The Book Fort
Instructional Ideas for Immediate Implementation
Welcome to The Book Fort: Issue 34
@BookFortNews #BookFort

Week 34: Principles in Practice
Heather Lattimer brings us Disciplinary Teaching in an effort to address the discrepancy in reading abilities between adolescent readers in the US and students of the same age elsewhere in the world. She prompts readers to consider this: "Fourth graders in the US score among the highest in the world on literacy assessments, but by tenth grade the same students score among the lowest" (xi). Of course the texts are more complex and longer as students progress through the grades, but they are also increasingly more rooted in the disciplines (or content areas), not in English Language Arts, literature, or fiction. Lattimer's argument is that if we actively develop and invest in communities of practice that support literacies of the disciplines, teachers will come to view professional development as it is so named, a process of developing skills and knowledge with a wide range of experts in their field working together toward a common goal. We know this model well, the Professional Learning Community (PLC), but I have seen first hand that PLC work is only as meaningful as teachers and administrators make it.
The academy approach that is sweeping the nation, when implemented well, is highly effective at best helping students develop "real-world literacies." Lattimer provides several examples of schools in Southern California who are using similar approaches to meaningfully and successfully integrate literacy instructional into the disciplines in ways that significantly improve student outcomes. So, I hope you can take away something useful from the three ideas presented below. Check out the NCTE Series here, and read more about Heather Lattimer's work at San Diego State University here.
Lattimer, Heather. (2014). Disciplinary Teaching in the High School Classroom. NCTE.

Learning-By-Doing
- identify problems that need solving, not just solve problems
- critically analyze
- read, understand, and critique new information
- synthesize across disciplines
- develop new ideas and approaches; then, explain, apply, and defend innovative thinking
- represent information in new and creative ways
- evaluate and respond to the ideas of others
- effectively articulate and advocate for innovative ideas of their own
So how do we encourage students to learn how to do these things and provide the learning conditions for them to demonstrate them before they leave us? Learning-by-doing is one way. Below is one particular innovative project that Lattimer had the opportunity to observe and be involved with in her research in Southern California. The authentic purpose and audience intimidated students at first but also encouraged them to work hard, present their best work, and ultimately take on a real community issue.

Reading for Learning
Yikes! What are we doing (or, NOT doing) folks?!
Lattimer shares a vignette in this chapter about a ninth-grade social studies teacher who was panicking toward the end of a school year when she realized her students still had large gaps in both knowledge and skill when it came to Asian geography and reading for learning, despite her concerted efforts. This teacher took an innovative, integrated approach, outlined below, for teaching reading for learning and covering content that otherwise might have been done by more traditional methods using the class textbook. Instead, a chance meeting with a college friend who was a business consultant sparked this teacher's approach.

Writing for Real
In this chapter, Lattimer shares an example of the way an 11th grade history teacher approaches the study of World War II, a required and expansive topic that can easily become so big, students and teachers alike fall short of real understanding. This teacher puts his students to work, year after year, collecting the stories of people who have actual historical memories connected to World War II and through these experiences, his students learn to write more authentically with depth and voice.

Website of the Week
Tchers' Voice Blog

Ed Tech Tool of the Week
Pear Deck
#ReadMoore
Marion C. Moore School is Spreading the #BookLove!
Solo by Kwame Alexander & Mary Rand Hess Middle school reader Xiya finished Kwame Alexaner's Solo in three days! She says she just couldn't put it down. If you know Alexander's books, you'll understand her excitement! Solo is co-written with Mary Rand Hess and is a story about 17-yr-old Rand Hess, who is dealing with a family member's addiction, the loss of his mother, and all the normal worries of a young adult. Hess turns to love and music to save his soul. Check out a free excerpt here and of course, follow the authors on Twitter @kwamealexander and @maryrandhess. | Hollywood High by Ni-Ni Simone High school reader Aleyeah rated Ni-Ni Simone's Hollywood High five stars. She says she loved the ending (NO SPOILERS) and couldn't put it down over the weekend, so it must be good! This is the first book in the series and features the daughters of celebrities who realize as young women that fame comes with a price that makes it difficult to trust anyone. Follow the author on Twitter @IamNiNiSimone. | Holding Smoke by Elle Cosimano High school reader Brendan recommends Holding Smoke by Elle Cosimano. He says it has dark themes, which he enjoys. The story is about John, who is serving time in a juvenile rehab center for murdering his English teacher (YIKES!) but claims he is innocent. John has a near death experience that leaves him with special abilities to help others. Check out the author on Twitter @ElleCosimano...she has been very supportive of young readers! |
Solo by Kwame Alexander & Mary Rand Hess
Hollywood High by Ni-Ni Simone
Holding Smoke by Elle Cosimano

Wednesday, July 11th, 8am
This is an online event.
- Growth Mindset
- Homework
- Assessment & Grading Practices
- Genius Hour
- Trauma-Sensitive Classrooms
- Revolutionizing School Culture
Register today! https://www.strobeleducation.com/workshops/reimagining-education/
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