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Red : Part 1 Philosophy of Literacy Education
Purple:  Part 2 Review of literacy teacher guide
Blue: Part 3 Primary /Part 4 Junior Teaching Guides
Green: Part 3 Primary /4 Junior Assessment Guides
Yellow: Part 5 Book Collection

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Part 2: 50 literacy strategies for beginning teachers, 1-8

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Part 2: 50 literacy strategies for beginning teachers, 1-8

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This very helpful resource is divided into sections that every emerging educator can benefit from reading such as “Creating Successful Literacy Lessons” and “ Word Recognitions Strategies: Sight Words, Contxt Clues, Morphemic (Structural Analysis, Phonic Analysis”. Throughout the guide, the authors also use examples of well-known children’s literature to demonstrate the strategies in action which makes the concepts clear and easy for even teacher candidates to integrate into literacy lessons. As a teacher candidate I am most concerned that my students actually understand what they’re interacting. I must be mindful that just because a student repeats back what I say, does not mean they are actually learning. Therefore, I was most intrigued by Part 4 of the text which focuses on comprehension strategies. The authors suggest familiar strategies such as KWL charts as well as integrating story pyramids and plot-relationship charts to help students engage with concepts. I can get nervous about approaching literacy with students as it can seem like a large and daunting task. However  this resource provides useful strategies that even new teachers like myself can use to foster a love of literacy and learning in our classes.

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Also available as an eText which comes with videos and interactive activities, this guide offers early primary educators practical strategies for phonetic instruction. Heavy on resources, it also provides many examples of student work, adaptable mini-lessons, and a Compendium of Instructional Procedures.

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Part 3: Let's do Poetry in Primary Schools

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Part 3: Let's do Poetry in Primary Schools

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With engaging lessons for primary educators and students' alike, this teacher's guide breaks down poetry into 4 sections: Poetry in your classroom, Reading and enjoying poetry,
Writing poetry, and Developing children as poets. The goal of this teaching resource is to provide educators with the proper strategies to teach phonemic awareness through poetry.

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Part 3: Word's Their Way: Word Study for Phonics, Vocabulary, and Spelling

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Part 3: Word's Their Way: Word Study for Phonics, Vocabulary, and Spelling

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This word study is designed to help educators understand the language needs of their students. In increasingly diverse classroom settings, this guide can enable teachers to  work with the phonetic skills they already have and which strategies to use so ELL students can gain vocabulary, spelling, and word recognition skills.

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Part 1: Philosophy of Literacy Education 

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Part 1: Philosophy of Literacy Education 

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I believe that literacy can be defined as the ability to comprehend, interpret, and communicate a variety of content which today should include text as well as media and technology. I believe that a literate person is able to evaluate these mediums with critical thinking and problem-solving. This ability can be demonstrated orally and visually – as educators we no longer simply require written text. As our rapidly changing world is constantly introducing new ideas, students require literacy skills to be able to decipher truth from misrepresentation. To continuously challenge and look at media with a critical lens is very important so while in theory I love the idea of devoting so much time in class to reading, students need to be given the tools to actually read and decode on their own. There is no evidence that independent silent reading without guidance can improve reading achievement and fluency. This is not to say that there is no benefit to it but I believe that more time could be devoted to activities which boost literacy skills before letting emerging readers go off on their own. Establishing phonemic awareness is at the core of most literacy theory so I can certainly appreciate how crucial a student’s ability to demonstrate the ability to manipulate language to the situation is. I plan on taking advantage of how many current resources encourage the use of song and play to teach concepts such as blending or phoneme manipulation. As both a learner and an educator, I believe that literacy and language lessons would be so much more engaging if they were creative and play-based. The use of play not only increases student engagement but makes it easier for students to understand the concepts being taught.

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Part 3: 1st Grade- Printing Teacher’s Guide 

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Part 3: 1st Grade- Printing Teacher’s Guide 

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This resource creates a program for Grade 1 teachers, suggesting strategies to help young students steer away from often-seen writing errors including letter reversals, floating letters, etc. It also has practical knowledge for primary educators that can help ease tension with emerging writers such as suggestions for left-handed children, teaching capitals first, and even incorporating songs and dance to get students ready to write.

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This unit from Nelson provides Grade 3 educators with engaging lessons and activities to help students to make inferences and draw conclusions from text as well introducing short stories, poems, and comic strips. Teachers can use this unit guide to build reading comprehension through language conventions and new vocabulary.

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Part 3: The Ontario Curriculum – Exemplars, Grades 1–3

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Part 3: The Ontario Curriculum – Exemplars, Grades 1–3

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This resource enables educators across Ontario to ensure more consistency in assessment of student work.  It provides rational for the levels assigned to each example of student work including their comprehension of a topic through their communication and reasoning.

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Flash cards can be used to quickly and easily to assess receptive and expressive language skills in primary students. By using Flash cards, educators can assess a number of skills from letter recognition and blending to sentence fluency.

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This assessment requires primary teachers to read selected words aloud and have students respond orally. It allows  educators to gauge a child’s progress with phonemic awareness throughout a term or year. This allows educators to assess most literacy concepts by recording errors, corrections, and reading behaviours of students. This can also be used as a means to determine where to start the Phonemic Awareness curriculum when implementing the lessons mid-year.

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Part 3: Growing Success: The Kindergarten Addendum 

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Part 3: Growing Success: The Kindergarten Addendum 

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Created by the Ministry of Education based on the 7 fundamental principles of assessment. The overall expectations are  quite general for Kindergarten but proposes that educators to work with  students to develop learning goals and success criteria. This  enables students to describe their own learning which can and should be applied to all literacy concepts.

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The goal of this text is to complement and expand on literacy instruction methods in the classroom such as guided reading, upholding a balanced literacy diet, etc. It proposes strategies to help educators develop goals for each reader and implement differentiated instruction for literacy.

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By using sight words, primary educators are able assess student of high frequency words.  Educators can work one on one with students to easily to track progress using a simple progress monitoring graph such as the Dolch Sight Word Assessment chart.

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This resource provides a series of lessons to build  comprehension of a variety of medias that educators can use to help students engage in collaborative and critical thinking. This is a valuable resource for teachers who are looking to increase their students' media literacy.

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Part 4: A Guide to Effective Literacy Instruction

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Part 4: A Guide to Effective Literacy Instruction

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This text includes strategies for teachers to promote higher-order thinking as well as strategies for differentiating literacy instruction.  This guide is very useful for educators to help build on their students' comprehension skills.

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Part 4: The Next Step Forward in Guided Reading

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Part 4: The Next Step Forward in Guided Reading

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This book provides discussion prompts, word lists, as well as suggestions to support students at the junior level. It also includes additional visual and multi-media tools for educators to help students develop reading fluency.

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Part 4: Literary Essays: Writing about Reading

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Part 4: Literary Essays: Writing about Reading

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This resource provides strategies for teaching junior students the necessary essay writing strategies such as crafting a solid thesis statement and how to use evidence to support their claims. The goal of the text is for educators to help students choose and develop a theme from their many ideas to choose a topic they are passionate about.

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Part 4: Reading Fluency Progress Monitor

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Part 4: Reading Fluency Progress Monitor

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This resource provides 30 fiction and nonfiction passages as well as reproducible forms to record and graph student performance over time. This can help teachers analyze  the fluency of their students and determine whether or not their methods of instruction have been effective.

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Student scenario examples for each assessment to help interpret  results.Convenient summary score sheets for each assessment to use for RTI documentation. measure phonics skills of individual students (decoding) or spelling skills of an individual or group (encoding). Utilize assessment data to make instructional decisions

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Part 4: Hasbrouck & Tindal Oral Reading Fluency Data

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Part 4: Hasbrouck & Tindal Oral Reading Fluency Data

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Reading fluency and reading comprehension so highly correlated so it is important for teachers to help students be able to automatically decode text so they can actually Comprehend the message. This chart allows educators to monitor and measure the oral reading fluency rates of  their students.

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a reading assessment kit that includes an assortment of fiction and non-fiction passages, a scoring guide as well as strategies to develop fluency. The scoring guide is particularly useful in teachers being able to identify the reading comprehension strategies used by their junior students. CASI also provides further reading comprehension strategies to teach to their students.

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Part 4: Ontario Curriculum (writing) Exemplars 4-6

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Part 4: Ontario Curriculum (writing) Exemplars 4-6

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helps teachers assess the age-appropriate level of developmental stages of writing. Gives teachers the vocabulary to assess their student’s written organization and communication skills Developmental stages of writing.

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Written and Illustrated by Eric Carle

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Part 5: The Dragons are Singing Tonight 

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Part 5: The Dragons are Singing Tonight 

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This book of poetry captures the imagination of children and adults alike in an anthology  about modern and ancient dragons. Each poem is unique and is sure to bring up emotions in even early readers. My grandparents bought me this book before I could read and it has remained a beloved book of mine ever since. I have read this book with students in grades from 1-4 and found them all equally engaged. However,I do believe that grade 2 is an ideal level for this book. In grade 2, students are learning how to play with with rhyming patterns which help build phonological awareness and are introducing higher level vocabulary words. “The Dragons are Singing Tonight” also features words such as “disparage”, “sabers”, and “ferocious” which I believe are a good challenge to enrich students’ vocabulary and creative skills.

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Part 5: Harry Potter and the Philosopher's Stone 

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Part 5: Harry Potter and the Philosopher's Stone 

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Written by J.K. Rowling  and first illustrated by Thomas Taylor (UK Edition).

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Written and Illustrated by Ludwig Bemelmans.

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Written by Laura Joffe Numeroff and Illustrated by Felicia Bond.