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Please use resources provided. In reference to a 5th grade teacher at a title 1 school. Select text for a group of 5th grade african american boys with behavior problems and low readers.
Post an example of a specific text or type of text you discovered in this week’s resources that you think will be particularly appropriate and engaging for a specific student or group of students. (Select text for a group of 5th grade african american boys with behavior problems and low readers.) Explain why you would select this text or type of text for the student(s), including any issues related to gender. Finally, based on your learning this week, share any insights you gained about certain texts that have been successful or unsuccessful with students in the past. Include references to this week’s Learning Resources and any other sources that support your ideas, contributed to your thinking, and/or that you found to be especially interesting or inspiring.
This week you reviewed some of the important considerations in selecting texts for a learner or group of learners and visited several websites that can provide appropriate and engaging texts for developing readers. As emphasized in this week’s Learning Resources, gender differences are typically an important consideration at this developmental stage. Think about the group of students you are working with and how the ideas and resources presented this week may contribute to your understanding of text selection, especially related to gender differences. What other considerations related to the selection of text seem particularly relevant to one or more of these students?
• Required Readings
Course Text: Literacy for the 21st Century: A Balanced Approach
o Read Chapter 10, “Organizing for Instruction” (p. 325, “Teaching With Basal Reading Programs” through p. 336, up to “Orchestrating Literature Circles”)
o Review Chapter 9, “Facilitating Students’ Comprehension: Text Factors.” (Review the following sections as needed for completing your assignments: “Narrative Genres,” “Elements of Story Structure,” “Text Factors of Informational Books,” “Nonfiction Genres,” “Expository Text Structures,” and “Text Factors of Poetry.”)
Note: Before reading the following article, click the link below to read Dr. Douglas Hartman’s 2008 foreword to this piece, originally published in 1993.
Textual Arrangements Foreword
Article: Hartman, D. K., & Hartman, J. A. (1993). Reading across texts: Expanding the role of the reader. The Reading Teacher, 47(3), 202–211. Retrieved from the Walden Library using the the Education Research Complete database.
Article: Zambo, D. (2007). Using picture books to provide archetypes to young boys: Extending the ideas of William Brozo. The Reading Teacher, 61(2), 124–1 31. Retrieved from the Walden Library using the Education Research Complete database.
Note: While examples in this article refer to K–3 readers, the rationale and strategies for engaging young boys in reading apply to K–6 grade levels. As you read, consider specific texts you might use with boys in grades 4–6.
Content Area Resources: To prepare for this week’s Discussion and Application Assignments, explore one or more of the following resources and use them to identify texts that might be appropriate/effective for a particular group of students.
o Williams, M. (2008). Library booklists: Children’s picture books. Retrieved from http://librarybooklists.org/fiction/children/jpicture.htm
o Amelia Bloomer Project. (2010). The 2010 Amelia Bloomer list. Retrieved from http://www.libr.org/ftf/bloomer.html (Recommended books with strong female characters)
o Scieszka, J. (2010). Guys read. Retrieved from http://www.guysread.com/ (Recommended books for boys)
o International Children’s Digital Library: A Library for the World’s Children. (n.d.). Retrieved December 23, 2010, from http://en.childrenslibrary.org/
o University of Wisconsin–Madison. (n.d.). Books for children and young adults. Retrieved December 23, 2010, from http://www.education.wisc.edu/ccbc/books/default.asp
Article: Young, J. P., & Brozo, W. G. (2001). Boys will be boys, or will they? Literacy and masculinities. Reading Research Quarterly, 36(3), 316–325. Retrieved from the Walden Library using the Education Research Complete database.
Article: Tatum, A. W. (2006). Engaging African American males in reading. Educational Leadership, 63(5), 44–49. Retrieved from the Walden Library using the Education Research Complete database.
Article: King, K., & Gurian, M. (2006). Teaching to the minds of boys. Educational Leadership, 64(1), 56–61. Retrieved from the Walden Library using the Education Research Complete database.
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