Primary - Reading Magazine 2021
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A selection<br />
of useful<br />
resources<br />
<strong>Primary</strong><br />
<strong>Reading</strong>
Closing The <strong>Reading</strong> Gap<br />
Closing the <strong>Reading</strong> Gap explores the intriguing<br />
history and science of reading. Quigley explores the<br />
knowledge and skills expert reading teachers need<br />
to teach reading and to nurture pupils' desire to<br />
read.<br />
Quigley does an excellent job summarizing the<br />
science of teaching reading, explaining the “mental<br />
model” that readers construct, and offering<br />
practical strategies.<br />
Quigley (2020)
Comprehension & Collaboration:<br />
Inquiry Circles in Action<br />
Comprehension and Collaboration: Inquiry Circles in<br />
Action provides a guide for teachers who want to<br />
implement well-structured, student-led, crosscurricular<br />
projects.<br />
It lays the foundation for inquiry circles by<br />
discussing the current research and practices<br />
behind comprehension instruction and classroom<br />
collaboration.<br />
Harvey & Daniels (2004)
Disrupting Thinking:<br />
Why How We Read Matters<br />
Beers & Probst (2017)<br />
In the book, Disrupting Thinking authors Beers & Probst tackle<br />
one of teachers’ greatest challenges: student apathy. They<br />
explain that too many students remain disengaged and reluctant<br />
readers due to the misrepresentation they continue to receive<br />
regarding why we read and how we should approach the texts<br />
we read.<br />
Disrupting Thinking is an exploration of how teachers help<br />
students become critical thinkers.<br />
The book presents a vision of what reading and what education<br />
across all the grades could be. It presents new strategies and<br />
ideas that help classroom teachers create engagement and<br />
relevance; encourage responsive and responsible reading;<br />
deepen comprehension and develop lifelong reading habits.
Strategies That Work<br />
Harvey & Goudvis (2017)<br />
Harvey and Goudvis offer new perspectives on how to explicitly<br />
teach thinking strategies so that students become engaged,<br />
thoughtful and independent readers.<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<br />
explicitly taught to students to increase their comprehension of<br />
text. It also provides lesson ideas and student work samples.
<strong>Reading</strong> with Presence:<br />
Crafting Mindful, Evidence-Based<br />
<strong>Reading</strong> Response<br />
Marilyn Pryle offers a framework for crafting mindful,<br />
evidence-based reading responses. Pryle argues that we can<br />
help students find their voices and deeply understand texts<br />
when we invite them to write and share short reading<br />
responses. Her suggested categories for reading responses<br />
offer students plenty of choice and the writing examples she<br />
shares in her book illustrate students’ deep thinking about a<br />
rich variety of texts, in a range of genres from both wholeclass<br />
and independent reading.<br />
Marilyn Pryle (2018)
Talk About Understanding:<br />
Rethinking Classroom Talk to Enhance<br />
Comprehension<br />
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. This book offers the following:<br />
• Outcomes of Understanding - These are descriptions of the<br />
behaviours present when children understand a text<br />
deeply, including ways to assess with and teach toward<br />
these outcomes.<br />
• Talk About Understanding – These are suggestions to<br />
modify teaching language and teaching interactions to<br />
deepen children's ability to comprehend<br />
• From the Inside - These are video segments of Ellin in<br />
action.<br />
Keene (2012)
Notebook Connections: Strategies for<br />
the Reader’s Notebook<br />
Buckner (2009)<br />
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.
From Striving to Thriving:<br />
How to Grow Confident, Capable<br />
Readers<br />
Harvey & Ward (2017)<br />
This is one of the best; most engaging, and most useful<br />
professional texts that is guaranteed to make a positive<br />
impact on readers for generations to come.<br />
From Striving to Thriving is a must for any teacher who strives<br />
to make every reader a thriving reader. Literacy specialists<br />
Stephanie Harvey and Annie Ward demonstrate how to "table<br />
the labels" and show teachers how they can grow confident,<br />
capable and agentive readers.<br />
The book is part theory backed by research, part practical tips<br />
for building a literacy-rich environment, and part lessons that<br />
are created to support the authors' beliefs.
Disciplinary Literacy:<br />
Inquiry & Instruction<br />
The authors share their experiences of working for<br />
many decades with teachers across grade levels,<br />
conducting studies and analysing research in order<br />
to build a more comprehensive instructional<br />
framework that engages students in every content<br />
area. They present a Disciplinary Literacy approach<br />
where educators are asked to empower students to<br />
adopt and eventually adapt the language, genres,<br />
and modalities prized by each discipline.<br />
Ippolitoo, Dobbs & Charner-Laird (2019)
<strong>Reading</strong> with Meaning:<br />
Teaching Comprehension in the<br />
<strong>Primary</strong> Grades<br />
<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 />
Miller (2012)
The <strong>Reading</strong> Strategies Book<br />
Serravallo (2015)<br />
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 interactive<br />
read aloud. This book is also useful for planning units of study.<br />
Each strategy provides:<br />
• teaching tips, cross-links to skills, genres, and the<br />
Fountas & Pinnell reading levels, lesson language<br />
described, prompts to use that encourage the reader to<br />
do the thinking, talking, jotting as they work with the<br />
strategy, anchor chart examples, references to other<br />
authors and books and student work examples.
Still Learning to Read:<br />
Teaching students in grades 3-6<br />
Sibberson & Szymusiak (2016)<br />
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 considers the sense of urgency<br />
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<br />
expanded examples of mini-lessons and routines that promote<br />
deeper thinking 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.
Literacy Continuum:<br />
A Tool for Assessment, Planning<br />
& Teaching (Expanded EDITION)<br />
This expanded edition enables teachers to<br />
construct a common vision for student<br />
achievement that effectively and efficiently engages<br />
all students in the robust, authentic and meaningful<br />
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 />
Fountas & Pinnell (2016)
Understanding Texts & Readers:<br />
Responsive Comprehension<br />
Instruction with Leveled Texts<br />
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<br />
an understanding of how these characteristics change as<br />
text become more complex.<br />
Serravallo (2018)
The Literacy Teacher’s<br />
Playbook: Grades K-2<br />
Serravallo (2014)<br />
Serravallo’s book presents an approach to assessment, planning,<br />
and teaching. She provides a four-step assessment protocol to<br />
help develop effective differentiate reading and writing goals, and<br />
then makes an action plan with targeted instruction alongside<br />
students in Foundation to Year 2.<br />
Her four-step assessment protocol is:<br />
• collect data - student work and everyday assessments<br />
(that will be the most useful to you)<br />
• analyse the data to understand deeply what kids know<br />
and can do<br />
• synthesize data from multiple assessments to create<br />
learning goals<br />
• develop instructional plans and follow-ups to monitor<br />
progress.
The Literacy Teacher’s<br />
Playbook: Grades 3-6<br />
Serravallo (2013)<br />
Serravallo’s book presents an approach to assessment, planning,<br />
and teaching. She provides a four-step assessment protocol to<br />
help develop effective differentiate reading and writing goals, and<br />
then makes an action plan with targeted instruction alongside<br />
students in Years 3 - 6.<br />
Her four-step assessment protocol is:<br />
• collect data - student work and everyday assessments<br />
(that will be the most useful to you)<br />
• analyse the data to understand deeply what kids know<br />
and can do<br />
• synthesize data from multiple assessments to create<br />
learning goals<br />
• develop instructional plans and follow-ups to monitor<br />
progress.
The Book Whisperer: Awakening<br />
the Inner Reader in Every Child<br />
Miller (2009)<br />
This is a practical book for teachers. Miller provides teachers with<br />
a 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<br />
students 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, allow students to<br />
choose their own books, carve out extra reading time,<br />
model authentic reading behaviours, discard timeworn<br />
reading assignments such as book reports and<br />
comprehension worksheets, and develop a classroom<br />
library filled with high-interest books.
Mosaic of Thought<br />
Keene & Zimmermann (2007)<br />
Carefully revised from the first edition published ten years ago,<br />
this book reflects the latest thinking by Keene & Zimmerman. It<br />
is deep, thought provoking and designed to help teachers<br />
implement practical, thoughtful ideas for teaching<br />
comprehension.<br />
Seven core strategies that successful readers use to engage<br />
with texts are also explored. Key ideas and concepts for each<br />
strategy, new classroom examples, new tools and innovations<br />
for think-aloud and conferring practices and included.<br />
There is also new advice from Keene & Zimmerman as well as<br />
an invaluable Q&A section with informed responses to<br />
questions frequently asked by today’s teachers.
Mindsets & Moves:<br />
Strategies that help readers take<br />
charge<br />
Gravity Goldberg’s book Mindsets and Moves: Strategies That<br />
Help Readers Take Charge shows teachers how to think about<br />
and interact with children around literacy. It is a resource that<br />
guides teachers to help their students feel empowered to<br />
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 />
Goldberg (2015)
Beyond Leveled Books:<br />
Supporting Early and Transitional<br />
Readers in Grades K-5<br />
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 />
Szymusiak, Sibberson & Koch (2007)
No More Independent <strong>Reading</strong><br />
Without Support<br />
Miller & Moss (2013)<br />
Miller & Moss review recent research-based techniques on<br />
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 discusses<br />
the critical practices required for independent reading to be<br />
effective.<br />
It distinguishes between silent reading, DEAR and highquality<br />
independent reading and provides research around<br />
these practices. It also challenges readers to implement<br />
purposeful independent reading time for all students.
Letter Lessons and First Words:<br />
Phonics Foundations That Work<br />
Mesmer (2019)<br />
The book Letter Lessons and First Words: Phonics Foundations<br />
That Work provides a research-based vision of what engaging<br />
differentiated, sequential and explicit phonics instruction can<br />
look like.<br />
Mesmer provides basic information about how the English<br />
system of writing works which is vital knowledge if teachers are<br />
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.
Conferring with Readers: Supporting<br />
Each Student’s Growth &<br />
Independence<br />
Serravallo & Goldberg (2007)<br />
This book provides a comprehensive guide that shows teachers how<br />
to determine what readers have learned and what they need to<br />
practice. It then provides suggestions for targeting instruction to<br />
meet students’ needs.<br />
You’ll learn how to:<br />
• research a student’s use of skills through questions and<br />
observations, compliment to support and build upon<br />
successes, follow up on prior instruction for accountability<br />
and depth of understanding, explain a reading strategy by<br />
providing an explicit purpose and context, model the strategy<br />
to make the invisible brainwork of reading more visible,<br />
guide a reader in practicing the strategy and link the strategy<br />
to independent reading.
Conferring: The Keystone of<br />
Reader’s Workshop<br />
Allen (2009)<br />
This book by Patrick Allen provides valuable instructional<br />
support to all teachers. Conferring: The Keystone of Reader’s<br />
Workshop is regarded as a benchmark text as it helps teachers<br />
to not only think about children, reading and thinking, but also<br />
helps them discover the strength, power and necessity of<br />
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 to<br />
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.
Teaching <strong>Reading</strong><br />
Comprehension Strategies<br />
Cameron (2009)<br />
Teaching <strong>Reading</strong> Comprehension Strategies is a<br />
step-by-step guide on how to introduce and teach<br />
reading comprehension strategies and how they fit<br />
into your literacy program.<br />
Each strategy has its own chapter, with:<br />
• an explanation of the strategy and how it<br />
supports comprehension<br />
• the language we use when using a strategy<br />
• guided and independent student activities that<br />
support teaching the strategy.
The Teaching Guide to <strong>Reading</strong><br />
Conferences: Grade K-8<br />
Serravallo (2019)<br />
A Teacher’s Guide to <strong>Reading</strong> Conferences is a quick, clear<br />
and easy to read resource for teachers who want to make a<br />
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.
So What Do They Really<br />
Know?<br />
So What Do They Really Know? includes a wealth of<br />
information, specifically exploring the complex issue of<br />
monitoring, assessing, and grading students' thinking<br />
and performance with fairness and fidelity.<br />
Tovani shows teachers how to use assessments to<br />
monitor student growth and provides targeted feedback<br />
that enables students to master content goals. She also<br />
shares ways to bring students into the assessment cycle<br />
so they can monitor their own learning, maximizing<br />
motivation and engagement.<br />
Tovani (2010)
Creating Lifelong Readers<br />
Through Independent <strong>Reading</strong><br />
Creating Lifelong Readers Through Independent <strong>Reading</strong><br />
provides concrete suggestions for creating independent<br />
reading programs that make a difference.<br />
Practical tools and tips for creating classroom libraries,<br />
guidelines for self-selection of texts and lesson ideas are<br />
included.<br />
There are links to current research and insightful interviews<br />
with literacy leaders, Richard Allington. Linda Gambrell, Tony<br />
Stead, Sharon Taberski and Myra Zarnowski.<br />
Moss & Young (2010)
Comprehension Connections:<br />
Bridges to Strategic <strong>Reading</strong><br />
Comprehension Connections creates a framework and a guide for<br />
teaching comprehension strategies that can be complicated or<br />
abstract.<br />
The lessons aim to make abstract thinking accessible to primary<br />
students.<br />
The approach sequences stages of learning for each strategy that<br />
takes students from a fun object lesson to a deeper understanding<br />
through writing, discussion, song, art and movement.<br />
Six core strategies that successful readers use to engage with texts<br />
are explored. The strategies are schema, inferring, questioning,<br />
determining importance, visualising and synthesising.<br />
Harvey (2007)
Improving Comprehension<br />
with Think-Aloud Strategies<br />
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<br />
Think-Alouds are a sound strategy for translating this principle<br />
into practice. Wilhelm also explores powerful reading<br />
techniques like inferring, visualisaing, summarizing, making<br />
connections to real 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 />
Wilhelm (2001)
Mini-Lessons for Literature<br />
Circles<br />
Mini-lessons for Literature Circles focuses on<br />
supporting teachers to build respectful classroom<br />
communities, deepen their student’s book<br />
discussions and create lifelong readers.<br />
There are forty-five short, focused, practical and<br />
teacher-directed lessons that begin, guide and<br />
follow-up every successful book club meeting.<br />
Daniels & Steineke (2004)