Artifact:

30 BOOK CHALLENGE 
 
What happens when you read A LOT of books that interest you? 
 
● To find out, you are going to read at least 30 books of your choosing by the 
end of the school year ​(books over 350 pages count as two books; over 525 pages 
counts as three; over 700 pages counts as four, and so on.) 
● You must read at least one book in each of the following genres: 
○ Poetry Anthology or Verse Novel 
○ Realistic Fiction 
○ Historical Fiction 
○ Fantasy 
○ Science Fiction 
○ Mystery 
○ Informational 
○ Biography, Autobiography, or Memoir 
○ Graphic Novel ​(after fulfilling the graphic novel requirement, four graphic 
novels count as one book) 
○ Myth, Folk Tale, or Legend  
 
You will keep a Reader’s Notebook that includes the following: 
 
● Genre Checklist​ - This page is a checklist of the required genres. As you read 
each genre, you write down the title and author, check the box, and get Mr. D’s 
initials.  
 
● Reading List​ ​- This page is a list of all the books you have read or attempted 
and abandoned. Each book’s entry includes the title, author, date the book 
was finished, and your assessment of how difficult the book was to read.  
 
● Books-To-Read List​ - This is a list of books you want to read in the future. Write 
down the title and author.  
 
● Response Entries & Conferences​ - You will write a weekly written reflection 
about the books you read. Mr. D will read your reflections and respond to 
them. You will also meet with Mr. D one-on-one to discuss the books you’re 
reading. 

Artifact Reflection:
This is the outline for the year-long independent reading program in my sixth grade English
class. It is also the basis for a short unit on genre. Students are given 15-20 minutes each class to
read their independent reading books. This independent reading program connects to Standard 4
because I am giving students structured time in school for silent, sustained reading, which research
suggests is important in developing students’ strong academic skills as well as reading fluency,
comprehension, and writing mechanics.
 This artifact demonstrates how I integrate my knowledge of research-based reading practices
into my instruction. Before reading the work of Dr. Stephen Krashen and books like ​The Book
Whisperer​ by Donalyn Miller, I didn’t have a robust independent reading program in my English
classroom. Now, with an understanding of the benefits of silent, sustained reading and structured
independent reading programs, I feel like I am giving students what they need to develop as readers
and learners. I hope to survey students and parents at the end of the year for their feedback on the
program and make necessary revisions to improve the program for future students.

Artifact 2:
This is a screencast that students and families can view on my Canvas course. It briefly
outlines my approach to teaching reading and writing. Specifically, this artifact supports Standard 4
because in the screencast I am outlining and describing my approach to teaching writing, which
centers on having students produce real-world writing and giving students opportunities to watch me
model writing in class.
This artifact demonstrates my English content knowledge because in the screencast I mention
that students will produce a variety of real-world writing (writing to: express and reflect; inform and
explain; evaluate and judge; inquire and explore; analyze and interpret; and take a stand and propose
a solution). These types of writing are more specific styles than the “informational, narrative, and
argumentative” styles commonly referred to in English classes. In the future, I want to survey students
to find out what careers they might like to pursue, have students research the types of writing people
do in those careers, and then write something for class in a similar style.