The Missouri Reader
Vol. 40, Issue 1
Editorial Board 2016-17
C. Garth Brooks, British Columbia LC/IRA
Carolyn Brown, Ph.D., University of MO-St. Louis
Julie Bryant, Ph.D.,
Southwest Baptist University
Cynthia R. Buehler. M. Ed., MA, St. Louis Public Schools (Retired)
Tammy Condren, Ed.D., Southwest Baptist University
Jennifer Fox, M. Ed., Southwest Baptist University
Cindy Hail, Ph.D., Missouri State University
Cathy Hung, M. Ed.,
The University of Hong Kong
Anne Marie B. Jay, Ph.D., Widener University
Dianne Koehnecke, Ph. D., Webster University
Anita Lael, Ph.D.,
Lincoln University
Lori Long. M.S. Ed.,
Stockton Public Schools
Katherine O'Daniels, Gateway Writing Project, University of MO-St. Louis
Denise Mounts, Ph.D., University of Arkansas
Clover Noack, M.A. Ed., Fort Zumwalt Schools
Debra Porter, Southeast Missouri State University
Tamara Jo Rhomberg,
MSC/IRA
Lenny Sanchez, Ph. D., University of MO-Columbia
The Missouri Reader is a peer-reviewed online journal that is published twice a year by the Missouri State Council of the International Reading Association as a forum for thoughtful consideration of issues, practices, research, and ideas in the field of literacy. Its purpose is to serve teachers, parents, consultants, supervisors,
administrators, university faculty, and others interested in promoting literacy.
Promoting Literacy Throughout the
State of Missouri
Journal of the
Missouri Reading Association
Co-Editor
Sam Bommarito, Ed.D.
Jennings Schools (retired)
Volume 40, Issue 1
Fall 2016
Co-Editor
Glenda Nugent M.Ed.
Little Rock Schools (retired)
Contents
Faithful Elephant: Practicing Critical Literacy with Multicultural Children’s
Jongsun Wee and Detra Price-Dennis
This study examines how third grade students practiced critical literacy during literature discussion with multicultural literature and learned to
disrupt the commonplace to take action for social justice.
Resourceful Research
During Read Alouds: Helping Urban Children Take Charge of Their Literacy Learning
Charline Rowland Alyssa Kessler
2nd grade urban elementary students learn to effectively use a strategy often reserved for university students and in the process improve their fluency and comprehension skills.
Editors' Expressions
Sam Bommarito and Glenda Nugent
p. 4
p. 6
And Beyond!
p. 24
Accountable Talk
Classroom Closeups
Shannon Truitt
A second grade teacher describes how she provided authentic and meaningful literacy tasks, tailored to student needs, to help her “Lost Cause” be a successful learner.
.
p. 20
Raising the Bar: Challenging Kindergarteners in Writing
Jackie Vanhooser
Foster a creative environment where students have plenty of
opportunities to express themselves through writing by following
tips in this article.
.
p. 50
Two Strategies to Help Readers Comprehend: Question Answer Relationships and Anticipation Guides
Emily Bahner
Learn about two strategies that can easily be implemented into your lessons: Question Answer Relationships (QAR) and Anticipation Guides.
.
Differentiation
(QAR) Anticipation Guides.
Book Bags in the First Grade Classroom
Hope Berry
Find out how this first grade teacher uses book bags to include parents in the learning and teaching process by working with their child in reading at home.
.
p. 41
p. 22
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CONTENTS