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A selection<br />

of useful<br />

resources<br />

<strong>Primary</strong><br />

<strong>Reading</strong>


Stephanie Harvey and Anne Goudvis share the work and<br />

thinking they've done since second edition and offer new<br />

perspectives on how to explicitly teach thinking strategies so that<br />

students become engaged, thoughtful and independent readers.<br />

Thirty new lessons and new and revised chapters highlight<br />

children's thinking, curiosity, and questions.<br />

Harvey and Goudvis tackle close reading, close listening, text<br />

complexity, and critical thinking in a new chapter on building<br />

knowledge through thinking-intensive reading and learning.<br />

Other fully revised chapters focus on digital reading, strategies<br />

for integrating comprehension and technology, and<br />

comprehension across the curriculum.<br />

Strategies That Work (3 rd edition) explains the research behind<br />

comprehension and looks at 8 strategies that should be explicitly<br />

taught to students to increase their comprehension of text. It also<br />

provides lesson ideas and student work samples.<br />

2017


The book From Striving to Thriving focuses on creating a<br />

space where students can build authentic identities as<br />

readers.<br />

Literacy specialists Stephanie Harvey & Annie Ward<br />

highlight the practices that support striving readers in<br />

building their independence and moving to agency.<br />

It includes:<br />

• latest research<br />

• ready-to-go lessons, routines, and "actions,"<br />

• part practical tips for building a literacy-rich<br />

environment, and quotes,<br />

• practices that are easily implemented in the<br />

classroom.<br />

2017


<strong>Reading</strong> with Meaning is a highly recommended book for<br />

any teacher who truly wants to empower their student’s to<br />

be a responsive, responsible and a compassionate reader.<br />

Miller show casts her newest and best thinking around<br />

comprehension instruction in her grade 1 classroom, the<br />

gradual release of responsibility and planning for students’<br />

engagement and independence.<br />

The book is well organised and reflects Miller’s professional<br />

experiences and judgment, her work in classrooms and<br />

collaboration with colleagues.<br />

2012


This expanded edition enables teachers to<br />

construct a common vision for student<br />

achievement that effectively and efficiently<br />

engages all students in the robust, authentic and<br />

meaningful literacy learning.<br />

It also provides a way to look for specific evidence<br />

of learning from foundation to grade eight, and<br />

across eight instructional contexts.<br />

2016


In this book Serravallo has collected 300 strategies that<br />

teachers can use in conferences, strategy lessons and<br />

minilessons that might include shared reading or an<br />

interactive read aloud.<br />

Each strategy provides:<br />

• teaching tips<br />

• cross-links to skills, genres, and the Fountas &<br />

Pinnell reading levels<br />

• lesson language described<br />

• prompts to use that encourage the reader to do the<br />

thinking, talking, jotting as they work with the<br />

strategy<br />

• anchor chart examples<br />

• references to other authors and books<br />

• student work examples.<br />

This book is also useful for planning units of study.<br />

2015


Understanding Texts & Readers maps out the four fiction<br />

and four nonfiction comprehension goals Serravallo<br />

presented in The <strong>Reading</strong> Strategies Book, to fourteen text<br />

levels. It presents sample responses that show what to<br />

expect from readers at each.<br />

The book explores the characteristics of both fiction and<br />

nonfiction texts and provides support for teachers to build an<br />

understanding of how these characteristics change as text<br />

become more complex.<br />

2018


Serravallo’s book presents an approach to assessment,<br />

planning, and teaching. She provides a four-step<br />

assessment protocol to help develop effective differentiate<br />

reading and writing goals, and then makes an action plan<br />

with targeted instruction alongside students in Foundation<br />

to Year 2.<br />

Her four-step assessment protocol is:<br />

• collect data - student work and everyday<br />

assessments (that will be the most useful to you)<br />

• analyse the data to understand deeply what kids<br />

know and can do<br />

• synthesize data from multiple assessments to<br />

create learning goals<br />

• develop instructional plans and follow-ups to<br />

monitor progress.<br />

2014


Serravallo’s book presents an approach to assessment,<br />

planning, and teaching. She provides a four-step<br />

assessment protocol to help develop effective differentiate<br />

reading and writing goals, and then makes an action plan<br />

with targeted instruction alongside students in Years 3 - 6.<br />

Her four-step assessment protocol is:<br />

• collect data - student work and everyday<br />

assessments (that will be the most useful to you)<br />

• analyse the data to understand deeply what kids<br />

know and can do<br />

• synthesize data from multiple assessments to<br />

create learning goals<br />

• develop instructional plans and follow-ups to<br />

monitor progress.<br />

2013


In the book, Distrusting Thinking authors Beers & Probst<br />

tackle one of teachers’ greatest challenges: student apathy.<br />

They explain that too many students remain disengaged<br />

and reluctant readers due to the misrepresentation they<br />

continue to receive regarding why we read and how we<br />

should approach the texts we read.<br />

Distrusting Thinking is an exploration of how teachers help<br />

students become critical thinkers.<br />

The book presents a vision of what reading and what<br />

education across all the grades could be. It presents new<br />

strategies and ideas that help classroom teachers create<br />

engagement and relevance; encourage responsive and<br />

responsible reading; deepen comprehension and develop<br />

lifelong reading habits.<br />

Their collaborative writing is highly readable and witty, and<br />

on point.<br />

2017


The new edition of Still Learning to Read focuses on the needs of<br />

students in grades 3–6 in all aspects of reading workshops,<br />

including read-aloud, classroom design, digital tools, fiction,<br />

nonfiction, and close reading.<br />

The book stays true to its original beliefs of slowing down and<br />

knowing our readers, but it also takes into account the sense of<br />

urgency that changing times and standards impose on classrooms.<br />

This edition examines current trends in literacy, includes a new<br />

section on intentional instructional planning, and provides expanded<br />

examples of mini-lessons and routines that promote deeper thinking<br />

about learning.<br />

It also includes a new chapter on scaffolding for reading nonfiction<br />

and captures Sibberson & Symusiak’s latest thinking on close<br />

reading and text complexity.<br />

Online videos provide glimpses into classrooms as students make<br />

book choices, work in small groups, and discuss their reading<br />

notebooks.<br />

Expanded and updated book lists, recommendations for digital<br />

tools, lesson cycles, and sections specifically written for school<br />

leaders round out this foundational resource.<br />

2016


This is a practical book for teachers. Miller provides teachers with a<br />

variety of tools that are designed to support their students, of all<br />

levels, on their path to reading successfully.<br />

Miller describes the inherent need children have to engage with<br />

books, intellectually and emotionally; she embraces giving students<br />

choice and time to read books they pick out themselves.<br />

Her unconventional approach is simple yet provocative:<br />

• affirm the reader in every student<br />

• allow students to choose their own books<br />

• carve out extra reading time<br />

• model authentic reading behaviours<br />

• discard timeworn reading assignments such as book<br />

reports and comprehension worksheets, and<br />

• develop a classroom library filled with high-interest books.<br />

2009


Gravity Goldberg’s book Mindsets and Moves: Strategies<br />

That Help Readers Take Charge shows teachers how to think<br />

about and interact with children around literacy. It is a<br />

resource that guides teachers to help their students feel<br />

empowered to take ownership over their reading identities.<br />

Goldberg’s practical book has examples of lessons,<br />

minilessons, models, tools, student sticky note examples as<br />

well as visual examples of anchor charts.<br />

Goldberg challenges current practices around reading and<br />

encourages teachers to reflect and strengthen their own<br />

identity, beliefs, and values as educators.<br />

2015


Beyond Leveled Texts (second edition) is an updated edition<br />

to the author's first book Beyond Leveled Books. This new<br />

book draws on their continued research and provides a<br />

much-needed perspective on moving transitional readers<br />

from basic supports to independent book selection.<br />

The text also provides support in developing an<br />

understanding of the transitional reader and meeting their<br />

needs.<br />

Szymusiak, Sibberson & Koch also challenge the overuse of<br />

levelled texts for our early readers.<br />

2007


Miller & Moss review recent research-based techniques<br />

on independent reading and the reading workshop. Their<br />

concise overviews make a compelling case for bringing<br />

independent reading back to our critical daily practice.<br />

No More Independent <strong>Reading</strong> Without Support<br />

discusses the critical practices required for independent<br />

reading to be effective.<br />

It distinguishes between silent reading, DEAR and highquality<br />

independent reading and provides research<br />

around these practices. It also challenges readers to<br />

implement purposeful independent reading time for all<br />

students.<br />

2013


The book Letter Lessons and First Words: Phonics<br />

Foundations That Work provides a research-based vision of<br />

what engaging differentiated, sequential and explicit phonics<br />

instruction can look like.<br />

Mesmer provides basic information about how the English<br />

system of writing works which is vital knowledge if teachers<br />

are going to be effective in their teaching.<br />

A clear scops and sequence of what to teach, and a quick<br />

assessment that enables teachers to place students in the<br />

appropriate unit of instruction is included.<br />

Videos show students working with letters, words, and books<br />

at various stages of their learning.<br />

Practical activities are also described.<br />

2019


Palmer & Invernizzi present teaching practices that do not<br />

rely on or use one-size-fits-all approach.<br />

The book digs into:<br />

• assessment of word knowledge<br />

• differentiation<br />

• myths about English spelling<br />

• critical practices for word study<br />

• links between spelling and vocabulary<br />

• deep engagement with words.<br />

2014


This book provides a comprehensive guide that shows<br />

teachers how to determine what readers have learned and<br />

what they need to practice. It then provides suggestions<br />

for targeting instruction to meet students’ needs.<br />

You’ll learn how to:<br />

• research a student’s use of skills through<br />

questions and observations<br />

• compliment to support and build upon successes<br />

• follow up on prior instruction for accountability<br />

and depth of understanding<br />

• explain a reading strategy by providing an explicit<br />

purpose and context<br />

• model the strategy to make the invisible<br />

brainwork of reading more visible<br />

• guide a reader in practicing the strategy<br />

• link the strategy to independent reading.<br />

2007


This book by Patrick Allen provides valuable instructional<br />

support to all teachers. Conferring: The Keystone of<br />

Reader’s Workshop is regarded as a benchmark text as it<br />

helps teachers to not only think about children, reading and<br />

thinking, but also helps them discover the strength, power<br />

and necessity of conferring with student readers.<br />

Allen explores the fundamentals of conferring and provides<br />

excellent techniques and prompts that lead teachers through<br />

the components of effective reading conferences from start<br />

to finish.<br />

Throughout the book, it is proven that by adopting excellent<br />

approaches of conferring with independent readers, nonreaders<br />

are transformed into avid readers.<br />

2009


A Teacher’s Guide to <strong>Reading</strong> Conferences is a quick,<br />

clear and easy to read resource for teachers who want<br />

to make a change and want to do it right away.<br />

What’s included:<br />

• Jen’s moves and language<br />

• 9 videos of her teaching in K–8 classrooms<br />

• 13 conference note-taking forms—one for each<br />

reading goal from the hierarchy in her <strong>Reading</strong><br />

Strategies Book<br />

• Suggestions for connecting emergent bilingual<br />

learners’ language goals and reading goals.<br />

2019


So What Do They Really Know? includes a wealth of information,<br />

specifically exploring the complex issue of monitoring, assessing, and<br />

grading students' thinking and performance with fairness and fidelity.<br />

Tovani shows teachers how to use assessments to monitor student<br />

growth and provides targeted feedback that enables students to master<br />

content goals. She also shares ways to bring students into the<br />

assessment cycle so they can monitor their own learning, maximizing<br />

motivation and engagement.<br />

Topic include:<br />

• Lessons from Cris's classroom<br />

• Templates showing how teachers can use the workshop<br />

model to assess and differentiate instruction<br />

• Student work, including samples from linguistically diverse<br />

learners, struggling readers, and college-bound seniors<br />

• Anchor charts of student thinking<br />

• Ideas on how to give feedback<br />

• Guidelines that explain how conferring is different from<br />

monitoring<br />

• Suggestions for assessing learning and differentiating<br />

instruction during conferences<br />

• Advice for managing ongoing assessment<br />

2010


Creating Lifelong Readers Through Independent<br />

<strong>Reading</strong> provides concrete suggestions for creating<br />

independent reading programs that make a<br />

difference.<br />

Practical tools and tips for creating classroom<br />

libraries, guidelines for self-selection of texts and<br />

lesson ideas are included.<br />

There are links to current research and insightful<br />

interviews with literacy leaders, Richard Allington.<br />

Linda Gambrell, Tony Stead, Sharon Taberski and<br />

Myra Zarnowski.<br />

2010


In Notebook Connections, Buckner focuses on - the reading<br />

workshop, showing teachers how to support students to use a<br />

reader’s notebooks as a place to document their thinking and<br />

growth, to support their thinking for group discussions, and to<br />

explore their own ideas about a text.<br />

Buckner describes her model as flexible enough for students to<br />

respond in a variety of ways yet structured enough to provide<br />

explicit instruction.<br />

Notebook Connections leads teachers through the process of<br />

launching, developing, and fine-tuning a reader’s notebook<br />

program.<br />

Teacher-guided lessons in every chapter help students create<br />

anchor texts for their notebooks using various comprehension<br />

and writing strategies.<br />

Notebook Connections is filled with lesson ideas and assessment<br />

tips.<br />

2009


Carefully revised from the first edition published ten years<br />

ago, this book reflects the latest thinking by Keene &<br />

Zimmerman. It is deep, thought provoking and designed to<br />

help teachers implement practical, thoughtful ideas for<br />

teaching comprehension.<br />

Seven core strategies that successful readers use to engage<br />

with texts are also explored. Key ideas and concepts for<br />

each strategy, new classroom examples, new tools and<br />

innovations for think-aloud and conferring practices and<br />

included.<br />

There is also new advice from Keene & Zimmerman as well<br />

as an invaluable Q&A section with informed responses to<br />

questions frequently asked by today’s teachers.<br />

2007


Ellin Oliver Keene demystifies comprehension instruction by<br />

describing what it can look like when readers comprehend deeply<br />

and what it can look like when teachers aim for this deep<br />

comprehension.<br />

This book offers the following:<br />

• Outcomes of Understanding - These are descriptions of the<br />

behaviours present when children understand a text deeply,<br />

including ways to assess with and teach toward these outcomes.<br />

• Talk About Understanding – These are suggestions to modify<br />

teaching language and teaching interactions to deepen children's<br />

ability to comprehend<br />

• From the Inside - These are video segments of Ellin in action.<br />

2012


Comprehension Connections creates a framework and a<br />

guide for teaching comprehension strategies that can be<br />

complicated or abstract.<br />

The lessons aim to make abstract thinking accessible to<br />

primary students.<br />

The approach sequences stages of learning for each strategy<br />

that takes students from a fun object lesson to a deeper<br />

understanding through writing, discussion, song, art and<br />

movement.<br />

Six core strategies that successful readers use to engage with<br />

texts are explored. The strategies are schema, inferring,<br />

questioning, determining importance, visualising and<br />

synthesising.<br />

2007


Teaching <strong>Reading</strong> Comprehension Strategies is a step-bystep<br />

guide on how to introduce and teach reading<br />

comprehension strategies and how they fit into your literacy<br />

program.<br />

Each strategy has its own chapter, with:<br />

• an explanation of the strategy and how it supports<br />

comprehension<br />

• the language we use when using a strategy<br />

• guided and independent student activities that support<br />

teaching the strategy.<br />

2009


Mini-lessons for Literature Circles focuses on<br />

supporting teachers to build respectful classroom<br />

communities, deepen their student’s book discussions<br />

and create lifelong readers.<br />

There are forty-five short, focused, practical and<br />

teacher-directed lessons that begin, guide and followup<br />

every successful book club meeting.<br />

2004


Comprehension and Collaboration: Inquiry Circles in<br />

Action provides a guide for teachers who want to<br />

implement well-structured, student-led, cross-curricular<br />

projects.<br />

It lays the foundation for inquiry circles by discussing the<br />

current research and practices behind comprehension<br />

instruction and classroom collaboration.<br />

2004


Wilhelm shows how he teaches students how to recognise and<br />

make meaning. The approach he uses is based on the gradual<br />

release of responsibility principle. He further explains why Think-<br />

Alouds are a sound strategy for translating this principle into<br />

practice. Wilhelm also explores powerful reading techniques like<br />

inferring, visualisaing, summarizing, making connections to real<br />

life, plus many more.<br />

Brief lessons, practical activities, classroom scenarios and<br />

sample students work are included.<br />

Use this book to help your students learn how to read better!<br />

2001

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