Annotated Bibliography for ED698: Teaching Portfolio

Alaskan Books for Alaskan Kids. (n.d.). Retrieved from https://www.aklib.net/wp-abak/.

Contribution: Alaskan books for Alaskan kids, AKAB. This website is a useful tool for people
looking for more information about Alaskan and northern literature. The website has peer
reviews of each piece of literature listed, along with information about the genre, illustrations,
and a brief synopsis. The website lists books for grades K-12 and is sponsored by UAS, teachers,
and libraries across the state.
Atwell, N. (2015). In the middle: A lifetime of learning about writing, reading and
adolescents. (3rd ed.). Portsmouth, NH: Heinemann.
Contribution: This book laid out for me how to build and maintain a reading-writing workshop.
I really like the examples of student writing that I can use in the future as mentoring text. I need
to come back to section about organizing the classroom for workshops because there were some
good points I will incorporate in to my workshops when the time comes.
Bass, J. E., Contant, T. L., Carin, A. A., & Carin, A. A. (2014). Activities for teaching science as
inquiry. (12th ed.) Columbus, OH: Allyn & Bacon.
Contribution: This text is a comprehensive resource for teaching science to students in grades
K-8. The text discusses the importance of clarity when explaining scientific principles and
dispelling misconceptions. It also gives the reader many external resources to look at for ideas
when creating science units or when differentiating lessons. Overall it’s a great manual for
teachers who need guidance teaching scientific curriculum.
Burgess, D. (2012). Teach like a pirate: Increase student engagement, boost your creativity,
and transform your life as an educator, 6. San Diego, CA: Dave Burgess Consulting.
Contribution: This book was designed to help teachers learn techniques for developing hooks or
introductions to lessons and material. It was valuable because it gave me multiple ideas for
creating more engagement during instruction.
Charles, C. M. & Senter, G. W. (2011). Building classroom discipline. (10th ed.) Boston,
MA: Pearson.
Contribution: Charles and Senter provided a plethora of resources for new teachers concerning
classroom management. I particularly appreciated the variety of teaching strategies available in
this text.
Fields, M.V & Boesser, K (2014) Constructive guidance and discipline. (6th ed.) Indianapolis,
IN: Merrill.
Contribution: This text provided me with a variety of teaching philosophies and then applied
them to multiple grade levels and levels of student maturation. It uses life examples in the text to
guide the instructor to the best strategies to work with a multitude of children.
Flansburg, S. (2012). Turn on the human calculator in you. Las Vegas, NV: The Human
Calculator Press.
Contribution: Scott Flansburg is a modern day mathematician that is well known in the
mathematic community for his use of the identification of mathematical patterns as a strategy for
students of all ages to obtain math fluency. This book scaffolds the learner from very basic
concepts, to multiphase complex math equations, and he does it all using mental math. I plan to
employ these math drills during my classroom instruction, and to measure whether or not fact
fluency improves, as well as to measure student engagement during math instruction by using
pattern recognition and mental math tricks.
Fletcher, R. & Portalupi, J. (2001). Writing workshop, the essential guide. Portsmouth, NH:
Heinemann.
Contribution: This is another good text for understanding the basics behind successfully
creating a writing workshop. The appendix is a great source for practical forms you might need
for a workshop.
Freeman, D.E. & Freeman, Y.S. (2014). Essential linguistics: What you need to know to teach
reading, ESL, spelling, phonics, grammar. (2nd ed.). Portsmouth, NH: Heinemann.
Contribution: The authors show teachers how student learn to read and gain a stronger grasp of
the language. The book provided me with the basics for Linguistic Theory and showed me how
tie it into my classroom. This book has become my new linguistic reference guide.
Ginott, H. G. (1978). Between parent and child: New solutions to old problems. London, UK:
Pan Books.
Contribution: This text was not only inspirational when read, but was insightful and creative. It
revealed multiple ways of communicating with students in a positive and meaningful way. This
text recommended a variety of ways to reach students when they are vulnerable or angry. Very
worth the read and influential over my evolving teaching philosophy.
Greene, I., Mc Tiernan, A., & Holloway, J. (2018). Cross-age peer tutoring and fluency-based
instruction to achieve fluency with mathematics computation skills: A randomized
controlled trial. Journal of Behavioral Education, 27(2), 145-171.
Contribution: This research study was undertaken to determine the effects of cross-age peer
tutoring programs on the mathematical fluency of forty-one students between the ages of eight
and twelve years old, otherwise known as, 3rd-6th grade. To build fluency in addition and
subtraction, this study used, “Say All Fast Minute Every Day Shuffled” and “Morningside Math
Facts” as the two curriculums over a period of eight weeks. The study determined that the
students who were tutored drastically improved in math fluency.
Hicks, T. (2009). The digital writing workshop. Portsmouth, NH: Heinemann.
Contribution: In this book the authors explains how to successfully make writing workshops in
our digital age. The principles he uses are very familiar, but he shows us ways to integrate them
with new technologies. This will help me improve me as a teacher and remind me to keep me up
to date on new technology.
Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college.
San Francisco, CA: Jossey-Bass.
Contribution: This book listed a variety of techniques used in classroom management discipline
and then coupled them with a variety of scenarios seen in classroom management to help apply
the technique to real life situations. It will be a good book to refer back to when situations occur
and I reflect on how I handled them.
Lickona, T. (1994). Raising good children: helping your child through the stages of moral
development. New York, NY: Bantam Books.
Contribution: This text focused on the stages of maturation in students and what techniques to
apply for different classrooms. It gave background on how children think and rationalize what is
occurring in day to day lives, so instructors can better handle scenarios and create appropriate
lessons.
Parent Teacher Association (2009). National standards for family-school partnerships. Retrieved
7/2/19: http://www.pta.org/files/National_Standards_Implementation_Guide_2009.pdf
Contribution: This is an online resource that is valuable in teaching today because it links
parents and teachers together to meet school standards. Parental involvement is key to child
development and being on the same page as far as goals and standards is an important part of
keeping parents familiarized and involved with the academic world.
Sasha’s Teacher Portfolio (2019). Retrieved from: https://sashasteacherportfolio.weebly.com/
Contribution: This is a compilation of some of my best pieces of work during the MAT
program at UAS from 2017-2019. It contains many more resources outside of my written
interpretations and could be useful to reflect back on in the future.
Strickland, D., Ganske, K., Monroe, J. K. (2002). Supporting struggling readers and writers:
Strategies for classroom intervention 3 – 6. Portland, ME: Stenhouse.
Contribution: This book is designed to help teachers working with at risk readers in the
intermediate years through research-based practice. It provides good insight into how to
effectively teach ESL students. I really liked what they said about how to motivate low-
achieving readers and the strategies for small-group work.
Stocker, J., & Kubina, R. (2017). Impact of cover, copy, and compare on fluency outcomes

for students with disabilities and math deficits: A review of the literature. Preventing

School Failure, 16(1), 56-68.

Contribution: Cover, copy, and compare or C.C.C., is one fact fluency strategy that is proven to
improve accuracy, speed, and self-reliance. This article studies students with disabilities from
3rd-5th grade across the nation, who are evaluated by common core standards and standardized
testing. The article found that, “students who fail to meet the standards in the earlier grades will
likely experience future problems in math.” (p.56) Yet, by providing these struggling students
with multiple opportunities to develop fact fluency, they not only improve via testing scores,
they also improve their fact acquisition and their confidence in their ability increases. The
process is simple, basically, student covers the problem, copies what they remember, and
compares it to what they covered.
Sutherland, K., & Singh, N. (2004). Learned helplessness and students with emotional or

behavioral disorders: Deprivation in the classroom. Behavioral Disorders, 29, 169-181.

Contribution: Students struggling with impulsivity, anxiety, and frustration when encountering
challenging or remedial math tasks in students with behavioral disabilities can cause major
problems in any classroom. Sutherland and Singh have found that, “Students who exhibited
problem behavior were involved in fewer academic interactions with teachers than children who
exhibited less problem behavior.” (p.170) Meaning, the student was automatically at a
disadvantage because they have less time to engage in the lesson and develop confidence in their
ability. To help mitigate the threat of learned helplessness, apathy, and escape/avoidance
behaviors, this article suggests that teachers should increase student praise, increase student
opportunity for participation during instruction, and develop the students’ sense of efficacy in
their abilities.
Taylor, C., & Nolan S. (2008) Classroom assessment: supporting teaching and learning in real
classrooms. (2nd ed.) Upper Saddle River, NJ: Pearson.
Contribution: This was one of my favorite texts from the semester because of how it is written
and how it applies to real classroom scenarios. I really enjoyed the index of the book because I
could look up exactly what I was trying to develop and find multiple examples for multiple
ranges of students.
Tomlinson, C. (2014) Differentiated classrooms: Responding to the needs of all learners.
(2nd ed.). Richmond, VA: ASCD.
Contribution: Before I read this text, I hadn’t really appreciated how important differentiation in
classroom lessons were. I had always assumed more than understood how to actually apply it.
This text provided me, not only with examples, but also the reason why differentiation was so
important. When I designed and taught my first, truly differentiated lesson, suddenly it made
more sense and was a very positive experience compared to just teaching the base line
curriculum for each lesson.
Weaver, C. (2009). Reading process: Brief edition of reading process and practice (3rd ed.).
Portsmouth, NH: Heinemann.
Contribution: Weaver is a valuable resource when it comes to understanding the reading
process. It explains necessary topics like schema, context, miscues and how to analyze them,
word perception, and how to develop a reader profile.
Wong, H. K. & Wong, R. T. (2009). The first days of school: how to be an effective teacher.
Mountain View, CA: Harry K. Wong Publications.
Contribution: This text discusses how to plan, organize, and orchestrate a classroom from the
beginning to the end of the school year. Without a plan for everything, and procedures in place,
students have a lower quality learning environment. This text helped me to develop, not only my
lesson plans, but also my interactions and classroom routines. By refining my methods and using
this text as a reference, I have noticed that the quality of my lessons and experiences in the
classroom has improved.