The Missouri Reader Vol. 40, Issue 1 - Page 2

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

Literature

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

Hello from the New Team!

Sam Bommarito and Glenda Nugent

p. 4

p. 6

And Beyond!

p. 24

Accountable Talk

Classroom Closeups

The Lost Cause

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