Primary - Reading Magazine 2021

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A selection<br />

of useful<br />

resources<br />

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


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 />


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 />


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)

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