This article presents a cross-case analysis of two fourth-grade teachers' instruction while preparing their students for an English language arts test. Both teachers taught in high-needs urban public schools and were identified as effective teachers of balanced literacy through a multiple nomination process. This article uses situated literacy…

Examined one third-grade teacher's portfolio of her literacy instruction for a school year along with her reflections on how creating the portfolio influenced her teaching and thinking. Uses other teachers' self-report data to extend this teacher's reflections on the pedagogical and nonpedagogical effects of the teacher portfolio. (BB)