Yacobucci 1

Dante Yacobucci
Instructors Kraus and Jasmann
EDUC 340-L01
2 December 2015
Case Study: Part I
Teaching is a responsibility that goes beyond the content. Any teacher can hand out a text
for students to read, but a true teacher uses texts in a way that promotes learning of the content
and the learning process (McLaughlin 5). According to the text, literacy is important because
Discipline-literate students know how to think and learn with texts. Texts, whether in print or
nonprint form, are indispensable sources of information, meaning-making, and knowledge
construction (McLaughlin 7). I believe that the statement All teachers are teachers of
reading encompasses the main idea of my lecture classes, labs, and recitations throughout the
semester, which is the importance of teaching literacy. Though my focus will be on English, this
statement is true for all content areas. I have been exposed to a variety of learning styles and
teaching strategies in my time at Blevins Middle School, with no day being the same as another.
My time at Blevins Middle School was spent in Amy Curriers 8th grade English class. I
gained more insight and experience than I could have ever imagined, with some days having
more highlights than others. The first lab of the semester was encouraging, because I was able to
identify multiple texts and strategies being employed. Currier introduced the concept of the
heros journey using multiple texts. She got students engaged by playing a video that explained
the heros journey using clips from movies that follow the same pattern. This helped students
draw their prior knowledge of movies such as Star Wars and Harry Potter, while connecting to
new concepts.
Currier then handed out a graphic organizer that had steps of the heros journey archetype
that students would fill in using scenes from The Lion King. I did not realize this at the time, but
this variety of texts was the beginning of a sort of scaffolding for reading and understanding The
Giver. Looking back, I believe that Currier used these texts as a way of building a solid

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foundation of understanding for the heros journey, so that when they approached The Giver they
would make better connections while reading. I also think that Currier used multiple texts to
make sure that students with a variety of learning styles, such as visual, would be able to read
texts that best supported their learning needs.
Another way I noticed the importance of teaching students various ways of reading
information was when I gave my first mini lesson. I used the Frayer model with two students,
Angel and Ammon, in the library. After explaining how to use the model and the purpose of the
exercise, I gave the students a list of four vocabulary words from The Giver along with their
definitions. They both came up with creative and meaningful connections and agreed that the
model made understanding the words much easier than if they were simply given a vocabulary
list to memorize. This made me realize that students can gain so much more from a text if they
read and interact with it in strategic ways.
There were three ways of improving student literacy that were used every day throughout
the semester. This included sustained silent reading, the reading plus computer program, and the
teacher reading a chapter aloud from We Beat the Street. I believe that this consistent exposure to
multiple texts was helpful for students in different ways. For example, some students were ahead
in reading plus, while others had a hard time finishing. Then, those who had a hard time finishing
reading plus would be more enthusiastic and open to answering questions after the teacher read
We Beat the Street aloud. The same idea applied to sustained silent reading, as some students
read quietly and others had a hard time sitting still. This showed me that different students really
do respond differently to different forms of texts, which leads me into the time I spent working
with Colin and Alaya.
Colin and Alaya were unable to read at the level that The Giver required. However, they
were able to understand the contents of the book if they received the information in the form of
an audio cd. This was an eye opening moment for me, because both students were picking out

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key parts of the text and recording it on paper, even though they could not read the physical
book. Colin drew pictures that represented important portions of the chapter, while Alaya wrote a
list of words that she felt were the most important from the chapter. I definitely think that the text
in the form of an audio book benefitted these students, because they were able to express an
understanding of The Giver in a way that was well-suited for their needs. This did make me
wonder, however, if it would be better to focus on improving their reading skills in the form of
physical books or if keeping up with the content was more important. I also wondered what
reading would be like for these students in the future.
The student I worked with the most during the semester was Lexi, who had a hard time
staying focused on assignments. Lexi was able to read The Giver and had a deeper understanding
of the text than she originally revealed. However, when it came to writing, doing projects, or
taking exams, Lexi needed assistance with the questions and staying motivated. For example, if I
rephrased the question in a different way, Lexi was able to supply answers that displayed an
understanding of the text. When working on her Utopia project, she had hardly anything typed,
but she came up with impressive ideas when I rephrased the questions and drew on her prior
knowledge. I did this by asking her about an aspect of the project, such as the government of her
Utopia, and how the aspect could be improved in our society or the society in The Giver. Yet, her
writing and typing were at a slower pace than the class period allowed. Therefore, I was asked a
couple of different times by my lab instructor to listen to Lexi verbally and record her answers
for her in writing.
After working with students who had a variety of learning styles and several forms of
texts, I appreciate the fact that effective teachers are teachers of reading. In a classroom where
students were at so many different levels in their learning, it seems impossible to fully engage
each student with the texts. This is where one of my deepest appreciations of the semester comes

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from. That is, teachers can make a true difference in a students literacy if they are creative and
flexible with their strategies and texts. I will keep this in mind as a teacher who will be working
with ever changing forms of text.
Case Study: Part II
I have learned quite a few literacy strategies this semester that I plan to use when I teach
English in either middle school or high school. I have chosen five strategies that I felt were
effective and well-suited for my subject area. For gathering prior knowledge, I would use the
KWL form. This tool is not only useful for finding out what students already know but it can also
encourage them to think about how they want to focus their research (K-W-L). A specific way
that I would use this form is when we are starting a new unit, for example, Poetry. I would ask
students to write what they know, want to know, and then once we finish the first lesson, what
they have learned. This would give me an idea of where individual students are in their learning
and the class as a whole, which could help me adjust my lesson plans accordingly. If a large
amount of students did not know about similes, then I would put more time into teaching about
them.
Since reading new texts comes with new vocabulary for students, the next strategy I will
use is the Frayer Model. This strategy was effective when I used it in my mini-lesson and helped
me understand words in a deeper way than if I read the definition. This model differs from the
standard vocabulary list in that it provides students with the opportunity to understand what a
concept is and what it is not in the context within which it is presented (Hidayah). I would use
this at the beginning of each chapter of a book students are reading, for example, on
To Kill a Mockingbird. If students understand the more difficult vocabulary words before
encountering them, they will have a better understanding of a book. It is challenging to draw a
visual for some words, but the challenge is worthwhile since students are approaching the text in
a beneficial way.

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Though this next strategy was not covered in recitation or lecture, I really enjoyed the
Socratic Seminar strategy that Amy Currier used. Evidence, both qualitative and anecdotal,
attests to effectiveness of Socratic seminars in actively engaging students in learning and
fostering higher-order thinking and social skills, according to the Ohio Department of Education
(Using). I would use this strategy while the class is reading any material that could result in
engaging discussion. For example, if students were reading current events for composition class
argument papers, we could have Socratic Seminars to help students develop strong connections
for their argument papers and express their passion about the subject. This would be especially
effective, I believe, if students connected the issues to their own lives or surroundings.
Venn diagrams are another method I will use in English class, because they allow
overlapping concepts to be organized and related (McLaughlin 150). The possibilities for this
strategy are plentiful, due to the multitude of concepts students will be introduced to. For
example, if students were reading a novel, a Venn diagram could help clearly compare character
traits. If we were reading multiple texts that have a common theme or idea, students could use
Venn diagrams to make that connection.
A strategy that I would like to use at the end of readings and lessons is the RAFT (role,
audience, form, and topic) writing. This form of writing is useful at the end of units, because it
allows students to take what they have learned and look at situations in a nontraditional way
(McLaughlin 223). This would be a great way to start an analysis or synthesis paper, because
students would have established connections and key differences within the texts. There are
several ways that this method could be used in English class. If students were doing a research
project about a modern issue, I could ask them to do a RAFT in which they take the role of
someone impacted directly by the issue. The form would be a letter to a government official
discussing what the issue is and what needs to be done in order to solve it. Another way this

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could be used is to take the role of a character from a book and write a journal entry about their
thoughts and feelings. For example, if Katniss Everdeen from The Hunger Games was the
character, the entries would show fear, frustration, and anger towards an oppressive government.
These strategies have left a strong impression with me, because I have used them all on
myself and done the Frayer and RAFT models with students at Blevins Middle School. They are
effective in that they reveal prior knowledge and help build new knowledge by approaching texts
in new ways. When texts and literacy strategies are tailored to students needs, they have a
chance to learn more than just the content. It has become clearer than ever that the learning
process itself is a crucial, sometimes overlooked, aspect of successful education. Though I will
not have control over every factor that impacts a students literacy, such as family life or
genetics, I will have control over the strategies I use and how I choose to use them.
Works Cited
Hidayah, Taufik. "Frayer Model and Its Significance for Vocabulary Achievement in Classroom
Environment." Academia.org. Acadamia, n.d. Web. 19 Nov. 2015.
"K-W-L Chart - ReadWriteThink." Readwritethink.org. International Literacy Association, n.d.
Web. 19 Nov. 2015.
McLaughlin, Maureen, Richard T. Vacca, Jo Anne L. Vacca, Maryann E. Mraz, and Michael C.
McKenna. Pearson Custom Education: Colorado State University. New York: Pearson
Learning Solutions, 2011. Print.
"Using Effective Instructional Strategies: Socratic Seminar." Ohio.gov. Ohio Department of
Education, n.d. Web. 19 Nov. 2015.