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This informal classroom tool helps teachers and specialist assess their student’s reading progress in increasingly diverse classrooms. It features include separate assessments for narrative and expository retellings, modeled think-alouds, and an annotated bibliography of literature for children and adolescents.

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In this textured and often evocative book, Denny Taylor makes a compelling case for the primacy of children’s worlds as sources of knowledge for key educational decision making.

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Just Girls is essential reading for teaching, teacher educators, parents, and anyone else interested in literacy learning and the social lives of adolescent girls.

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Kids Insight (Reconsidering How to Meet the Literacy Needs of All Students)

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This book discovers the importance of balancing their close-up classroom observations with the “faraway†literacy patterns that allowed student to make meaning.

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Read It Aloud (Using Literature in the Secondary Content Classroom)

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A useful alternative to the weekly spelling list, Spelling Instruction that makes sense explores when and how to introduce spelling in a whole language classroom.

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Starting Out Right (A Guide to Promoting Children’s Reading Success)

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Stories from the Heart is for, by, and about prospective and practicing teachers understanding themselves as curious and literate beings, making connections with colleagues, and researching their own literacy and literacy lives of their students.

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Teaching Reading in the Content Areas – If Not Me, Then Who?

The following four major areas comprise the contents of this publication:

Area 1: We examine the three interactive elements of the reading process that influence comprehension: what the reader brings to the situation; the learning climate; and the characteristics of the written text, or the text features.

Area 2: Strategies:  We have compiled 40 popular teaching strategies that can be adapted for students from elementary through high school and that are appropriate for students in all content areas.

Area 3: Strategic teaching: As a decision maker, the teacher must consciously plan for teaching reading in all content areas, and this section shares a framework for instructional planning.

Area 4: Six assumptions about learning: The research on learning serves as a foundation for this publication, and so the critical implications for instruction are discussed.  This section can serve as the introduction or as the conclusion to this publication.  Big picture thinkers may enjoy the information up front while other readers may want an understanding of the reading of the process and strategies first.

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This personal collection of interesting words, patterns and facts is designed for teachers who want to help children make sense of spelling. Based on extensive work with both teachers and children, the word list evolved from study of the kind of spelling errors that children make, and the thinking that they naturally do to figure out words.

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• functional literacy for phonics, spelling, and reading;
• content area literacy for vocabulary, concept attainment, and comprehension;
• technological literacy for information searching, evaluation, and synthesis;
• innovative literacy for creativity, growth, and life-long learning.

With a focus on research-based, data-driven, and differentiated strategies, noted authors Gayle Gregory and Lin Kuzmich offer teachers step-by-step guides to:

• Pre-assessing diverse learners for literacy skills, competencies, learning styles, and learning gaps.
• Implementing a broad array of high-payoff and developmentally appropriate strategies to move all students to the next state in their literacy learning.
• Creating units , lessons, and adjustable assignments that address all four competencies in literacy learning in the differentiated classroom.

More than 100 planning models, matrixes, rubrics, and checklists included

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Containing more than 100 planning models, checklists, rubrics, choice boards lesson plans, and more, this book will aid teachers in:

• Pre-assessing adolescent and teen learners for literacy skills, competencies.
• Selecting and differentiating an array of instructional strategies appropriate for specific learner needs.
• Using literacy models that can accelerate learning to help diverse learners grow as fast and as far as they can in literacy.

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Linking Literacy and Technology is an essential resource for reading teachers, preserves and in-service teachers, curriculum consultants, and curriculum supervisors whose goal is to use technology to help children develop and use literacy for content area learning in the K-8 classroom.

Section 1 of the book addresses the questions of why instructional technology should be used to support literacy learning and how a teacher can begin to use it.

Section 2 offers ideas for using instructional technology to support skill development, reading development, writing development, and content area learning.

Section 3 explores ways in which instructional technology can be integrated in the literacy curriculum and offers strategies for meeting the challenges of integrating technology in the future.

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Off Track, When Poor Readers Become “Learning Disabled”

Off Track describes what the authors feel is wrong with the field of learning disabilities, reviews research, examines historical context, and focuses on how children with reading disabilities are defined and identified in schools. The authors masterfully demonstrate the disconnects between scientific evidence about poor reading and the views pushed by large parts of the learning disability industries.

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Systems for Change in Literacy Education

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This book presents an interactive model that uses quality children’s literature as the foundation for teaching reading and writing.  Instead of grouping literature into broad categories of fiction and non-fiction, this book gives an opportunity to teach and apply a variety of different genres of literature and their unique elements.

Four main genres – fiction, traditional literature, fantasy, and non-fiction – are divided into seven chapters:

• Teaching Realistic Fiction
• Teaching Mysteries
• Teaching Traditional Folktales
• Teaching Pourquoi Stories and Fables
• Teaching Modern Folktales
• Teaching Fantasy
• Teaching Biographies

Each chapter has three main sections:

• The Background Information introduces each genre by giving a brief history of its stories, describing its literary elements, and examples of stories that fit its characteristics.
• Teaching the Genre, suggests teaching strategies that will lead students to understand the elements and to eventually write their own genre stories.
• The Extensions section provides activities to encourage students to go beyond reading and writing in the genres and progress to further research and development.

The extensive Bibliography at the end of the book recommends titles for teachers and students to read.

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Taking Running Records

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Do I Really Have to Teach Reading?   –  Content Comprehension, Grades 6-12

The book includes:

• examples of how teachers can model their reading process for students;
• ideas for supplementing and enhancing the use of required textbooks;
• detailed descriptions of specific strategies taught in context;
• stories from different high school classrooms to show how reading instruction varies according to content;
• samples of student work, including both struggling readers and college-bound seniors;
• a variety of “comprehension constructors”; guides designed to help students recognize and capture their thinking in writing while reading;
• guidance on assessing students;
• tips for balancing content and reading instruction.

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I Read It, But I Don’t Get It  –  Comprehension Strategies for Adolescent Readers

• anecdotes in each chapter about real kids with real universal problems.  You will identify with these adolescents and will see how these problems can be solved;
• a thoughtful explanation of current theories of comprehension instruction and how they might be adapted for use with adolescents;
• a What Works section in each of the last seven chapters that offers simple ideas you can immediately employ in your classroom;
• teaching tips and ideas that benefit struggling readers as well as proficient and advanced readers;
• appendixes and reproducible materials that you can use in your classroom, including double-entry diaries, comprehensive constructors, and coding sheets.

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• By the Great Horn Spoon
• The Cay
• Charlie and the Chocolate Factory
• Charlotte’s Web
• The Great Kapok Tree
• Island of the Blue Dolphins
• James and the Giant Peach
• Johnny Tremain
• Little House on the Prairie
• Lon Po Po
• Maniac Magee
• Missing May
• Mouse and the Motorcycle
• Sarah, Plain and Tall
• Sign of the Beaver
• Sylvester the Magic Pebble

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•  Alexander and the Terrible, Horrible, No Good, Very Bad Day
•  Beauty and the Beast
•  Cinderella
•  Frog and Toad are Friends
•  Goldilocks
•  Hansel and Gretel
•  Jack and the Beanstalk
• The Little Mermaid
•  Little Red Riding Hood
•  Pinocchio
•  Rumplestiltskin
•  Sleeping Beauty
•  Stone Soup
•  Snow White
•  Teacher from the Black Lagoon
•  Three Little Pigs

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DIBELS contains brief but powerful measures of critical skills for early reading success, predicting how well children will be doing in reading comprehension by the end of third grade, and identifying those at risk for reading failure.

This 54-minute video features:

• Brief demonstrations of benchmark assessments, administered in a real school and modeled by educators trained in DIBELS.
• An overview of progress monitoring for at-risk students.
• Full-length administration and scoring exercises.  Viewers watch real-life assessments and score along, gaining practical experience with each DIBELS subtest.

DIBELS is a proven approach for assessing the “vital signs” of students’ reading health.  Use this outstanding tool to catch the children at risk, and administer appropriate instruction and intervention before reading failure sets in.

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Tape 2:  Explicit Teaching:  Portraits from Readers’ Workshop

This tape includes numerous examples of Debbie at work with children, including individual, small-group and whole-class instruction.  Viewers will see how instruction builds from day to day, based on observations and assessment of student needs.

Tape 3:  Wise Choices:  Independence and Instruction in Book Choice

Tape 3 has two sections, one on book choice and the other on nonfiction instruction.

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This video emphasizes the seven features of a comprehensive literacy model for school change.  One of the most important features for literacy, which places a high priority on reading and writing and includes six essential elements of a balanced literacy program.  Authentic examples from classrooms and team meeting illustrate the comprehensive nature of the change process.  Four principals explain how they support teachers in implementing changes in their teaching practices, and they provide concrete details for managing a school climate.  the principals discuss using assessment to study change in student learning, as well as program effectiveness, and they authenticate each feature with examples from classrooms or team meetings.  The tape presents a balance between practical implementation issues and theory of school change.Tape 2:  Assessing Change Over Time in Reading Development

This videotape provides classroom teachers with explicit guidance and clear examples for studying the reading development of emergent, early, transitional, and fluent readers.  Teachers share specific details of assessing a student’s reading level, including introducing a book, recording observations and analyzing reading behaviors on a reading checklist.  The tape illustrates how teachers can use formal and informal assessments to study change in students’ reading behaviors, specifically, changes in fluency, comprehension, and decoding abilities.  It also shows how teachers can use a reading assessment wall for studying individual and group progression along a guided reading continuum.

Tape 3:  Assessing Change Over Time in Writing Development

This videotape provides teachers with explicit guidance and clear examples for studying change in the writing development of emergent, early, transitional, and fluent writers.  An important focus is placed on the reciprocity of writing to reading and vice versa.  To illustrate the process, classroom teachers analyze the writing sample of writers at different stages and relate those samples to their reading behaviors.  Four types of writing assessments are demonstrated: formal assessments that use writing checklists to document change; informal assessments based on daily conferences and portfolio analysis; a standard writing rubric for assessing proficiency in areas of process, craft, and conventions; and a writing assessment wall for studying individual and group progress along a writing continuum.

Tape 4:  Teachers as Agents of Change

This videotape provides explicit guidance for implementing coaching conferences and literacy team meetings that occur within the natural context of the school day.  Here, classroom teachers demonstrate the importance of school-embedded professional development that includes literacy team meetings for collaborative problem solving around teaching and learning issues, and peer coaching and mentoring sessions around a specific learning goal.  The three components of a coaching conversation are illustrated in three contexts:  guided reading, literature discussion groups, and writers’ workshop.  Specific details are included in implementing effective literacy team meetings.  Throughout the tape, teachers demonstrate how to create an environment that promotes on-the-job learning.

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Program 3:  Sustaining Stations     Ensuring students have interesting, engaging materials in stations and can work independently in them is an ongoing challenge for teachers.  This program includes mini-lessons on how to introduce new materials in stations and brainstorm work lists to support high quality work in stations.

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• Program 1: Modeling What Good Readers Do
• Program 2: Interpreting Data: Charts, Graphs, Standardized Tests
• Program 3: Reading Like a Mathematician
• Program 4: Synthesizing Complex Ideas

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• Understand the need for reading intervention with methods that foster success.
•  See how the essential elements of reading are woven into Great Leaps with timed readings in phonics, phrases, and stories.
• Discover the value and simplicity of consistent, 5-10 minute daily tutoring sessions.
• Appreciate the impact Great Leaps has had in the lives of students of all ages throughout North America.
• See students becoming independent readers in numerous tutoring examples.

Program 2 – Great Leaps in the Classroom.  Highlights:

• Examine in greater depth the power of Great Leaps reading intervention with phonics probes, phrases probes, and story probes.
• Understand the job of tutors who help students feel safe and comfortable, correct mistakes during reading, and chart/record data to measure progress and errors.
• Observe how various school systems handle the logistical challenges of individualized tutoring.
• Consider the options for providing tutors, both paraprofessionals and volunteers from the community, including senior citizens, college students, parents, and others.