Office: Chapel Corridor, C219

Course Description

Students will acquire the theoretical and practical knowledge needed to guide the literacy development of young children. They will explore the developmental influences on preschool learning and examine the role of language in supporting literacy development and consider research-based early literacy activities such as book reading, writing activities using invented spelling, storytelling, children’s literature, as well as other activities that foster phonemic awareness, print concepts, phonics skills, vocabulary development, and comprehension. Students will consider the role of families in supporting the literacy development of young children. They will also examine methods and materials to support literacy development.

This syllabus and selected course materials can be located at: www.mville.edu/library on the instructor’s website.

1. www.mville.edu/library

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: Emergent Literacy

Password to course: 5031

REQUIRED TEXTS

Available in the Bookstore:

Pressley, M., Allington, R., Wharton-McDonald, R., Block, C. & Morrow, L.M. (2001). Learning to read: Lessons from exemplary first-grade classrooms. New York: Guilford.

Vukelich, C., Christie, J. & Enz, B. (2008). Helping young children learn language and literacy: Birth through kindergarten. (2^nd Ed.). Boston: Allyn and Bacon.

Required, on ERES:

Fountas, I.C. & Pinnell, G.S. (1996). What is guided reading?: In Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann. (chapter one)

Gangi, J. M. (2005). Inclusive aesthetics: The vanguard of small, multicultural presses. Children’s Literature Association Quarterly, 30 (3), 243-264.

Gee, J. P. (2003). Discourses in and out of school: Looking back. A paper prepared for an international forum at Hofstra University, Hempstead, NY.

IRA/NAEYC. (1998). Learning to read and write: Developmentally appropriate practices for young children. Washington, D. C.: NAEYC.

Ladson-Billings, G. (2002). I ain't writin' nuttin: Permissions to fail and demands to succeed in urban classrooms. In L. Delpit (Ed.), Skin that we speak. New York, NY: The New York Press.

Optiz, M. F. (1998). Children’s books to develop phonemic awareness—for you and parents, too! The Reading Teacher, 51(March), 525-528.

Reilly, M. A. (2007). Choice of action: Using data to make instructional decisions in kindergarten. The Reading Teacher, 60(8), 770-776.

Rosenblatt, R. (1991). Literature-S.O.S.! Language Arts, 68, 444-448.

The University of the State of New York/The State Education Department. Early Literacy Guidance: Kindergarten-Grade 3. Also available at http://www.emsc.nysed.gov/ciai/ela/early.pdf

Required, online:

National Reading Panel (NRP). (2000). Teaching Children to Read: Summary Report of the NRP. Washington, D. C.: National Institute of Child Health and Human Development.

http://www.nationalreadingpanel.org/Publications/summary.htm.

Required, will be handed out in class:

Gangi, J.M. (2004). “Folklore: A global legacy.” Encountering children’s literature: An arts approach. Boston: Allyn and Bacon.

OPTIONAL

Articles/Documents available 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.

Bell, Y.R., & Clark, T. R. (1998). Culturally relevant reading material as related to comprehension and recall in African American children. Journal of Black Psychology, 24(4), 455-475.

Cambourne, B. Toward an educationally relevant theory of literacy learning.

Gangi, J. M. (in-process manuscript). Retention in the 21^st Century: Still?

__________. (2005). Storytelling: An ancient art for contemporary reading instruction. A paper presented at the International Reading Association 50^th Annual Convention. San Antonio, Texas.

__________. (2004). Storytelling and reading achievement. A paper prepared for the Connecticut Storytelling Center.

Goldenberg, C. (2004). Literacy for all children in the increasingly diverse schools of the United States. In R. B. Ruddell & N. J. Unrau (Eds.), Theoretical models and processes of reading. (5^th Ed.). Newark, DE: International Reading Association.

Heath, S. (2004). Learning language and strategic thinking through the arts. Reading Research Quarterly, 39 (3), 338-341.

Leland, C. H., Harste, J. C., & Huber, K. R. (2005). Out of the box: Critical literacy in a first-grade classroom. Language Arts, 82(5), 257-268.

Lynn, L. (1997). Language-rich home and school environments are key to reading success. The Harvard Education Letter, 13(4), 1-5.

McNair, J. (in-press, 2008). Innocent though they may seem . . . A critical race theory analysis of

Firefly and Seesaw Scholastic book club order forms. MultiCultural Review.

Montes, G. & Giamartino, R. (2004). Context specificity of family activities that foster early literacy: Evidence from the National Household Education Survey 1999. In D. Lapp, et al., (Eds.), Teaching all the children: Strategies for developing literacy in an urban setting. New York: Guilford.

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.

Taylor, D. (1999). Beginning to read and the spin doctors of science: An excerpt. Language Arts, 76 (3), 217-231.

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.

Optional, Online:

Carlisle, J. F., Stahl, S. A. & Birdyshaw, D. (Eds.). (2004). Lessons from research at the Center for the Improvement of Early Reading Achievement (themed issue). The Elementary School Journal, 105(2). http://www.journals.uchicago.edu/ESJ/journal/contents/v105n2.html

“Get Nosy with Aunt Rosy.” (http://www.genealogy.com/70_tipsoral.html)

Books to Avoid. http://www.oyate.org/books-to-avoid/index.html

For participation in leading a Professional Literature Review, in groups of 3-4, 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. If, after making good faith effort, you cannot find the book I will loan it to you if I have it. Some are to be shared on specific days (see schedule); others can be fitted in throughout the semester, with no more than three Reviews on one day. This assignment must be completed by NOVEMBER 20.

Avery, C. (2002). …And with a light touch: Learning about reading, writing and teaching with first graders (2^nd Ed.). Portsmouth, NH: Heinemann.

Beck, I.L. (2006). Making sense of phonics: The hows and whys. New York: Guilford.

Bruchac, J. (1997). Tell me a tale: A book about storytelling. New York: Harcourt.

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.

Cowhey, M. (2006). Black ants and Buddhists: Thinking critically and teaching differently in the primary grades. Portland, ME: Stenhouse.

Cunningham, P. M. & Allington, R. (2007). Classrooms that work: They can all read and write. (4^th Ed.). Boston: Allyn and Bacon.

Edwards, S. A., Maloy, R. W., & Verock-O’Loughlin, R. (2003). Ways of writing with young kids: Teaching creativity and conventions unconventionally. Boston: Allyn and Bacon.

González, M., Huerta-Macías, A. (2002). Educating Latino students: A guide to successful practice. Lanham, MD: Scarecrow Press.

Gordh, B. (2006). Stories in action: Interactive tales and learning activities to promote early literacy. Westport, CT: Libraries Unlimted. (Gordh is a Manhattanville adjunct)

Hale, J. (1994). Unbank the fire: Visions for the education of African American children. Baltimore: Johns Hopkins University Press.

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.

Optiz, M. (2000). Rhymes & reasons: Literature and language play for phonological awareness.

Paley, V. (1990). The boy who would be a helicopter. Cambridge, MA: Harvard University Press.

Paley, V. (1998/1981). Wally’s stories. Cambridge, MA: Harvard University Press. Please—only one Paley.

Rasinski, T. (2003) The fluent reader. New York: Scholastic.

Ray, K. W. & Cleaveland, L. B. (2004). About the authors: Writing workshop with our youngest writers. Portsmouth, NH: Heinemann.

Walmsley, B.B., & Wing, D.B. (2004). Welcome to kindergarten: A month-by-month guide to teaching and learning. Portsmouth, NH: Heinemann.

JOURNALS AND ONLINE RESOURCES: See Manhattanville College Department of Literacy Resources for Children’s Literature and Manhattanville College Department of Literacy Resources for Reading and Language Arts: Associations, Journals, Websites documents posted at: http://faculty.mville.edu/gangij/ecl_bibliography.pdf --where you can easily follow links. They are also posted on ERES, as are Folders for Songbooks, Choral Reading, and Narrative Pantomime/Choral Reading.

VIDEOS

We will view some videos/video clips in class. However, since there is not enough time to view more in-class, please consider viewing outside of class time the following wonderful videos. You’ll do yourselves a favor; these are exemplary teachers who share with you how to organize and conduct effective classrooms that bring about high levels of literacy; they are real confidence-builders! You may write a 1-2 pp. response for extra credit (exception: extra credit may not be used in the instance of plagiarism).

In the Manhattanville Library:

A Close-up Look at Teaching Reading, Sharon Taberski (K-3)

Happy Reading, Debbie Miller (1^st grade)

An Observation Survey, Marie Clay (concepts of print and running record)

Strategies Instruction in Action, Stephanie Harvey and Anne Goudvis (Debbie Miller [1^st grade] appears on several of the tapes)

In the Department of Literacy offices:

The Joy of Conferencing, Debbie Miller (1^st grade)

Words Their Way, Donald Bear, et al.

Online:

Annenberg/WGBH Educational Foundation, Teaching Reading K-2: http://www.learner.org/resources/series162.html

This shows K-2 teachers teaching.

Annenberg/WGBH Educational Foundation, Teaching Reading Workshop K-2: http://www.learner.org/resources/series175.html

This shows Boston University professor Jeanne Paratore conducting workshops with teachers.

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

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.” 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. More than 2 unexcused absences will negatively affect your grade. Students who miss 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: I abide by the Manhattanville College and School of Education policies by reporting and documenting all cases of plagiarism to the appropriate administrators.

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. Plagiarized work receives a zero. 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 SUMBIT YOUR WORK.

Manhattanville Conceptual Framework standards are identified in individual assignments as indicated below.

20% *Integrated Unit. 1a., 1b., 1d., 1e., 2a., 2b., 2d., 2e., 3c., 3d., 5 d.

20% Professional Literature Review. 1a., 1c., 1e., 2d., 3a., 4a., 5a., 5d.

20% Language Experience Approach . 1a., 1b., 1d., 1e., 2e.

30% *Methods Notebook. 1a., 1b., 2b. 2c,. 3a., 4a., 4b,. 5b., 5d.

For the first methods notebook entry, feedback will be provided with no grade. Scoring will begin on the second entry.

10% Class Participation: Includes attendance and Storytelling. 1c., 2a., 3c., 3d., 3e., 4b.

. *=Gateway assignment (must be recorded in all sections of Emergent Literacy for NCATE)

TENTATIVE SCHEDULE

Session Topics, Readings, and Written Assignments

Session 1 Introduction and Overview: Syllabus and Course Materials

8/30 What is Early Literacy?

How did you learn to talk, read, and write?

Ice breakers and informal storytelling

Children’s literature focus: Classic picture storybooks

_____________________________________________________________________________________________

Session 2: What kinds of policies foster the most achievement in early literacy?

9/6 SOCIOCULTURAL considerations

Children’s literature focus: Contemporary realistic picture storybooks

Read Vukelich, ch. 1, and the International Reading Association, National Association for the Education of Young Children (IRA/NAEYC), Learning to read and write

Skim, skip-read New York State’s Early Literacy Guidance

You will use the latter two documents in preparing your Integrated Unit.

Sign-up for Professional Lit Review

Optional: Teaching Reading K-2 Workshop #1 Creating a Literate Community

http://www.learner.org/resources/series175.html#

_____________________________________________________________________________

Session 3: What is the significance of oral language development?

9/13 SOCIOCULTURAL considerations continued

View Cindy Wilson Teaching Reading K-2: A Library of Classroom Practices #3 Building ORAL LANGUAGE (an integrated unit with kindergarteners with veteran teachers Cindy Wilson)

http://www.learner.org/resources/series162.html#

First Grade: History and Contemporary Practice

Children’s literature focus: Contemporary realistic picture storybooks continued

Read Vukelich, ch. 2, Pressley et al., chs. 1 & 3 (A Brief History of First Grade & First Grade Instruction That Promotes Achievement), and Gee, “Discourses in and out of school,” (you can skip pp. 1-3; read especially for the SOCIOCULTURAL implications of Leona’s story)

For Integrated/Thematic Unit, review Vukelich, pp. 205-209

_____________________________________________________________________________________________

Session 4: How to facilitate oral language learning?

9/20 The Beginnings of Reading and Writing & Older Views on Nature & Nurture

Children’s literature focus: Poetry and choral reading; songbooks

View video clip from Debbie Miller’s Happy Reading-use of songbooks

Read Vukelich, ch. 3 & 5 and Pressley et al., ch. 6 (Andy Shultheis—FLUENCY, especially)

Sign up for Integrated unit—No duplicates

Due: Methods Notebook Entry: Sociocultural aspects. Based on Sessions 1-3. Cite Vukelich, ch. 1 (and/or 2); Pressley, ch. 3; Gee, “Discourses…”; Gangi document, “Sociocultural Understandings of Literacy Development,” and, class activities. This first entry will not be graded. Instead, I will email you by 9/23 with suggestions on how to improve your 2^nd entry, which is due on 9/27.

Some may share Prof. Lit. Review: The boy who would be a helicopter, Paley OR

Wally’s stories, Paley (which can be placed in the Methods Notebook/Oral Language section)

_____________________________________________________________________________________________

Session 5: How to select and share good books for children?

9/27 Children’s literature focus: Fantasy picture storybooks, concept books, and wordless books

Read Vukelich, ch. 4, Pressley et al., ch. 2 (effective 1^st grade teachers), and Gangi, “Inclusive Aesthetics”

Due: Methods Notebook Entry: Oral Language. Cite Cindy Wilson video; Pressley; Vukelich chs. 3 & 4; and, class activities (which can include hand-outs)

Some may share Prof. Lit. Review: Reading with Meaning, Miller (which will be placed in the Methods Notebook/Comprehension section)

Optional: Teaching Reading K-2 Workshop #3, Word Study and Fluency

Professional storyteller Lot Therrio will perform from 5:30-6:30 in the East Library. You can invite family and friends to attend.

_____________________________________________________________________________________________

Session 6: Storytelling Workshop

10/4 Children’s literature focus: Folklore (fables, folk tales, fairy tales, myths, legends, tall tales)

Read Gangi, Ch. 7 “Folklore: A Global Legacy

Come prepared to read aloud one picture book (any genre) to a small group (see pp. 87-88, Vukelich, for coaching)

Due: Methods Notebook Entries: Comprehension and Fluency (2 separate entries for two separate sections of the notebook). For fluency, look especially at Andy Shultheis, ch. 6 of Pressley. For comprehension, look especially at Gangi, “Inclusive Aesthetics” (the section on making text-to-self connections) and/or “The Unbearable Whiteness of Literacy”

_____________________________________________________________________________________________

On Oct. 11, I will be attending and presenting at the New England Multicultural Education Conference in Hartford, CT (http://www.nameorg.org/conferences/New%20England/Oct11NECME2007.pdf). Reading specialist Delia Coppola will substitute for me.

Session 7: What are effective strategies for early literacy?

10/11 Children’s literature focus: Books that teach phonemic awareness

Read Vukelich, ch. 6, Pressley et al., ch. 7 (Georgia Leden-phonemic awareness and phonics), and Optiz article, “Children’s books to develop phonemic awareness”

Optional: Teaching Reading K-2: A Library of Classroom Practices 4 (Thalia Learns the Details) & 7 (Connecting Skills to Text)

_____________________________________________________________________________________________

Session 8: Phonics and phonemic awareness continued: What is SBRR?

10/18 How to teach writing?

Some may share Prof. Lit. Reviews (which will be placed in Methods Notebook/Phonemic Awareness and/or Phonics sections):

Classrooms that work: They can all read and write, Cunningham and Allington

Rhymes and Reasons, Optiz

Phonics They Use, Cunningham

Making sense of phonics, Beck

Read Vukelich, chs. 7 (SBRR) & Summary of the National Reading Panel (available online), 8 (writing), Pressley et al., ch. 4 (writing), and Ladson-Billings, “I Ain’t Writin’ Nuttin’”

Due: Methods Notebook Entry: Oral Language revisited. What did you learn from Lot’s visit and Gangi, ch. 7 (“Folklore”)?

Some may share Prof. Lit. Reviews (which will be placed in Methods Notebook/Writing section):

Interactive writing, McCarrier, Fountas and Pinnell

Ways of writing with young kids, Edwards et al.

About the authors: Writing workshop with our youngest writers, Ray and Cleaveland

…And with a light touch: Learning about reading, writing and teaching first graders, Avery

Children’s literature focus: books that teach Writer’s Craft, and Biography and Historical fiction picture books

Optional: Teaching Reading K-2: A Library of Classroom Practices #2 (Writer’s Journal), Teaching Reading K-2 Workshop #5 (Teaching Writing as a Process)

_______________________________________________________________________________

Session 9: Writing, cont. & How to teach vocabulary and build background knowledge? How to group?

10/25 The Nature of First-Grade Instruction

Children’s literature focus: Informational books

Read Pressley et al., chs. 5 (Barbara Wiesner), and 9 (Patricia Loden)

Due: Methods Notebook Entry: Phonemic Awareness and Phonics. Cite Vukelich, chs. 6 and 7, Pressley et al., ch. 7 (Georgia Leyden) and 11, and Optiz aricle

_____________________________________________________________________________________________

OCTOBER 25-27 RABBIT HILL FESTIVAL OF CHILDREN’S LITERATURE IN WESTPORT, CT;

THE THEME THIS YEAR IS FANTASY. To register: http://www.westportlibrary.org/rabbithillfestival/ (extra credit option—or just go and have fun)

_____________________________________________________________________

Session 10: How to motivate?

11/1 Children’s literature focus: Celebrations

Read Pressley et al., ch. 8 (Missy Allen) & Rosenblatt article

Due: Language Experience Approach

and

Methods Notebook Entry: Writing. Cite Pressley et al., ch. 4, and Ladson-Billings article. Outline Vukelich, ch.. 8—NOTE THIS LENGTHIER EXPECTATION OF THE METHODS NOTEBOOK; Vukelich’s chapter 8 is chock full of of strategies you’ll need to know and use to teach writing

Optional: Teaching Reading K-2: A Library of Classroom Practices #8 (Promoting Readers as Leaders) & 9 (Students Making Choices)

_____________________________________________________________________________________________

On Nov. 8, I will be attending and presenting at the New York State Reading Association in Saratoga Springs http://www.nysreading.org/Conferences/index.html. Author Karen Romano Young will substitute for me in a session opened to the Manhattanville community from 4:30-5:30, which will meet in a larger room—TBA (to be announced). Notice room and time change.

_____________________________________________________________________________________________

Session 11: How to assess? How to meet the needs of diverse students?

11/15 How to organize the curriculum and classroom?

Guided reading and Running Records

Children’s literature focus: children’s books on special needs (disabled and gifted readers)

Some share Integrated Unit

Read: Vukelich, Chs. 9 & 10 (this chapter may be read/skimmed earlier in the semester to help you develop your integrated unit), Fountas and Pinnell chapter, “What Is Guided Reading?,” and Reilly, “Choice of action”

Some may share Prof. Lit. Review Reviews (which will be placed in Methods Notebook/Sociocultural section):

Unbank the fire: Visions for the education of African American children, Hale

Due: 3 Methods Notebook Enties: Motivation. Cite Pressley et al., ch. 8 (Missy Allen); Rosenblatt article; and, any class activities/ content you have found motivational, and that you think children would find motivational, thus far.

and

Vocabulary and Background Knowledge (1 section), and Grouping (another section). Cite Pressley et al., chs. 3, 5 (Barbara Wiesner), and 9 (Patricia Loden)

Optional: Teaching Reading K-2: A Library of Classroom Practices #5 (Assessment-Driven Instruction) & Teaching Reading K-2 Workshop #7 (Using Assessment to Guide Instruction)

_____________________________________________________________________________________________

NO CLASS THURS. NOV. 22 THANKSGIVING

_____________________________________________________________________________________________

Session 12: How to help families facilitate literacy development?

11/29 Issues in Early Literacy

Read Vukelich, Ch. 11,

View Lorraine Gandy’s parent volunteer program: http://video.mpegnation.com/a001733064262010606114414557.html. Gandy is recognized as someone “who could boast without fear of contradiction that in thirty years she had taught just about every one of her students to read” (Chenoweth, 2007, p. 1).

Some share Integrated Unit

Optional: Teaching Reading K-2 Workshop #8 (Connecting School and Home)

_____________________________________________________________________________________________

Session 13: How to continually improve practice?

12/6

Read Pressley et al., chs. 10 & 11 (Jeni Pollack Day and concluding reflections)

Some share Integrated Unit

Due: Read Aloud log for Methods Notebook Entry: Children’s literature section

Due: Methods Notebook Entry: Professional Development. Cite Pressley et al., ch. 10 (Jeni Pollack Day) and any class activity, discussion, or reading that has inspired you to develop your abilities.

Some share Integrated Unit

Bring completed Methods Notebook in a 3-ring binder with all sections completed (except the last entry on professional development). I will not collect these; you will show me how you have organized the material by section, including your and your classmates’ Professional Literature Reviews.

Picking up work: SASE (self-addressed, stamped envelope), or email me a day you’ll be on campus and, if I am on campus that day, I’ll put your work in the basket on my door that day.

BIBLIOGRAPHY

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

Allington, R. L. (2002). Big brother and the national reading curriculum: How ideology trumped evidence. Portsmouth, NH: Heinemann.

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. 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 (2^nd 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. Upper Saddle River, NJ: Prentice Hall.

Beck, I.L. (2006). Making sense of phonics: The hows and whys. 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.

Cazden C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.

Chall, J. S. (2000). The academic achievement challenge: What really works in classrooms? New York: Guilford.

Chenoweth, K. (2007). “It’s Being Done”: Academic Success in Unexpected Schools. Cambridge, MA: Harvard Education Press.

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.

Cowhey, M. (2006). Black ants and Buddhists: Thinking critically and teaching differently in the primary grades. Portland, ME: Stenhouse.

Cunningham, P. M. (2005). Phonics they use: Words for reading and writing. (4^th Ed.). Boston: Allyn and Bacon.

Cunningham, P. M. & Allington, R. (2003). Classrooms that work: They can all read and write. (3^rd 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. (5^th Ed.). Boston: Allyn and Bacon.

Delpit, L. (1995). Other people's children: Cultural conflict in the classroom. New York: The New Press.

Delpit, L., & Dowdy, J K. (Eds.). (2002). The skin that we speak: Thoughts on language and culture in the classroom. New York: The New Press.

Dragan, P. B. (2003). Everything you need to know to teach first grade. Portsmouth, NH: Heinemann.

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.

Ericson, L., & Juliebo, M. F. 1998. The phonological awareness handbook for kindergarten and primary teachers. Newark, DE: International Reading Association.

Farstrup, A. E. & S. Jay Samuels, (2002). What research has to say about reading instruction. (3^rd 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 ethnic authors and illustrators.

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.

A criticism: Fox praises The Indian in the Cupboard, a book that is deeply offensive to American Indians.

Gee, J. P. (1990). Social linguistics and literacies: Ideology and discourses. London: Falmer.

González, M., Huerta-Macías, A. (2002). Educating Latino students: A guide to successful practice. Lanham, MD: Scarecrow Press.

Graves, D. (1983). Writing: Teachers and children at work. Portsmouth, NH: Heinemann.

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.

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.

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