Running Head: Literacy Across the Curriculum

LiteracyAcrosstheCurriculumResearchPaper:Part1
KatianaCokinos
PrincipiaCollege

Running Head: Literacy Across the Curriculum

Throughoutelementary,middle,andespeciallyhighschool,Ihadanawful
perspectiveaboutreading.Ibelievedthatreadingwasunproductiveandunimportant.I
thoughtofreadingasaconsequenceandachore.WheneverIwasassignedsummer
reading,Iprocrastinatedituntilthelastminute,thinkingthatmysummerfunwouldbe
ruinedonceIbegantheassignednovels.Iwasntreadtomuchasachild,whichIthink
greatlyimpactedmythoughtsaboutreadingtoday.IhavefiguredoutthatIamnot
motivatedwhenateacherforcesmetoreadabook.Usually,Ifeelalittlebitbetterabout
readingwhenitsmychoiceonwhattoread.However,Ilovereadingeverydayarticles
thatpopuponFacebook,somethingIfindentertaining.Withinthesearticles,Iam
alwaysfirstsearchingforlists,soIcangettothemainpointandthemeatofthetext.I
havereadhundredsofJSHandSentinelarticlesbecauseIalreadyknowthosereadings
willmakeanimpressionandwillbenefitme.
Thetermliteracyhasalwaysscaredme.Inhighschool,myEnglishclassread
novelslikeF.ScottFitzgeraldsTheGreatGatsbyandS.E.HintonsTheOutsiders.I
purposelydidntdothereadingassignmentsandwentrevertedrighttoSparkNotes,a
websitethatprovidesfreechapterbychaptersummariesofalmostanyreadingwehad,
andIevenskimmedthroughthosebecauseIdidntwanttoreadthemalltheway
through.WasIbeinglazy?Yes,ofcourse.ThiswasnottheonlyreasonwhyIfailedso
miserablyinmyEnglishclasses.Myperceptionofreadingasawholecompletely
impactedtheeffortIputintoit.BeforelearningmoreaboutliteracyinEdBlock,I
thoughtthatitwasallaboutreadingandwriting.Duringtheliteracycurriculuminmy
Mr.Michaels12thgradeEnglishclass,wewereassignedtoreadhugechapterbooksand

Running Head: Literacy Across the Curriculum

write10pageessaysonthem.Inowunderstandthatliteracyshouldnotandcannotbe
justasinglecurriculuminanEnglishclass.Literacymustbebalancedandembedded
intoeverysinglesubjectofeverysinglelesson.
Readingismuchmorethanbeingabletoreadwordsonapage.Tobeagood
reader,youfirstshoparoundforbooksthatsparkaninterest.Todothis,youreadthe
summaryontheback.Itishelpfultoevenbeginreadingthefirstfewpagestoseeifthe
authorhooksyou,andtoexplorethelanguagetoseeifitsagoodfitforyou.Good
readerspredictandinferthesetermsaresimilar,butnotthesame.Toinferistodraw
conclusionsthroughusingcluesthattheauthorprovides.Predictingismorelikereading
betweenthelines.Inferencesandpredictionsallowstudentstoprocessinformationina
deeperway.Itsliketryingtosolveamystery,notbysimplyguessing,butusingthefacts
giventomakeaneducatedhypothesis.Perfectlyput,Bothinferencesandpredictions
requirestudentstocombineclues,evidence,andbackgroundknowledgetoforma
theory(TeachThought).
Afterlearningmuchmoreaboutliteracy,Irealizedthatitissomuchmorethan
justreadingandwriting.Thereare6keylanguageartslistedinthearticle,Balanced
LiteracyEssentialsbyMichelannParrandTerryCampbell.Theyincludelistening,
speaking,reading,writing,viewing,andrepresenting.AttheWhitfieldSchool,I
observedapotteryclasswheretheteacherpostsawordofthedayeverymorning
routine.Isawamathclassthatwassolvingmanywordproblemsthatrequiredthe
studentstocomprehendwhatthequestionwasaskingandalsotowriteouttheanswer
correctly.

Running Head: Literacy Across the Curriculum

Readingisaboutrecognizingwords,whichleadstocomprehendingwhatthetext
means.Learninghowtoreadgenerallyendsaroundthe3rdgrade,afterthat,welearn
fromreading.Itisimportantforparentstoreadtotheirchildrenfromayoungage.My
parentsdidntreadtomeoften,andthisgreatlyaffectedhowmyeducationalexperience.

Running Head: Literacy Across the Curriculum

LiteracyAcrosstheCurriculumResearchPaper:Part2
KatianaCokinos
PrincipiaCollege

Running Head: Literacy Across the Curriculum

"Adolescentsenteringtheadultworldinthe21stcenturywillreadandwritemore
thanatanyothertimeinhumanhistory.Theywillneedadvancedlevelsofliteracyto
performtheirjobs,runtheirhouseholds,actascitizens,andconducttheirpersonallives."
(Vaca).Itsnotenoughforteacherstofocusonthecontentandcoveringthematerial.
WhetheritsanEnglish,math,science,orevenphysicaleducation,literacymustbepart
ofthecurriculum.Literacyishowweteachthecontent.Thegoalistoworkon
communicationskills,readingcomprehension,andwritingskillsthoughallsubjectsin
school.Howcanateacherstandinfrontoftheirclassroom,talkatthestudentsand
lectureallday,andexpectthestudentstobeliterate?Teachersmustalsounderstandtheir
ownliteracyexperiences,everythingliteracyentails,andhowtoteachitbeforediving
intoit.Teachersandstudentsmustgrowintoliteracytogether.Parrexplainsthatan
essentialforteachersincorporatingbalancedliteracyisknowingyourselfwithinthe
contextofyourownliteracyexperiences,curriculumexpectations,andliteracyoutcomes
youenvisionforyourstudents.
Socraticseminarsareanexcellentwaytoevaluateandassesseachstudents
learning.TreadwayexplainsSocraticseminarsasatechniquethatdatesbacktoancient
timesoffersatangible,engagingwayforstudentstodevelopbothethicsandcritical
thinkingactivelyandcooperatively.However,ateachercantjumpstraightintoa

Running Head: Literacy Across the Curriculum

classSocraticseminar;thiskindofclassroomactivityrequiresalotofscaffolding.A
goodwaytosetthestudentsupforsuccessistoholdmanysmallgroupandpair
discussions.Thismayincludethinkpairshares,projects,andpresentations.Theseoral
skillsmustbebuiltintoeverylessontheteachergivestothestudents.
Studentsshouldbewritingeverydayintheclassroom.Itdoesnthavetobe35
pageessayseverytime;instead,studentscanwritereflections,exitcards,oneminute
essays,orstopandjots.Teachersshouldconsistentlyholdwritingworkshops,towork
withstudentsonphonicsandphonemicawareness.Modeledwritingisagreatwayfor
theclasstoworktogethertocompleteawritingactivity.
Allteachers,nomatterthesubject,arereadinginstructorswhethertheyrealizeit
ornot.Itissoimportanttodifferentiateandcreateintentionalactivitieswhenitcomesto
reading.EDUtopiastates,Scaffoldingthereadingbyusingeffectivestrategiesforpre,
during,andafterreading,suchas:previewingtext,readingforapurpose,making
predictionsandconnections,thinkalouds,andusinggraphicorganizerswillsupportall
ourstudents,andnotjuststrugglingreadersandEnglishlearners.Nomatterwhatage
thestudentsare,everyonecanbenefitfromareadaloud.Teachersshouldhostsmall
groupguidedreading,toworkwithstudentsmorecloselyontheirreading
comprehension,decoding,andfluency.
Textbooksareagreatresourcetocollectdataandlearnbackgroundinformation
onasubject,butthisshouldnotbetheonlythingthatstudentsread.Therearesomany
options.Mostteacherstendtosticktothetextbook,constantlyreferringandevenusingit

Running Head: Literacy Across the Curriculum

asascriptforhomeworkandtoconducttheirlessonsandclasswork.Studentsshouldbe
readingthenewspaper,TimesMagazine,andscholarlyarticles.
TheDaily5isaliteracystructurethatallowsstudentstochoosefromfive
differentreadingandwritingopportunities,sothattheycanworktowardstheir
individualizedgoals.Thesechoicesinclude:ReadtoSelf,WorkonWriting,Readto
Someone,WordWork,ListentoReading.TheideabehindtheDaily5istodifferentiate
literacylearning,andreacheachstudentinawaythatsuitsthem,andgivethemalove
forreadingandwriting.TheDaily5providesavarietyofwaystohostaproductiveand
highlyengaginglearningenvironment.Studentswillpracticetheirindependenceand
accountability,andmoretimewillbespentoninstructionandlessonclassroom
management(TheDailyCafe).
TheCafsystemisasetofspecificgoalsthataredeliveredthroughtheDaily5
structure.These4keycomponentsofsuccessfulreadingincludecomprehension,
accuracy,fluency,andexpandingvocab.TeachersuseTheCAFESystemtoassess,
instruct,andmonitorstudentprogress(TheDailyCafe).

Running Head: Literacy Across the Curriculum

LiteracyResearchPart3
KatianaCokinos
PrincipiaCollege

Running Head: Literacy Across the Curriculum

10

PartoftheAltonSchoolDistrict,NorthElementaryisapublicschoollocatedin
Godfrey,Illinois.Itsmissionstates,NorthElementaryacceptsresponsibilitythat
studentswilldevelopessentialskillsfortheirgradelevelbymasteringdistrict
curriculum.Highlyqualifiedstaffwilldeterminethelevelofmasterythroughanalysisof
variousassessments.Appropriateresearchbasedinterventionsandenrichmentwillbe
providedtoensurestudentsuccess(AltonSchoolDistrict).Itisadiverseschoolserving
grades2to5ofstudentsfrommanyuniquebackgroundsandhomelives
IwasimpressedwiththeliteracyimplementedinthecurriculumofMs.Drostes
secondgradeclass.Ms.Drosteincorporatesliteracyinherclassroombyfollowingthe
conceptsoftheDaily5.Studentsrotatethroughthestationsthroughouteachweek,every
day.Theenvironmentintheclassroomishighlyproductiveduringthistime.Sincethisis
routinelyforthestudents,theyknowwhatisexpectedofthem.Theyknowtokeeptheir
voicesdownandtobefocusedontheirworkwithoutdistractingothers,andtheyhave
beenveryobedienttotheserules.

Running Head: Literacy Across the Curriculum

11

Myrole,duringthislearningtime,istoleadtheWordWorkstation.TheDaily
CAFexplainstheirgoaloftheWordWorkstationisthekinestheticandvisualpractice
ofwords.Thestudentssitaroundmyhorseshoetable,andeverybodyhastheirowndry
eraseboardandmarker,includingme.Ichooseaspellingwordfromthatweekslist,out
oftheorderthestudentsareusedtoabidingby.Toengagethestudents,Ithoughttohave
themdrawlinesontheirboardstocreatethreesections:theword,thewordusedina
sentence,andadrawing.Thisallowsthemtonotonlyhavetoknowhowtospellthe
word,buthowtoapplyitthroughvisualsandscenarios.Ialsotestthemonusingthe
pluralwordsofthosespellingwords.Forexample,Ihadthechildrenspelltheword
knife,drawapictureofaknife,andcreateasentence,suchas,Iuseaknifetocutmy
steak.Then,Iaskedthemtodothesamething,exceptthistime,theyaretalkingabout
multipleknives.Everystudentspelleditasknifes.Icorrectedthem,andmadesureto
makeitclearwhywechangetheftoav.TheDailyCAFstates,WordWorkisnot
aspellingprogram,itismerelythetimetopracticemovingwordsintolongterm
memory.Iensuredthateachstudentwentbeyondknowinghowtospellthewords.
Thestudentshavedifferentspellingwordseveryweek,includingaspellingtest
everyFriday.Ms.Drostesaysthewordoutloud,usesitinasentence,andthestudents
writethewordsontheirlinedsheetsofpaper.Theyhavetimeattheendofeachschool
daytoreadabookoftheirchoicetothemselves.Thealsousuallylistentoanaudiobook
asaclassandfollowalongwiththehardcopiesattheirdesksneartheendoftheday.
TheyhaveareadingcomprehensiontesteveryFridaytotesttheirunderstandingofa
booktheclasshasreadtogethereachweek.Thereadingtestsaremultiplechoice,andthe

Running Head: Literacy Across the Curriculum

12

teachersusuallyaccepttwodifferentanswersifthequestionisgeneral.Iworked
individuallywithAddison,mycasestudy,duringthistest.Becauseofherlearning
disabilities,theteachermodifiedthetestforherbycrossingoffoneoftheresponsesin
eachmultiplechoicequestion,sothatshehaslesstochoosefrom.
InoticedayoungboynamedNesterwhohadhisheaddownonhisdeskasthe
restoftheclasswasreadingsilently.Icalledhimovertoaskwhyhewasntreading.I
hatereading,hesaid.Icouldntgetadefiniteansweroutofhimastowhyhedoesnt
enjoyreading,untilIaskedhimifthebookisofinteresttohim.Hethensaid,Itisway
toohardformethisbookwasrequiredfortheclasstoread.Iaskedhimifitwouldbe
morefuntoreaditoutloudtome,andhesaidYes.Hereadbegantoreadoutloud,and
hewasmuchmoreengaged.Iassistedhimwiththewordshedidntknowandthewords
hecouldntpronounce.Ihavequestionedbeforewhetherthisboyhasdyslexiabefore,
becauseInoticedmanywordsonhisspellingtestthathadmixedupletters,letterswritten
backwards,andwordswrittenthatwerentevenbeingtestedon.Inthisclassroom,his
needsarenotbeingmet,probablybecausetheMs.Drostedoesntrealizeheisdyslexic.
Thisismostlikelybecauseshejustdoesnothavethetimetopaycloseattentiontoevery
singlestudent.Or,maybeshedoesnthavetheresourcestohelpthischild.Thereare4
IEPstudentsinherclass,andabout5studentswhodonotqualifyforIEPbutdealwith
learningchallenges.However,asaninternwhoisonlythereforonlyafewweeks,Iam
doingmybesttogivethesestudentstheindividualhelptheyneed.
Mostoftheotherchildrenintheclassseemtoreallyenjoyreading.Thereisa
smallcarpetareaintheclassthatisavailableforstudentstoliedownonwhiletheyare

Running Head: Literacy Across the Curriculum

13

reading.Addison,whoisonthespectrumandhassevereanxietyandADHDabsolutely
lovestoread.WhiletheclasswaswatchingScoobyDoo,shepulledoutherbook.
Shesbeendyingtoreadallday,saysMs.Droste.StrugglingreadersandIEPstudents
gotoTitleeveryday,wherestudentsmeetwithareadingspecialistandspecificallywork
onreadingandreadingcomprehension.Ibelievethattheamountofliteracytheteacher
incorporatesinhereverydaylessonshasanimpactonthechildrensloveforreading.
Beforemyinternship,Ihadverylittleunderstandingandwasintimidatedabout
howliteracycouldbeincorporatedineverydaycurriculums.Ididntevenunderstand
whatliteracywas,asIthoughtitwasonlyreadingandwriting.Inowunderstandthe
importanceofliteracyandknowthatasateacher,Iwillincorporateliteracyinto
everythingIteach.

LiteracyAcrosstheCurriculumResearchPaper:Part4

Running Head: Literacy Across the Curriculum

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KatianaCokinos
PrincipiaCollege

IamwellpleasedwiththeliteracyIwitnessedimbeddedintothedailyroutinein
Ms.Drostessecondgradeclassroom.Evenifthemorningworkpresentedonthe
studentsdesksupontheirarrivaleverydaywasamathworksheet,literacywassomehow
apartofit.Forexample,acommonmorningworkpracticewouldconsistofcompleting
mathproblemsandcoloringthespacewheretheanswersappearedtothecorresponding
colors.Aboxontheleftsideofthesheetofferedthewordproblems.Thisactivatedtheir
readingcomprehensionskills,requiringthemtoanalyzethetexttofigureoutwhatthe
problemwasaskingandhavingtofigureouthowtosolveit.
Thatwasntallforliteracy.Everydayafterlunchtime,studentswouldgrabtheir
bucketofbooksandreadsilentlytothemselves.Thebooksthatwereintheirbucketwere

Running Head: Literacy Across the Curriculum

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booksspecificallyuniquetoeachstudentsreadinglevelandskills,assessedeachweek
bytheteacher.Attheendofeachweek,studentswouldcomeuptoMs.Drostesdesk,
onebyone,andreadtoherassheevaluatedtheirreadinesstomoveuptothenextlevel,
oradjusttheirbookstoalowerlevel.Studentsintheclasswerealloverthespectrumof
readinglevels,andIadmiredthattheirneedsweremetinthisway.
Usuallyattheendofeveryday,studentswouldeithergatherattherugandthe
assistantteacherwouldreadabooktothem,ortheywouldstayattheirdesksandfollow
alongwhilelisteningtoanaudiobook.Somuchreadingwashappeningthroughoutthe
day,andliteracywasimplementedwellintothecurriculumindifferentformsinorderto
meeteachstudentwheretheyare.
SpellingtestsaregiveneveryFriday,andMs.Drostewellpreparesherclassfor
it.Studentsaregiventhelistatthebeginningofeveryweek,andtheclassreviewseach
wordtogetherthroughdiscussingthespellingofthewordandhowtouseitinasentence.
Thespellingwordsarepracticedthroughthedifferentcenters,games,morningwork,and
homework.
Throughmyobservationoftheimportanceofliteracyinthedailyroutineofthe
secondgradeclassroom,IwantedtoaddtoitthroughthelessonsIcreated.Ms.Droste
encouragedmetocreatemyownlessonsinsteadofhandingmeaboring,premade
lessontoteachtheclass.IdecidedtoplanmyfirstlessononNovember10th,soIcould
planmylessonaroundthetopicofVeteransDay.Ibeganmylessonwithchoosinga
studenttoreadmyagendaandobjectives.Theclassobjectivewas,Tolearnmoreabout
VeteransDayandwhywecelebrateit.Then,Ihadthestudentswriteonanindexcard

Running Head: Literacy Across the Curriculum

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anythingtheyalreadyknowaboutVeteransDay,withaguidedquestionontheboard,
WhatisVeteransDayandwhydowecelebrateit?Thiswarmupwassolelyforthe
purposeofactivatingschemaandfindingoutwhatthestudentsalreadyknow.Isoon
foundoutthatthisdidntworkfortheclass.Manystudentshadnoideawhattowrite,or
whatIwasasking.InowlookbackandwishIhadledaclassdiscussioninsteadof
immediateindependentworkon,forsome,aforeigntopic.ThebiggestliteracypieceI
addedintomylessonwasthereadingcomprehensionworksheet,whichprovidedafew
briefparagraphsofgeneralinformationaboutVeteransDay,withquestionsaboutthe
reading.Iinstructedthestudentstoreadthetexttwicebeforeansweringthequestions.I
nowwishwereaditasaclassbeforedoingindependentwork;Ididntanticipatethe
frustrationanddifficultythestudentshadwiththisworksheet.Itwasanonlevelsecond
gradeworksheet,verysimilartoreadingcomprehensionworksheetsoftengivenbyMs.
Droste.Manystudentshaddifficultyfindingtheanswers.OnceIpointeditouttothem,
thelightbulbcameon.Somestudentshadtroublecomprehendingthequestionsaboutthe
reading,resultinginwritingananswerthatdidntcorrespondtothereading.Thisactivity
openedmyeyestotheskillsetofeachstudent.Becauseofthefactthattheyareallon
differentlevelsofreading,Ihadsomestudentswhobreezedthroughandmanystudents
whoconstantlywerebeggingformyhelp.Ilearnedabiglessonbecauseofthisactivity,
andknewhowtoadjustformysecondlessonlater.Ibroughtthestudentstotherugto
watchafun,MadagascarthemedvideoaboutVeteransDay,whichwasasafeandfun
activityIdidnthaveanydoubtsabout.Theyabsolutelylovedthevideo.Understanding
thatliteracyisntallaboutreading,Iincorporatedawritingactivityintothelatterportion

Running Head: Literacy Across the Curriculum

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ofmylesson.Wewroteletterstorealveterans,wishingthemahappyholidayand
thankingthemfortheirservice.Imodeledthesetupfortheletterontheboard,
discussingwiththeclasswherethedategoes,howtobegintheletter,andhowtoclose.
AlthoughIwasdisappointedwiththeoutcomeofmyfirstlesson,Ihadaclearideaand
wasexcitedaboutthechangesIwasplanningtomakeformysecondlesson.
TherewasaboutaweekstimeinbetweenthetwolessonsItaught.Aftermyfirst
lesson,IobservedMs.Drostesclassroommanagementstylemoreclosely,andnoticed
hermethodstosetherstudentsupforsuccess.Ifiguredoutwhatworksforherclass,and
modifiedthewayIwishedtoteachtogettheoutcomeIwanted.Ms.Drostepreviously
explainedthatholidaysalwayscreepuponher,andsheusuallyforgetstosqueezein
lessonsaboutthecurrentholidays.Ithoughtitwasagreatopportunitytofocusmy
secondlessonaroundtheThanksgivingholiday.
Ibeginwithcallingonstudentstoreadtheagendaandobjectives.Theobjective
forthelessonwas,TousewhatwealreadyknowaboutThanksgivingtocompletesome
funactivities.Thefirstactivitywasareadaloudstorytotheclass:APlumpandPerky
TurkeybyTeresaBateman.Ikeptacloseeyeonthestudents;especiallythosewhochose
tositatthedesks,tomakesuretheywereengagedandpayingattention.Imovedsome
studentsaroundandmadesureeveryonecouldseethepictures.Ireadthebookinaloud
andnarrativetone,readingsidewaysandshowingthepicturesbeforeturningtothenext
pages.Iaskedafewquestionstotheclassasthestoryprogressedtokeepthemengaged.
Iinstructedtheclasstoraisetheirhands,tositontheirbottoms,tositeup,andtosave

Running Head: Literacy Across the Curriculum

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theirideasfortheend.Thisreadaloudwasahit.Theclasslovedthebook,theywere
entertained,anditwasafunwaytoincorporateliteracyintomylesson.
Whenwefinished,theclassturnedtheirattentiontotheboard,whereIplayeda
shortThanksgivingcartoon.Becauseshowingavideoinmyfirstlessonwassuccessful,I
knewitwouldhaveasimilaroutcomeforthisone.Theyenjoyedthevideosomuchthat
theyclappedattheend.
Thelastpartofmylessonwasthebestpart:wedisguisedturkeys.Ishowedthem
amodelturkeythatIdisguisedintoadoctor.IshowedthemwhatelementsIdrewin
ordertoeffectivelydisguiseit.Asaclass,wecameupwithmanydifferentwayswe
coulddisguiseourturkeys.TheclassshoutedoutideasasIwroteontheboard:afootball
player,aballerina,aspy,abasketballplayer,ateacher,aprincess,ect.Manystudents
endedupthinkingoftheirowndisguise,whichissomethingIencouragedthemtodo.
TheygotstartedontheircoloringandIassessedtheirbehaviortofigureoutagoodtime
toturnonsomeChristmasmusic,songsthattheyhavebeenpracticingfortheirmusic
concert.Iheldoffforabitoftimebeforeturningiton,butoncethenoiselevelwasdown
Iputiton.Allofthestudentsweresinginganddancingwhiledoingtheirwork.Iwasso
relieved.
Attheend,thosewhowishedtopresenttheirturkeysdidsoinfrontoftheclass.
Speakingisahugepartinliteracy.Itisimportantforthechildrentobeabletoorganize
theirideasandlearningandbeabletoputitintowords.Mostofthestudentscameupto
thefront,andtheclassapplaudedeachone.

Running Head: Literacy Across the Curriculum

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Studentsshouldlovetoread.Literacymustbeapartoftheeverydayroutineof
everyclassroomofeverygradelevel.Itmustbedifferentiatedintodifferentmediumsin
ordertoreachtheneedsofeachdiverselearner.LiteracyisnotjustanEnglishlessonto
begivenonceaweek.Itisalifestylethatneedstobepracticedthroughallactivities.My
internshipexperienceopenedmyeyestothisrealizationandconvincedmethatifIam
goingtobeateacher,thisiswhatneedstohappeninmyclassroom.

WorkCited
Alber,R.(2011,May24).6ScaffoldingStrategiestoUseWithYourStudents.Retrieved

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December05,2016,fromhttps://www.edutopia.org/blog/scaffoldinglessonssix
strategiesrebeccaalber
Boushey,G.,&Moser,J.(n.d.).Daily5.RetrievedDecember05,2016,from
https://www.thedailycafe.com/daily5
H.(2013,October17).TheDifferenceBetweenInference&Prediction.Retrieved
December05,2016,from
http://www.teachthought.com/pedagogy/literacy/differencebetweeninference
prediction/
NorthElementary.(n.d.).RetrievedDecember05,2016,from
http://north.altonschools.org/
Parr,M.,&Campbell,T.(2012).BalancedLiteracyEssentials:WeavingTheoryinto
PracticeforSuccessfulInstructioninReading,Writing,andTalk.Markham,Ont.:
Pembroke.
Tredway,L.(1995,September).SocraticSeminars:EngagingStudentsinIntellectual
Discourse.RetrievedDecember05,2016,from
http://www.ascd.org/publications/educational
leadership/sept95/vol53/num01/SocraticSeminars@EngagingStudentsin
IntellectualDiscourse.aspx
Vacca,R.T.,Vacca,J.A.,&Mraz,M.E.(2011).Contentareareading:Literacyand
learningacrossthecurriculum.Boston:Pearson.

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