Literacy Development Shawn Skalinski

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References

References:

Beck, I. L., & McKeown, M. G. (2001). Text talk: Capturing the benefits of read-aloud experiences for young children. The Reading Teacher, 55, 10-20.

Faver, S. (2008). Repeated reading of poetry can enhance reading fluency. Reading Teacher, 62(4), 350-352.

Fisher, D. & Frey, N. (2015). Selecting Texts and Tasks for Content Area Reading and Learning. Reading Teacher, 68(7), 524-529. DOI: 10.1002/trtr.1344

Graham, S., & Harris, K. R. (2016). A path to better writing: Evidence-based practices in the classroom. The Reading Teacher, 69, 359-365. DOI: 10.1002/trtr.1432

Harris, K. R., Graham, S., Friedlander, B., & Laud, L. (2013). Bring powerful writing strategies into your classroom! The Reading Teacher, 66, 538-542.DOI: 10.1002/TRTR.1156

Knatim. Summarization 6 reciprocal teaching pt 1. YouTube. (2009, March 4). https://youtu.be/8oXskcnb4RA

Lane, H. B., & Allen, S. A. (2010). The vocabulary rich classroom: Modeling sophisticated word use to promote word consciousness and vocabulary growth. The Reading Teacher, 63, 362-370.

Mayer, R. (2008). Learning to write. In R. Mayer, Learning and Instruction (2nd. Ed. pp. 120-151) Upper Saddle River: Pearson.

McKeown, M. G., Beck, I. L. (2011). Making vocabulary interventions engaging and effective. In R. E. O’Conner, & P.F. Vadasy, (Eds.). Handbook of reading interventions (pp. 138-168). New York, NY: Guilford Press.

Pollard-Durodola, S., & Gonzalez, J. E., Simmons, D. C., Davis, M. J., Simmons, L., & Nava-Walichowski, M. (2011). Using knowledge networks to develop preschoolers’ content vocabulary. The Reading Teacher, 65(4), 265-274. DOI: 10.1002/TRTR.01035

Rasinski, T. V., & Samuels, S. J. (2011). Reading fluency: What it is and what it is not. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about reading instruction (4th ed., pp. 94-114). Newark, DE: International Reading Association.

Reading Rockets. (2014, April 16). Reading as Dialogue [Video]. YouTube. https://www.youtube.com/watch?v=yNi2huTBaP8

Stahl, K. A. D. (2004). Proof, practice, and promise: Comprehension strategy instruction in the primary grades. The Reading Teacher, 57, 598-609.

(new learnings and reflections in yellow boxes and connection lines)

Reading

Morphology

guided reading

read aloud

Repeated Reading (Faver, 2008)

interactive storytelling

student read aloud

teacher read aloud

model prosody (Rasinski, 2011)

independent reading

Just Right Books

shared reading

Subtopic

reading conferences

running records

levelled reading

readers workshop

phonetical awareness

decoding

reading comprehension

Content areas

vocabulary and concepts built around thematic units (Pollard et al., 2011)

information and narrative text concept and vocabulary combination (Pollard et al., 2011)

Text consideration (Fisher, 2015)

Teacher-led questioning

QAR approach (Stahl, 2004)

On My Own

Author and You

Think and Search

Right There

lower to higher order questioning

Reciprocal Teaching ((Knatim, 2009)

clarifying

summarizing

retelling

visualising

visible thinking strategies

questioning

predicting

recall

inferencing

Main topic

Speaking

Read alouds

Dialogic Thinking (Reading Rockets, 2014)

Text Talk: (Beck & McKeown, 2015)

Writing

assessment

writing conferences

writing rubrics

presentation

writer's workshop

writing process

3 components (Mayer, 2008)

reviewing

detection and correction of errors, internalize revision process

translation

converting ideas into words

planning

development of organization and generation of content

students write about topics they know about or have researched (Mayer, 2008)

30 minutes a day (Graham and Harris, 2016)

self-regulating the writing process (Harris et al., 2013)

Goal setting SRSD (Harris et al., 2013)

publishing

excellent ends

magnificent middles

brilliant beginnings

on demand prompt

author's circle

sentence fluency

vocabulary development

opportunities to apply new language (Land & Allen, 2010)

enhanced language as year progresses (Land & Allen, 2010)

explicitly taught -- ex. Sample Instructional Sequence (McKeown and Beck, 2011).

idea development

conventions

punctuation

grammar

spelling

structured word inquiry

marker vowels

morphemes

matrices

suffixes

prefixes

bases

bound bases

etymology

phonemes

graphemes

single letter graphemes

digraphs

trigraphs