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Reading Rockets Award- Winning Book List 

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Reading Rockets Award- Winning Book List 

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This website has a list of award-winning books to read with students. It also has lists of books by theme.

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Discover the annual winners of the Newbery Medal, Caldecott Medal, Coretta Scott King Awards, and Pura Belpré Awards - as well as other children's book awards from the American Library Association and other literacy organizations.

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Epic is a website with many online books for students. Teachers are able to assign books to students and allow students to free read. This website also has audio books and videos included. Additionally, they also have books written in Spanish.

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Instantly access over 40,000 of the best books & videos for kids on Epic

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Get unlimited access to 40,000 of the best books, audiobooks, videos, & more for kids 12 and under. Try it free.

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Rudine Sims Bishop "Mirrors, Windows, and Sliding Glass Doors"

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Rudine Sims Bishop "Mirrors, Windows, and Sliding Glass Doors"

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This video is of Rudine Sims Bishop discussing the importance of diverse books within the classroom.

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Mirrors, Windows and Sliding Glass Doors

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 7 Ways to Get Your Struggling Readers to READ

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 7 Ways to Get Your Struggling Readers to READ

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This article gives different ideas for helping struggling readers to want to read. Ideas like using audio books and different media to teach reading could help all learners. Struggling readers would benefit from using different media to help them access the text.

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7 Ways to Get Your Struggling Readers to READ

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"Before I knew I was dyslexic, I thought I was stupid," said the boy who graduated high school with honors and is headed to Yale in the fall. The truth is, many kids who struggle with reading initially believe they're stupid. Living with a reading disability that hasn't been identified can be scary and discouraging.

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Kami is an online annotation tool that allows students and teachers to write on a document. This can be used as a way for students to annotate a document online. It can also be a way for students to complete organizers online together.

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Your classroom PDF annotator. Students stay engaged with accessible annotation tools. Teachers save time with streamlined instruction and assessment.

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Flip is an online video recording website. Teachers are able to create a video board about a topic. Students are then able to comment with a video. This would be a great way for students to share what books they are reading, talk about a book for book club and share their writing.

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Slotkuni : Situs Slot Gacor Gampang Menang, Resmi & Terpercaya

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Slotkuni adalah situs bermain slot online auto spin!, Permainan slot gacor terbaru 2025 yang Resmi & Terpercaya serta gampang jp maxwin setiap jam.

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Book Creator allows students to create a digital book about anything. In primary grades, this would be a great way to create a class alphabet book. This would also be a great way for multilingual learners to create books about vocabulary words. Students could also create online books out of their writing as way to publish their work.

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Book Creator - Love Learning - Book Creator app

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Teachers love it. Students love it. Book Creator is the simplest, most inclusive way to create content in the classroom.

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Technology Reading & Digital Literacy: Strategies to Engage the Reluctant Reader by L. Robert Furman

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Technology Reading & Digital Literacy: Strategies to Engage the Reluctant Reader by L. Robert Furman

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This book gives many strategies to engage reluctant readers using technology. This book gives suggestions of apps to help with reading, websites to help students find books, websites to help students discuss books and websites to help students share books.

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Storyline Online is website that houses books being read aloud by actors. These books each have a recorded video that could be used in whole group or, could be used in small group to help with listening comprehension.

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The SAG-AFTRA Foundation's Daytime Emmy-nominated, Storyline Online, features celebrated actors reading children's books to inspire a love of reading in millions of children worldwide.

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This website has diverse texts that can be used with students reading at many different levels. As a bonus, this website has a lesson plan builder. You can choose a social justice standard and a text to start. Then you can build a lesson using strategies and activities that are suggested.

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Our searchable library of short texts offers a diverse mix of stories and perspectives. This multigenre, multimedia collection aligns with the Common Core's recommendations for text complexity and the Learning for Justice Social Justice Standards. Choose from informational and literary nonfiction texts, literature, photographs, political cartoons, interviews, infographics and more.

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This website has online texts at many different reading levels. The texts have a video and Google Earth map attached. They also have activities that go with each book.

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These websites have online books and articles. These articles have an audio button that will read to the students. The texts also come in Spanish. These texts come with activities and with a video.

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A curriculum-connected, supplemental learning tool for elementary school educators

How PebbleGo Works

With just one simple username and password for your entire school, signing in for even your youngest students is a snap.

Your students are all set for simple, safe, and fun research that will develop a lifelong thirst for knowledge.

What Five Years of PebbleGo can mean for your students.

Georgia Brown Dual Immersion School's five-year journey with PebbleGodemonstrates that when a school is empowered with resources that support and share its beliefs, students are successful.

Get PebbleGo updates in your inbox!

We'll send you one email every month full of helpful articles, free lessons, and updates.

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Discover the go-to curriculum-connected research tool specifically for elementary school educators and students

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This website allows you to create a text set with different types of media. It can also serve as a way to communicate with parents.

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Symbaloo: Bookmarks & Favorites - The #1 Homepage for Educators

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Easily save, share, and organize your favorites with Symbaloo; the best online bookmark manager for educators. Use Symbaloo as a homepage on any browser or Internet-enabled device. Create a free account today!

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If We Want Bookworms, We Need to Get Beyond Leveled Reading by Gonser 

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If We Want Bookworms, We Need to Get Beyond Leveled Reading by Gonser 

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This article is about the importance of allowing students time to choose their own books to read based on what they are interested in. This article challenges the idea that students must always be reading a "just right" book. Sometimes students need the freedom to choose a book that is a stretch or that is too easy.

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When it comes to nurturing kids' love of reading, research suggests variety, choice-and encouragement to stretch-can make a difference.

Andrew Fox / Alamy Stock Photo

Matching kids with "just right" books-texts they can read comfortably-has been the order of business for helping children learn to read for a long time. But some leading literacy and reading experts, writes Wayne D'Orio for School Library Journal, say this popular instructional approach, often called leveled reading, can be too limiting to turn out strong, independent readers who genuinely love reading and enjoy a rich variety of books.

"The general premise of leveled reading is that kids learn the most when they understand about 95 percent of a text's words and score more than 75 to 80 percent on reading comprehension," D'Orio writes. "Part of the appeal of matching readers to books on their level is that it seems like common sense, a Goldilocks fit. Students don't get frustrated, and they are also more challenged than they would be by a book below their level."

However, some critics say there are notable inconsistencies between how the different systems-the most widely adopted programs include Fountas and Pinnell, Lexile Framework for Reading, and the Accelerated Reader scale-rank some books. Twilight, for example, is recommended for early elementary readers by Lexile, but suggested for high school students by Fountas and Pinnell, and rated appropriate for fifth-grade readers by Accelerated Reader.

The major criticism about leveled reading, though, is that it unnecessarily narrows the scope of opportunity, reducing exposure to books that might surprise or challenge students. Leveling can pigeonhole kids at the same reading level for too long, preventing them from progressing to more difficult books as their reading skills improve throughout the school year. And when we perpetually match kids with "just right" books, D'Orio says, we dampen their enthusiasm to become independent browsers who desire-like most readers-to read at, above, and below their reading level at different times. We shouldn't assume that a love of reading is inherent to children, or that it's so durable we don't need to be careful to nurture it.

"Leveling is an educational tool. It can be used well or used poorly," clarifies Karen Yingling, a librarian at Blendon Middle School in Westerville, Ohio. It's not that teachers need to stop using leveled reading-it's that they need to be flexible in how they use it.

As schools build vibrant, culturally relevant collections of books for students, educators should be sure to provide students with an abundance of cultural, racial, and socioeconomic perspectives, and they should also cater to a wide variety of reading tastes across a broad range of reading levels, from books that are breezy reads to ones that pull students into unfamiliar and challenging territory.

Newer research is providing fresh insight-and a middle ground-for how to do a better job exposing readers to books like that. For example, starting in second grade, once students are past the decoding phase, literacy expert Tim Shanahan says, it's helpful to periodically push students to read a bit above their reading levels.

But students should also have the discretion to read things they simply find enjoyable. Shanahan uses the metaphor of an athlete when he explains how teachers can encourage students to look beyond the rigid framework of leveled reading and develop an engaging, broad, and adventurous reading diet. "Top runners don't train at one level: They take long runs, fast but shorter runs, and also can lift weights to build specific muscles," Shanahan tells D'Orio. "Kids should read a wide range of texts, and libraries can help. They should read easy books to things that kick their butts. The variation of difficulty does matter."

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If We Want Bookworms, We Need to Get Beyond Leveled Reading

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When it comes to nurturing kids' love of reading, research suggests variety, choice-and encouragement to stretch-can make a difference.

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Creating Passionate Readers Through Independent Reading by The International Literacy Association 

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Creating Passionate Readers Through Independent Reading by The International Literacy Association 

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This article talks about the importance of independent reading time. It also gives advice on how to best give students access to independent time to read.

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American Library Association: Pura Belpre Winners

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American Library Association: Pura Belpre Winners

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About the Pura Belpré Award

The Pura Belpré Award, established in 1996, is presented to a Latino/Latina writer and illustrator whose work best portrays, affirms, and celebrates the Latino cultural experience in an outstanding work of literature for children and youth.

The Pura Belpré Award, established in 1996, is presented to a Latino/Latina writer and illustrator whose work best portrays, affirms, and celebrates the Latino cultural experience in an outstanding work of literature for children and youth. It is co-sponsored by the Association for Library Service to Children (ALSC), a division of the American Library Association (ALA), and the National Association to Promote Library and Information Services to Latinos and the Spanish-Speaking ( REFORMA), an ALA affiliate.

The award is named after Pura Belpré, the first Latina librarian at the New York Public Library. As a children's librarian, storyteller, and author, she enriched the lives of Puerto Rican children in the U.S.A. through her pioneering work of preserving and disseminating Puerto Rican folklore.

It is now an annual award. It was a biennial award from its inaugural year in 1996 through 2008.

Administered by:

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About the Pura Belpré Award The Pura Belpré Award, established in 1996, is presented to a Latino/Latina writer and illustrator whose work best portrays, affirms, and celebrates the Latino cultural experience in an outstanding work of literature for children and youth.

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The Ramped-Up Read Aloud: What to Notice as You Turn the Page by: Maria P. Walther 

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The Ramped-Up Read Aloud: What to Notice as You Turn the Page by: Maria P. Walther 

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This book has 101 read aloud book suggestions. Along with each book, there is a strategy to teach during the read aloud of the book. This resource is great because it has pre-made read aloud lessons that can be used with the recommended books or any book of your choice.

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The Power of reading aloud to Your students: Guidelines and Top 5 Read- Aloud Strategies by The International Literacy Association 

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The Power of reading aloud to Your students: Guidelines and Top 5 Read- Aloud Strategies by The International Literacy Association 

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Guidelines and top 5 read-aloud strategies

This article talks about the best read- aloud strategies and how to implement them within your classroom.

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Revisiting Read Alouds: Instructional Strategies that Encourage Students’ Engagement with Text by: Morrison & Wlodarczyk

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Revisiting Read Alouds: Instructional Strategies that Encourage Students’ Engagement with Text by: Morrison & Wlodarczyk

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This article is about the importance of read alouds. It also talks about how to make read alouds more engaging. Additionally, this article goes in depth about the Alphaboxes Strategy and how to promote discussions about reading.

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Almasi, J.F. (1996). A new view of discussion. In L.B. Gambrell & J.F. Almasi (Eds.), Lively discussions! Fostering engaged reading (pp. 2-24). Newark, DE: International Reading Association.

Alvermann, D.E. (1991). The discussion web: A graphic aid for learning across the curriculum. The Reading Teacher, 45(2), 92-99.

Anderson, R.C. (1994). Role of the readers' schema in comprehension, learning, and memory. In R.B. Ruddell, M.R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 448-468). Newark, DE: International Reading Association.

Baker, L., Dreher, M.J., & Guthrie, J.T. (2000). Engaging young readers: Promoting achievement and motivation. New York: Guilford.

Barrentine, S.J. (1996). Engaging with reading through interactive read-alouds. The Reading Teacher, 50(1), 36-43.

Block, C.C., & Johnson, R.B. (2002). The thinking process approaches to comprehension development: Preparing students for their future comprehension changes. In C.C. Block, L.B. Gambrell, & M. Pressley (Eds.), Improving comprehension instruction: Rethinking research, theory, and classroom practice (pp. 54-79). San Francisco: Jossey-Bass.

Chan, C., Burtis, P.J., Scardamalia, M., & Bereiter, C. (1992). Constructive activity in learning from text. American Educational Research Quarterly, 29(1), 97-118.

Cramer, R.L. (2004). The language arts: A balanced approach to teaching reading, writing, listening, talking, and thinking. New York: Pearson Education.

Cullinan, B.E. (Ed.). (1993). Children's voices: Talk in the classroom. Newark, DE: International Reading Association.

Cunningham, P.M., & Allington, R.L. (2007). Classrooms that work: They can all read and write. New York: Pearson Education.

DeLisi, R., & Golbeck, S.L. (1999). Implications of Piagetian Theory for peer learning. In A.M. O'Donnell & A. King (Eds.), Cognitive perspectives on peer learning (pp. 3-37). Mahwah, NJ: Erlbaum.

Dolezal, S.E., Welsh, L.M., Pressley, M., & Vincent, M.M. (2003). How nine third-grade teachers motivate student academic engagement. The Elementary School Journal, 103(3), 239-267. doi:10.1086/499725

Duke, N.K., & Pearson, P.D. (2002). Effective practices for developing reading comprehension. In A.E. Farstrup & S.J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 205-242). Newark, DE: International Reading Association.

Fish, S. (1980). Is there a text in this class: The authority of interpretive communities. Cambridge, MA: Harvard University Press. Graves, M.F., Juel, C., & Graves, B.B. (2006). Teaching reading in the 21st century. New York: Pearson Education.

Gunning, T.A. (2010). Creating literacy instruction for all students (7th ed.). New York: Pearson Education.

Guthrie, J.T. (2004). Teaching for literacy engagement. Journal of Literacy Research, 36(1), 1-29. doi:10.1207/s15548430jlr3601_2

Guthrie, J.T., & Wigfield, A. (2000). Engagement and motivation in reading. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403-422). Mahwah, NJ: Erlbaum.

Hampton, S., & Resnick, L.B. (2009). Reading and writing with understanding: Comprehension in fourth and fifth grades. Newark, DE: International Reading Association.

Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension to enhance understanding and engagement. Portland, ME: Stenhouse.

Hoyt, L. (1999). Revisit, reflect, retell: Strategies for improving reading comprehension. Portsmouth, NH: Heinemann.

Keene, E., & Zimmerman, S. (2006). Mosaic of thought: Teaching comprehension in a reader's workshop. Portsmouth, NH: Heinemann.

King, A., Staffieri, A., & Adelgais, A. (1997). Mutual peer tutoring: Effects of structuring tutorial interaction to scaffold higher level complex learning. Journal of Educational Psychology, 90(1), 134-152.

Klesius, J.P., & Griffith, P.L. (1996). Interactive storybook reading for at-risk learners. The Reading Teacher, 49(7), 552-560.

McCormick, S. (1977). Should you read aloud to your children? Language Arts, 54(2), 139-143.

Miller, D. (2002). Reading with meaning: Teaching comprehension in the primary grades. Portland, ME: Stenhouse.

Morrison, V.B. (2005). Meaning-making during small group, peerled discussions of narrative and informational texts: A case study. Unpublished doctoral dissertation, Oakland University, Rochester, Michigan.

Palincsar, A.S., & Herrenkohl, L.R. (1999). Designing collaborative contexts: Lessons from three research programs. In A.M.

O'Donnell & A. King (Eds.), Cognitive perspectives on peer learning (pp. 151-177). Mahwah, NJ: Erlbaum.

Pearson, P.D., Hansen, J., & Gordon, C. (1979). The effect of background knowledge on young children's comprehension of explicit and implicit information. Journal of Reading Behavior, 11(3), 201-209.

Pressley, M. (2006). Reading instruction that works: The case for balanced teaching. New York: Guilford.

Reutzel, D.R., & Cooter, R.B. (2008). The essentials of teaching children to read: The teacher makes the difference. New York: Pearson Education.

Rosenblatt, L. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale: Southern Illinois University Press.

Sipe, L.R. (2000). The construction of literary understanding by first and second graders in oral response to picture storybook read-alouds. Reading Research Quarterly, 35(2), 252-275. doi:10.1598/RRQ.35.2.4

Slavin, R.E. (1983). Cooperative learning. New York: Longman.

Taylor, B.M., Pearson, P.D., Clark, K.F., & Walpole, S. (2000). Effective schools and accomplished teachers: Lessons about primary-grade reading instruction in low-income schools. The Elementary School Journal, 101(2), 121-165. doi:10.1086/499662

Trachtenburg, P., & Ferruggia, A. (1989). Big books from little voices: Reaching high risk beginning readers. The Reading Teacher, 42(4), 284-289.

Trelease, J. (2001). The read-aloud handbook (5th ed.). New York: Penguin.

Vacca, T.R., & Vacca, J.L. (2008). Content area reading: Literacy and learning across the curriculum. New York: Pearson Education.

Wharton-McDonald, R., Pressley, M., & Hampston, J.M. (1998). Literacy instruction in nine first-grade classrooms: Teacher characteristics and student achievement. The Elementary School Journal, 99(2), 101-128. doi:10.1086/461918

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Revisiting Read Alouds: Instructional Strategies that Encourage Students' Engagement with Text

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Learn about evidence-based practices that encourage first graders' engagement with texts. The authors review reading as a transactional process, revisit the benefits of reading aloud to students, discuss three literacy strategies implemented in one first-grade classroom, and share examples of student work.

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Why We Should All Be Reading Aloud To Children by: Rebecca Bellingham

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Why We Should All Be Reading Aloud To Children by: Rebecca Bellingham

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This Ted Talk is about why reading to students is important and why we need to be reading to students of all ages.

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Why we should all be reading aloud to children | Rebecca Bellingham | TEDxYouth@BeaconStreet