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A Year of Picture Prompts: Over 160 Images to Inspire Writing (Published 2017)

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These short, accessible, image-driven posts feature photographs and illustrations from The Times, and invite a variety of written or spoken responses.

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Welcome! Literacy and the Law is designed to engage your K-12 students in civics, language arts, and visual and performing arts through units of study that include appealing mock trials. Our free curricula, resources, and tools will excite and involve your students - all while meeting Common Core State Standards! Learn more about the project...

Explore Units & Lessons

Please note: Although each unit is ideally suited for specific grade levels, all units can be adapted to almost any grade level. Select a unit to learn more:

Literacy & the Law is made possible by

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Literacy & the Law: K-12 Civics Curricula | Mock Trials | Common Core

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Welcome! Literacy and the Law is designed to engage your K-12 students in civics, language arts, and visual and performing arts through units of study that include appealing mock trials. Our free curricula, resources, and tools will excite and involve your students - all while meeting Common Core State Standards!

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IPAD Bootcamp explains TPACK and SAMR with helpful links to other sites.

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The SAMR Model

The SAMR Model, developed by Dr. Ruben Puentedura, describes technology integration through four levels defined as follows:

Substitution: Technology is used as a direct substitute for what you might do already, with no functional change.
Augmentation: Technology is a direct substitute, but there is functional improvement over what you did without the technology.
Modification: Technology allows you to significantly redesign the task.
Redefinition: Technology allows you to do what was previously not possible.

From http://www.maggiehosmcgrane.com/2010/03/samr-model.html

While the first intuitive step for using any new classroom tool is to substitute it for what you already do, the goal for a teacher in a 1:1 classroom is to move beyond the substitution and augmentation levels (Enhancement) and toward the modification and redefinition levels (Transformation).

Here's an informative article from EdWeek about a teacher who redefined her classroom instruction as a result of the technology, in particular, iPads.

In this article, EdTechTeacher blogger Beth Holland provides a healthy perspective on SAMR, technology integration, and the Redefinition stage.

The TPACK Model

TPACK stands for Technological, Pedagogical, and Content Knowledge, and the interaction between these three concepts as they relate to teaching in a technology enhanced learning environment.

Here's a terrific video explaining the TPACK model, from Candice M, TPACK in 2 Minutes.

See Dr. Matthew Koehler's definition of What is TPACK?

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The SAMR Model, developed by Dr. Ruben Puentedura, describes technology integration through four levels defined as follows: Substitution: Technology is used as a direct substitute for what you might do already, with no functional change. Augmentation: Technology is a direct substitute, but there is functional improvement over what you did without the technology.

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Teach students to compare and contrast

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Comparative Thinking Skills: Teaching Students to Compare and Contrast

The ability to compare and contrast is one of the first higher-order reading comprehension skills students are introduced to. And it is no wonder, as the ability to categorise and compare things in terms of their differences and similarities corresponds to some of the earliest stages of cognitive development. Without the ability to group things effectively in terms of their similarities and differences, much of what we consider as 'learning' would be impossible.

Defining the Terms Compare and Contrast

The ability to compare and contrast has its uses far beyond the classroom. With practical applications in everything from choosing which insurance policy to buy, to what clothes to pack for a holiday, comparing and contrasting are requirements for much of our everyday decision-making. However, when we discuss these terms in relation to reading skills, they have much more specific meanings.

Compare, in relation to reading, refers to the process of identifying the similarities and differences between two things. On the other hand, Contrast refers to identifying only the differences between two things. While the distinction between these two terms may appear on the surface to be quite subtle, it is important that students can accurately differentiate between the two concepts to ensure they are able to answer questions and prompts accurately.

Importance of Teaching Comparative Thinking

Compare and contrast type questions are commonly featured in standardized tests, but there are many more reasons for students to develop their comparative thinking skills than just passing tests. A few of the most compelling reasons include:

● These types of questions serve as good introductions for students to begin developing higher-order thinking skills

● Answering compare and contrast questions help students focus closely on the details in a text while improving their comprehension in the process

● The attention to detail required in reading to compare and contrast helps students to better retain the information they are reading

● Knowledge gained through comparing and contrasting helps students understand how to organize information, think more clearly, and express ideas more effectively in their own writing.

GRAPHIC ORGANIZERS FOR COMPARING AND CONTRASTING

Most students find it easy to follow graphic organizers such as the ones below to help compare and contrast information. They are a huge time saver and can be found and created in both digital and paper-based format quickly and easily.

Helping Students to Approach Compare and Contrast Questions

Though we have established that comparing and contrasting serves as a good introduction to the higher-order reading skills, students can often find these types of questions challenging. The best thing we can do to help our students effectively answer these types of questions is to offer them a coherent strategy with which to approach them. One effective approach can be broken down into the following steps:

Step 1: Analyze the Question

As mentioned in the introduction to this article, it is very important students clearly understand what exactly the question is asking them to do. To achieve this effectively students must break the question down into its simplified parts.

If, for example, the question asks a student to contrast the opinions of two critics on the use of metaphor in a poem, students need only focus on the parts of the text where the critics deal with metaphor and, furthermore, students need only focus on where these two opinions differ. On the other hand, if the question asks students to compare the views of the two critics, they must focus on both similarities and differences in their answers.

Step 2: Identify Similarities and Differences in the Content

Once students have identified the purpose of the writing prompt or the nature of the question, they can start to read the text and take note of the similarities and differences in terms of content. Students can begin the process by highlighting or underlining the appropriate information in the text. They can then record this information in note form or bullet points. These are often sufficient for students to prepare for writing their answers. However, it is often helpful for students to use graphic organisers to visually display the information they extract. Venn diagrams are particularly suitable for displaying comparisons as they can usefully display areas of difference, as well as any overlapping similarities. Venn diagrams can easily accommodate a comparison of multiple ideas through the addition of more circles in the diagram.

Step 3: Identify Similarities and Differences in the Structure

Once students have examined and identified the similarities and differences in terms of content, they can begin to look at how the texts compare and contrast in regards to structure. This will require students to give consideration to the genre of each text. Often, students are asked to compare texts that are in the same genre. Sometimes, however, they will be asked about texts which share a common a theme, but are presented in different genres. Depending on the exact nature of the question, students may look at a variety of elements of structure, including how the text is presented in terms of:

● The length of sentences and paragraphs

● The progression of ideas and arguments

● The point of view expressed (Informative? Emotional?)

● The use of stylistic elements, such as irony, humor, emotional appeals etc

● The setting, characters, and plot in fiction

● The use of facts and statistics in nonfiction.

Step 4: Identify Similarities and Differences in Media

Advances in technology make it ever more important that students develop their literacy skills in media beyond the printed word. When we think of students reading a text, we must ensure we recognize that texts can be visual and audio in nature too. As part of learning to compare and contrast texts, students should be offered opportunities to compare texts in a variety of media. Many of the texts students will encounter, whether in print or online, will contain information presented in a variety of ways, including diagrams, charts, photographs, and illustrations - to name a few. Online texts especially may contain embedded videos and audio tracks. These elements should not be ignored as they are an intrinsic part of how the text operates and, therefore, students should be prepared to compare and contrast these too.

Step 5: Evaluate

Now that the students have analyzed closely the question or writing prompt, identified the similarities and differences in content, structure, and media used across the texts, it is time for them to evaluate the texts and offer their opinion on their overall merit or effectiveness. The following questions are suggestions of areas to focus on to evaluate the texts:

● Which of the texts is the most convincing?

● Which of the texts best employs appropriate media?

● Which of the texts is the most enjoyable?

In the evaluation, students can choose to focus on the most interesting, relevant, and informative material they have identified to illustrate the wider thesis of their opinion. READ OUR COMPLETE GUIDE TO STORY ELEMENTS HERE

3 Quick Compare and Contrast Reading Activities:

Activity i. Chalk and Cheese

This is a great activity for students to cut their teeth on reading to compare and contrast. Read the students a modern updated version of a traditional tale such as Cinderella or Little Red Riding Hood. It doesn't have to be a fairytale necessarily, but it should be based on a standard tale that the students are very familiar with. Students work on comparing the similarities and differences between the two versions of the tale. Through skilful questioning on your part, draw from the students' answers that reflect on not only the content of each tale, but the structure and the media employed too. This activity offers further opportunities for students to focus on aspects of story elements and sequencing too.

Activity ii. The Zen of Venn

This activity works well when comparing and contrasting two longer texts. Divide the class into smaller groups and assign each of them one of the chapters, sections, or extracts etc that are being compared and contrasted. Groups scan their text and note the features they identify according to the steps outlined in the Helping Students to Approach Compare and Contrast Questions section above. Groups can then combine their findings in a Venn diagram displaying the similarities and differences between each text.

Activity iii. Visual Contrasts

Increasingly, we are recognizing the need for students to approach visual texts with the same rigour we have traditionally approached the printed word. In this primarily oral activity, students are given two or more photographs or pictures to compare and contrast. You may wish to select two pictures related to the same historical event, for example. Students reflect on the pictures and critically evaluate them through discussion. Students work together to identify the similarities and differences in the pictures and they then record their findings. This information can then serve as useful material to prompt a whole class discussion on students' personal views on each of the pictures.
In the End
In this article, we have taken a look at some of the reasons why it is so important for our students to develop these reading skills and some of the ways we can go about helping them do this. Our students will benefit greatly from developing a methodical approach in this area. Categorizing things in terms of their similarities and differences is something we do instinctively as humans, but it is essential this is further refined through conscious practice. Remember too, opportunities to reinforce student understanding of the processes of comparing and contrasting will arise regularly in all types of lessons, whether in the subject of English or in other areas such as Science, Maths, History and beyond. Comparing and contrasting helps us all understand the world around us and our place in it.

USEFUL VIDEOS FOR TEACHING STUDENTS TO COMPARE AND CONTRAST

OTHER GREAT ARTICLES RELATED TO COMPARE AND CONTRAST

The content for this page has been written by Shane Mac Donnchaidh. A former principal of an international school and English university lecturer with 15 years of teaching and administration experience. Shane's latest Book, The Complete Guide to Nonfiction Writing, can be found here. Editing and support for this article have been provided by the literacyideas team.

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Teaching Compare and Contrast | Literacy Ideas

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The ability to compare and contrast is one of the first higher-order reading comprehension skills students are introduced to. And it is no wonder, as the ability to categorise and compare things in terms of their differences and similarities corresponds to some of the earliest stages of cognitive development.

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This article has links to HyperDoc resources, templates, & lessons.

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What is a HyperDoc?
It's an innovative way to put an entire interactive digital lesson into your students' hands. If you're looking for something to replace boring worksheets with something more exciting that allows students to collaborate, think critically, combine information from multiple sources, and create through technology, then HyperDocs is right up your alley. HyperDocs allow you to create and package a lesson plan tailored to fit the needs of your students. Plus, it is inherently engaging! Each lesson includes all the elements you would typically include in a successful lesson: engage, explore, explain, apply, share, and extend. While students are busy collaborating and reflecting on their learning, you are free to connect with students!

​ The term HyperDocs was coined by Lisa Highfill, Kelly Hilton, and Sarah Landis. When I first heard about HyperDocs, I thought it was simply a Google Doc with hyperlinks on it. Don't be fooled! It is SO much more complex and meaningful than that. Read about what Lisa, Kelly, and Sarah have to say about HyperDocs on their website here.

Many HyperDocs follow this basic template that takes students through six steps of a lesson:

1. Engage: Hook your students, get them engaged, and activate prior knowledge. You might use a fun video, interactive website, or audio recording.

2. Explore: Link resources, such as videos or articles, for students to explore more information.

3. Explain: Clarify the learning objective for your students. This is where you could teach a whole group lesson with direct instruction, or add additional resources for students to explore.

4. Apply: What do you want students to create to demonstrate their learning? Give instructions for the assignment.

5. Share: Provide a way for students to share their work and receive feedback.

6. Reflect: Pause for reflection (whole class, think-pair-share, etc.) or link them to a digital way to share their thoughts.

7. Extend: This portion is great for early finishers. Provide extra activities, additional online resources, or challenge them with an extension assignment to extend their thinking.

Of course, not every lesson follows the same format. For a variety of templates to meet your needs, head over to this Padlet where educators are sharing templates for all types of lessons. In addition to the Basic six step HyperDoc lesson plan outlined above, there are also templates for close reading, historical biographies, and for workshop lessons. There is also a more basic template that only involves three steps: Explore, Explain, and Apply. That shortened HyperDoc templates is great for beginners that are feeling overwhelmed with creating their first HyperDoc.
If you're unsure of what types of resources to include for each section of the lesson, take a look at this helpful Google Doc template created by Sarah Landis. It's packed full of ideas for each step of the lesson. Popular apps and websites used with HyperDocs include YouTube, Google Forms, Kahoot, Storybird, Padlet, Wordle, and of course Google Docs.

​ The best way to understand HyperDocs is to see an example. Luckily, educators have been creating and sharing HyperDocs for all grade levels and subjects. A typical lesson that follows a template will look similar to the images below. Of course, not all Hyperdocs follow a template, and you are free to customize your lesson to suit your needs. To use a template for your classroom, simply open it in Google Docs, click "File" and "Make a Copy" to save it into your Google Drive. Then you can open your own copy, make any changes, and then share it with your students via Google Classroom!

Try out some HyperDocs for yourself to see what all the hype is about!

Click here to explore a Padlet where educators are sharing their awesome HyperDocs.

​Click here to find even more HyperDoc lessons through an amazing website called TeachersGiveTeachers.

​Once you start creating your own HyperDocs, don't forget to revisit the Padlet or TeachersGiveTeachers to share your lesson with others!

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What is a HyperDoc? It's an innovative way to put an entire interactive digital lesson into your students' hands. If you're looking for something to replace boring worksheets with something more exciting that allows students to collaborate, think critically, combine information from multiple sources, and create through technology, then HyperDocs is right up your alley.

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Grammar, sentence structure, spelling, Tons of Stuff! :)

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Resource for digital literacy, digital citizenship, and more.

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We help educators around the world use technology to solve tough problems.

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Another way to create WebQuests

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Traveling Around Italy!!! Ciao! Arrivederci! Buona Sera! Students: You will go to an adventure trip to the Italy. You will acquire information about the government, culture, life style, history and geography.

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An updated version of WebQuest.org is in progress. Come back in March for resources, articles and examples of the WebQuest lesson format.

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TPACK explained :) Many other resources here.

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Access videos, whitepapers, eBooks, webinars, blogs, infographics, case studies, demos and more in our resource hub to support your success.

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This site has 10-minute reading sets, connects with Google classroom to set up your students. You can quickly assess their writing right in Readworks! Awesome for all subjects.

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ReadWorks | Award-Winning, EdTech Nonprofit Organization

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ReadWorks is an edtech nonprofit organization that is committed to helping to solve America’s reading comprehension crisis.

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HyperDoc library Ready To Use.

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Binder of grade/subject level hyperdocs for classroom use

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Great source for HyperDocs to use and lots of ideas to help you create your own.

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Not your everyday calendar, here you can find important events in literary history, authors' birthdays, and a variety of holidays, all with related activities and resources that make them more relevant to students.

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Not your everyday calendar, here you can find important events in literary history, authors' birthdays, and a variety of holidays, all with related activities and resources that make them more relevant to students.

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Find, steal, and share free tools and resources aligned to college-and career-ready standards.

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Expanding Perspectives in K-5 Core Knowledge Language Arts Current instructional materials often lack inclusive representation and div...

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Research, guides and resources, PBS shows, videos, blogs, fun stuff, classroom strategies, and more.

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Explore reading basics as well as the key role of background knowledge and motivation in becoming a lifelong reader and learner. Watch our PBS Launching Young Readers series and try our self-paced Reading 101 course to deepen your understanding.

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Quick access to CC Curricular Maps, ELA CCSS, Framework for 21st Century Learning, and more.

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Both the House and Senate are continuing their fitful efforts to complete action on their versions of the 12 fiscal year 2024 Appropriations bills. The Labor,

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Wonderful small group teaching strategies for any subject

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Find compelling classroom resources, learn new teaching methods, meet standards, and make a difference in the lives of your students.

We are grateful to The Hammer Family Foundation for supporting the development of our on-demand learning and teaching resources.

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Find compelling classroom resources, learn new teaching methods, meet standards, and make a difference in the lives of your students. We are grateful to The Hammer Family Foundation for supporting the development of our on-demand learning and teaching resources.

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Literacy related organizations, websites, and programs.

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Literacy Organizations, Resource Sites, and Research Centers

Recommended Literacy Products

Bridges, Canada educATe online courses: educATe online courses show teachers and parents how to use assistive technology to help students who struggle with reading and writing. The economical, online, on-demand courses incorporate user-friendly Explainer Style videos that identify specific, research-based reading and writing skills, and then provide suggestions for using common technology software and tools to support instruction and learning of those skills. The courses were developed by Bridges, Canada an educational adaptive technology company that Keys to Literacy has partnered with around literacy and technology. Courses available include:

Publications and Articles

Berman, I., & Biancarosa, G. (2005). Reading to achieve: A governor's guide to adolescent literacy. Washington, DC: National Governor's Association Center for Best Practices.

Boardman, A.G., Roberts, G., Vaughn, S., Wexler, J., Murray, C.S., and Kosanovich, M. (2008). Effective instruction for adolescent struggling readers: A Practice brief. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Carnegie Council on Advancing Adolescent Literacy. (2010). Time to act: An agenda for advancing adolescent literacy for college and career success. New York, NY: Carnegie Corporation of New York.

Kamil, M.L., Borman, G.D., Dole, J., Kral, C.C., Salinger, T., and Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A Practical Guide (NCEE #2008-4027). Washington, DC: National Center for Education.

Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Moats, L. C. (2001). "When Older Kids Can't Read". Educational Leadership. 58(6), 36-40.

National Governors Association. (2005) Reading to achieve: A governor's guide to adolescent literacy. Washington, DC: National Governors Association, Center for Best Practices.

National Institute for Literacy (2007). What content-area teachers should know about adolescent literacy. Washington, DC: National Institute of Child Health and Human Development.

Scammacca, N., Roberts, G., Vaughn, S., Edmonds, M., Wexler, J., Reutebuch, C.K., Torgesen, J.K. (2007). Interventions for adolescent struggling readers: A meta-analysis with implications for practice. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Shanahan, T., Callison, K., Carriere, C., Duke, N.K., Pearson, P.D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Short, D.J., & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring the language and academic literacy for adolescent English language learners: A report to the Carnegie Corporation of New York. Washington, DC.

"Supporting Adolescent Literacy Across the Content Areas", (2001). Perspectives On Policy and Procedure Newsletter, available through LAB at Brown University:

Torgesen, J K.., Houston, D., & Rissman, L. (2007). Improving literacy instruction in middle and high schools: A guide for principals. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Torgesen, J.K., Houston, D.D., Rissman, L. M., Decker, S.M., Roberts, G., Vaughn, S., Wexler, J., Francis, D.J., Rivera, M.O., & Lesaux, N. (2007). Academic literacy instruction for adolescents: A guidance document from the Center on Instruction. Portsmouth, NH: RMC Corporation, Center on Instruction.

Williamson, G. L. (2004). Student readiness for postsecondary options. MetaMetrics, Inc.
Content Literacy Instruction and SEI/English Language Learners
Coleman, R., & Goldenberg, C. (2010). What does research say about effective practices for ELLs? Kappa Delta Pi Record, 46 (2).

Deussen, T., Autiio, E., Miller, B., Lockwood, A. T.,& Stewart, V. (2008) What teachers should know about instruction for English language learners. Center for Research, Evaluation, and Assessment, Education Northwest.

Goldenberg, C. (2008). Teaching English language learners: What the research does - and does not - say. American Educator, Summer, 2008.

Goldenberg, C. (2013). Unlocking the research on English learners: What we know - and don't yet know - about effective instruction. American Educator, Summer, 2013.

Iruja, S. (2007) What does research tell us about teaching reading to English language learners? The ELL Outlook. Course Crafters.

Meltzer, J., & Hamann, E.T., (2005). Meeting the literacy developmental needs of adolescents English language learners through content-area learning. Part Two: Focus on classroom teaching and learning strategies. The Education Alliance at Brown University.

Menken, K., & Kleyn, T. (2009). The Difficult Road for Long-term English Learners, Supporting English Language Learners, Association for Supervision and Curriculum Development.

Reading Comprehension Skills for English Language Learners. Colorín Colorado (2007)

Robertson, K. (2008). Increasing ELL student reading comprehension with non-fiction text.

Short, D., & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners - A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education. Page 10.
Content Literacy Instruction and Students with Learning Disabilities
Connor, C.M., Alberto, P.A., Compton, D.L., O'Connor, R.E. (2014). Improving Reading Outcomes for Students with or at Risk for Reading Disabilities: A Synthesis of the Contributions from the Institute of Education Sciences Research Centers (NCSER 2014-3000). Washington, DC: National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education.

Boardman, A.G., Roberts, G., Vaughn, S., Wexler, J., Murray, C.S., and Kosanovich, M. (2008). Effective instruction for adolescent struggling readers.: A Practice brief . Portsmouth, NH: RMC Research Corporation, Center on Instruction. Ava

Connor, C.M., Alberto, P.A., Compton, D.L., & O-Connor, R.E. Improving reading outcomes for students with or at risk for reading disabilities. (2014). National Center for Special Education Research, Institute of Education Sciences.

Deshler, D.D. & Hoch, M.F., & Catts, H.W. (2006). Enhancing outcomes for struggling adolescent readers. The International Dyslexia Association, Perspectives 32,(3).

Edmonds, M.S., Vaughn, S., Wexler, J., Reutebuch, C., Cable, A., Klingler Tackett, K., & Wick Schnakenberg, J. (2009). A synthesis of reading interventions and effects on reading comprehension outcomes for older struggling readers.

Gorman, C. (2003). The new science of dyslexia. Time Magazine, July 28, 2003.

Harmon, J.M., Hedrick, W.B., & Wood, K.D. (2005). Research on vocabulary instruction in the content areas: Implications for struggling readers. Reading & Writing Quarterly, 21.

Heller, R., & Greenleaf, C.L. (2007). " Literacy Instruction in the Content Areas: Getting to the Core of Middle and High School Improvement. " Alliance for Excellent Education.

Jitendra, A.K., Edwards, L.L., Sacks, G., & Jacobson, L.A. (2004). What research says about vocabulary instruction for students with learning disabilities. Exceptional Children, 70, (3).

Kamil, M.L., Borman, G.D., Dole, J., Kral, C.C., Salinger, T., and Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A Practical Guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Lenski, S. (2012). What RTI means for content area teachers. Journal of Adolescent & Adult Literacy 55 (4).

Moats, L. C. (2001). " When Older Kids Can't Read". Educational Leadership. 58(6), 36-40.

National Institute for Literacy (2007). What content-area teachers should know about adolescent literacy. Washington, DC: National Institute of Child Health and Human Development.

NJCLD: National Joint Committee on Learning Disabilities (2008). Adolescent literacy and older students with learning disabilities: A report from the National Joint Committee on Learning Disabilities.

Roberts, G., Torgesen, J.K., Boardman, A., & Scammacca, N. (2008). Evidence-based strategies for reading instruction for older students with learning disabilities. Learning Disabilities Research and Practice 23 (2).

Scammacca, N., Roberts, G., Vaughn, S., Edmonds, M., Wexler, J., Reutebuch, C.K., Torgesen, J.K. (2007). Interventions for adolescent struggling readers: A meta-analysis with implications for practice. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Wanzek, J., Wexler, J., Vaughn, S., & Ciullo, S. (2010). Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of research.

DeBruin-Parecki, A., Perkinson, K., & Ferderer, L. Literacy milestones: Birth to age 3. Reading Rockets.

Duke, N. Reading to learn from the very beginning: Information books in early childhood.

Early Literacy. Family and Community Engagement Research Compendium.

Lesaux, N., Hastings, M., Kelley, J., Marietta, S. & Russ, J. (2010). Turning the page: Refocusing Massachusetts for reading success. Report Commissioned by Strategies for Children.

St. Martin, K., Nantais, M., & Harms, A., Huth, E. (2015). Reading Tiered Fidelity Inventory (Elementary-Level Edition). Michigan Department of Education, Michigan's Integrated Behavior and Learning Support Initiative.

National Governor's Association (2013). A Governor's guide to early literacy: getting all students reading by third grade.

National Governor's Association. Assorted PowerPoint presentations from National Governors Association Policy Institute, May, 2012: " Building a Birth to 3rd Grade State Policy Agenda: A Policy Institute for Governors' Advisors and Early Childhood Advisory Councils "

Elizabeth Burke Bryant: Building a Solid Foundation for Governors' Education Reform Agendas Through Strong Birth-to-3rd Grade Policies

Dorothy Strickland: Promoting Third Grade Reading Proficiency

Deborah Phillips: From the Brain to the Classroom: The Research Case for a Comprehensive Birth-to-3rd Policy Agenda

National Institute for Literacy (2009). Early beginnings: Early literacy knowledge and instruction.

National Institute for Literacy (2010). Learning to talk and listen: An oral language resource for early childhood caregivers.

National Institute for Literacy (2008). Developing Early Literacy: Report of the National Early Literacy Panel.
Reading Rockets Collection of Early Literacy Development Research Studies and Reports
Scammaca, N., Vaughn, S., Roberts, G., Wanzek, J., & Torgesen, J. K. (2007). Extensive reading interventions in grades k- 3: From research to practice. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Shanahan, T., Callison, K., Carriere, C., Duke, N.K., Pearson, P.D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education

Duke, N.K., Bennett-Armistead, S., & Roberts, E.M. (2003). Filling the great void: Why we should bring nonfiction into the early-grade classroom. American Educator.

Hirsch, E.D. (2001). Overcoming the language gap: Make better use of the literacy time block. American Educator.

Hirsch, E.D. (2006). The case for bringing content into the language arts block and for a knowledge-rich curriculum core for all children. American educator.

Hart, B. & Risley, T.R. (2003). The early catastrophe: The 30 million word gap by age 3. American Educator. Spring, 2003.

" Put Reading First: The Research Building Blocks for Teaching Children to Read" (Booklet for Educators) " Put Reading First: Helping Your Child Learn to Read" (Parent Guide) Free copies available through: National Institute for Literacy at ED Pubs P.O. Box 1398, Jessup, MD 20794 Ph: 1-800-228-8813

Reading between the lines: What the ACT reveals about college readiness in reading. (2006). ACT. Iowa City, Iowa.

Wren, S. (2002). Ten myths of reading instruction. SEDL Letter. 14(3). Southwest Educational Development Laboratory.

Books

Curtis, M.E. & Longo, A.M. (1999). "When Adolescents Can't Read: Methods and Materials That Work". Boys Town Reading Center, Nebraska. Available through Brookline Books, Phone 1-800-666-BOOK (57 pages) ISBN: 1-57129-072-9

Deshler, D., Palinscar, A.S., Biancarosa, G., & Nair, M. (2007). I nformed choices for struggling adolescent readers: A research based guide to instructional programs and practices. Newark, DE: International Reading Association.

Guthre, J.T., (Ed.). (2008). Engaging adolescents in reading. Thousand Oaks, CA: Corwin Press.

Jetton, T.L. & Dole, J.A. (2004). Adolescent literacy research and practice. New York: The Guildford Press. ISBN: 1-59385-021-2

Langer, J.A. (2000). "Guidelines for Teaching Middle and High School Students to Read". National Research Center for English Learning and Achievement, University of Albany, NY Phone: 518-442-5933.

McEwan, E.K. (2001). "Raising Reading Achievement In Middle And High Schools: 5 Simple-to-follow Strategies for Principals". Thousand Oaks, CA: Corwin Press, Inc.

Meltzer, J. (2002). "Adolescent Literacy Resources: Linking Research to Practice". Available through the Northeast and Islands Regional Educational Lab, Brown University. Publications dept: Phone: 401-274-9548, X 782.

Moore, D.W., Alvermann, D.E., & Hinchman, K.A. (Eds.) (2000). Struggling adolescent readers: A collection of teaching strategies. International Reading Association.

Peterson, C.L. et al (2000). "Building Reading Proficiency at the Secondary Level: A Guide to Resources". Available from the Southwest Educational Development Lab, Austin,TX Phone: 512-476-6861 (145 pages).

Strickland, D., & Alvermann, D.E., (Eds.) (2004). Bridging the literacy gap: Grades 4-12. New York: Teachers College Press.
Content Literacy Instruction and SEI/English Language Learners
August, D. and T. Shanahan, eds. 2006. Executive summary from developing literacy in second-language learners: Report of the National Literacy Panel on language-minority children and youth, 3-8. Mahwah, NJ: Lawrence Erlbaum Associates.

Calderon, M. (2007). Teaching reading to English language learners, Grades 6-12. Thousand Oaks, CA: Corwin Press.

Cloud, N., Genesee, F., & Hamayan, E. (2009). Literacy instruction for English language learners. Portsmouth, NH: Heinemann.

Flynn, K. M. & Hill, J. D. (2006). Classroom instruction that works with English language learners. Alexandria, VA: ASCD.

Jessness, J. (2004). Teaching English Language Learners K-12. Thousand Oaks, CA: Corwin Press.

Vogt, M.E., & Short, D.J. (2008). Making content comprehensible for English Learners: The SIOP Model. New York: Pearson.

WIDA (2012). The English Language Development Standards: Kindergarten-Grade 12. Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium - www.wida.us
Content Literacy Instruction and Students with Learning Disabilities
Birsh, J.R., (2011). Multisensory Teaching of Basic Language Skills, 3rd Edition. Paul H. Brookes Publishers.

Brueggemann Taylor, A. E. (2014). Diagnostic assessment of learning disabilities in childhood: Bridging the gap between research and practice. New York: Springer

Clark, D.B., & Uhry, J. K. (1995). Dyslexia: Theory & practice of remedial instruction, 2 nd Edition. Baltimore: York Press.

Fletcher, J.M., Lyon, G.R., Fuchs, L.S., & Barnes, M.A. (2007). Learning disabilities: From identification to intervention. New York: Guilford Press. ISBN 159385370X

International Dyslexia Society (2004). Dyslexia: myths, misconceptions, and some practical applications. Baltimore: International Dyslexia Society.

Mather, N. & Wending, B. J. (2011). Essential of dyslexia assessment and intervention. Hoboken, NJ: John Wiley & Sons

Moats, L.C., & Dakin, E. (2008). Basic facts about dyslexia and other reading problems. Baltimore: The International Dyslexia Society.

Pugh, K., & McCardle, P. (2009). How children learn to read: Current issues and new directions in the integration of cognition, neurobiology and genetics of reading and dyslexia research and practice. New York: Psychology Press

Shaywitz, S. (2003). Overcoming Dyslexia. Knoff Publishing.

Swanson, L., Harris, K. R., & Graham, S. (2014). Handbook of learning disabilities, 2 nd Edition. New York: Guilford Press.

Burns, M., Griffin, P., Snow, C. (Eds) (1999). Starting out right: A guide to promoting children's reading success. National Academy Press.

Duke, N. & Bennett-Armistead, S. (2003). Reading & writing informational text in the primary grades: Research-based practices. New York, Scholastic.

Snow, M., Burns, M. S., & Griffin, P. (1998) Preventing reading difficulties in young children. National Academy Press. Available to buy:

Vaughn, S. & Linen-Thompson, S. (2004). Research-based methods of reading instruction, grades K-3. Alexandria, VA: ASCD.

Wolfe, P. & Nevills, P. (2004). Building the reading brain, PreK-3. Thousand Oaks, CA: Corwin Press.

Birsh, J.R., (2011). Multisensory Teaching of Basic Language Skills, 3rd Edition. Paul H. Brookes Publishers.

Cain, K. (2010). Reading Development and Difficulties. BPS Blackwell Publishers

Cain, K. and Oakhill, J. (2007). Children's Comprehension Problems in Oral and Written Language. Guilfford Press.

Fielding, L., Kerr, N., & Rosier, P. (2007). Annual Growth for all students, Catch-UP Growth for those who are behind. Kennewick, WA: The New Foundation Press, Inc.

Jones, S., Burns, D., & Pirri, C. (2010). Leading Literacy Change. Sopris West.

Lemov, D. (2010). Teach Like a Champion. Joessey-Bass.

Moats, L. (2005-2011) LETRS (Language Essentials for Teachers of Reading and Spelling) 12 Modules, Sopris West.

Pedriana, A. 2009. Leaving Johnny Behind. Learning Dynamics Press.

Samuels, S.J. & Farstrup, A.E. (2011). What Research Has to Say About Reading Instruction, 4th edition. International Reading Association.

Sedita, J. and Moats, L. (2006) LETRS Module 11, Writing: A Road to Reading Comprehension, Sopris West

Shaywitz, S. (2003). Overcoming Dyslexia. Knoff Publishing.

Snow, Catherine; Griffin, Peg; & Burns, M. Susan (eds.). © 2005. Knowledge to Support the Teaching of Reading. San Francisco: Jossey-Bass.

Snow, M., Burns, M. S., & Griffin, P. (1998) Preventing Reading Difficulties in Young Children. National Academy Press. ISBN 0-309-06418

Wolf, M. (2007). Proust and the Squid. Harper Collins Publishers.
Vocabulary and Comprehension Specific
Beck, I. L. & McKeown, M.G. (2002). Bringing words to life. New York: Guilford Press.

Beck. I. L., (2006). Questioning the Author. Scholastic.

Biemiller, A. Language Reading Success. Brookline Books.

Block, C.C. & Pressley, M. (2002). Comprehension instruction: Research-based best practices. New York: Guilford Press.

Block. C.C., Gambrell, L.B., & Pressley, M. (2002). Improving Comprehension Instruction: Rethinking Research, Theory, and Classroom Practice. Jossey-Bass.

Carlisle, J.R., & Rice, M.S. (2002). Improving reading comprehension: Research-based principles and practices. Baltimore, MD: York Press.

Ebbers, S. Vocabulary Through Morphemes. Longmont, CO: Sopris West.

Farstrup, A.E., and Samuels, S.J. (2008). What Research Has to Say About Vocabulary Instruction. International Reading Association.

Graves, M.F. 2006. The vocabulary book. New York: Teachers College Press

Harvey, S. & Goudvis. A. (2007). Strategies That Work; Teaching Comprehension for Understanding and Engagement. Stenhouse Publishers.

Israel, S.E., and Duffy, G.G. (2009). Handbook of Research on Reading Comprehension. Routledge.

Klingner, J.K., Vaughn, S., Dimino, J., Schumm, J.S., & Bryant, D. (2001). Collaborative Strategic Reading. Longmont, CO: Sopris West ISBN: 1-57035-452-9

Marzano, R.J. (2004). Building Background Knowledge. Association for Supervision and Curriculum Development.

Moats, L, & Sedita, J. (2005). LETRS Module 11: Writing: A Road to Reading Comprehension. Longmont, CO: Sopris West ISBN: 1-59318-199-X

Sedita, J. (2003). The Key Three Routine: Comprehension Strategies. Boxford, MA: Sedita Learning Strategies. www.keystoliteracy.net

Snow, C. (2002). (Chair). RAND reading study group: Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica, CA: RAND

Stahl, S. A. (1999). Vocabulary development. Brookline, MA: Brookline Books.

Stahl, S.A. and Nagy, W.E., (2006). Teaching Word Meanings. Lawrence Erlbaum Associates.

Sweet, A.P., & Snow, C. E. (2003). Rethinking reading comprehension. New York: Guilford Press.

Wagner, R.K., Muse, A.E., & Tannenbaum, K. R. (2007). Vocabulary Acquisition: Implications for Reading Comprehension. Guilford Press.

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Websites & Organizations - Keys to Literacy

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Literacy Organizations, Resource Sites, and Research Centers Bridges, Canada educATe online courses: educATe online courses show teachers and parents how to use assistive technology to help students who struggle with reading and writing.

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Connecting teachers to each other

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Serving more than 5 million educators and 51 million students, available in approximately half of U.S. classrooms and primary schools in the U.K., and more than 90 countries around the globe.

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Digital Textbooks & Education Resources | Discovery Education

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Serving more than 5 million educators and 51 million students, available in approximately half of U.S. classrooms and primary schools in the U.K., and more than 90 countries around the globe.

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FREE DIGITAL RESOURCES & PROFESSIONAL DEVELOPMENT

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PBS LearningMedia | Teaching Resources For Students And Teachers

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Inspire your students with thousands of free teaching resources including videos, lesson plans, and games aligned to state and national standards.

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Ideas, information, inspiration for good days and the hard days.

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We Are Teachers - Ideas and inspiration for reaching the next generation

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We Are Teachers is a proud community of K-12 educators, sharing ideas, resources, and awesome freebies and giveaways.

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Books, education, trends, life as an educator.

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Teaching Tools | Resources for Teachers from Scholastic

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America's Educator's Newspaper

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Education Week American Education News Site of Record - Education Week

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Find breaking news, analysis, and opinion on K-12 education issues affecting school and district leaders, teachers, policymakers, and ed-tech professionals.

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Inspiration & information about what works in education

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George Lucas Educational Foundation

The benefits of movement in the classroom aren't limited to younger students. Pairing new words and concepts with gestures or dance moves locks in understanding-and active brain breaks prime students to learn even more.

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A free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education.

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Find Chat boards, articles, lessons, and teacher support

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Teachers.Net - teacher chat, lesson plans, and teaching jobs

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Teachers.Net - TEACHERS - Education resources, Teacher chat, lesson plans, teaching jobs. Teachers.Net for the most active teacher chatboards & teacher chatrooms, featuring thousands of teaching jobs, over 150 teacher mailrings and over 150 teacher chatboards, and live teacher chat 24 hours a day.

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Here's a great source for Project Based Learning (PBL).

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TeachThought – A Critical Thinking Classroom

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TeachThought promotes critical thinking and innovation in K-12 classrooms

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TeachHub - K-12 Resources by teachers for teachers.

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TeachHUB provides educators with the latest teaching strategies, lesson plans, classroom resources, and professional development, created by teachers for teachers.