asking about traditional comprehension
questions (TCQs).
“Has anyone ever had to read some paragraphs and answer a bunch
of questions? What do you think about TCQs?”
 Invite students to turn and talk about how they view TCQs.
 Discuss as class
 Explain Read, Write, Talk.
“You already know that nothing is more important than your own
thinking while you read. Your inner conversation matters most
because that is where you construct meaning while you read.
Today, I’m going to show you a way to write and talk about what
you read so you can better learn, understand, and remember. I
call this ‘Read, Write, Talk.’ I’m going to use this article
called “A Focus on Girls’ Education” to show you how this works.
You can see me stop, think, and react as I read using the
transparency.”
 Read, stop, record inner conversation while reading first
paragraph of article.
 Ask students what thinking so far. Turn to neighbor and
talk.

 “Now it’s your turn to read, write, and talk. I’ll read the
next paragraph and stop at the end. I want you to listen
carefully to your inner conversation and notice your
questions, connections, new learning, and reactions. Keep
the words stop, think, and react in mind. When you remember
to do this, you get more from your reading.”
 Read paragraphs 2-4 of “A Focus on Girls’ Education” out
loud and allow time for writing reactions.
 “Turn and share what you wrote with your neighbor”
 Circulate around room, listen in, and elaborate when needed
 Come together as a class
 Ask students to reflect on the content, the Read, Write,
Think process, and ask about any lingering questions
 Discuss and share discoveries
STEP 4: ASSESSMENT:
Students will repeat the Read, Write, Think process with one of
the three additional nonfiction articles referenced in the
resources section. The teacher will evaluate student post-it
responses to for accuracy.
Students will discuss the assessment article they read with
another student who read the same article using their margin
notes to facilitate discussion.

INTERNET AND COMMUNICATION DOCUMENTS (ICTs)
TITLE: Lesson 6: Strategies for Understanding What Read/View
Online: How Reading Online Differs from Reading Print-Based Texts
LESSON OVERVIEW: Students will learn about the Text, Audience,
and Production strategy (T.A.P.) and how to apply it. They will
begin to integrate the literacy skills they develop in their
social environment to the literacy skills they develop in school.
RESOURCES:
Instructor:
 Computer with projection screen so class can view “Did You
Know 4.0? “ and ”Jane Goodall” BrainPOP biographical short
as a group
 TAP model graphic
 Blank paper copy of Exit Ticket (Appendix M)
 Rubric for Exit Ticket (Appendix N)
Student:
 Access to classroom computer
 Copy of TAP model graphic (Appendix J)
 Blank paper copy of Exit Ticket (Appendix M)
 Rubric for Exit Ticket (Appendix N)
LESSON OBJECTIVE: After a lesson in media literacy using
T.A.P., students as a class will analyze a BrainPOP short using
the strategy along with the teacher. The teacher and the class
will have a discussion about the experience. Students will
complete exit tickets at the conclusion of the class. The
teacher will examine the exit tickets to confirm that students

correctly articulated the T.A.P. strategy, and know when to use
it.
TIME: Approximately 1-2 hours
STEP 1: PREINSTRUCTIONAL STRATEGIES:
 Shows class “Did You Know 4.0?” video to class
http://www.youtube.com/watch?v=6ILQrUrEWe8
For more specific references, please see
http://shifthappens.wikispaces.com.
 Discuss what this could mean for students
 Introduce commonly recognized core of literacy principles
(Considine & Haley, 1999)
o Media are constructions
o Media representations build reality
o Media have commercial purposes (“make money for some
people”)
o Audiences exchange meaning
o Each medium has its own forms, conventions, and
language
o Media contain values and ideology
o Media messages may have social consequences or effects
 “Just because we are surrounded by media doesn’t mean we
recognize or understand its content or intent. It can be
complicated to figure out, and just because you understand
how to access the messages doesn’t mean you can recognize

the purpose of the messages and who is meant to see them
and why. Today we’ll explore some ways to make sense of all
these messages.”
 Show T.A.P. model graphic (Considine, Horton, & Moorman,
2009)
o Text questions examine the type (medium and
categories) of text as well as the genre
 Text questions also examine questions related to
structure of text (setting, characters, conflict,
plot, resolution.)
 Example: In the case of film, categories include
fantasy, western, science fiction, comedy, etc.
o Audience questions focus on the nature and needs of
target audience and analyze how text taps into
interests, tastes, preferences, and lifestyle of
audience
 Meaning does not reside in text; is created by
individual
 So this category recognizes that texts can and
should be responded to differently
 This is a shift away from correct interpretations
to richer readings that take into account
individual audience members’ unpacking,
explanation, and justifications for
interpretations
o Production questions allow students to critically
analyze creative process and context in which text
created, distributed, marketed, and consumed
 Example: Watching Fox News Anchor
 One audience member understands what anchor
is saying & viewpoint
 Another has deeper understanding,
recognizing not only the previous but also

that Fox is a large corporation headed by
Rupert Murdoch who has interests in
publishing, newspapers, film, and TV
o T.A.P. model provides teachers/students with a
structure in which to deconstruct and analyze media
messages
 Watch BrainPop biographical shot of Jane Goodall
 http://www.brainpop.com/science/famousscientists/janegoodal
l/
 Using T side of model, classify BrainPOP resource as a
class
o Medium: film short
o Genre: Biographical
o Characters: Tim and Moby, animated boy and robot
 A side:
o Target audience: Upper grade elementary/middle school
students
o Evidence: “Dear Tim and Moby” letter; animation style
and humor, level of text sophistication, etc.
o Who is not addressed: preschoolers, nonfluent English
speakers, scientists, etc.
o How and why is text appealing?
 Animated-visually interesting to target population
 Uses humor well
 Informative, but not overly complicated, etc.
 P side:
o Who created?- BrainPop advisory board of teachers and
curriculum specialists

o What can we conclude based on this information?-Most
likely accurate
o What production techniques used?-
o How is text marketed and distributed?- To
teachers/parents online
 Students will view the webpage
http://www.janegoodall.org/study-corner-biography (please
see appendix xx for screenshot) in small groups, and
complete the T.A.P. strategy together using the webpage as
the text to be analyzed.
 Class will meet as a group and discuss the experience
STEP 4: ASSESSMENT
Students will complete an exit ticket for the T.A.P. strategy
discussions. They will be evaluated using the rubric found at
http://w.taskstream.com/RubricWizard/RubricPrintView/PrintView?
encLegacyRubricId=u9edf7ebfkf9e6eq&platform and in appendix XX.
Students will complete the T.A.P. process with a video of their
choice from http://www.janegoodall.org/media/videos.

Texts: Identify how we have been shaped by media experiences
LESSON OVERVIEW: Students will create their own “multigenre
autobiography” and demonstrate their understanding of the five
main processing practices for reading online.
RESOURCES NEEDED:
Instructor:
 Computer with projection screen
 Portions of instructor “multigenre autobiography”
 List of prompts (please see appendix E)
 Rubric
Students:
 List of prompts
 Paper/pencil

LESSON OBJECTIVE:
After viewing an example of a power point presentation
demonstrating how a life has been shaped by diverse texts, a
“multigenre autobiography,” and given prompts to respond to,
students will construct their own multigenre literacy
autobiography and create a multimodal artifact. Students will be
evaluated by the teacher on the following criteria:
thoughtfulness of response, thoroughness of literary past
exploration, and insights into the influences of their personal
literary histories on their lives.
 Show students http://www.youtube.com/watch?v=mEJL2Uuv-oQ
 “This is something I watched as a child. Any thoughts as to
why I’m showing you this now?” (briefly respond)
 “Those are some ideas. Take a look at this
http://www.tatteredcover.com/book/9780312379315
 And this
http://jeffreyalanmiller.files.wordpress.com/2008/05/archie
_comics_front.jpg
 This http://goo.gl/Uynyx
 And finally this http://www.youtube.com/watch?
v=0_C2HJvtRDY&feature=related
 Any other ideas?” (briefly respond)
 These are all examples from my own “Literacy
Autobiography,” just a few examples of texts that have
shaped my life.
 Briefly elaborate on how text important in life

 “From what you’ve just seen, can you see how I have been
shaped by media experiences throughout my life? What do you
think?” (briefly respond)
 Ask students to briefly list their own examples
 As a class, share some texts that have been influential in
student lives
o Be certain to include recognition of how we are all
shaped by various types of communication around us
o Students should be able to demonstrate a clear link
between the various texts and how their lives have
been influenced
 Example: From L’Engle’s Meet the Austins I was
inspired to become a teacher as well as create an
environment in my own home like Grandfather’s
“barn of books.”
 Before breaking into small groups, watch another example of
a literacy autobiography: http://www.youtube.com/watch?
v=0ivqb2oEqEE&NR=1
 Students will discuss their own responses to the Multigenre
Literacy Autobiography prompts in small groups of no more
than 4 in preparation for the assessment
 Circulate around the room to facilitate and spur thinking
STEP 5: ASSESSMENT:
Students will create their own multigenre literacy autobiography
of no longer than 5 minutes. They will be evaluated based on the
rubric found in appendix F. All student autobiographies will be
available for viewing at the conclusion of the unit and on the
class website with parental permission.

Reading Online: Part 1
LESSON OVERVIEW: Students will become familiar with and
recognize the five main processing practices for reading online.
RESOURCES NEEDED:
Instructor:
Student:
 Exit ticket
 Pencil/paper
LESSON OBJECTIVE:
Students will demonstrate understanding of the first two of the
five main processing practices for reading online: identifying
important questions, and locating information
 “Based on all our discussions so far, does anyone have an
idea how reading online is different from reading in print?”
 Discuss responses.

 “You are all partially correct. Some skills are specific
to online reading, while others overlap. Today we will
touch briefly on the skills you will need to learn in order
to be skilled online readers. Don’t worry; you won’t be
expected to be experts yet! We’ll work on this all year.”
 Explain that online reading comprehension is defined
according to the purpose, task and content as well as the
process (“Remember ‘Stealing Beauty’?”) that takes place in
the mind:
o “What do we need to do to become proficient (skilled)
online readers?”
 Be able to identify important questions, locate
information, critically evaluate information,
synthesize information, and communicate that
information to others
o “We’ll be going through the first two processes today
and the rest next time. That way we can spend enough
time on each process so we all understand well.”
 Processes in more detail:
o Identifying important questions
 We read on the internet to solve problems and
answer questions both large (“How can we stop
global warming?) and small (What time is Scooby
Doo on?)
 Online reading always begins with a question or
problem-one of the most significant differences
between online and offline reading
 Practice identifying important big and small
questions as a class using the topic of sports
o Locating Information
 Knowing how to locate information essential to
online reading: 4 essential skills:

1. Know how to use search engine
2. Know how to read search engine results
3. Reading web page to locate information that
might be present there
4. Making inferences about where information is
by selecting a link on one site to find
information at another
 This is a “gatekeeper” skill set; without it,
won’t be effective online reader (Henry, 2006)
 Practice locating information as a class.
“What is the most helpful way to show our support for the
earthquake and tsunami affected people of Japan? How do I become
a guitarist like Eric Clapton?”
Students will work in pairs formulating important questions
about a fictional trip to New York City, and locate information
about what to do while there. Students will record their
important questions and information about what to do in New York
separate sheets of paper that will be turned in to the
instructor. We will discuss the experience and results as a
class.
STEP 4: ASSESSMENT
Students will turn their sheets from Step 3, and complete an
exit ticket concerning this portion of the lesson. Exit tickets
will be evaluated by instructor for understanding.

Students will discuss their learning with their families, and
apply their learning to a relevant question applicable to their
lives outside school.

Reading Online: Part 2
LESSON OVERVIEW: Students will become familiar with and
recognize the five main processing practices for reading online.
RESOURCES NEEDED:
Instructor:
Student:
 Pencil/paper
LESSON OBJECTIVE:
Students will demonstrate understanding of the remaining three
of the five main processing practices for reading online:
critically evaluating information, synthesizing information, and
communicating that information to others.
 Review previous session
 Take any lingering student questions about the first 2
online reading processes

STEP 2: CONTENT PRESENTATON:
 Explain the remaining 3 online reading processes
o Critically evaluating information (Coiro, 2007):
 Needed for both on- and offline reading:
1. Evaluating understanding: Does it make sense
to me?
2. Evaluating relevancy: Does it meet my needs?
3. Evaluating accuracy: Can I verify it with
another reliable source?
4. Evaluating reliability: Can I trust it?
5. Evaluating bias: How does the author shape
it?
 Online only:
1. Know how to decide which website to visit
based on creator (i.e., organization (.org),
company (.com), school (.edu) or something
else)
2. Where to go to determine author? Her
background?
3. How does author shape the information placed
on the internet?
4. What other sites confirm information?
 Discuss as a class: “Here is a copy of So You
Want to Be an Inventor and the Time for Kids web
page about Thomas Edison and his inventions. I
will read the Thomas Edison portion of So You
Want to Be an Inventor? aloud now, and then we’ll
look at the TFK web page together. I want you to
complete a Comprehension Chart about these two

texts as we talk. On one side, write how you
understand my reading, and on the other, how you
understand our class reading of the web page.
How is critically evaluating information between
both texts similar? Different?”
o Synthesizing information
 Difficult to observe because happens so fast in
the mind of the reader
 Reader puts together information so can
understand (on- and offine)
 Online only:
1. Reader actively constructs texts read by
choices make about sites to visit
2. Which links to follow
3. With whom to communicate with
4. What messages read
 No 2 readers construct the same text, even when
start with same question
 Ask 2 different students to demonstrate how they
would choose to navigate the TFK page. “What
similarities or differences does the class
notice? How does it change the experience?”
o Communicating Information
 Both writing and reading important
 Each tool has its own set of strategies
 “What kinds of communication tools do you use?
Emails? Instant messaging? Online chats?”

In small groups, students will read about another inventor
featured in So You Want to Be an Inventor? Students will plan a
website about the inventor they chose to read about, deciding
what information and media should be placed within the site.
They will not actually be creating a working site; rather they
will determine what information and elements to include as if
they were designing a working site.
STEP 4: ASSESSMENT:
Given access to a classroom computer, students will locate and
complete an online multiple choice assessment which will
demonstrate their understanding and identification of the five
processing practices of online reading comprehension. A score of
at least 80% will demonstrate mastery.
Students will apply what they have learned in lessons 8 and 9 to
websites they use in other classes and in their personal
internet reading.

Appendix A
Text Samples for Lesson 1
Making Slime!
A Shock for Elderly Woman
Harry Potter and the Half-Blood Prince: Is It As Good As They
Say?
How a Tadpole Becomes a Frog
Is Pizza Junk Food?
How A Pinball Machine Works
All text samples are from Leochko, D. & Rossi, T. (2007).
Guiding Readers Through Non-Fiction: Effective Strategies for
Small-Group Instruction. Portage & Main Press: Winnipeg, MB
Canada

Appendix B
Using Nonfiction Everyday

BIG IDEAS LINGERING QUESTIONS
Appendix C
Big Ideas and Lingering Questions Chart

Appendix D
“Stealing Beauty” by Hannah Beach

Appendix E
Monitoring Comprehension Chart

Appendix F
“Saving Their Native Language” by Martha Pickerill

Appendix G
“A Focus on Girls’ Education” by Jackie Wlodarczak

Appendix H
“Testing, Testing” by Elizabeth Sirius

Appendix I

“Tigers Roar Back” by Laura Girardi

Appendix J
TAP Model Graphic

Appendix K
Monitoring Comprehension: Number of Responses Showing Evidence of Self-Monitoring
Qualities
Skill Strong Evidence Some Evidence Little Evidence
Listen to the inner
conversation and text
code to keep track
of thinking
Stop and refocus thinking
when mind wanders
Rereads to cement
understanding
Uses strategies
when gets “stuck”
Remembers to stop, think,
and react to learn information
and expand thinking
_____________________________________________________________________________
________

Appendix J
TAP Model Graphic

Appendix K
Monitoring Comprehension: Number of Responses Showing Evidence of Self-Monitoring
Qualities
Skill Strong Evidence Some Evidence Little Evidence
Listen to the inner
conversation and text
code to keep track
of thinking
Stop and refocus thinking
when mind wanders
Rereads to cement
understanding
Uses strategies
when gets “stuck”
Remembers to stop, think,
and react to learn information
and expand thinking
_____________________________________________________________________________
________

Appendix L
TICA Basic Skills (Phase One) Checklist
Most of the students and all of the groups in my class know how to:
Computer Basics Comment
 Turn a computer on/off
 Use the mouse/track pad
 Follow classroom and school rules for computer use
 Open programs and files using icons and/or the Start Menu (PC)
 Log on and log off from individual file space
 Create/open a new folder/file
 Launch a word processor
 Open a word processing file
 Type a short entry in a word processing file
 Copy text
 Cut text
 Paste text
 Delete text
 Name a word processing file and save it
 Open a new window
 Open a new tab
Web Searching Basics
 Locate and open a search engine
 Type key words in the correct location of a search engine
 Type addresses in the address window

 Use the refresh button
 Use the “BACK” and “FORWARD” buttons
 Use a search engine for simple key word searches
General Navigation Basics
 Maximize/minimize windows
 Open and quit applications
 Toggle between windows
E-mail Basics
 Locate and open an e-mail program
 Attach documents to e-mail messages
 Compose, edit and send email messages
 Receive and reply to messages

Appendix M
Exit Ticket Example
Exit Ticket
What I Learned this Lesson:
What I already knew:
What I might need some more help with:
When do I use what I learned?

Appendix N
Exit Ticket Evaluation
1 2 3 Score/Level
Student
can
define
T.A.P.
Student does not
define T.A.P.
Student defines
T.A.P. partially
Student defines
T.A.P. accurately and
completely.
Student
articulate
s when it
is
appropria
te to use
T.A.P.
Student cannot
articulate when it is
appropriate to use
T.A.P.
Student partially
articulates when it is
appropriate to use
T.A.P.
Student accurately
and completely
articulates when it is
appropriate to use
T.A.P.
Student
can
articulate
where she
may need
additional
assistance
with
T.A.P.
Student cannot
articulate where she
may need additional
assistance with
T.A.P.
Student partially
articulates where she
may need additional
assistance with
T.A.P.
Student accurately
and completely
articulates where she
may need additional
assistance with
T.A.P.
Student
uses
complete
sentences
with
proper
grammar
and
spelling
in
responses
Student has more
than three
grammar/spelling
mistakes.
Student has 1-3
grammar/spelling
mistakes.
Student has no
grammar or spelling
mistakes.

.
Appendix O
Here is a list of some questions to help you think about your
own literacy autobiography. You do not have to answer every
question; these are here to get your creative juices flowing. As
you create your autobiography, please consult the rubric. That
is how I will determine how well you have completed this
assignment.
Prompts for Multigenre Literacy Autobiography
1. What are your earliest memories of reading and writing?
2. What are your earliest memories of watching TV?
3. What are your earliest memories of seeing movies or films?
4. What are your earliest memories of using a computer?
5. Did your parents read to you as a young child? Do they now?
6. What pleasures or problems do you associate with reading
and writing?
7. Do you receive or send mail (like birthday cards, thank you
notes, letters)?
8. Is a newspaper delivered to your home? If not, has it ever
been? Have you seen others in your home reading a
newspaper? Do you?
9. Do your parents subscribe to magazines? Do you? Do you see
people in your home reading magazines?
10. Do you have a library card? Do your parents? How often do
you visit the library, and what do you do there? What kinds
of things do you check out?

11. Can you remember the first book you loved?
12. Can you remember the first movie or TV show you loved and
watched over and over?
13. What was the first book you chose to read yourself for fun?
14. Has a nonprint text been important to you? What was it, and
why was it important to you?
15. Have you ever come across something online that you thought
adults would be upset to know that you saw? How did you
feel about seeing it?
16. Do you remember your first writing assignments? When and
how often do you write now?
17. Do you write for pleasure? What do you write about?
18. Do you consider yourself a reader? Why or why not?
19. Do you consider yourself a writer? Why or why not?
20. Have you ever seen a book you’ve read turned into a movie?
Adapted by Jennifer Jackson from Kist, 2009, 14-16.

Appendix P
Rubric for Multigenre Autobiography
1 2 3 Score/Level
Thoughtfulnes
s of
responses:
Does your
autobiography
appear to be
thrown
together at
the last
minute or has
some real
thought been
put into it?
Appears
thrown
together
at last
minute,
with fewer
than 2
prompt
questions
considered
3-5
prompt
questions
considere
d
More than
5 prompt
questions
considere
d
Thoroughness
of literary
past
exploration:
Have you used
a variety of
texts to
represent
different
times in your
life?
Less than
2 text
varieties
considered
3 text
varieties
considere
d
More than
3 text
varieties
considere
d
Insights into
the
influences of
their
No
conclusion
s drawn.
At least
1
conclusio
More than
1
conclusio

personal
literary
histories on
their lives:
Have you
drawn
conclusions
as to how the
different
media texts
have
influenced
you?
n drawn n drawn

Appendix Q
Finding and Using Information Online: Questions and Answers
Instructor comments
This short quiz contains questions that deal with the five main
processes for reading online: understanding and developing
questions, locating information, critically evaluating
information, synthesizing information, and communicating
information. Do your best to answer these questions.
Q
1
)
Your teacher has asked you to compare your community to
another community. What questions do you need to ask before
you get started?
CHOOSE ONE ANSWER.
Type: Multiple choice
Category: Generic
Points: 1
Randomize answers: No
a
) What is a community? How far is it to the next community?
b
)
What other community do I want to use for my project? How
can I find out about that community?
c
)
What are the directions to get to the other community? What
is the weather like there?
Q
2
)
You are writing a report about your state. You will have
three parts to your report.
Part 1 - Where is your state?
Part 2 - What landforms does your state have?

Part 3 - _______________________________
Choose the best question that should be Part 3 of your
report.
CHOOSE ONE ANSWER.
Category: Generic
Points: 1
a
) A. What state would you like to visit on vacation?
b
) B. How many states are there?
c
)
C. What products come from your state?
Q
3
)
Please list the web address of at least one search engine
you could use to find information. For this quiz, you must
use "www." before the name of any site you enter. For
example, if you wanted to write "mrsjackson.com," you would
need to write "www.mrsjackson.com" for it to be counted
correctly.
Type: Free text
Category: Generic
Points: 1
Accepted answers
www.google.com
www.bing.com
www.askjeeves.com

www.yahoo.com
www.safari.com
Q
4
)
What key words could you use to find out more about Benjamin
Franklin?
Type: Free text
Category: Generic
Points: 1
Accepted answers
Ben Franklin
Scientist
Statesman
Inventor
Q
5
)
Which of the following is useful for determining if a search
result is effective for a task?
A. Knowing what is sponsored (paid for) or not
B. Skimming main results before reading in more detail
C. Knowing when the first item is not the best item for a
question
D. Evaluating how the search results page matches what you
want to find out
E. All of these
Type: Free text
Category: Generic
Points: 1
Accepted answers
E. All of these

e
all
Q
6
)
Which of the following are important when locating
information within a website?
Category: Generic
Points: 1
a
) Determining if a site is worth more careful reading
b
)
Reading carefully to make sure the information you need is
there
c
) How words are spelled
d
) A, B, and D
e
)
Knowing when you have left a site and how to get back to the
original site
Q
7
Websites do not have an agenda or bias

)
Type: True/False
Category: Generic
Points: 1
a
) True
b
)
False
Q
8
)
What questions can you ask when determining if a website is
reliable?
Type: Multiple response
Category: Generic
Points: 1
Grade style: Partial
a
) Is this site trying to sell me something?
b
)
Is the website's author an authoritative source(for example,
a professor, scientist, librarian, etc.)?
c
) Does the information make sense?
d
)
Does the author include links to other reliable websites?

e
) Does the website contain lots of typos or mistakes?
f
)
Does the URL provide clues to its reliability?
Q
9
)
How can you decide what is important or not important in the
information you gather from both on and offline sources?
Category: Generic
Points: 1
a
)
Choose tools to fit the needs of your information
(notebooks, emails, file folders (paper and/or electronic,
etc.)
b
) Take notes with pencil and paper
c
) Take notes with a word processor
d
)
Type notes using short cut strokes like
highlight/cut/copy/paste
e
)
All of these
Q1 Please read the following:

0)
Southern California is known for its tourist attractions
and its theme parks. People come from all over the world to
get a look at Hollywood, and such things as the "Walk of
Fame" where many celebrities' names are found on gold stars
on Hollywood Boulevard. Tourists are also attracted to the
area with hopes of catching sight of the movie stars who
live in the hills surrounding Los Angeles. Many visitors
come to shop in the glamorous shops on Rodeo Drive in
Beverly Hills. Among the theme parks that attract visitors
are Disneyland in Anaheim, Knott's Berry Farm, Magic
Mountain Amusement Park, and Raging Waters park. Folks who
want to combine tourist attractions and theme parks can
visit Universal Studios which offers both.
Which of these sentences in this paragraph does not give
important information about the main idea?
Category: Generic
Points: 1
a
)
Southern California is known for its theme parks and tourist
attractions.
b
) Many visitors come to shop on Rodeo Drive.
c
) Many movie stars live in Southern California.
d
)
Folks who want to combine tourist attractions and theme
parks can visit Universal Studios which offers both.
e
)
Among the theme parks that attract visitors are Disneyland
in Anaheim, Knott's Berry Farm, Magic Mountain Amusement

Park, and Raging Waters park.
Q1
1)
When you are communicating information, messages have
consequences and will influence how others react to them.
If you were emailing Mrs. Whatsit to get information, what
would be an appropriate way to start the email?
Category: Generic
Points: 1
a
) Hey
b
) No greeting; just ask the question right away
c
) O wise one
d
) Dear Mrs. Whatsit,
e
)
Who are you, again?
Q1
2)
If you wanted your friend to know about additional
information on the group project you were working on, how

would you get it to her?
Category: Generic
Points: 1
a
) Bring a paper copy to her
b
) IM her a link to the information
c
) Email her a link to the website or blog where you found it
d
) Call her on the phone
e
) Any of these

References
BrainPOP, accessed 4/25/11 from
http://www.brainpop.com/science/famousscientists/janegoodal
l/
Dick, W., Carey, L., & Carey, J.O. (2005). The Systematic Design
of Instruction. Boston, MA: Pearson.
Ertmer, P. A., and T. J. Newby. (1993) "Behaviorism,
Cognitivisim, Constructivism: Comparing Critical Features
from an Instructional Design Perspective." Performance
Improvement Quarterly 6.4, 50-72.
Explainvisualthinking, “Did you know? 4.0,” accessed 5/18/11
from http://www.youtube.com/watch?v=6ILQrUrEWe8
Jane Goodall, accessed 5/2/11 from
http://www.janegoodall.org/study-corner-biography &
http://www.janegoodall.org/media/videos
Hanna-Barbara Productions. “Scooby-Doo Theme Song,” accessed
5/2/11 from http://www.youtube.com/watch?
v=0_C2HJvtRDY&feature=related
Harvey, S. & Goudvis, A. (2005). The Comprehension Toolkit.
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Harvey, S. & Goudvis, A. (2005). The Source Book of Short Text.
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role of new literacies while reading on the Internet. The
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Kist, William. (2009). The Socially Networked Classroom.
Thousand Oaks, CA: Corwin Press.
Leochko, D. & Rossi, T. (2007). Guiding Readers Through Non-
Fiction: Effective Strategies for Small-Group
Instruction. Portage & Main Press: Winnipeg, MB Canada.
Leu, D. J., Zawilinski, L., Castek, J., Banerjee, M., Housand,
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new literacies of online reading comprehension? In L. Rush,
J. Eakle, & A. Berger, (Eds.). Secondary school literacy:
What research reveals for classroom practices. (37-68).
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New Literacies Project, accessed 2/25/11, from
www.newliteraciesproject.com.
SchoolHouse Rock, “I’m Just a Bill,” accessed 3/15/11 from
http://www.youtube.com/watch?v=mEJL2Uuv-oQ
St. George, J. & Small, D. (2002) So You Want to Be an Inventor?
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Sterzal, Melissa, “Melissa’s Literacy Autobiography,” accessed
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