Hello, I need to write the author's argument tomorrow at noon. I will provide the rubric, etc. Free Plagiarism No information from another article, only the one I am sending.

Com\frehension Strategies for \barly Readers Anne E. Gregory, Mary Ann Cahi\f\f I t’s a sunny room; there are pictures and writin\f on most of the surfaces, boo\bs in the noo\bs and cran - nies, and loads of little bodies be\finnin\f to \fet set - tled on the carpet at the front of the room. When Mrs.

Hope (all names are pseudonyms) brin\fs out Zach’s Alligator by Shirley Mozelle (1995), somethin\f unusu - al happens. She as\bs the youn\f students to raise their hands to share their schema for alli\fators. Hands \fo in the air and students be\fin to tal\b about alli\fators:

They su\f\fest that alli\fators swim, that they bite, that they see underwater. They also explain, when as\bed, that a schema is “what you already \bnow.” A s the discus sion continues, the student s hold their hands up in different forms. One holds his hand in the shape of a C, another ma\bes a V, and that one is for some reason wi\f\flin\f her index fin\fer up and down. A s Mrs. Hope calls on the student s to share their thou\fhts, a pattern emer\fes. The C shape is fol - lowed by a connection to the stor y, a student flashin\f the V shape shares her min\f movie or a description of her visualization , and a question follows the wi\f\flin\f little fin\fer. These students are en\fa\fin\f in meaning construction .

Com\frehension Instruction T ha n\b s to t he comprehen sion revolut ion (1970 – 1990), we have been able to develop new intellectual tools, increase reco\fnition that there is somethin\f more to readin\f than decodin\f, and better determine what \food readers do as they read (Du\be, 2001). This wor\b, however, has been primarily tar\feted at the in - struction of older students (Hoyt, 2005; Stahl, 2004) and little information found its way into early primary classrooms. What is sur prisin\f is that when youn\f student s interact with texts in any literar y tas\b, they brin\f the ability to construct meanin\f (Brown, 1973; Bruner, 1983; Wells 1985). So why is there so little research available on comprehension strate\fie s for youn\f students, the acquisition of new \bnowled\fe via text, and how we can help students learn to examine text critically (Du\be & Pearson, 2002; Stahl, 2004)? These questions are difficult to answer, but Mrs. Hope found a way to adapt lessons \fained from wor\b with older readers to wor\b within her classroom. Teaching Com\frehension \bx\flicitly With Kindergartners It is difficult to \bnow where to be\fin when teachin\f for comprehension. Where does meanin\f ma\bin\f be - \fin? How do you start and where do you \fo? Thin\bin\f about what is \bnown about \food readers and how they interact with texts (Du\be, 2001; RAND Readin\f Study Group, 2002), it seemed natural to be\fin at the be\finnin\f—with activatin\f schema s. Ma\bin\f con - nections, visualizin\f, as\bin\f questions, and inferrin\f naturally flowed from there. Mrs. Hope followed a protocol of instructional deliver y as she introduced these strate\fies in her classroom. She be\fan by defin - in\f the strate\fy, providin\f a visual representation of its meanin\f, and as\bin\f students to use the strate\fy within the context of the stor y, throu\fh the use of an - chor charts and hand si\fnals.

Schema Cunnin\fham and Sha\four y (2005) described sche - ma a s “this stuff already in your head, li\be place s you’ve been, food you’ve eaten, people you \bnow, when you read a boo\b and you use what’s in your head to ma\be sense of the boo\b, you ma\be a brid\fe” (p. 38). In Mrs. Hope’s classroom, schemas became the basis for interactions with text. To introduce this concept to the students, she \fraphically represented 51Ane E.G5 rgoooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo 51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo 51Ane E.G5 rgooooo oooooooooooooGG The RadinTagcrrr The RadinTagcrrrrrThe RadinTagcrrrrrThe RadinTagcrrrrrThe RadinTagcrrrrr The RadinTagcrrrrrThe RadinTagcrrrrrr ((((((6), p.51–6.20((((6), p.51–6.20((((( 51Ane E.G5 rgooooo6), p.51–6.20(((((6), p.51–6.20(((((6), p.51–6.20(((((6), p.51–6.20(((((( o 51Ane E.G5 rg oooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgoooo o51Ane E.G5 rg ooooo oooooooooooooGG The RadinTagc rrrrThe RadinTagc rrrrrThe RadinTagcrrrrrThe RadinTagcrrrrrThe RadinTag crrrr rThe RadinTagcrrrrrThe RadinTagcrrrrrr 6), p.51–6.20 ((((6), p.51–6.20(((((6), p.51–6.20((((( 51Ane E.G5 rg(((((6), p.51–6.20((((( 51Ane E.G5 rgooooo6), p.51–6.20((((( GGGGGGGG51Ane E.G5 rgoooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 r gooooo ––– 51Ane E.G5 rgoooo 51Ane E.G5 rgooooo 51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo 51Ane E.G5 rgooooo oooooooooooooGG The RadinTagcrrrrThe RadinTagcrrrrrThe RadinTagcrrrrrThe RadinTagcrrrrr The RadinTag c rrrrrThe RadinTagcrrrrrThe RadinTagcrrrrrr (((((( 6), p.51–6.20 ((((6), p.51–6.20((((( The RadinTagc(((((6), p.51–6.20(((((6), p.51–6.20(((((6), p.51–6.20(((( ( The RadinTagc(((((( 6), p.51–6.20 oooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo 51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo oooooooooooooGG The RadinTagcrrrr The RadinTagcrrrrrThe RadinTagcrrrrrThe RadinTagcrrrrrThe RadinTagcrrrrrThe RadinTagcrrrrr 6), p.51–6.20rrrrrr ––––– 6), p.51–6.20 ((((6), p.51–6.20(((((6), p.51–6.20 (((((6), p.51–6.20 ((((( 6), p.51–6.20((((( 6), p.51–6.20(((((6), p.51–6.20((((( GGGGGGGGGGG51Ane E.G5 rgoooo 51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo 51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 r TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIP S TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIP S TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIP S TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIP 516 The Reading Teacher Vol. 63, \fo. 6 March 20\b0 illustrations in the boo\b (see Fi\fure 1). This provided Mrs. Hope and the students with the opportunity to discuss why some thin\fs were included in their pic - tures but not in the text. At times it appeared that full-len\fth stories de - manded too much co\fnitive attention, so Mrs. Hope used poetr y to help student s develop their under - standin\f. She often would use shared and interac - tive techniques (McCarrier, Fountas, & Pinnell, 1999) with the students to write these. Then, these poems would be written on half pieces of paper, leavin\f the other side blan\b for the students’ illustrations and vi - sualizations (see Fi\fure 2). At ot her t ime s, she mi\fht a s\b t he s tudent s to brainstorm ideas with her and record these ideas in order to illustrate the mind movies they were creat - in\f. In all instances, opportunities were provided to discuss what was included in the pictures created by the students that helped them to understand and rep - resent their understandin\fs. Visualizin\f is an impor - tant strate\fy for students as they move from picture boo\bs to chapter boo\bs, and is especially important in today’s world where ever yone is constantly bom - barded with sophisticated \fraphic s and little lan - \fua\fe (Keene & Zimmermann, 1997).

Questioning and “I Wonde\fs” The questionin\f strate\f y involves children in con - s t a nt l y a s\b in \f que s t ion s of t he te x t . To do t hi s , children must be involved in creatin\f and revisin\f meanin\f based on the information provided by the text. An anchor chart was used to introduce this strat - e\fy in Mrs. Hope’s classroom. At the top of the chart she wrote, “Expert readers as\b questions before, dur - in\f, and after they read” (see Fi\fure 3). Mrs. Hope introduced the stor y of \bwen & Mzee:

The True Stor y of a Remarkable Frien\fship by Crai\f and Isabella Hat\boff and Paula Kahumbu (20 06), showin\f the front cover of the boo\b and as\bin\f the children to wi\f\fle their index fin\fers if they had any “I wonders” about the stor y. The children as\bed ques - tions, and these were recorded on the chart. When readin\f the stor y, Mrs. Hope periodically stopped to record the questions that the children had \fenerated.

As the readin\f of the stor y pro\fressed, the children be\fan to form more and more thou\fhtful questions.

Youn\f children are naturally inquisitive (Broo\bs & Broo\bs, 1993), and when as\bin\f questions is explic - itly demonstrated dur in\f the readin\f of text, they schema a s a picture of a human head with many idea s swirlin\f around it. She and the student s dis - cus sed the picture and what their ideas were for a topic. A s new stories were read and shared aloud, schemas became an ever-present force drivin\f the discussion. Many of their read-aloud sessions be\fan with a “clic\b” as the students “turned on” their heads and activated their schemas. Making \bonnections and Velc\fo Theo\fy Youn\f student s have an innate abilit y to constr uct personal narratives (Cunnin\fham & Sha\four y, 2005; Miller, 2002); it is this ability that best readies them for the tas\b of ma\bin\f connections. Mrs. Hope be\fan to explain connections with a picture of a brain with smaller pictures of ideas swirlin\f around in it, then explained to the students what she calls the “Velcro Theor y.” She explained that when we \fet a new piece of information, it’s ea sier to remember it if we can stic\b it onto somethin\f that’s already in our heads; ma\bin\f this connection helps us to understand what we are readin\f. As she be\fan readin\f, the children be\fan to ma\be connections and raised their hands in the shape of the letter C to indicate that they had a connection to share. Ma\bin\f connections was not enou\fh for the stu - dents in Mrs. Hope’s class; they were also as\bed to cate\forize these connections. Usin\f the thin\b-aloud strate\fy, Mrs. Hope \fuided the students to cate\forize their connections by modelin\f text-to - self, text-to - text, or text-to-world connections. Throu\fh this cate - \forization, students better understood ways in which to connect and ma\be meanin\f with texts.

Visualization and Mind Movies The strate\fy of visualization encoura\fes students to listen to the stor y and create detailed mental pictures about what is happenin\f. In Mrs. Hope’s classroom, this strate\fy was called “ma\bin\f mind movies,” and students raised their hands in the shape of a V when they had a visualization to share. As part of the intro - duction to this strate\fy, Mrs. Hope as\bed the students to close their eye s and listen to the stor y Firef lies by Julie Brinc\bloe (1985). After readin\f two pa\fes, Mrs. Hope as\bed the students to describe their mind movies. Later, they were a s\bed to draw their mind movies and then to compare their drawin\fs to the 517 Kindergartners Can Do It\., Too! Comprehension Strategie\.s for Early Reader\.s Figure 1 Visualizations for Fi\feflies Figure 2 Visualizations for Sunflakes 51Ane E.G5 rgoooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo 51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo 51Ane E.G5 rgooooo oooooooooooooGG The RadinTagcrrr The RadinTagcrrrrrThe RadinTagcrrrrrThe RadinTagcrrrrrThe RadinTagcrrrrr The RadinTagcrrrrrThe RadinTagcrrrrrr KKKKKKindergatsig CKKKKindergatsig CKKKKK 51Ane E.G5 rgoooooindergatsig CKKKKKindergatsig CKKKKKindergatsig CKKKKKindergatsig CKKKKKK o 51Ane E.G5 rg oooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgoooo o51Ane E.G5 rg ooooo oooooooooooooGG The RadinTagc rrrrThe RadinTagc rrrrrThe RadinTagcrrrrrThe RadinTagcrrrrrThe RadinTag crrrr rThe RadinTagcrrrrrThe RadinTagcrrrrrr indergatsig C KKKKindergatsig CKKKKKindergatsig CKKKKK 51Ane E.G5 rgKKKKKindergatsig CKKKKK 51Ane E.G5 rgoooooindergatsig CKKKKK GGGGGGGG51Ane E.G5 rgoooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 r gooooo sss 51Ane E.G5 rgoooo 51Ane E.G5 rgooooo 51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo 51Ane E.G5 rgooooo oooooooooooooGG The RadinTagcrrrrThe RadinTagcrrrrrThe RadinTagcrrrrrThe RadinTagcrrrrr The RadinTag c rrrrrThe RadinTagcrrrrrThe RadinTagcrrrrrr KKKKKK indergatsig C KKKKindergatsig CKKKKK The RadinTagcKKKKKindergatsig CKKKKKindergatsig CKKKKKindergatsig CKKKK K The RadinTagcKKKKKK indergatsig C oooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo 51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo oooooooooooooGG The RadinTagcrrrr The RadinTagcrrrrrThe RadinTagcrrrrrThe RadinTagcrrrrrThe RadinTagcrrrrrThe RadinTagcrrrrr indergatsig Crrrrrr sssss indergatsig C KKKKindergatsig CKKKKKindergatsig C KKKKKindergatsig C KKKKK indergatsig CKKKKK indergatsig CKKKKKindergatsig CKKKKK GGGGGGGGGGG51Ane E.G5 rgoooo 51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo 51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 r TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIP S TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIP S TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIP S TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIP 518 The Reading Teacher Vol. 63, \fo. 6 March 20\b0 to use their brains, they were ma\bin\f an inference.

Presentin\f the inference process in this manner al - lowed the children to wor\b with the text concretely and ma\be the inference process itself more tan\fible.

Additionally, as\bin\f questions increases children’s ability and inclination to ma\be inferences (Hansen, 1981).

Young Students and Meaning Making What we have seen in Mrs. Hope’s classroom is that youn\f students are able to use schema, ma\be con - nections, visualize, as\b questions, and infer when in - teractin\f with texts. These comprehension strate\fies, althou\fh typically associated with the instruction of older children, can—and do —wor\b in classrooms of youn\fer student s, a s the \binder\far tner s in Mr s.

Hope’s cla s sroom demonstrate. T he se youn\f stu - dents benefited from her explicit instruction of com - prehension strate\fie s and were able to constr uct meanin\fs and interpretations for texts. While it was quic\bly be\fin to as\b questions helpin\f them both to interact with the text in meanin\fful ways and to criti - cally examine the stor y. Infe\f\fing and Using Ou\f B\fains An inference is created at the inter section of our schema, the author’s words on the pa\fe, and our mind’s ability to mer\fe that information into a unique combination (Keene & Zimmermann, 1997). This is a strate\fy of some complexity and required the chil - dren of Mrs. Hope’s class to utilize aspects of all the strate\fies they had learned up until this point. Lobel’s (1979) Frog an\f Toa\f Are Frien\fs and the stories in that series were a \freat resource for Mrs.

Hope when wor\bin\f with inferrin\f. She and the chil - dren would create anchor charts at the be\finnin\f of the stor y with the questions they had (see Fi\fure 4).

After the stor y was read, they would discus s these questions and answer whether the question was ex - plicitly answered in the text of the boo\b or if they needed to use their brains. Whenever they needed Figure 3 \bx\fert Readers Ask \mQuestions for Owen & Mzee 51\b Kindergartners Can Do It\., Too! Comprehension Strategie\.s for Early Reader\.s Du\be, N.K. (2001, September 22). Buil\fing comprehension through explicit teaching of comprehension strategies . Presentation to t he second annual MR A /CIER A Conference, Ea st L ansin\f, Michi\fan.

Du\be, N.K., & Pearson, P.D. (2002). Effective practices for devel - opin\f readin\f comprehension. In A.E. Farstrup & S.J. Samuels ( Eds.), W hat research has to sa y about rea\fing inst r uction (3rd ed., pp. 205 –242). Newar\b, DE: Inter national Readin\f Association.

Han s en, J. (1981). T he effect s of inference t r ainin\f and pr ac - tice on youn\f children’s comprehension. Rea\fing Research Quarterly , 16(3), 391– 417. doi:10.2307/747409 Hoyt, L. (2005). Spotlight on comprehension: Buil\fing a literacy of thoughtfulness . Portsmouth, NH: Heinemann.

Ke e ne, E .O., & Z i m me r ma n n, S . (19 97 ). M o s a i c o f t h o u gh t :

Teaching comprehension in a rea\fer’s workshop . Portsmouth, NH: Heinemann.

McCarrier, A., Fountas, I.C., & Pinnell, G.S. (1999). Interactive writ- ing: How language & literacy come together, K–2 . Portsmouth, NH: Heinemann.

Miller, D. (2002). Rea\fing with meaning: Teaching comprehension in the primar y gra\fes . Portland, ME: Stenhouse.

RAND Readin\f Study Group. (2002). Rea\fing for un\ferstan\fing:

Towar\f an R& D program in rea\fing comprehension . Santa Monica, CA: RAND.

Stahl, K.A.D. (2004). Proof, practice, and promise: Comprehension strate\fy instruction in primar y \frades. The Rea\fing Teacher, 57 (7), 598 – 609. not always evident if these interpretations were com - prehensive (i.e., inclusive of the entire text), all stu - dents within the classroom were able to en\fa\fe with text to be\fin to ne\fotiate meanin\f construction. By neces sit y, comprehension instr uction loo\b s different with youn\f children. It is more active and much more visible (i.e., throu\fh the use of hand si\f - nals). However, their use of these strate\fies functions in a manner that is ver y similar to that of older chil - dren. The result is that they are better able to under - stand what they are readin\f.

References Broo\b s, J.G., & Broo\b s, M.G. (19 93). In search of un\fer s tan\f- ing: The case for constructivist classrooms . Alexandr ia, VA:

Association for Super vision and Curriculum Development.

Brown, R. (1973). A first language: The early stages . Cambrid\fe, MA: Har vard University Press.

Bruner, J.S. (1983). Play, thou\fht and lan\fua\fe. Peabo\fy Journal of E\fucation , 60(3), 60 – 69.

Cunnin\fham, A., & Sha\four y, R. (2005). Starting with comprehen- sion: Rea\fing strategies for the youngest learners . Por tland, ME: Stenhouse.

Figure 4 Inferring With F\fog and Toad 51Ane E.G5 rgoooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo 51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo 51Ane E.G5 rgooooo oooooooooooooGG The RadinTagcrrr The RadinTagcrrrrrThe RadinTagcrrrrrThe RadinTagcrrrrrThe RadinTagcrrrrr The RadinTagcrrrrrThe RadinTagcrrrrrr tttttt’s aunyro’nm;tttt’s aunyro’nm;ttttt 51Ane E.G5 rgooooo’s aunyro’nm;ttttt’s aunyro’nm;ttttt’s aunyro’nm;ttttt’s aunyro’nm;tttttt o 51Ane E.G5 rg oooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgoooo o51Ane E.G5 rg ooooo oooooooooooooGG The RadinTagc rrrrThe RadinTagc rrrrrThe RadinTagcrrrrrThe RadinTagcrrrrrThe RadinTag crrrr rThe RadinTagcrrrrrThe RadinTagcrrrrrr ’s aunyro’nm; tttt’s aunyro’nm;ttttt’s aunyro’nm;ttttt 51Ane E.G5 rgttttt’s aunyro’nm;ttttt 51Ane E.G5 rgooooo’s aunyro’nm;ttttt GGGGGGGG51Ane E.G5 rgoooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 r gooooo ooo 51Ane E.G5 rgoooo 51Ane E.G5 rgooooo 51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo 51Ane E.G5 rgooooo oooooooooooooGG The RadinTagcrrrrThe RadinTagcrrrrrThe RadinTagcrrrrrThe RadinTagcrrrrr The RadinTag c rrrrrThe RadinTagcrrrrrThe RadinTagcrrrrrr tttttt ’s aunyro’nm; tttt’s aunyro’nm;ttttt The RadinTagcttttt’s aunyro’nm;ttttt’s aunyro’nm;ttttt’s aunyro’nm;tttt t The RadinTagctttttt ’s aunyro’nm; oooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo 51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo oooooooooooooGG The RadinTagcrrrr The RadinTagcrrrrrThe RadinTagcrrrrrThe RadinTagcrrrrrThe RadinTagcrrrrrThe RadinTagcrrrrr ’s aunyro’nm;rrrrrr ooooo ’s aunyro’nm; tttt’s aunyro’nm;ttttt’s aunyro’nm; ttttt’s aunyro’nm; ttttt ’s aunyro’nm;ttttt ’s aunyro’nm;ttttt’s aunyro’nm;ttttt GGGGGGGGGGG51Ane E.G5 rgoooo 51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 rgooooo 51Ane E.G5 rgooooo51Ane E.G5 rgooooo51Ane E.G5 r TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIP S TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIP S TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIP S TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIP 520 The Reading Teacher Vol. 63, \fo. 6 March 20\b0 L o b e l , A . ( 19 7 9 ). F r o g a n \f To a \f a r e f r i e n \f s . N e w Yo r \b :

HarperCollins.

Mozelle, S. (1995). Zach’s alligator . New Yor\b: HarperCollins.

Gregor y teaches at Boise State University, I\faho, USA; e-mail agregor y@boisestate.

e\fu. Cahill teaches at Boise State University; e-mail Mar [email protected]\fu. Wells, C.G. (1985). L anguage, learning an\f e\fucation: Selecte\f papers from the Bristol stu\fy, language at home an\f at school .

Philadelphia: NFER Nelson.

Literature Cited Brinc\bloe, J. (1985). Fireflies . New Yor\b: Aladdin.

Hat\boff, C., Hat\boff, I., & Kahumbu, P. (2006). \bwen an\f Mzee:

The stor y of a remarkable frien\fship . New Yor\b: Scholastic.

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