MANHATTANVILLE COLLEGE
EDU 3367 Methods for Teaching Literacy I
Dr.
Jane Gangi Fall
2005
Phone:
914-798-2713 Mon.
& Thurs., 10:45-12, Rm. BR 6
Email:
gangij@mville.edu Department
Chair: Dr. Levin
Office hours: M, 1:30-4; W, 1-2; Th, 1:30-4
COURSE
DESCRIPTION
This course provides students
with a research-based introduction to literacy teaching and learning for
children in grades K-8. This course, the first in a pair of literacy methods
courses, introduces students to the theories, approaches, and methodology of
teaching reading and writing in the elementary classroom, with an emphasis
placed on reading instruction in the early elementary grades (K-2). A major
goal of this course is to help students develop an informed, integrated, and
balanced approach to the planning and instruction of reading and the language
arts.
This syllabus and selected course
materials can be located at: www.mville.edu/library
on the instructor’s website.
2.
Click on ERES electronic reserves
3.
Click on ERES electronic reserves course material
4.
Click on Instructor and find “Gangi, Jane”
5.
Click on course name: Methods of Teaching Literacy I
Password to course: 3367
Available in the
Bookstore:
NOTE: I am piloting
these two books and am planning on using them for Methods I and II.
Gangi, J. M. (2004). Encountering children’s literature: An arts approach. Boston: Allyn & Bacon.
Chapters 1-8 and appendices fall semester
(chapters 9-13 will be in Methods II, spring 2006).
Temple, C. A., Ogle, D., Crawford, A. & Freppon, P. (2005). All children read: Teaching for literacy in today’s diverse classrooms. Boston: Allyn and Bacon.
Chapters 1-9 fall semester
(chapters 10-13, spring 2006).
This book is bundled
with MyLabSchool; don’t be intimidated! The clips range from 1-5 minutes,
showing you live teachers using what we’re learning (i.e., running record,
interactive writing, etc.). Hopefully,
you have no technical problems. If you
do, call first:
Allyn and Bacon’s Technical Support for
MyLabSchool: 1-800-677-6337.
If
that doesn’t work, email Melanie Cutler, the sales rep, at: Melanie.Cutler@ABLongman.com
Also required:
Brooks, Laurie. 2001.
Devon’s Hurt. Woodstock, IL: Dramatic Publishing.
Required, on ERES:
Applegate, A. J. & Applegate, M.D. (2004). The Peter effect: Reading habits and attitudes of preservice teachers. The Reading Teacher, 57(6), 554-563.
Block, C. & Pressley, M. (2003). Best practices in comprehension instruction. In L.M. Morrow et al., (Eds.), Best Practices in Literacy Instruction, (2nd Ed.). New York: Guilford.
Manhattanville College Department of Literacy Resources for Children’s Literature. 22 August 2005.
Manhattanville College Department of Literacy Resources for Reading and Language Arts. 22 August 2005.
Optiz, M. F. (1998). Children’s books to develop phonemic awareness—for you and parents, too! The Reading Teacher, 51(March), 525-528.
Yopp, H. (1995). Read-aloud books for developing phonemic awareness: An annotated bibliography. The Reading Teacher, 48(6), 538-543.
Yopp, H. & Yopp, R. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher, 54(2), 130-143.
Required, online:
New York State Education Department: www.emsc.nysed.gov/ciai/pub.html
Learning
Standards for ELA
For participation in
literature circles, CHOOSE ONE to borrow from a library, interlibrary loan, or
purchase elsewhere:
Ryan, P. M. 2000. Esperanza rising. New York: Scholastic.
Glover, S. & Weber, B. 2000. Savion: My life in tap. New York: Morrow.
Di Camillo, K. 2000. Because of Winn-Dixie. Cambridge, MA: Candlewick.
And, if you like, we will come to a consensus on a fourth choice—a book at least some members of the class would like to read.
Will Be Distributed in
Class:
For Junior Great
Books discussion: Stone Soup,
retold by Marcia Brown
OPTIONAL/SUPPLEMENTAL
OR RECOMMENDED TEXTS:
Articles/Documents available on ERES:
De Cortés, O. G. (1999). Justice in the publishing field: A look at multicultural awards for children’s literature. MultiCultural Review, (June), 42-48.
Gangi, J. M. (in-press). Inclusive aesthetics: The vanguard of small, multicultural
presses. Children’s Literature Association Quarterly.
__________. (2005). Recently published multicultural literature. Unpublished document.
__________. (2005). Multicultural literature performed. Unpublished document.
Gee, J. P. (2003). Discourses in and out of school: Looking back. A paper prepared for an international forum at Hofstra University.
Heath, S. (2004). Learning language and strategic thinking through the arts. Reading Research Quarterly, 39 (3), 338-341.
Lynn, L. (1997). Language-rich home and school environments are key to reading success. The Harvard Education Letter, 13(4), 1-5.
Reese, D., et al. (2001). Fiction posing as truth: A critical review of Ann Rinaldi’s My heart is on the ground: The diary of Nannie Little Rose, a Sioux girl. Rethinking our classrooms, vol. 2, 57-62.
Scroggins, M. & Gangi, J. (2004). Paul Laurence who? Invisibility and misrepresentation in children’s literature and language arts textbooks. MultiCultural Review, 13(3), 44-53.
Strickland, D.S. (2004). Working with families as partners in early literacy. The Reading Teacher, 58(1), 86-88.
Optional, Online:
Books to Avoid. http://www.oyate.org/books-to-avoid/index.html
National Reading Panel (NRP). (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of scientific research literature on reading and its implications for reading instruction. Washington, D. C.: National Institute of Child Health and Human Development.
http://www.nationalreadingpanel.org/
For participation in
leading a Professional Literature Review, with a partner CHOOSE ONE, to borrow from a library, interlibrary loan, or
purchase elsewhere. To help make your
decision, you can consult the publisher’s description of the book at the
publisher’s website (on Google, type the publisher’s name in quotations). Whatever books you do not choose, I will
introduce in class.
Akhavan, N. L. (2004). How to align literacy instruction, assessment, and standards and achieve results you NEVER dreamed possible. Portsmouth, NH: Heinemann.
Allington, R. L. (2001). What really matters for struggling readers: Designing research-based programs. New York: Longman.
Bear, D.R., Invernizzi, M., Templeton, S.R. & Johnston, F. (2004). Words their way: Word study for phonics, vocabulary, and spelling instruction. (3rd Ed.). Upper Saddle River, NJ: Prentice Hall.
Burns, M. S., Griffin, P. & Snow, C. (1999). Starting out right: A guide to promoting children’s reading success. Washington, D. C.: National Academy Press.
Clay, M. M. (1993). An observation survey of early literacy achievement. Portsmouth, NH: Heinemann.
Cunningham, P. M. (2005). Phonics they use: Words for reading and writing. (4th Ed.). Boston: Allyn and Bacon.
Duke, N. & Bennet-Armstrong, V. S. (2003). Reading and writing informational text in the primary grades. New York: Scholastic.
Edwards, S. A., Maloy, R. W. & Verock-O’Loughlin. 2003. Ways of writing with young kids: Teaching creativity and conventions unconventionally. Boston: Allyn and Bacon.
Gunning, T. G. (2001). Building words: A resource for teaching word analysis and spelling strategies. Boston: Allyn and Bacon.
Fountas, I.C. & Pinnell, G.S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.
An essential guide—but weak on the inclusion
of multicultural literature and authors.
Hoyt, L. (1999). Revisit, reflect, retell: Strategies for improving reading comprehension. Portsmouth, NH: Heinemann.
Klug, B. J. & Whitfield, P.T. (2003).
Widening the circle: Culturally relevant pedagogy for American
Indian children. New York:
RoutlegeFalmer.
Lipke, B. (1996).
Figures, facts and fables: Telling tales in science and math. Portsmouth, NH: Heinemann.
Mantione, R. D. & Smead, S. (2003).
Weaving through words: Using the arts to teach reading comprehension
Strategies. Newark, DE:
International Reading Association.
McCarrier, I. C., Pinnell, G. S. & Fountas, I. C. (2000). Interactive writing: How language and literacy come together, K-2. Portsmouth, NH: Heinemann.
Miller, D. (2002). Reading with meaning: Teaching comprehension in the primary grades. Portland, ME: Stenhouse.
New Standards Speaking and Listening Committee. (2001). Speaking and listening for preschool through third grade. University of Pittsburgh: National Center on Education and the Economy.
Optiz, M. (2000). Rhymes & reasons: Literature and language play for phonological awareness.
Optiz, M. and Rasinski, T. (1998). Good-bye round robin: 25 effective oral reading strategies. Portsmouth, NH: Heinemann.
Pinnell, G. S. & Fountas, I. C. (1998). Word matters: Teaching phonics and spelling in the reading/writing classroom. Portsmouth, NH: Heinemann.
Ruzzo, K. &
Sacco, M.A. (2004). Significant studies for second grade: Reading and
writing investigations for children. Portsmouth, NH: Heineman.
Saldaña, J. (1995). Drama of color: Improvisation with multiethnic folklore. Portsmouth, NH: Heinemann.
Spandel, V. (2005). Creating writers through 6-trait writing assessment and instruction. Boston: Allyn and Bacon.
Taberski, S. (2000). On solid ground: Strategies for teaching reading K-3. Portsmouth, NH: Heinemann.
Tompkins, G. E. (2004). 50 literacy strategies: Step by
step. (2nd Ed.). Upper Saddle River, NJ: Pearson.
Weaver, C. (1996). Creating support for effective literacy education: Workshop materials and handouts. Portsmouth, NH: Heinemann.
JOURNALS AND ONLINE RESOURCES: See Manhattanville College Department of Literacy Resources for Children’s Literature and Reading and Language Arts: Associations, Journals, Websites documents.
Summary of Course Instructional Focus & Assessments
Numbers in parentheses
( ) indicate International Reading
Association Standards; items in brackets […..] indicate NCATE Standards.
|
Course Objectives By the end of the course students will: |
Course Activities Students will engage in: |
Performance Assessment |
|
1. Demonstrate knowledge of major theories of literacy learning. (1.0, 2.0, 3.0, 4.1) [1, 2, 3] |
Readings, lecture, discussion, viewing multimedia, hands on practice |
Class discussion, reading response logs, mid-term, professional literature reviews |
|
2. Demonstrate knowledge of language development. (2.2, 2.2, 2.5, 2.7) [1, 3] |
Readings, lecture, viewing multimedia, hands on practice |
Mid-term, class discussion, professional literature reviews, reading response logs |
|
3. Understand the physical, cognitive, emotional and socio-cultural factors that influence learning to read. (3.0, 4.1) [3] |
Readings, lecture, viewing multimedia, class discussion, hands on practice |
Mid-term, class discussion, fieldwork log, professional literature reviews |
|
4. Demonstrate knowledge of developmental stages of beginning reading, writing, and spelling. (2.1, 2.2) |
Readings, collaborative learning activities, hands on practice |
Lesson plan, mid-term, professional literature reviews |
|
5. Demonstrate the ability to teach reading and writing to students of diverse backgrounds. (1.7, 2.2, 3.1, 3.2) [1] |
Readings, discussion, viewing multimedia, video, hands-on practice |
Lesson plan, fieldwork log, professional literature reviews |
|
6. Demonstrate an ability to construct environments that support literacy learning. (5.1, 5.2, 5.4, 5.6, 5.7. 2.14) [1] |
Readings, discussion, video, hands-on practice |
Lesson plan, field work log, professional literature reviews |
|
7. Become familiar with the NYS Student Learning Standards for English Language Arts (Reading, Writing, Listening and Speaking) [3] |
Use of Internet, readings, classroom discussion, Lesson plan writing and demonstration |
Lesson plan, class discussion, children’s literature log |
|
8. Become familiar with techniques for assessing and monitoring student’s progress in literacy development. (10.1) [1, 2] |
In-class guided practice with assessments such as taking a running records, videos |
Lesson plan, in-class demonstrations, fieldwork log report |
|
9. Become familiar with a wide range of children’s literature (fiction and non-fiction) at appropriate levels. (2.12, 5.4, 5.5) [2] |
Class readings, in-class work with children’s literature, read aloud demonstrations, lesson plan writing |
In-class demonstrations, lesson plan, children’s literature log |
|
10. Demonstrate an understanding of the use of technology as a tool in literacy instruction. (5.7) [3] |
Reading, discussion, hands-on activities |
Children’s literature log, professional literature reviews |
INSTRUCTIONAL
ACCOMMODATIONS
Your success as a student is of utmost importance to the College. If you have a documented disability please contact me early in the semester so that appropriate accommodations can be made in a timely manner. The Help Center is the designated office on campus to provide services and accommodations to students with diagnosed disabilities.
COURSE REQUIREMENTS
“[T]he decision to take the class is
the decision to attend the class every time it meets….my decision to teach the
class includes the commitment to offer sessions worth attending…let me know if
(you) think I am not doing that.” -from Ken Bain, The Chronicle of Higher Education
Attendance is expected at all class sessions unless you are sick or have a family emergency. We engage in experiential learning every session, which cannot be “made up.” Students, whether in kindergarten or graduate school, learn best when they are actively engaged in learning so, while there will be some lecture, most of our class time will be active and participatory. Coming to class regularly will help you develop your abilities as an effective teacher who is better able to facilitate students’ literacy learning.
If you must miss a class—I don’t expect (or want) you to come to class when you are sick—it is your responsibility to find out from your “buddy” what you missed. Students who miss more than 3 classes may be asked to withdraw from the course. Excessive tardiness will lower your grade.
Assignments are due on the date indicated, unless I have
agreed to an exception in advance.
Academic Integrity: The Manhattanville College School of Education policy:
Undergraduate catalogue: “Any student found to have committed an offense against academic integrity in any education course will automatically be dismissed from the education program.”
In any and all written work for this class, you must use quotes when quoting. Do not quote without citation from published works (including book jackets), Amazon, or any other internet source. Plagarized work receives a zero. I report all cases of plagiarism to the appropriate administrator. Also, submitting an assignment that one has written during a previous semester or submitting the same assignment for more than one class simultaneously is typically considered to be plagiarism.
GRADING. See
Attachments for performance assessments.
PLEASE ATTACH RUBRIC WHEN YOU SUBMIT YOUR WORK.
Manhattanville Conceptual Framework standards are
identified in individual assignments as indicated below.
20% Response log
to required texts and class activities. 1a., 2b., 3a., 3d., 3e., 4a., 4b.
20% Field
experience log and Running Record. 1b., 2b., 3e., 4b.
20% Professional
literature review and demo lesson. 1a., 1d., 3a., 4a., 5a., 5d., 5.e.
10% Lesson plan
and demo. 1c., 1d., 1e., 2c., 2d., 2.e., 3a., 3d.
10% Midterm. 1a.,2d.,
2e., 3d., 5d.
20% Children’s
literature mini-log. 1d., 2a., 2c., 2d., 2e., 3a., 3c., 3e., 5a.
Optional: Creative responses to literature; I have examples.
CLASS
SCHEDULE
|
MONTH/DAY/ SESSION |
TOPIC/ACTIVITIES |
ASSIGNMENTS DUE |
|
Session 1: 8/29 |
-Introduction to Teaching Reading -Children’s Literature -Narrative Pantomime |
None |
|
Session 2: 9/1 |
Teaching Reading |
-Read Temple et al., Ch.1 -Sign-up for Professional Lit Review Optional: -Read Report of the National Reading Panel |
|
NO CLASS |
SEPTEMBER 5 LABOR
DAY |
|
|
Session 3: 9/8 |
-Children’s literature and the arts -Genre and the history of child. lit. -Read-alouds: See
Gangi, Ch. 2.1 for suggestions on reading aloud. |
-Read Gangi, Chs. 1 & 2 -Read Applegate & Applegate -Come prepared to read aloud one picture book (5 min.) |
|
Session 4: 9/12 |
-Social and Cultural Contexts |
-Read Temple et al., Ch. 2 -Review Manhattanville College Department of Literacy Resources for Children’s Literature and Manhattanville College Department of Literacy Resources for Reading and Language Arts |
|
Session 5: 9/15 |
-Selecting and Evaluating Child Lit. -Introduction to Multicultural Child Lit. -Storytelling Shawl |
-Read Gangi, Ch. 3 -Reading Response Log #1 -Optional: De Cortés and Scroggins and Gangi articles on ERES |
|
Session 6: 9/19 |
-What Teachers Need to Know about Language -Activities to support knowledge of rimes and phonogram patterns, story grammar -View Annenberg/CPB Tape: Teaching Reading, K-2 Tape #3: Building Oral Language (Cindy Wilson, Kindergarten, Boston, MA) |
-Read Temple et al., Ch. 3 |
|
Session 7: 9/22 |
-Picture Books and Reading -Visual Art Activity |
-Read Gangi, ch. 4 |
|
Session 8: 9/26 |
-Emergent Literacy -Prof. Lit. Review: Phonics They Use -View: Debbie Miller Happy Reading video
|
-Read Temple et al., ch. 4 -View: My Lab School, Reading Methods, Early Literacy, Module 1, Clip 1, An Interactive Writing Activity (K) -My Lab School, Reading Methods, View: Module 2, Word Recognition and Phonics, Clip 3, Word Chunking -Optional: My Lab School, Language Arts, Module 3, Emergent Literacy, Clip 5, Phonics |
|
Session 9: 9/29 |
-Poetry, Phonological and Phonemic Awareness -Song Books -Choral Reading: I have more available in my office; stop by if you want them. |
-Read Gangi, Ch. 5 -Reading Response Log #2 -Read Optiz, “Children’s books to develop phonemic awareness—for you and parents, too!” and the Yopp & Yopp, and Yopp articles |
|
Session 10: 10/3 |
-Building Word Knowledge -Essentials of
Literacy/Comer SDP -Prof. Lit. Review: -What really matters
for struggling readers -Words their way:
Word study for phonics, vocabulary, and spelling instruction -Building
words: A resource for teaching word
analysis and spelling strategies - Word matters: Teaching phonics and spelling in the reading/writing classroom |
-Read Temple, Ch. 5 -View: My Lab School, Reading Methods, Module 2, Word Recognition and Phonics, Clip 2, Teaching Phonics |
|
Session 11: 10/6 |
-Building Word Knowledge, cont. -Running Records -Prof. Lit. Review: -An observation survey of early literacy achievement |
-Read the NYS ELA standards -View My Lab School, Language Arts, Module 1, Clip 1, Running Records -My Lab School, Reading Methods, Module 8, Assessment, Clip 13, Using Assessment to Inform Instruction -My Lab School, Reading Methods, Module 8, Assessment, Clip 14, Portfolios and Self-Assessment |
|
NO |
CLASS OCTOBER 10
COLUMBUS DAY |
|
|
Session 12: 10/13 |
-Drama and Reading Achievement -Story theater -Readers theater: I have more in my office—stop by if you want them -Prof. Lit. Review: -Speaking and listening for preschool through third grade. -Rhymes & reasons: Literature and language play for phonological awareness. -Good-bye round
robin: 25 effective oral reading
strategies - Drama of color: Improvisation with multiethnic folklore |
-Read Gangi, Ch. 6 -Read Devon’s Hurt -View My Lab School, Language Arts, Module 3, Emerging Literacy, Clip 4, Contextual Analysis and Story Dramatization -Reading Response Log # 3 |
|
Session 13: 10/17 |
-Midterm |
Review Temple, Chs. 1-5 |
|
Session 14: 10/20 |
-Comprehension -Prof. Lit. Review: - Reading with meaning: Teaching comprehension in the primary grades - On solid ground: Strategies for teaching
reading K-3 |
-Read Temple, Ch. 6 |
|
Session 15: 10/24 |
-Comprehension, cont. -Literature Circles -Prof. Lit. Review: -Revisit, reflect,
retell: Strategies for improving
reading comprehension -Weaving
through words: Using the arts to
teach reading comprehension strategies. |
-Read the one book you chose for participation in a literature circle (Esperanza, Savion, Winn-Dixie, or the group consensus book) |
|
Session 16: 10/27 |
-Comprehension, cont. -Comprehension Assessment -Junior Great Books, shared inquiry -Story dramatization |
-Read Block and Pressley, “Best practices in comprehension instruction” -Read Stone Soup -Reading Response Log #4 -View My Lab School, Reading Methods, Module 5, Comprehension, Clip 7, Defining Reading Comprehension |
|
Session 17: 10/31 |
-Folklore -Storytelling Workshop |
-Read Gangi, Ch. 7 |
|
Session 18: 11/3 |
-Reading to Learn: Content and Study Reading -Prof. Lit. Reviews: -Significant
studies for second grade: Reading and writing investigations for children -Figures, facts and fables: Telling tales in science and math - Reading and writing informational text in
the primary grades |
-Read Temple, Ch. 7 -My Lab School, Reading Methods, Module 6, Content Area Reading, Clip 9 |
|
Session 19: 11/7 |
-Nonfiction/Informational Literature -Reading aloud revisited: Planning for the Lesson Plan and Demo View: Center for the Study of Reading: The Reading/Writing Connection (Dawn Harris Martine, 2nd grade, Mahalia Jackson Elementary School, Harlem, NY) |
-Read Gangi, Ch. 8 |
|
Session 20: 11/10 |
-The Writing Process -Prof. Lit. Reviews: -Ways of writing with young kids: Teaching creativity and conventions unconventionally. -Interactive writing: How language and literacy come together, K-2. -Creating through 6-trait writing assessment and instruction |
-Read Temple, Ch. 8 |
|
Session 21: 11/14 |
-The Writing Process, cont. -Writing Activities |
-Reading Response Log #5 View: My Lab School, Language Arts, Module 5, Reading and Writing, Clip 10, The Writing Process: Prewriting and Brainstorming (the teacher chooses a Christmas book to evoke children’s feelings; this is not appropriate for all children, however, she does demonstrate the process) View: My Lab School, Language Arts, Module 5, Reading and Writing, Clip 11, The Writing Process: Editing (“sloppy copy” is a phrase no longer used by most) -My Lab School, Reading Methods, Module 4, Writing and Reading Connection, Clip 5, Writing and Reading |
|
Session 22: 11/17 |
-Putting Effective Literacy Instruction into Practice -Prof. Lit. Reviews: -Guided reading: Good first teaching for all children -How to align literacy instruction, assessment, and standards and achieve results you NEVER dreamed possible. -Creating support for effective literacy education: Workshop materials and handouts |
-Read Temple, Ch. 9 |
|
Session 23: 11/21 |
-Prof Lit Reviews: -Starting out right: A guide to promoting children’s reading success. -Widening the circle: Culturally relevant pedagogy for American
Indian children. -50 literacy strategies: Step by step |
|
|
NO CLASS |
NOVEMBER 24
THANKSGIVING |
|
|
Session 24: 11/28 |
Lesson Plan Demos Discussion of Field Experience |
-Reading Response Log # 6 -Field Experience Log and Running Record |
|
Session 25: 12/1 |
-Film and Literature View Because of Winn-Dixie, excerpts |
|
|
Session 26: 12/5 |
Lesson Plan Demos |
-Children’s Literature Mini-log Optional: -Creative Responses to Literature |
BIBLIOGRAPHY
Adams, M. J. (1990). Beginning to read: Thinking and learning
about print. Cambridge, MA: MIT Press.
Akhavan, N. L. (2004). How to align literacy instruction, assessment, and standards and achieve results you NEVER dreamed possible. Portsmouth, NH: Heinemann.
Allington, R. L. (2001). What really matters for struggling readers: Designing research-based programs. New York: Longman.
Allington, R. & Walmsley, S.A. (Eds.) (1995). No quick fix: Rethinking literacy programs in America’s elementary schools. New York: Teachers College Press/International Reading Association.
Antonacci, P. A. & O’Callaghan, C. (2006). A handbook for literacy instructional and assessment strategies, K-8. Boston: Allyn and Bacon.
Antonacci, P. A. and O’Callaghan, C. M. (2004). Portraits of literacy development: Instruction and assessment in a well-balanced literacy program, K-3. Upper Saddle River, NJ: Merrill/Prentice Hall.
Ashton-Warner, S. (1963). Teacher. New York: Simon & Schuster.
Au, K. (1993). Literacy instruction in multicultural Settings. Fort Worth, TX: Harcourt Brace.
Avery, C. (2002). …And with a light touch: Learning about reading, writing and teaching first graders (2nd Ed.). Portsmouth, NH: Heinemann.
Bear, D.R., Invernizzi, M., Templeton, S.R. & Johnston, F. (2004). Words their way: Word study for phonics, vocabulary, and spelling instruction. (3rd Ed.). Upper Saddle River, NJ: Prentice Hall.
Beck, I., McKeown, M. G. & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford.
Brown, H. and Cambourne, B. (1989). Read and retell. Portsmouth, NH: Heinemann.
Burns, M. S., Griffin, P. & Snow, C. (1999). Starting out right: A guide to promoting children’s reading success. Washington, D. C.: National Academy Press.
Calkins, L. M. (2001). The art of teaching reading. New York: Longman.
Calkins, L. M. (1994). The art of teaching writing. Portsmouth, NH: Heinemann.
Clay, M. M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann.
Clay, M. M. (1993). An observation survey of early literacy achievement. Portsmouth, NH: Heinemann.
Clay, M. M. (2000). Running records for classroom teachers. Portsmouth, NH: Heinemann.
Coles, G. (2003). Reading the naked truth: Literacy, legislation, and lies. Portsmouth, NH: Heinemann.
Collins, M. & Tamarkin, C. (1990). Marva Collins' way. New York: Jeremy P. Tarcher.
Cunningham, P. M. (2005). Phonics they use: Words for reading and writing. (4th Ed.). Boston: Allyn and Bacon.
Cunningham, P. M. & Allington, R. (2003). Classrooms that work: They can all read and write. 3rd ed. Boston: Allyn and Bacon.
Cunningham, P. M., Moore, S. A., Cunningham, J. W. & Moore, D. W. (2004). Reading and writing in elementary classrooms: Research based K-4 instruction. (5th Ed.). Boston: Allyn and Bacon.
Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups. Portland, ME: Stenhouse.
Delpit, L. (1995). Other people's children: Cultural conflict in the clas-sroom. New York: The New Press.
Dragan, P. B. (2003). Everything you need to know to teach first grade. Portsmouth, NH: Heinemann.
Duke, N. & Bennet-Armstrong, V. S. (2003). Reading and writing informational text in the primary grades. New York: Scholastic.
Edwards, S. A., Maloy, R. W. & Verock-O’Loughlin. 2003. Ways of writing with young kids: Teaching creativity and conventions unconventionally. Boston: Allyn and Bacon.
Graves, D. (1994). A fresh look at writing. Portsmouth, NH: Heinemann.
Graves, M.F., Juel, C. & Graves, B. Graves. (2004). Teaching reading in the 21st century. Boston: Allyn and Bacon.
Gunning, T. G. (2001). Building words: A resource for teaching word analysis and spelling strategies. Boston: Allyn and Bacon.
Farstrup, A. E. & Samuels, S. J. (2002). What research has to say about reading instruction. Newark, DE: International Reading Association.
Farstrup, A. E. & S. Jay Samuels, (2002). What research has to say about reading instruction. (3rd Ed.). Newark, DE: International Reading Association.
Fletcher, R. & Portalupi, J. (1998). Craft lessons: Teaching writing K-8. York, ME: Stenhouse.
Fountas, I.C. & Pinnell, G.S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.
An essential guide—but weak on the inclusion
of multicultural literature and authors.
Fountas, I. C. & Pinnell, G. S. (1999). Matching books to readers: Using leveled books in guided reading, K-3. Portsmouth, NH: Heinemann.
Fox, M. (1993). Radical reflections: Passionate opinions on teaching, learning, and living. San Diego: Harcourt Brace.
Gee, J. P. (1990). Social linguistics and literacies: Ideology and discourses. London: Falmer.
Gunning, T. G. (2005). Creating literacy instruction for all students. Boston: Allyn and Bacon.
Hadaway, N. L., Vardell, S.M. & Young, T. A. (2002). Literature-based instruction with English language learners, K-12. Allyn and Bacon.
Hale, J. (1994). Unbank the fire: Visions for the education of African American children. Baltimore: Johns Hopkins University Press.
Hamilton, R. & Moore, D. (2004). Educational interventions for refugee children: Theoretical perspectives and implementing best practice. New York: RoutledgeFalmer.
Harvey, S. & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding. Portland, ME: Stenhouse.
Hiebert,
E.H., Pearson, P.D., Taylor, B.M., Richardson, V., & Paris, S.G. (1998). Every child a reader: Applying reading
research in the classroom. University of Michigan: Center for the
Improvement of Early Reading Achievement.
(CIERA: www.ciera.org)
Hindley, J. (1996). In the company of children. Portland, ME: Stenhouse.
Holdaway, D. (1979). The foundations of literacy. Portsmouth, NH: Heinemann.
Hoyt, L. (1999). Revisit, reflect, retell: Strategies for improving reading comprehension. Portsmouth, NH: Heinemann.
Keene, E. O. & Zimmerman, S. (1997). Mosaic of thought: Teaching comprehension in a reader’s workshop. Portsmouth, NH: Heinemann.
The central tenets of
this book on comprehension have found their way into state and national
standards. A concern, however, is the
use of Knots on a Counting Rope as a touchstone book; this book is hugely
disliked by American Indians, the group the book is supposed to be about. It is neither culturally specific nor
authentic.
Kohn, A. (2000). The case against standardized testing: Raising the scores, ruining the schools. Portsmouth, NH: Heinemann.
Klug, B. J. & Whitfield, P.T. (2003).
Widening the circle: Culturally relevant pedagogy for American
Indian children. New York:
RoutlegeFalmer.
Lipke, B.
(1996). Figures, facts and fables:
Telling tales in science and math.
Portsmouth, NH: Heinemann.
Lyon, A. & Moore, P. (2003). Sound
systems: Explicit systematic phonics in early literacy contexts. Portland, ME: Stenhouse.
Mantione, R. D. &