Online Resources

As you click through the different pages there are a variety of online resources. The resources contain research on best practices as well as some activities on how to approach the different areas of literacy. Below are links that, currently, do not fully fit into each category.

Motivation:
http://www.readingonline.org/articles/handbook/guthrie/
http://curry.virginia.edu/go/clic/nrrc/gambrell.html
http://www.readingrockets.org/article/43271/
Tips on Motivation
http://www.readingrockets.org/article/43271/

English Language Learners:
http://iteslj.org/Articles/Stott-Schema.html
Book Resources-ELL
http://www.cal.org/acquiringliteracy/publications/index.html#1

Oral Language: (Though this is geared towards preschool-age children, the lack of oral language skills can contribute to a child struggling in reading.)

http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01576.x/full

http://www.sciencedaily.com/releases/2011/08/110818142746.htm

http://news.vanderbilt.edu/2011/08/preschool-language-literacy/

http://www.readingrockets.org/news/42902/

Additional Resources:
What is Scientifically Based Research
http://lincs.ed.gov/publications/pdf/science_research.pdf

Putting Reading First
http://lincs.ed.gov/publications/pdf/PRFbooklet.pdf

Parents-Big Dreams
http://lincs.ed.gov/publications/pdf/big_dreams.pdf

"Dismantling the Myth of Learning to Read and Reading to Learn"

While the Reading Well by 3rd Grade~K12 Literacy Plan is on the horizon for school districts, I would like to address that we are all teachers of reading. While many of us have heard the saying and maybe believe the saying: "From K-3 children are learning to read. In grades 4-12 children are reading to learn." This is no longer the case. In a recent article published through ASCD, written by Minnesota's own Kari Ross and Bonnie Houck, Reading Specialists for MDE. The article addresses the fact that we all need to be explicitly teaching reading strategies. It should not matter the grade nor the contenct area. I would invite you to read the attached article.
ASCD Express 7.11 - Dismantling the Myth of Learning to Read and Reading to Learn

Comprehension Strategies-Broken Down

When working with comprehension strategies there are many resources out there that can be used. Below is a matrix with some of the different strategies that are used. You can also access this under the Comprehension page.

RECIPROCAL  TEACHING	READING POWERS	READING POWERS ~NON-FICTION	BEANIE BABY STRATEGIES	CAFÉ STRATEGIES-Comprehension
	CONNECT	CONNECT	Spinner the Spider-make connections	Use prior knowledge to connect with the text
CLARIFY			Fix-up Bear Monitor and Fix-Up	Check for understanding
				Back up and Reread
				Monitor and Fix-up
	VISUALIZE		Rocky Raccoon-Visualize	Make a picture or mental image
PREDICT	INFER	Question/Infer	Iggy the Iguana-Infer	Predict what will happen; use text to confirm
				Infer and support with evidence
QUESTION	QUESTION	Question/Infer	Questioning Owl	Ask questions throughout the Reading process
SUMMARIZE		Determine Importance	Jabber the Reteller-Synthesize and Retell	Retell the Story
				Summarize text; include sequence of main events
			Digger the Dog-Determine important ideas	Use main idea and supporting details to determine importance
		ZOOM-IN: Text Features		Use text features (titles, headings, captions, graphic features)
				Determine and analyze author’s purpose and support with text
				Recognize literary elements(genre, plot, character, setting , problem/resolution, theme
	TRANSFORM: Rethinking of your own ideas	TRANSFORM: Rethinking of your own ideas	Jabber the Reteller-Synthesize and Retell	Recognize and explain cause-and-effect relationships
				Compare and contrast within and between text

K-12 Literacy Plan-Reading Well by 3rd Grade

As some of you are aware the Minnesota Department of Education has had legislation approve for all districts to create a plan in order to have our students proficient in reading by 3rd grade. Attached is a link to the Statute120B.12: https://www.revisor.mn.gov/statutes/?id=120b.12.

Below are some highlights of the plan:
Align interventions with grade level standards
Identify students in grades kindergarten-2nd grade who are at-risk of not becoming proficient and creating a reading plan
Have screening, diagnosing, intervention and progress monitoring tools put in place
Submit non-proficient student names to MDE by June 1st
Plan must be submitted on district website and approved by the school board by June 30th

Overview:

Instruction	Assessment	Parent Involvement	Professional Development
ELA Academic Standards	Data Driven Decision Making		Job Embedded Professional Development
Multi-Tiered Systems of Support	PK-3 Assessment		On-line Resources
Instructional Leadership

http://education.state.mn.us/MDE/EdExc/ReadWell/index.html

READING INTEREST INVENTORY

WHAT IS A READING INTEREST INVENTORY?
A Reading Interest Inventory is a way to provide feedback to the teacher, from the student. Students are asked a series of questions:  from their feelings about reading to the different types (genres) they enjoy reading.

WHY IS A READING INTEREST INVENTORY IMPORTANT?
 Interest inventories in reading are important because it provides the teacher information about what topics students enjoy. Reading Interest Inventories provide information about what forms/types of reading, students enjoy (magazines, books, recipe books, manuals, etc.).

HOW DO I USE THE READING INTEREST INVENTORY?
Once you have gathered the information from the inventories you can do the following:
-Put students in interest groups if doing projects/reports
-Gather a variety of genres geared towards interests in the classroom
-Lead students to their books of interests in the media center
-Conduct read alouds with books/genres of interest
-Provide books of interest, at their independent level, to read during independent reading

EXAMPLES OF READING INTEREST INVENTORIES:
Reading Interest Inventory-Laura Chandler
Reading Interest Inventory