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Duke and Cartwright (2021)

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G1-G2: Word Investigation Planning Example

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G1-G2: Word Investigation Planning Example

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Words Matter: Phrases You Can Use to Support Students' Thinking and Progress

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Words Matter: Phrases You Can Use to Support Students' Thinking and Progress

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Gots: What resonated the most? What will you carry with you?

Wants/Burning Questions: What would you find most helpful to explore next? —OR— What burning question is on your mind?

👇👇

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tonya@tonyagilchrist.com

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Choice Words: How Our Language Affects Children's Learning

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Choice Words: How Our Language Affects Children's Learning

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Peter Johnston

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Throughout this book, author Peter Johnston provides examples of seemingly ordinary words, phrases, and uses of language that are pivotal in the orchestration of the classroom. Grounded in a study by accomplished literacy teachers, the book demonstrates how and what we say (and don't say) have surprising consequences for what children learn and for who they become as literate people. Students learn how to become strategic thinkers, not merely learning the literacy strategies, but adapting them to their lives outside of the classroom.

In addition, Johnston examines the complex learning that teachers produce in classrooms that is hard to name and thus is not recognized by tests, by policy-makers, by the general public, and often by teachers themselves, yet is vitally important. This book will be enlightening for any teacher who wishes to be more conscious of the many ways their language helps children acquire literacy skills and view the world, their peers, and themselves in new ways.

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Choice Words: How Our Language Affects Children's Learning

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Amazon.com: Choice Words: How Our Language Affects Children's Learning: 9781571103895: Johnston, Peter H: Books

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G3+: Word Investigation Planning Example

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G3+: Word Investigation Planning Example

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from Words Their Way

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Tweets by Mrs_Gilchrist

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Napper and Rao

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Introducing The Power of Agency, a science-backed approach to living life on your own terms. Agency is the ability to act as an effective agent for yourself―reflecting, making creative choices, and constructing a meaningful life. Grounded in extensive psychological research, The Power of Agency gives you the tools to help alleviate anxiety, manage competing demands and help you live your version of success.Renowned psychology experts Paul Napper and Anthony Rao will help you break through your state of overwhelm by showing you how to access your personal agency with seven empowering principles: control stimuli, associate selectively, move, position yourself as a learner, manage your emotions and beliefs, check your intuition, deliberate and then act.Featuring stories of people who have successfully applied these principles to improve their lives, The Power of Agency will give you the insights and skills to build your confidence, conquer challenges, and live more authentically.

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The Power of Agency: The 7 Principles to Conquer Obstacles, Make Effective Decisions, and Create a Life on Your Own Terms

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Introducing The Power of Agency, a science-backed approach to living life on your own terms. Agency is the ability to act as an effective agent for yourself―reflecting, making creative choices, and constructing a meaningful life. Grounded in extensive psychological research, The Power of Agency g...

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A Process to Share, Model, and LIVE with Students

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A Process to Share, Model, and LIVE with Students

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Inquiry, Agency, & Responsive Teaching in International Schools

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Inquiry, Agency, & Responsive Teaching in International Schools

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Join this Facebook group to connect with educators around the world as well as to access articles and resources.

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Douglas Fisher, Nancy Frey, and Nancy Akhavan

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Students learn to read and write best when their teachers balance literacy instruction. But how do you strike the right balance of skills and knowledge, reading and writing, small and whole group instruction, and direct and dialogic instruction, so that all students can learn to their maximum potential?

The answer lies in the intentional design of learning activities, purposeful selection of instructional materials, evidence-based teaching methods, and in strategic groupings of students based on assessment data. Together, these create the perfect balance of high impact learning experiences that engage and excite learners. In this hands-on essential guide, best-selling authors Douglas Fisher, Nancy Frey, and Nancy Akhavan help you define that balance for your students, lighting the path to implementing balanced literacy in your classroom. Their plan empowers you to integrate evidence-based approaches that include:

* Instructional materials comprised of both informational and narrative texts.
*The best uses of instructional delivery modes, including direct and dialogic instruction.
*Grouping patterns that work best to accomplish learning aims for different learners at different stages.
* Instruction in foundational skills and meaning making, including oral language, phonemic awareness, phonics, fluency,
vocabulary, comprehension, and writing.
* Technology used as a tool for increasing learning of a specific literary process.

All the tips and tools you need to realize the goal of balanced literacy learning are included, with classroom videos that show strategies in action. Tap your intuition, collaborate with your peers, and put the research-based strategies embedded in this roadmap to work in your classroom to implement or deepen a strong, successful balanced literacy program. Grow as a reading and writing teacher while leading your students to grow as readers and writers.

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All the tools and tips you need to strike the right balance of high impact learning and realize the goal of balanced literacy instruction in your classroom.

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ILA Reading Research Quarterly - The Science of Reading Progresses

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ILA Reading Research Quarterly - The Science of Reading Progresses

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Nell K. Duke and Kelly B. Cartwright (2021)

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Debbie Miller

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Introduction: We Can Do This

Asking Beautiful Questions

Paying Attention to What Doesn't Feel Right

Asking, "What If?": Creating Space for Possibility

Chapter One: What If Each Day's Teaching Focused on Children's Agency?

Finding Our Way to a Beautiful Question: The Disengaged Child

What's the Best That Could Happen? Agency Fosters Engagement

Imagining New Possibilities for a Child

Conferring to Support Access and Choice

Paying Attention During Independent Work Time

Conferring to Inquire and to Offer Community

Postscript

Chapter Two: What If We Made What Children Make and Do Our Priority?

Finding Our Way to a Beautiful Question: Workshop Planning

What's the Best That Could Happen? Meaningful Work

Planning for What Children Will Do First

Planning for What Teachers Will Do During Work Time

Figuring Out What to Teach

Playing with the Sequence

Taking Ownership

Chapter Three: What If Our Classroom Environment and Routines Offered Choice?

Finding Our Way to a Beautiful Question: Frustration over Supplies

What's the Best That Could Happen? Managing Their Own Work

Being Intentional in Our Language

Cocreating Routines

Designing Agentive Environments

Chapter Four: What If We Owned the Units We Are Asked to Teach?

Finding Our Way to a Beautiful Question: The Units We're Given

Are These the Right Goals?

Which Texts Work Best?

How Will We Know When We're Done?

How Can This Happen Within Daily Workshop?

What's the Best That Could Happen? Perfection in Imperfection

Chapter Five: What If Read-Aloud Sustained Children's Independent Thinking?

Finding Our Way to a Beautiful Question: The Wisdom in Children's Thinking

Expecting Brilliance

Finding Time for Read-Aloud

Reading Aloud for Joy

Teachers and Children Thinking Aloud

What's the Best That Could Happen? Being Inspired to Act

Conclusion: In Pursuit of Beautiful Questions

We all have difficult moments in our teaching, and without a question to drive us forward, we can get stuck. But that difficult moment might be the question we need to ask ourselves. Questions can bring a positive attention, creating a presence in the moment. When I ask children, "Are you the kind of kid who...?", I'm inviting them to imagine a new possibility for themselves, one in which they have more power than they did before. I want those new possibilities for teachers, too. Are you the kind of teacher who is ready to try something new, something that will make your students stronger, more joyful readers and bring you greater joy in your work? I think you are.

Asking questions leads to opportunities-it's about growth, openness, and a willingness to change, which top-down models don't allow. It's a way for us to focus our thinking and be present in the lives we've chosen to live. Asking the question is the essential behavior of teaching. It's not a perfect call-and response but a messy business of wondering, stumbling, and figuring things out. It requires bravery and commitment, but that's what teaching is. It's a joyful, creative, purposeful profession. If you feel you've lost even some of your passion for teaching, I would love to help give it back to you. So, in this book, we'll talk about creating beautiful questions about the teaching of reading. To help you take on the process of asking beautiful questions, I'll share how I got to some beautiful questions about teaching reading and what I did with them as I worked with teachers in classrooms across the country.

This book is about owning our teaching and making decisions based on who we are and what's best for the children in our classroom today. That all sounds ambitious and brave... and the work is-teaching is-but it happens in so many small and simple ways. My wish is for you to think about what you do and ask your own beautiful questions, so that you and your children can thrive and view yourselves and each other as valuable, idea-filled, creative, and contributing humans who own your teaching and learning. Be open and receptive to possibilities! Think: "What if we did it this way?"

"A one-of-a-kind book, full of wisdom and heart. Debbie Miller inspires educators to step back and question everything-challenging us to rethink and reinvent the ways we teach. What's the best that could happen? Read this book and it will help you find your own answer to that beautiful question."

-Warren Berger, author of A More Beautiful Question and The Book of Beautiful Questions
"Debbie Miller is a magician with children, and in What's the Best That Could Happen? she hands us her magic wand. With honesty, humility, and optimism, she shares her thoughts and actions about teaching and learning. Run-don't walk-to conjure up this essential book!"
-Stephanie Harvey, coauthor of The Comprehension Toolkit series, From Striving to Thriving, and Strategies That Work
"Debbie Miller is suggesting something revolutionary. She is suggesting the way to ensure all students learn is to intentionally and persistently expect not just capability but brilliance from them."
-Gretchen Morgan, author of Innovative Educators: An Action Plan for Teachers

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"One of the great joys of teaching is anticipating children's brilliance." In What's the Best That Could Happen?, Debbie Miller confronts a challenge all

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Culturally Responsive Teaching and The Brain

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Culturally Responsive Teaching and The Brain

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Zaretta Hammond

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The achievement gap remains a stubborn problem for educators of culturally and linguistically diverse students. With the introduction of the rigorous Common Core State Standards, diverse classrooms need a proven framework for optimizing student engagement and facilitating deeper learning

Culturally responsive pedagogy has shown great promise in meeting this need, but many educators still struggle with its implementation. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

The book includes:

Information on how one's culture programs the brain to process data and affects learning relationships

Ten "key moves" to build students' learner operating systems and prepare them to become independent learners

Prompts for action and valuable self-reflection

With a firm understanding of these techniques and principles, teachers and instructional leaders will confidently reap the benefits of culturally responsive instruction.

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Culturally Responsive Teaching and The Brain

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In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

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Cecilia M. Espinosa and Laura Ascenzi-Moreno

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Dr. Laura Ascenzi-Moreno earned her Ph.D. in Urban Education at the Graduate Center CUNY with a focus on bilingual education. She is currently an associate professor and the bilingual program coordinator at Brooklyn College, City University of New York. Dr. Ascenzi-Moreno's research is focused on the literacy development of emergent bilinguals, the literacy assessment of emergent bilinguals, the development of teacher knowledge, and how these intersect with equity. She is particularly interested in investigating how to shift and reimagine standardized literacy spaces by centering them onf children's multilingual and multimodal practices. Her article, "Translanguaging and Responsive Assessment Adaptations: Emergent Bilingual Readers through the Lens of Possibility," won the National Council of Teachers (NCTE) Language Arts Distinguished Article Award in 2018. Dr. Ascenzi-Moreno's articles can be found in Language Arts, The Reading Teacher, the Journal of Literacy Research, Literacy Research and Instruction, Voices from the Middle, among others.

As an applied researcher, Dr. Ascenzi-Moreno work is deeply connected to the lived experiences of students and teachers. She worked in New York City public school classrooms as a bilingual teacher assistant, a bilingual teacher, a literacy coach, and new teacher mentor. At Brooklyn College, she coordinates the bilingual program and works with pre-service and in-service teachers to support their development as critical practitioners ready to support emergent bilinguals in their classrooms and beyond.

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Rooted in Strength: Using Translanguaging to Grow Multilingual Readers and Writer: Using Translanguaging to Grow Multilingual Readers and Writers

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Buy Rooted in Strength: Using Translanguaging to Grow Multilingual Readers and Writer: Using Translanguaging to Grow Multilingual Readers and Writers: Read Kindle Store Reviews - Amazon.com

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Danling Fu, Xenia Hadjioannou, and Xiaodi Zhou

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Translanguaging for Emergent Bilinguals is a thorough examination of the development, evolution, and current realities of educating emergent bilinguals in U.S. classrooms. Through engaging vignettes, readers follow the experiences of emergent bilinguals in a variety of monolingual settings, tracing the challenges encountered by both the students and the schools that serve them. The authors argue that the future of emergent bilingual education lies in an inclusive translanguaging pedagogy. By embracing home languages and cultures, this approach nurtures the development of multiple literacies, enabling individuals to thrive academically, socially, linguistically, and intellectually. The text begins by showing how the authors evolved from monolingual language educators to translanguaging educators and ends with concrete takeaways for successfully using this approach in different education settings.

"This book offers an uplifting alternative view of the lives and education of language-minoritized students. The authors present here a practice-based approach to translanguaging for all types of teachers of emergent bilinguals."
-From the Foreword by Ofelia García, The Graduate Center, City University of New York

"A fascinating volume offering practical as well as theoretical insights into translanguaging pedagogy."
-Li Wei, UCL Institute of Education, University College London

"Contributes significantly to our understanding of the nature of translanguaging and its potential to transform the education of emergent bilingual students."
-James Cummins, University of Toronto

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Translanguaging for Emergent Bilinguals: Inclusive Teaching in the Linguistically Diverse Classroom (Language and Literacy Series)

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Buy Translanguaging for Emergent Bilinguals: Inclusive Teaching in the Linguistically Diverse Classroom (Language and Literacy Series): Read Kindle Store Reviews - Amazon.com

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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William Stixrud and Ned Johnson

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" Instead of trusting kids with choices . . . many parents insist on micromanaging everything from homework to friendships. For these parents, Stixrud and Johnson have a simple message: Stop. " - NPR New York Times bestselling author of How Children Succeed mean giving up your authority as a parent. In this groundbreaking book they reveal how you can actively help your child to sculpt a brain that is resilient, and ready to take on new challenges.

"This humane, thoughtful book turns the latest brain science into valuable practical advice for parents." -Paul Tough, doesn't The Self-Driven Child offers a combination of cutting-edge brain science, the latest discoveries in behavioral therapy, and case studies drawn from the thousands of kids and teens Bill and Ned have helped over the years to teach you how to set your child on the real road to success. As parents, we can only drive our kids so far. At some point, they will have to take the wheel and map out their own path. But there is a lot you can do before then to help them tackle the road ahead with resilience and imagination.

A few years ago, Bill Stixrud and Ned Johnson started noticing the same problem from different angles: Even high-performing kids were coming to them acutely stressed and lacking motivation. Many complained they had no control over their lives. Some stumbled in high school or hit college and unraveled. Bill is a clinical neuropsychologist who helps kids gripped by anxiety or struggling to learn. Ned is a motivational coach who runs an elite tutoring service. Together they discovered that the best antidote to stress is to give kids more of a sense of control over their lives. But this

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives

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The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives - Kindle edition by Stixrud, William, Johnson, Ned. Download it once and read it on your Kindle device, PC, phones or tablets.

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Edward L. Deci

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What motivates us as students, employees, and individuals?If you reward your children for doing their homework, they will usually respond by getting it done. But is this the most effective method of motivation? No, says psychologist Edward L. Deci, who challenges traditional thinking and shows th...

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Story Workshop: New Possibilities for Young Writers

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Story Workshop: New Possibilities for Young Writers

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Susan Harris MacKay

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Special Offer: Save 30% off our list price automatically when you buy 15 or more.

Even our youngest students have lots of stories to tell, whether real or imagined. How can we create entry points for writing, so that all writers feel confident and motivated to share their stories? How can we establish a classroom community of beginning writers where equity, empathy, and compassion become part of the process and vital by-products of story writing?

Enter story workshop, a structure for early literacy that amplifies the relationship between play, art, and writing. Children develop ideas and stories through choices of art materials. By creating images through play, story workshop invites children to explore the "amazingness" (Nisa, age 10) of their ideas in a variety of art forms. "Through their stories," Susan writes, "students share the meaning they make of their experiences in the world." Children in every classroom environment feel empowered to transition from play to pencil as they add words to their stories.

Story Workshop includes an abundance of classroom videos, photos, and student samples that illustrate what is possible when children use words, colors, textures, shapes and all kinds of materials to create the stories they want to tell. Watch how students' imaginations soar, their love of writing blossoms, and their connections with one another become the focal point of your classroom.

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Special Offer: Save 30% off our list price automatically when you buy 15 or more. Even our youngest students have lots of stories to tell, whether real or imagined. How can we create entry points for writing, so that all writers feel confident and motivated to share their stories?

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The Hundred Languages of Children (3rd Ed.)

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The Hundred Languages of Children (3rd Ed.)

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Editors: Carolyn Edwards, Lella Gandini, and George Forman

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Educators in Reggio Emilia, Italy, use a distinctive innovative approach that supports children's well-being and fosters their intellectual development through a systematic focus on symbolic representation. From birth through age six, young children are encouraged to explore their environment and express their understanding through many modes of expression or "languages," including verbal communication, movement, drawing, painting, sculpture, shadow play, collage, and music. This organic strategy has been shown to be highly effective, as the children in Reggio Emilia display surprising examples of symbolic skill and creativity.

This book describes how the world-renowned preschool services and accompanying practical strategies for children under six in Reggio Emilia have evolved in response to the community's demographic and political transformations, and to generational changes in both the educators and the parents of the children. The authors provide the reader with a comprehensive introduction to the Reggio Emilia experience, and address three of the most important central themes of the work in Reggio in detail: teaching and learning through relationships; the hundred languages of children, and how this concept has evolved; and integrating documentation into the process of observing, reflecting, and communicating.

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The Hundred Languages of Children: The Reggio Emilia Experience in Transformation, 3rd Edition

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Buy The Hundred Languages of Children: The Reggio Emilia Experience in Transformation, 3rd Edition: Read Kindle Store Reviews - Amazon.com

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Loose Parts 3: Inspiring Culturally Sustainable Environments 

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Loose Parts 3: Inspiring Culturally Sustainable Environments 

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Miriam Beloglovsky and Lisa Daly

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Loose Parts 3: Inspiring Culturally Sustainable Environments (Loose Parts Series)

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Loose Parts 3: Inspiring Culturally Sustainable Environments (Loose Parts Series) [Beloglovsky, Miriam, Daly, Lisa] on Amazon.com. *FREE* shipping on qualifying offers. Loose Parts 3: Inspiring Culturally Sustainable Environments (Loose Parts Series)

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Dr. Heidi Anne Mesmer

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If you're not sure how phonics fits within your daily instruction, or crave a more effective process for teaching phonics, Heidi Anne Mesmer is here to help. In Letter Lessons and First Words, Heidi Anne provides a research-based vision of what lively, engaging phonics instruction can look like, along with practical, classroom-tested tools to make it happen in your classroom.

Heidi Anne provides a one-stop shop for phonics instruction, including a clear scope and sequence of what to teach, a quick assessment to differentiate instruction, a simple lesson framework, and three activity-filled units matching key developmental milestones.

More than twenty classroom videos bring the content to life, showing children working with letters, words, and books at various stages of learning. Additional resources include:

A "know the code" chapter explaining English spelling (and online glossary)

Answers to common questions

Guidance about choosing books for readers at different stages

new info about how children cognitively store words and why inductive tension is important.

Isn't it time to re-imagine how you teach phonics? Letter Lessons and First Words will show you the way toward joyful instruction for today's classrooms.

Read Heidi Anne's Blog post Developmentally Responsive Phonics Instruction: A Research-Based Approach

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Research-based strategies for lively, engaging phonics instruction with young children. - Heinemann

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Peter (Pete) Bowers

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Our Teacher Resource Book

Teaching How the Written Word Works offers an introduction to the core concepts of how the ordered way English spelling works. It uses a series of lessons designed to help teachers, tutors and parents make sense of English spelling along with their young co-learners. The lessons focus on morphological analysis with the matrix and word sum.

Research Tested

These tools are central not only to understanding how morphological families of words are structured, but also how morphology interrelate.

The main series of lessons in this book were the lessons I used in my Grade 4/5 intervention ( Bowers & Kirby, 2010) that showed generative vocabulary learning.

The lessons take teachers and students through all the morphological suffixing patterns and much more including...

1. Guidance morphological problem-solving so that you can use these lessons as a jumping off point to investigate any words that grab your interest or that of your students;

2. Links to other on-line resources;

3. Links to related Real Spelling resources.

When students and teachers work with word sums and morphological matrices for a little while, these are the kinds of questions that grab the attention of a class.

Integrating morphological analysis into shared and guided reading lessons

As well as explicit lessons taking teachers through "teacher-led inquiries" of words, this books models ways teachers can integrate word structure instruction into reading and writing in any content area by using morphological problem-solving as a tool for shared and guided reading.

By practicing spelling investigations with lessons in the book, you will be prepared when students ask you spelling questions that you are not able to explain right away. You will have practices the process of investigaging spelling, so now you can move into "inquiry-led teaching" by applying the problem solving skills you learn through these lessons.

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WW Revised Teacher Resource Book & 70 Matrices DVD

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Our Teacher Resource Book Teaching How the Written Word Works offers an introduction to the core concepts of how the ordered way English spelling works. It uses a series of lessons designed to help teachers, tutors and parents make sense of English spelling along with their young co-learners.

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Lucy Calkins and Colleagues Units of Study

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Home / Our Series - Jump Rope Readers

Michael Rae-Grant and Lucy Calkins, Series Editors

What makes a book "just right" for a beginning reader? The answer is simple. A book is just right if the child can read it and wants to read it. Anything else is "just okay" at best. But, if you work with beginning readers, you know it's not easy to find these "just right" books.

On the one hand, there are books that beginners want to read but can't. Most picture books and chapter books fall into this category. Surprisingly, so do many of the early readers and I-can-reads you see in libraries and bookstores. On the other hand, too many of the decodable books that we see in classrooms aren't particularly enticing, even if beginners can read them. We think beginning readers deserve better.

We want all readers to begin as we aim for them to continue-with enthusiasm for reading and excitement to pick up the next book.

Download the Overview View Samples and Summaries

Introductory Video from Lucy Calkins and TCRWP Coauthors

"Teachers and students in our district have been loving the Jump Rope Readers. As a district, we purchased several different brands of decodable texts to find what teachers and students liked best and over and over, we hear how the Jump Rope Readers are the easiest to use and that students love the beautiful pictures and great story lines. We are grateful for this resource that allows us to easily match students to books that match the phonics work they are currently doing and that the books provide such lovable and fun stories."
- Jenn Nelson (Saline Area Schools, MI)

Four Key Qualities of Beginner Books

Influential reading researchers Richard Anderson and Freddy Hiebert described the key qualities that educators should look for in books for beginning readers in a report they wrote for the National Academy of Education. They wrote:
"Writing the first selections a child will read is a difficult balancing act. Ideally, the selections will be:

interesting (so that students will want to read them);

comprehensible (so that students are able to understand them); and

instructive (so that students will learn from them)."

Of course, a quality that underlies all of this is representation. When books are an accurate reflection of our beautifully diverse world, children find them considerably more interesting and comprehensible, so we added that foundational idea to the list of essential priorities that informed the development of the Jump Rope Readers series.

Interesting and Comprehensible

As you explore the Jump Rope Readers, you'll notice the books are arranged into different series, each starring a distinctive main character. There's Nick, who loves dinosaurs, and Ana with her big imagination, Tam, who's full of energy and mischief, Imran, who's a bit shy at first, and many more. In addition to getting to know these lovable main characters, we also get to know their diverse families. All the Jump Rope Readers take place in the same dynamic, inclusive urban neighborhood, so characters from earlier books make special guest appearances in later ones, extending stories in ways that will engage and delight beginning readers.

The fact that the Jump Rope Readers are arranged into series makes them more engaging to kids, and also makes them especially comprehensible. Series books feature familiar characters who react to problems in predictable ways. Once kids know who the characters are, they know what to expect, and this helps them follow the story. To ensure that kids understand the key characters and their relationships, each series begins with a "book one" that lays out these elements. In set A, "book one" is a picture book that teachers can read aloud to kids. In set B, it's a decodable book that kids can read on their own.

Example: Titles in the Red Series, featuring Tam and Nat

Representative

When kids open a book and see characters who look, live, or act like them, it helps them connect not only to the characters, but to the act of reading.

Instructive

Like all decodable books, the Jump Rope Readers start off simple, then gradually grow in complexity as more phonics content is added. The books follow a scope and sequence of letter-sound correspondences and high-frequency words that aligns with the phonics progression behind the Units of Study-and this same progression, or one quite similar to it, informs most other phonics programs as well.

Within this progression, the texts don't introduce every letter-sound correspondence in the English language (there are over two hundred), but rather focus on those letter-sound correspondences that occur most frequently in print, providing kids with an efficient path toward more advanced reading.

Overall, the scope and sequence offers a steady "ramp" into early trade books. By the time students have finished the last Jump Rope Reader, they'll have lots of letter-sound correspondences under their belts, and they'll be ready to tackle familiar series such as Fly Guy, Yasmin, Henry and Mudge, or Sofia Martinez. Ready, that is, for a deep dive into the wider world of children's literature.

To view the Scope and Sequence for the titles within each set, check out the Series Overview (pages 10 & 12).

Series Components

The Jump Rope Readers series consists of 66 high-interest decodable books and six accompanying read-alouds, organized into two classroom sets, each composed of two boxes. Together, these books gradually and systematically introduce beginning readers to new letter-sound correspondences and high-frequency words. Along the way, they also introduce memorable characters, exciting adventures, and the foundational elements of literary fiction.

Set A Includes:

Set B Includes:

View Samples and Summaries

Click on the button below to read sample books from each box and view the book Summaries Chart. The Jump Rope Readers Summaries Chart offers a closer look at the engaging storylines in the books and important details about opportunities to practice phonics skills across the series. We suggest that you review this information to make choices about which sets you will use in your classrooms and whether you might want additional sets of certain boxes to allow more than 6 students at a time to access any given set within the series. The book summaries also convey the spirit of the Jump Rope Readers series, depicting a dynamic, inclusive, urban neighborhood and the diverse families who live there.

Series Introduction Videos from the Authors

Ordering Information

The links below offer the online ordering options for the Jump Rope Readers. Please be sure to reach out to your local Heinemann sales rep to discuss your purchasing options.

Additional Purchasing Options

Individual Series Sets

Related Resources

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Jump Rope Readers - A Series of High-Quality Decodable Books

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Jump Rope Readers - A Series of High-Quality Decodable Books from Lucy Calkins and Colleagues

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Intentionality
Vocabulary teaching-learning essential for all the dimensions
Context

Clear continuum expectations as a School to organize the progression properly

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Gots: the importance of different areas of word study and making students active participants in the learning process.
Wants: Ways to implement the progression of giving my students what they need for the grades they will be in the following years.

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Gots: Active view of reading, vocabulary knowledge as bridging process, motivation and engagement
Want: How can the phonological continuum of complexity look like in our context? Ideas of implementation.

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got word Play is the bridge between Reading and Writting.

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got word Play is the bridge between Reading and Writting.

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Want know more about spelling

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Giving meaning to the activities we do and that students can make connections and later build on from!

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Giving meaning to the activities we do and that students can make connections and later build on from!

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The importance of transfer and integrate all the dimensions involved in literacy.

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Gots: I will carry with me the importance of cultivating an enviorment that says ¨Language is fascinating¨. I am looking forward to teach ¨Word-Play¨ promoting word conciusness and word conciusness in my class.

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Got: Develop language curious learners.

Want: dive into assessment

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This session really helped me understand better each of the elements of word study

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This session really helped me understand better each of the elements of word study

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I would really like to have more advise, working with children 4_6 and with english as  second language

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I would really like to have more advise, working with children 4_6 and with english as  second language

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Word-rich and print-rich environment / An actionable knowledge / Language is fascinating

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-Gots: Different areas involved. Language is fascinating, motivation and engagement as key to the process.
-Wants: Different strategies for the phonological continuum, considering English as a second language.

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What have you tried? Share your artifacts below.

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What have you tried? Share your artifacts below.

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Hit the plus button to add pictures, documents/tools, reflections, etc.

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Inspired by Tonya and so happy to have heard her and read so many important elements that I believe are essential for learning the language.

I had the feeling that I needed to engage my students learning in English with poems, so we decided to be risk takers

The experience was great!! A simple but intentionally planned adapted poem related to our Unit of Inquiry, the sounds we needed to work on, and many other aspects to discover together.

Students could play through most of the elements needed for an  Active View of Reading,  I would say for developing Language as a whole.

Driven by motivation, engagement, agency, participation, inquiry, discovery, thinking, risk takers, communication, knowledge, transfer, learning styles, community, growth, word consciousness, meaning, differentiation, respect, and many other words that come to my mind.

We are frequently going back to the poem, keep on having fun, and p learning (a concept we created) with it!

So happy !!

Sorry to attach a not-good video and picture, I forgot to record at the moment!

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Gots: What resonated the most? What will you carry with you?

Wants/Burning Questions: What would you find most helpful to explore next? —OR— What burning question is on your mind?

👇👇

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Gots: The idea that word play can happen across the day, because it´s not extra time, it´s more intention.

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Got: The progression that can be and has to be made in the first 4 years in School and how every grade matters and not one step can be avoided, everything is vital to the learning of writing and reading.
Want: To be able to divide the abilities in timeframes for them to learn the most.

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The importance of having a school word study progression, and to continue transferring language in everything we do keeping in mind students engagement.

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The importance of having a school word study progression, and to continue transferring language in everything we do keeping in mind students engagement.

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How being knowledgeable about our phonics progression can empower our responsive teaching.

Ideas for implementing the different stages of the phonics progression along the day.

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Gots:
always in context; the importance of sequence and continuum; take advantage of transitions daily; "every sponge needs water to soak" as teachers we are the ones in charge of the water, environment, experiences of quiality for learning

Wants/Burning Questions:
how to make planning more efficient considering the progression; word play along the day considered; all literacy areas involved

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Nice ideas comes working in teams. Spelling is something that we want to add in our planning, teaching.

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Got: the importance of knowing the progressions, incorporating word play throughout the day

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Gots: The importance of actionable knowledge for profound understanding and meaningful transferring.

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Gots: The importance of actionable knowledge for profound understanding and meaningful transferring.

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Wants: Understanding of the phonics progression and making sense of it

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What have you tried? Share your artifacts below.

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What have you tried? Share your artifacts below.

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Hit the plus button to add pictures, documents/tools, reflections, etc.

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Dialogic Conversation - Engage, Repeat, Expand

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Dialogic Conversation - Engage, Repeat, Expand

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One way to think about a developmental conferring progression is: dialogic conversation (beginning with descriptive commentary) --> partner and/or compliment conferences --> "conventional" conference architecture. 

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One way to think about a developmental conferring progression is: dialogic conversation (beginning with descriptive commentary) --> partner and/or compliment conferences --> "conventional" conference architecture. 

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You can find resources moving through this progression below.

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Compliment Conference - Profile Attribute - TG

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Conferring to Amplify Inquiry & Honor Agency

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Conferring to Amplify Inquiry & Honor Agency

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Tonya Gilchrist

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Tonya Gilchrist

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3 Key Takeaways

2 Things I'll Try Before Winter Break

1 Question I Still Have

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Phonemic Awareness Informational  Screening

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My students are learning about the water cycle. We introduced new vocabulary and for that, we studied the words and made connections. For example, for learning the new word "evaporation" we broke the word into parts and found the word "vapor" in it. For the word "condensation" we made a connection with the word "clouds" and we talked about how these 2 words start with the same sound "c". We also added movement to each one of the words. We watched a video and we also practiced the new vocabulary with a song.

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My students are learning about the water cycle. We introduced new vocabulary and for that, we studied the words and made connections. For example, for learning the new word "evaporation" we broke the word into parts and found the word "vapor" in it. For the word "condensation" we made a connection with the word "clouds" and we talked about how these 2 words start with the same sound "c". We also added movement to each one of the words. We watched a video and we also practiced the new vocabulary with a song.

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3 gots: importance of translanguaging; descriptive commentary and dialogic conversations; importance of considering layers, our students are not native english speakers, Speaking and listening are essential with young learners

2 trys: conferring structure, specially modeling for teachers;
1 questions: how would a preschool schedule look like then, if we need to consider many other moments than only language post its...

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Take Away: Language is an essential component of literacy. 2.- Be responsive to kids, everyone should get what they need. 3.- Active view of reading.

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Take Away: Language is an essential component of literacy. 2.- Be responsive to kids, everyone should get what they need. 3.- Active view of reading.

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ShaL

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3:
- finding the time to develop oral language thotughout the day, not just during specific learning experiences where spaeking is the goal.
- Use descriptive language as the first step to develop speaking, and then moving to dialogic conversation.
- The different layers of dialogic conversation.

2:
- engage, repeat, expand when having conversations with kids.
-Incorparate language more intentionally in Math and Unit when planning

1: Is there any speaking progression or rubric that we could use?

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3 Gots:
- The importance of descriptive commentary and how that looks.
- How we need to make descriptive commentary and avoid it ending in testing.
- The importance of including every step of Phonological Awareness for it to be able to create a solid base to future reading and writing.
2 Things I'll try:
- Planned Descriptive commentary
- Plan weekly and set learning goals.
1 Question:
In preschool, how can I motivate even more my students if in some areas, their progress is not so visible as in reading and writing? Right now I can verbalize how they have learned vocabulary words, chants, ability to segment words and syllables.
Emilia Aedo

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3 The importance of all the dimensions of literacy.
Word play for word study.
Conferring is the cherry.

2 Dialogic Conversation.
Word consciousness...

1 The challenge of planning all the dimensions through all the areas of learning.

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Julia B. Lindsey

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The newest addition to Scholastic's "Science of Reading" collection is an early literacy handbook written by a teacher for teachers. This book is about decoding and phonics. Lindsey uses her impeccable body of research to create a powerful translational work interpreting reading science. She employs a scaffolded approach to teaching foundational skills, starting with decoding and oral language, moving through phonemic awareness and sound-spelling knowledge, and ending with fluency. Of particular value is the focus on bridging to practice: activities and lessons presented here can be used immediately in the classroom. The book is predicated on the "Essential Instructional Swap" of substituting ineffective activities for more effective, evidence-based routines. For example, "Fewer Rhymes, More Phonemes" and "Less Pointing to Text in Predictable Books, More Engaging in Shared Reading." The depth of research backing this text cannot be overstated. Lindsey refers to the findings of meta-analyses throughout, and the book sports a beefy and current reference section. VERDICT This title can be used as a handbook for professional educators; its clear organization and focused language will be useful for early literacy teachers.-Jennifer Townesα(c) Copyright 2011. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.

" Reading Above the Fray is a wonderful resource, a book I read from cover to cover. The scholarship is impeccable, citing the central and most impactful studies surrounding foundational skills and their importance to reading acquisition. Authored by a passionate educator, the book is rich in stories, lessons, activities, and ideas. It is a joy to read and will become a well-worn guide for teachers and students of reading!"Book Smart: How to , Julia masterfully connects the deep research base on how kids learn to read to what teachers can do tomorrow in their classrooms. What I love even more about the book is her focus on the joy of helping students develop the tools they need to achieve reading success."

- ANNE E. CUNNINGHAM, Professor, Learning Sciences and Human Development, University of California, Berkeley; author of Develop and Support Successful, Motivated Readers Letter Lessons and First Words: Phonics Foundations That Work

"This book speaks to something near and dear to my heart-the power of early literacy to lead to lifelong learning and immeasurable opportunities. With clarity and precision, Dr. Lindsey cuts through the distracting noise around reading instruction. Her book should be required reading in preservice and inservice programs. With it, we can chart a course forward to literacy for all."

- SHARIF EL-MEKKI, Chief Executive Officer, Center for Black Educator Development

"One of the best books I've read on decoding and phonics. With passion for teaching, Dr. Lindsey interprets reading science in ways that are directly transferable to the classroom. Her book is chock full of techniques, activities, and strategies-a veritable 'go-to' resource. This is exactly the kind of translational work the field needs!"

- SUSANNE NOBLES, Chief Academic Officer, ReadWorks

"Accessible, timely, and easy to use, this is a book that needed to be written for teachers, literacy coaches, and school administrators looking to develop efficient and effective literacy instruction. Dr. Lindsey simplifies the complexities of foundational skills instruction, synthesizes research by bridging it to practice, and provides routines that can be implemented the very next day. I predict it will become a primary resource that educators return to time and again."

- REBECCA MILES, Early Literacy Consultant and Coach Coordinator, Berrien Regional Educational Service Agency

"If you think a professional book about decoding and foundational skills can't be engaging, think again! Dr. Lindsey artfully combines wit, wisdom, and classroom realism with evidence-based routines that we can implement immediately. Most important, she centers each chapter on children, calling us to value and build upon the strengths, perspectives, and cultural assets they bring. This book is a win for educators and, by extension, the children and families they serve!"

- ANNIE PETROZZELLI SPEAR, Literacy Specialist, Consultant, and Author

"Elementary teachers have been waiting for this one! Dr. Lindsey explains not only the 'why' behind the essential elements of decoding, but also provides explicit guidance and routines to help any teacher swap out ineffective practices for more effective and efficient research-based ones. She makes it easy to align instruction to reading science
and teach 'above the fray.'"

- KATHARINE NOONAN, English Language Arts Instructional Coach, District of Columbia Public Schools
- HEIDI ANNE MESMER, Professor of Literacy Education, Virginia Tech; author of Reading Above the Fray

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Reading Above the Fray: Reliable, Research-Based Routines for Developing Decoding Skills (The Science of Reading in Practice)

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Julia Lindsey's evidence-backed routines help young readers decode words efficiently so they can spend more energy on comprehending--and enjoying--what they read! You'll find:1. need-to-know essentials of how kids learn to read.2. principles of high-quality foundational skills instruction.3. teac...