AVAILABLE TITLES : (by title)

Wilhelm, Jeffrey D. (2002)
Action Strategies for Deepening Comprehension.
New York: Scholastic Professional Books.
Support students before, during and after reading with highly motivating activities that deepen their understanding of texts and reading strategies. Grades 4 and up.

Calkins, Lucy McCormick. (1994) (New Edition). (New
The Art of Teaching Writing.
Portsmouth, NH: Heinemann.
Respecting and responding to the questions that have arisen as thousands of teachers establish writing workshops in their classroom, and drawing upon the latest knowledge in the field, Calkins has re-thought every line and every facet of her original text. Included are new chapters on assessment, thematic studies, writing throughout the day, reading-writing relationships, publication, curriculum development, non-fiction writing and home/school connections.

Flippo, Rona. (2003)
Assessing Readers: Qualitative Diagnosis and Instruction
Portsmouth, NH: Heinemann
This comprehensive resource attempts to bridge the gap between professional teachers’ observation driven assessment and more traditional quantitative assessment. K-12.

Sibberson, Franki and Szymusiak, Karen. (2001)
Beyond Leveled Books: Supporting Transitional Readings in Grades 2-5
Portland, ME: Stenhouse Publishers
This book helps teachers to explore beyond levels and to look closely at the “supports” in the books they are reading with their students. These text supports include the way chapters are organized, text layout, dialogue, and more Series books, chapter books, and picture books will take on new roles in upper-elementary reading instruction. Organized in charts and bibliographies, Beyond Leveled Books provides sample mini-lessons, strategies, assessment techniques, and more.

Benedict, Susan and Carlisle, Lenore. (1992)
Beyond Words
Portsmouth, NH; Heinemann
Primary teachers have long been aware of the value of picture books in promoting literacy. But as the voices in beyond Words reveal, the potential value of this body of literature for readers and writers extends far beyond the primary years. Within these pages, teachers from first grade through high school detail hos they have used picture books in reading and writing classrooms, enriching the literate lives of their students.

Zike, Dinah. (1992)
Big Book of Books and Activities -- An Illustrated Guide for Anyone Who Works with Kids!
San Antonio, TX: Dinah-Might Adventures
Using photos and illustrations the author shows step-by-step how to make hundreds of manipulatives using inexpensive materials found in the classroom. Many of the projects are based on simple folded paper and these teaching aids can be used in all subject areas and for all teaching/learning styles. (Karen Antikajian shared book-making ideas from this book at our Leadership Workshop.)

Zike, Dinah. (1989)
The Big Book of Projects – How to Design, Develop, and Make Projects from Kindergarten Through College
San Antonio, TX: Dinah-Might Adventures
This companion book to Big Book of Books... illustrates all types of simple projects for the entire curriculum, including individual and group projects, science and social studies, literacy activities, display boards, semester activities, thematic unit projects, as well as church and club projects. After looking at this book you may decide you need your own copy!

Raphael, Taffy. Kehus, Marcella. Damphousse, Karen. (2001)
Book Club for Middle School
Lawrence, MA: Small Planet Communications
A literature-based approach to building language and social skills. This volume is specifically geared toward middle school.

Raphael, Taffy. Florio-Ruane, Susan. George, MariAnne. Hasty, Nina. Highfield, Kathy. (2004)
Book Club Plus! A Literacy Framework for the Primary Grades
Lawrence, MA: Small Planet Communications
A balanced approach to teaching reading, writing, speaking, and listening skills. This volume is
specifically geared toward introducing the Book Club model in the primary grades.

Dean, D. (2008). 
Bringing Grammar to Life. 
Newark: International Reading Association.
How can you bring grammar to life for your students? By using everyday sources and an integrated approach in your classroom. In Bringing Grammar to Life, Deborah Dean offers concrete examples and sample classroom dialogue that shows what it means to integrate grammar into the content of a class. 

Beck, Isabel , McKeown, Margaret & Kucan, Linda. (2002)
Bringing Words to Life: Robust Vocabulary Instruction
New York: The Guilford Press
This book provides research based and practical approaches to developing vocabulary K-12. The
oft-cited process for “Tiering” vocabulary terms into three levels based on usefulness and frequency help teachers determine where to place their instructional focus.

Braunger, Jane & Lewis, Jan Patricia. (2005)
Building a Knowledge Base in Reading. (Second Edition.)
Newark, DE; International Reading Association
This second edition updates research findings in reading instruction with a broad and balanced perspective. The Core Understandings lay a strong foundation for instructional decision-making.

Braunger, Jane, Lewis, Jan Patricia. (1997)
Building a Knowledge Base in Reading.
Newark, DE: International Reading Association.
Excellent summary of research on how children learn to read, providing a baseline for helping student meet today's higher standards.

Blevins, Wiley and Lynch, Judy. (2002)
Building Fluency
New York:Scholastic
The authors share a wealth of practical ideas for helping students become fluent readers, including easy assessments, fun activities, oral reading strategies, and word lists that target words, syllables, and spelling patterns kids need to master for fluent reading.

Zwiers, Jeff. (2004)
Building Reading Comprehension Habits in Grades 6-12: A Tool kit of Classroom Activities
Newark, DE: IRA
How can you help students develop lifelong reading comprehension habits? How can you provide activities that address the widely varying literacy needs of all your students? This book, which offers teachers in all curricular areas research-based, innovative activities to strengthen comprehension, is organized around six automatic habits of reading comprehension: organizing text information, connecting with background information, making inferences and predictions, generating and asking questions, understanding word meanings, and monitoring one’s own comprehension.

Ohanian, Susan. (2001)
Caught in the Middle: Nonstandard Kids and a Killing Curriculum.
Portsmouth, NH: Heinemann.
Ohanian, in this follow-up book to One Size Fits Few, discusses the problem of children who are not likely to succeed in a world with only one definition of success. She relates heart-wrenching and heroic portraits of students whose lives were changed, and also stories of failure, all with hope shining through.

Johnston, Peter H. (2004)
Choice Words: How Our Language Affects Children’s Learning
Portland, ME: Stenhouse Publishers
In productive classrooms, teachers create intellectual environments that produce not only technically competent students, but also caring, secure, actively literature human beings. Throughout, the author provides examples of apparently ordinary words, phrases, and uses of language that are pivotal in the orchestration of the classroom. The book demonstates how the things we say (and don’t say) have surprising consequences for what children learn and for who they become as literate people.

Cunningham, Patricia and Allington, Richard. (2003)
Classrooms That Work: Where All Children Learn.
Boston: Allyn and Bacon.
Renowned authors promote the integration of phonics and literature-based process writing and reading instruction for a balanced approach to teaching reading. This book particularly addresses the issues of struggling and/or diverse readers, offering powerful decoding and comprehension strategies.

Clausen-Grace, N., & Kelley, M. (2007). 
Comprehension Shouldn’t Be Silent: From Strategy Instruction to Student Independence.
Newark: International Reading Association.
Use the teaching ideas in this rich resource to improve your students’ reading comprehension. By nurturing meaningful talk about reading and learning, you can monitor and support students’ metacognitive use of strategies such as predicting, making connections, questioning, visualizing, and summarizing. A comprehensive breakdown of the components of each strategy helps you support learners from the introduction of a strategy to students’ independent use of it.

Throughout each chapter you’ll read classroom transcripts as well as student samples and quotes that show the deep learning that occurs. Strategy chapters present numerous activities, and the appendixes contain a matrix that shows what activities can be used to teach each strategy, as well as numerous reproducible forms and graphic organizers.

Bouchard, Margaret. 2005.
Comprehension Strategies for English Language Learners
New York: Scholastic Professional Books
This book provides 30 research-based reading strategies that help students read, understand, and really learn content from their textbooks and other non-fiction materials. Student strategies such as the use of frame sentences, question guides, signal words graphic organizers and reciprocal teaching are clearly explained and include reproducibles.

Laminack, Lester. (2007)
Cracking Open the Author’s Craft:  Teaching the Art of Writing.
New York: Scholastic.
By observing the deep study of one beautiful children’s picture book, Saturdays and Teacakes, you will learn how to explore any text with a greater appreciation for and understanding of author's craft, which you can use to support students' development as writers. Fifteen ready-to-use mini-lessons introduce students to techniques and literary elements they can use to craft their own writing. On an accompanying DVD, the author explains how writers work with both audible and visual craft. The DVD also includes downloadable forms and guidelines teachers can use with their students to explore writer's craft.

Wilks, Susan. (1995)
Critical and Creative Thinking: Strategies for Classroom inquiry.
Portsmouth, NH: Heinemann.
Wilks advocates a supportive and nurturing environment, a 'community of inquiry', which fosters reasoning and critical thinking. Better questioning, greater participation and more open discussion lead to positive changes where children learn to value independent and autonomous thinking.

Heffernan, Lee. (2004)
Critical Literacy and Writer’s Workshop: Bring Purpose and Passion to Student Writing Newark, DE: IRA
This book shows upper elementary-grade teachers how incorporating critical literacy into writer’s workshop will take their students’ writing to the next level. The author shares her story of a yearlong project that changed the type of writing that third grade students produced as they learned to bridge their personal lives and social issues through social-narrative writing.

McLaughlin, Maureen and DeVoogd, Glenn L. (2004)
Critical Literacy; Enhancing Students’ Comprehension of Text
New York: Scholastic
When readers comprehend from a critical stance, they see beyond the text, question the author’s intent, and seek to understand how they are influenced by the author’s message. These authors have done a masterful job of blending theory and practice in a highly readable and informative book. Specific lessons are provided using texts already familiar to many teachers. Lessons are brought to life through teacher voices and student work.

Saul, E. Wendy. (Ed.) (2004)
Crossing Borders in Literacy and Science Instruction
Newark, DE: IRA
Questions about how literacy-science learning takes place, how knowledge in one area affects learning in the other, and how meaningful literacy-science connections can be made are answered by teacher educators, reading educators, and science educators in this compilation. Each thought-provoking chapter encourages you to reflect on your own beliefs and find new ways to foster the literacy-science connection.

Gallagher, Kelly. (2004)
Deeper Reading: Comprehending Challenging Texts,  4-11
Portland, Maine: Stenhouse Publishers
This comprehension focused book gives strategies on helping students to get beyond "first-draft" understanding of text and enhance their critical thinking skills while monitoring their own understanding. Humorous and full of practical ideas.

Tomlinson, Carol Ann. (1999)
The Differentiated Classroom; Responding to the Needs of All Learners.
Alexandria, VA. ASCD.
How can teacher divide their time, resources, and efforts to effectively instruct so many students with diverse backgrounds, readiness and skill levels, and interests? This book offers powerful, practical solutions.

Tovani, Cris. (2004)
Do I Really Have to Teach Reading? Content Comprehension, Grades 6-12
Portland, ME: Stenhouse Publishers
Building on the experiences gained in her own language arts classroom as well as those of colleagues in different disciplines, the author takes on the challenge of helping students apply reading comprehension strategies in any subject. Included are examples of how teachers can model their reading process for students, ideas for supplementing and enhancing the required textbooks, detailed descriptions of specific strategies taught in context, guidance on assessing students, and more.

Rasinski, Timothy V. (2003)
The Fluent Reader: Oral Reading Strategies for Building Word Recognition, Fluency, and Comprehension.
New York: Scholastic Professional Books.
Beginning with a clear research-based rationale for oral reading, the author shows how oral reading can be used to build word recognition, fluency, and comprehension. Many interesting, easily implemented, and effective strategies are presented.

Robb, Anina. (2003)
40 Graphic Organizers that Build Comprehension During Independent Reading
New York: Scholastic
Independent reading is a key component of any reading program, but how can you ensure that kids are getting the most out of that reading. How can you assess their progress as readers? The author provides guidelines for making independent reading work and supplies engaging reproducibles that help students use reading strategies, learn about literary elements and explore genre. Grades 2-4.

Payne, Ruby K. (2003)
A Framework for Understanding Poverty
Highlands TX: aha! Process, Inc.
This book teaches the hidden rules of economic class and spreads the message that, despite theobstacles poverty can create in all types of interaction, there are specific strategies for overcoming them. The author helps teachers understand generational poverty and situational poverty and the related issues. Four our students to be successful, we must understand their hidden rules and teach them the rules that will make them successful at school and at work. A “must read” for all teachers!

Vasquez, Vivian and all. (2003)
Getting Beyond “I Like the Book”; Creating Space for Critical Literacy in K-6 Classrooms. Newark, Delaware: International Reading Association.This book focuses on how the authors used children’s literature in combination with other texts to introduce critical conversations and construct social action projects in their classroom.

Harwayne, Shelley. (1999)
Going Public: Priorities and Practice at the Manhattan New School.
Portsmouth, NH: Heinemann.
From this school comes concepts and practice that could change the education of our country. From this remarkable school we learn to see administration, teaching and learning in a new light.

Smith, Michael & Wilhelm, Jeffrey. (2006)
Going With the Flow: How to Engage Boys (and Girls) in Their Literacy Learning
Portsmouth, NH: Heinemann
An expansion of their earlier research in Reading Don’t Fix No Chevys, this book attempts to answer the question of how to connect adolescents outside of school literacy to school purposes. The authors give careful thought to the sequence of instruction in their lessons and there is considerable space given to rethinking common classroom practice. 6-12.

Opitz, Michael F., Rasinski, Timothy V. (1998)
Good-Bye Round Robin: Twenty-five Effective Oral Reading Strategies.
Portsmouth, NH: Heinemann.
This is the first book of its kind, offering teachers a new alternative to traditional round robin reading - an outmoded practice that often prohibits rather than facilitates the ability to read. The authors demonstrate how to use oral reading to help students develop comprehension, share information, and discover effective reading strategies.

Collins, Kathy. (2004)
Growing Readers: Units of Study in the Primary Classroom
Portland, Maine: Stenhouse Publishers
Collins helps primary teachers plan for independent reading workshop by describing the structure of the workshop, a year’s worth of possible units, and the relationship of the workshop to a balanced reading program. Extensive mini-lesson examples are included.

McLaughlin, Maureen. (2003)
Guided Comprehension in the Primary Grades.
Newark, Delaware: International Reading Association.
This book provides a framework that develops reading comprehension through direct and guided strategy instruction, numerous opportunities for engagement, comprehension centers and routines for a variety of leveled texts and instructional settings. Great appendixes of strategies, book lists and other resources.

Tama, M. Carrol and McClain, Anita Bell (2001)
Guiding Reading and Writing in the Content Areas; Practical Strategies. (2nd Edition)
Dubuque, Iowa. Kendall/Hunt Publishing. .
Tama and McClain share many practical, easy-to-implement ideas to improve reading and writing in the middle school and high school content areas as well as the language arts curriculum.

(Handbook for Volunteers Set):
1. Pinnell, Gay Su, Fountas, Irene C., (1997)
Help America Read: Coordinator's Guide.
Portsmouth, NH: Heinemann.
How to run an effective volunteer program by providing strong leadership, solid training and careful monitoring.

2. Pinnell, Gay Se, Fountas, Irene C., (1997)
Help America Read: A Handbook for Volunteers.
Portsmouth, NH: Heinemann.
As a volunteer you can be certain you are providing instruction based upon sound research. Learn how to gain children's trust, monitor their comfort level and create a positive learning environment.

Young, Terrell A. (ed.), (2004)
Happily Ever After
Newark, N.J. IRA Publications
Folk literature can foster literacy, promote cultural awareness, and create connections with the content areas. This reader-friendly collection defines folk literature and its subgenre, provides strategies for using folklore across the curriculum and describes techniques for teaching students to write their own folk stories.

Akhavan, Nancy L. (2004)
How to Align Literacy Instruction, Assessment, and Standards: And Achieve Results You NEVER Dreamed Possible
Portsmouth, NH; Heinemann
Here are stories and strategies that enabled principal Nancy Akhavan to move her school from “underperforming” status to one in which students achieve and teachers have a whole new understanding of targeted instruction, sensitive assessment, and meaningful curriculum.

Tovani, Cris. (2000)
I Read It, but I Don’t Get It: Comprehension Strategies for Adolescent Readers
Portland, ME: Stenhouse Publishers
Here is an engaging account of how teachers can help adolescents develop new reading comprehension skills. You will be taken step-by-step through practical, theory-based reading instruction that can be adapted for use in any subject area. The book features anecdotes about real kids with real universal problems, simple ideas that you can immediately use in your classroom, and teaching tips that benefit struggling readers as well as proficient and advanced readers.

Wilhelm, Jefrey D. (2001)
Improving Comprehension with Think-Aloud Strategies.
New York: Scholastic Professional Books.
Think aloud as you read from a novel, a textbook, or any kind of books and watch your students become confident, fluent readers! With this simple powerful technique you can show students how you use strategies such as inferring, visualizing, and summarizing. Grades 3-8

Atwell, Nancie. (1998)
In the Middle: New Understandings About Writing, Reading, and Learning, 2nd Edition.
Portsmouth, NH: Heinemann.
Much new material in this 2nd edition including chapters on genres, evaluation and the teacher as writer. To be found are list of several hundred minilessons, new expectations for writing and reading workshops and new systems for record keeping.

Finney, Susan. (2003)
Independent Reading Activities That Keep Kids Learning ... While you Teach Small Groups New York: Scholastic
This fantastic resource is packed with literacy-rich, reproducible activities kids use independently and collaboratively to practice reading skills and strategies... giving you time to work with small groups. Complete with tips for differentiating activities to meet the needs of all readers and easy ways to help you track their progress. Susan is the creator of the “Long-term Never-Ending Projects” and many other creative ideas. Grades 3-6.

Fink, R., & Samuels, S.J. (Eds.). (2007).  
Inspiring reading success:  Interest and motivation in an age of high-stakes testing. 
Newark: International Reading Association.
Although recent U.S. legislation has had a profound impact on reading instruction and student achievement, some students continue to fall behind. This provocative text addresses this gap with a new perspective on reading instruction that goes beyond the realms of teacher content knowledge and methodology. You’ll learn how motivation and interest can enhance reading instruction for all students—and you’ll get strategies to increase reading success.  

IRA Literacy Study Groups, Vocabulary (Facilitator’s Guide, Two Books, Journal, Discussion Guide and Related Journal Articles).
Newark, NJ. IRA
This kit provides educators with top-quality professional resources for discussion, explorations and professional growth.

Harwayne, Shelley. (1992)
Lasting Impressions: Weaving Literature into the Writing Workshop.
Portsmouth, NY: Heinnemann.
Filled with real stories of real kids. Harwayne explores the diverse roles literature plays in writing workshop.

Hall, Nigel and Robinson, Anne. (1996)
Learning About Punctuation.
Portsmouth, NH: Heinemann.
How people learn to understand punctuation is one of the most neglected topics in the field of literacy. This timely book is the first ever to address the issues associated with how people, especially children, make sense of punctuation. Many helpful examples from both teachers and children.

Jonassen, David H., Peck, Kyle L. and Wilson, Brent G. (1999)
Learning with Technology: A Constructivist Perspective.
Upper Saddle River, NJ: Merrill Publishing.
This book guides educators to learn ways that various technologies can support constructive learning. The point of this book is that technology is a tool to think and learn with.

Serafini, Frank. (2004)
Lessons in Comprehension: Explicit Instruction in the Reading Workshop
Portsmouth, NH: Heinemann
This book offers 64 detailed mini-lessons organized by thematic strand from Frank Serafini's reading workshop classroom. For each mini-lesson, Frank gives his rationale, how it might sound and suggestions for guided practice. Very user-friendly and insightful.

Toll, Cathy. (2004)
The Literacy Coach’s Survival Guide
Newark, DE: International Reading Association
A handbook of tools and tips to guide literacy coachesas they work in schools to promote more effective literacy instruction. The book is organized into three sections: How do I promote change? What does a successful literacy coach do? and How do I coach in difficult situations?

Labbo, Linda. 2006.
Literature Links: Thematic Units Linking Read-Alouds and Computer Activities
Newark, DE: International Reading Association
Primary teachers can use this book to link children's literature with practical, timely and developmentally appropriate computer activities. The units presented are well designed examples of technology enhancing literacy. K-3.

Calkins, Lucy McCormick, Harwayne, Shelley. (1991)
Living Between the Lines.
Portsmouth, NH: Heinemann.
This book invites readers to bring new life into the reading-writing workshop. Included are chapters on establishing courses of study in which children read and write memoir, picture books and nonfiction. Loaded with practical ideas.

Hall, Nigel and Robinson, Anne. (1995)
Looking at Literacy: Using Images of Literacy to Explore the World of Reading and Writing
Portsmouth, NH: Heinemann.
The authors have gathered together illustrations of people engaging in the activity of reading and writing from books, postcards and posters. They examine a large range of ideas for developing writing activities based on the messages in the images. Geared to K-3rd.

Hoyt, Linda. (2002)
Make It Real; Strategies for Success with Informational Texts.
Portsmouth, NH: Heinemann.
Linda Hoyt provides a practical, classroom-friendly guide to unlocking the treasures of informational texts. She shows teachers how to make text more attainable, scaffold vocabulary, and deal with content-specific words.

Anderson, Jeff.  (2005)
Mechanically Inclined: Building Grammar, Usage, and Style into Writer’s Workshop
Portland, Maine: Stenhouse Publishers
This book concerns itself with how to systematically teach grammar in a writer’s workshop in a way that is meaningful. Classroom examples, activities and useful appendices. Middle school.

Coles, Gerald. (2000)
Misreading Reading: the Bad Science that Hurts Children.
Portsmouth, NH: Heinemann.
This book deals with reading research, the conclusions that are reached, and asks, "Are these conclusions accurate?" Each chapter summarizes a claim and presents a major criticism of the research.

Moore, Paula & Lyon, Anna. (2005)
New Essentials for Teaching Reading in PreK-2
New York: Scholastic Professional Books.
This addition to the Theory and Practice Series, applies research-based practice in comprehension, vocabulary and fluency to the primary classroom. Information is given on how to enhance the instruction in current practices such as read-alouds and guided reading.

Kristo, Janice V. and Bamford, Rosemary A. (2004)
Nonfiction in Focus: A Comprehensive Framework for Helping Students Become Independent Readers and Writers of Nonfiction
New York: Scholastic Professional Books
Children’s Literature experts Kristo and Bamford show teachers how to choose and teach nonfiction wisely. Brimming with real teachers’ classroom experience, this book guides you from highly supported to increasingly independent instruction.

Harvey, Stephanie. (1998)
Nonfiction Matters; Reading, Writing and Research in Grades 3-8.
Portland, ME: Stenhouse Publishers
This book offers teachers the tools to help students explore nonfiction and dig deep to teach more complete understanding of the real world and report these insights in a compelling manner.

Spear-Swerling, Louise, Sternberg, Robert J. (1996)
Off Track: When Poor Readers Become "Learning Disabled".
Newark, DE: IRA.
The authors identify the dangers of labeling children as reading or learning disabled, and present a new theoretical model of reading disability that integrates a wide variety of findings across age and grade spans. Describes four ways in which disabled readers may stray from the path.

Ohanian, Susan. (1999)
One Size Fits Few The Folly of Educational Standards.
Portsmouth, NH: Heinemann.
This book is a sharp, pointed pin with which to deflate the overblown pro-Standards movement. In her hilarious, unsparing, and often touching narrative, Ohanian, a teacher and author, recounts her quest to make sense of the Standards movement.

Lewin, Larry. (2003)
Paving the Way in Reading and Writing: Strategies and Activities to Support StrugglingStudents in Grades 6-12.
San Francisco, C A. Jossey-Bass Publishing.
This book offers secondary teachers from across the content areas a structured approach for motivating reluctant and disengaged students. The book offers an arsenal of practical instructional strategies for improving comprehension of informational and literary text and strengthening written communication.

Ruurs, Margriet. (2001)
The Power of Poems
Gainesville, Florida: Maupin House
Teach poetry so students will love it. Use poetry with grades 3-8. Filled with easy-to-use lessons that will get kids excited about poetry and about writing.

Morretta, Teresa M. and Ambrosini, Michelle. (2000)
Practical Approaches for TeachingReading and Writing in Middle Schools.
Newark, Delaware: International Reading Association.
The authors present a “combined approach” to language learning embracing aspects of both whole language and explicit instruction. The book offers practical approaches to engage students in reading and writing.

Mason, Pamela A. and Schumm, Jeanne Shay. (Ed.) (2003)
Promising Practices for Urban Reading Instruction.
Newark, DE: IRA.
This collection of research-based articles is framed around the IRA’s position statement Making a Difference Means Making it Different: Honoring Children’s Rights to Excellent Reading Instruction, which presents 10 “literacy right” of every child, outlining what children need to become competent readers and writers. The volume includes two or three articles pertaining to each of the 10 rights.

Richardson, Judy S. (2000)
Read It Aloud!; Using Literature in the Secondary Content Classroom.
Newark, Delaware: International Reading Association.
The author supports the belief that reading aloud is a valuable activity for students of any age. This book shows middle school and high school classroom teachers how read-aloud excerpts from a variety of literary genres can be used in the content areas.

Duke, Nell K. and Bennett, V. Susan. (2003)
Reading & Writing Informational Text in the Primary Grades
New York: Scholastic Professional Books
Explains why it is important to weave informational text into the primary curriculum. Includes a framework for organizing your time and space, and classroom-tested strategies for incorporting informational text into reading, writing and the content areas!

Routman, Regie. (2003)
Reading Essentials.
Portsmouth, NH: Heinemann.
Routman says that effective reading instruction requires a lot of thinking – thinking about what matters to kids, what kids need to know, how we can move them forward and how to ensure that they comprehend and enjoy what they read.

Wilhelm, Jeffrey D. (2004)
Reading IS Seeing
New York: Scholastic Professional Books
“Picturing” is essential to reading comprehension – but not all students know how to do it. This amazing books shows teachers dozens of engaging, interactive techniques that turn reading into a highly visual, enjoyable experience for proficient and struggling readers alike. Storyboards, timelines, picture maps, and more enhance skills of inferring, interpreting, and applying what they read!

(Reading Team Package:)
1. Morrow, Lesley Mandel, Walker, Barbara J. (1997)
The Reading Team: A Handbook for Volunteer Tutors K-3.
Newark, DE: International Reading Association.
Volunteer tutors will find that handbook an essential source of hands-on information about tutoring process. How to motivate students to learn, how to structure and implement tutoring sessions and how to record progress and evaluate both students and themselves.

2. Morrow, Lesley Mandel, Walker, Barbara, J,. (1998)
Tips for the Reading Team: Strategies for Tutors.
Newark, DE: International Reading Association.
Classroom tested tips in response to the America Reads Challenge and growing emphasis on using volunteer tutors.

3. Morrow, Lesley Mandel, Walker, Scherry, (1999)
Training the Reading Team: A Guide for Supervisors of a Volunteer Tutoring Program. Newark, DE: International Reading Association.
Based on a successful model developed by one of the authors, the book provides easy-to-reproduce overheads, handouts, a script of activities for tutors in training sessions.

Miller, Debbie. (2002)
Reading with Meaning: Teaching Comprehension in the Primary Grades.
Portland, ME: Stenhouse Publishers.
The author takes us to her classroom where real students are learning to love reading, writing and collaborating. Taking the reader through a year where her students learn to become thoughtful, independent and strategic readers, Debbie provides a model for creating a climate and culture of thinking and learning.

Barone, Diane. (1999)
Resilient Children: Stories of Poverty, DrugExposure and Literacy Development.
Newark, DE: International Reading Association.
The author defines and examines assumptions about children who were prenatally exposed to crack/cocaine and who have other risk factors that may negatively affect their literacy development. By displacing the existing myths about "crack babies," teachers and parents are able to support learning and see these children as successful learners.

Garan, Elaine M. (2002)
Resisting Reading Mandates: How to Triumph with the Truth.
Portsmouth, NH: Heinemann.
The author declares that teachers today are in a stranglehold as a glut of mandates and standards restrict our ability to make decisions in our own classrooms. Garan takes on the National Reading Panel Report, specifically the research summarized in the phonics subgroup report, documenting its basic flaws. She offers the tools we need to stand up and talk about the real issues.Hoyt, Linda. 1999

Hoyt, Linda. (1999)
Revisit, Reflect, Retell: Strategies for Improving Reading Comprehension.
Portsmouth, NH: Heinemann.
Offering support across a range of genres and learning styles, this highly practical collection of more than 130 strategies and 90 reproducibiles a the perfect resource for any teaching attempting to evoke high-quality responses to literature.

O'Day, Shannon. 2006.
Setting the Stage for Creative Writing: Plot Scaffolds for Beginning and Intermediate Writers
Newark, DE: International Reading Association
Plot scaffolds help you foster creativity and original writing. This text offers a research rationale, hands on lessons, and literacy strategies for those unsure about teaching writing. While we have all seen kids "copy" story plots from movies and other books, plot scaffolds provide a sophisticated support that allows students to reach a new more linguistically advanced place in their writing and then take ownership. K-12.

Sullivan, Mary. (2003)
75 Language Arts Assessment Tools
New York: Scholastic
Reproducible rubrics, checklist, rating sheets, evaluation forms, and more that help you assess student learning – and plan meaningful instruction. Useful and creative assessments, time-saving and linked to language arts standards.Grades 5 and up.

Culham, Ruth. (2003)
6 + 1 Traits of Writing: the Complete Guide Grades 3 and Up.
New York:Scholastic Professional Books
This book—written by the leading autority on the 6+1 TRAIT model—contains all the tools you need to assess students' writing for the traits and plan instruction. You'll find detailed definitions of each trait, scoring guides, samle student papers, focus lessons and activities. Ruth is part of the Northwest Regional Educational Laboratory in Portland, OR.

Hoyt, Linda. (2000)
Snapshots: Literacy Minilessons Up Close.
Portsmorrth, NH: Heinnemann.
Linda covers oral reading, guided reading, inde-pendent reading and writing with 170 of her best minilessons, fiction and non-fiction.

Kessler, Rachael. (2000)
The Soul of Education; Helping Students Find Connection, Compassion, and Character at School.
Alexandria, VA. ASCD
Based on deeply moving stories and profound questions of students themselves, each chapter responds to the yearnings young people express: deep connection, meaning and purpose, silence, joy, creativity, and more. Inspiring!

Sibberson, Franki and Szymusiak, Karen. (2003)
Still Learning to Read: Teaching Students in Grades 3-6
Portland, ME: Stenhouse Publishers
Teachers in grades 3 through 6 are discovering that their students have to deal with an increasingly sophisticated range of texts that require additional reading skills. The authors provide guidance on how to devote more time to reading instruction without neglecting the content demands of the curriculum. The book presents many sample lessons, descriptions of classroom routines and stories taken from the heart of the authors’ reading workshops. Teachers will be inspired and reassured that reading in the upper elementary can be purposeful, thoughtful, and effective.

Harvey, Stephanie and Goudvis, Anne. (2000)
Strategies that Work; Teaching comprehension to Enhance Understanding.
Portland, ME: Stenhouse Publishers
This book focuses on instruction that is responsive to kids' interests and learning needs. It is full of practical suggestions including more than forty K-8 strategy lessons, ideas for choosing books to promote thinking and discussion, ways to use all kinds of texts, plus suggestions for authentic response options that promote engagement and enable students to monitor their own comprehension.

Moore, David W., Alvermann, Donna E., Hinchman, Kathleen A. (Editors). (2000)
Struggling Adolescent Readers: A Collection of Teaching Strategies.
Newark, DE: International Reading Association.
Help your students break the cycles of failure that struggling adolescent readers often experience. Compilation of articles from the Journal ofAdolescent & Adult Literacy presents ways to inspire these students to be resilient and take charge of their learning.

Carr, Judy and Harris, Douglas. (2001)
Succeeding with Standards; Linking Curriculum, Assessment, and Action Planning.
Alexandria, VA. ASCD
How do you reshape the local curriculum to encorporate local, state, and national standards? The authors explain how to: determine who is to teach and assess each standard, create a curriculum and assessment plan, define effective practice, and map out a path to success through action planning.

Weaver, Constance. (1994)
Success At Last! Helping Students with ADHD Achieve Their Potential.
Portsmouth, NH. Heinemann.
Weaver focuses on how to support ADHD students to become involved, active, and successful learners. The book is especially appropriate for teachers, parents, as well as teenage and adult ADHDers themselves.

Kissner, Emily. (2006)
Summarizing, Paraphrasing, and Retelling: Skills for Better Reading, Writing, and Test Taking
Portsmouth, NH: Heinemann
Separating trivia from the big idea is one of the most common (and difficult) task students face. This book shows how to provide instruction and scaffolding for these tasks using applied research. 4-12.

Christenson, Teresa A. (2002)
Supporting Struggling Writers in the Elementary Classroom
Newark, DE. International Reading Association.
This book is based on what the author discovered as students worked to overcome their problems with writing. She demonstrates the effectiveness of using individual writing strategy instruction within a writing-process classroom and offers examples of strategies to try with students.

Young, Terrell & Hadaway, Nancy. (2006)
Supporting The Literacy Development of English Learners
Newark, DE: International Reading Association
This book is designed to assist classroom teachers in supporting their English learning students through practitioner-focused strategies for curriculum and planning, reading instruction, oral language, and writing development.

Anstey, Michele & Bull, Geoff. 2006.
Teaching and Learning Multiliteracies: Changing times, Changing Literacies
Newark, DE: International Reading Association
Have you ever considered how literacy is changing? Besides print, our students now encounter "live" and electronic texts. This book discusses the implications and provides teachers the resources to effectively address new literacies, K-12.

Pinnell, Gay Su and Scharer, Patricia L. (2003)
Teaching for Comprehension in Reading, Grades K-2
New York: Scholastic Professional Books
Help children to read with ease, confidence, and understanding! Discusses the strategies and structures readers need to comprehend text — and the changes those readers experience as they move up the primary grades. Also shows strategy instruction in action, in real classrooms, by master teachers, as well as a section on how planning, organization, and management support instruction.

Strickland, Dorothy S. (1998)
Teaching Phonics Today: A Primer for Educators.
Newark, DE: IRA.
Author addresses educators who seek to establish sound instructional practices that value phonics as an important tool for understanding and using written language. Deals with issues around phonics and provides suggestions for helping children learn to use phonics as a key component of their overall reading development.

Calkins, Lucy, & Montgomery, Kate. 1998.
A Teacher's Guide to Standardized Tests: Knowledge is Power
Portsmouth, NH: Heinemann
The authors examine the reality that many teachers face in preparing students for standardized tests. Reading Workshop is rethought as tasks associated with reading tests are considered, with quality methods employed in preparing students to read well and perform on tests. K-8.

Allen, Janet & Gonzalez, Kyle. (1998)
There’s Room for Me Here: Literacy Workshop in the Middle School
Portland, Maine: Stenhouse Publishers
Theory based strategies for setting up a literacy workshop that can motivate students who cannot or will not read or write. Chapter 11 is titled “But what about...” and addresses many teachers’ most common concerns with a workshop model.

Brozo, William. (2002)
To Be a Boy, To Be a Reader: Engaging Teen and Preteen Boys in Active Literacy.
Newark, DE. International Reading Association.
The author offers ideas for using literature with positive make archetypes that will capture boys' imaginations and engender a lifetime love of literature.

Allen, Janet. (2004)
Tools for Teaching Content Literacy
Portland, ME: Stenhouse Publishers
The author has developed the ideal support for teachers who want to improve their reading instruction across the curriculum in this compact tabbed flipchart designed as a ready reference for many specific strategies. It includes descriptions and purposes for each strategy, research results, graphic organizers, and classroom vignettes to illustrate the strategy. It also provides a quick reference when implementing state and national standards, designing assessments, writing grants and evaluating resources for literacy instruction. Fast and easy to use.

Popham, W. James. (2001)
The Truth About Testing; An Educator's Call to Action.
Alexandria, VA. ASCD
In the midst of all the high-stakes testing issues, the author tries to help teacher deliver the sort of instruction that helps children learn better.

Edmondson, Jacqueline. (2004)
Understanding and Applying Critical Policy Study: Reading Educators Advocating for Change
Newark, DE: IRA
Classroom teacher rarely express confidence in understanding literacy policies. This book introduces critical policy study to help you understand how and why literacy is taught in particular ways. Key questions are addressed: Where has the policy come from? Who are the policymakers? What are the consequences of the policy? Who benefits from the policy? Real-life stories bring teachers’ voices to the forefront of literacy issues.

Cummins, Carrice (editor). (2006)
Understanding and Implementing Reading First Initiatives: The Changing Role of Administrators
Newark, DE: International Reading Association
This book is designed to be a practical and informative guide for administrators or other literacy
leaders responsible for a successful schoolwide literacy program. Information on the five essential
reading elements is expanded upon and practical classroom lesson level illustrations are given to
illustrate the full picture of a successful program.

Afflerbach, R. (2007). 
Understanding and Using Reading Assessment, K-12. 
Newark: International Reading Association.
Understanding and Using Reading Assessment, K–12 will help you examine and choose reading assessment in relation to current understandings of the reading process, students’ development, and the culture of schooling. Whether you are interested in developing a more detailed understanding of different reading assessments or a comprehensive overview of reading assessment materials and procedures, this book is for you

Calkins, Lucy. (& others). 2003.
Units of Study for Primary Writing: A Yearlong Curriculum (10 items)
Portsmouth, NH: Firsthand (Heinemann)
This series of 9 books and a resource CD-ROM, gives excellent guidance in teaching writing. Here are the individual titles:
Launching the Writing Workshop (#1)
Small Moments: Personal Narrative Writing (#2)
Writing for Readers: Teaching Skills and Strategies (#3)
The Craft of Revision (#4)
Authors as Mentors (#5)
Nonfiction Writing: Procedures and Reports (#6)
Powerful Poetry: Powerful Thoughts in Tiny Packages (#7)
The Conferring Handbook (#8)
The Nuts and Bolts of Teaching Writing (#9)
Resources for Primary Writing CD-ROM (#10)
Special checkout notes: It is suggested that no more than three books are checked out at once, perhaps #1-3, 4-6, 7-9. The resource disc may accompany any order.

Braugner, Jane, Lewis, Jan Patricia. (1999)
Using the Knowledge Base in Reading: Teachers at Work.
Newark, DE: IRA.
Authors present teachers in grades K-6 whose work illustrates research-based principles of how children learn to read and write, and the environments that support literacy learning. Vignettes reflect 13 core understandings about learning to read that are introduced in the companion volume above.

Hyerle, David. (1996)
Visual Tools for Constructing Knowledge.
Alexandria, VA. ASCD
Three types of visual tools can help students and teachers construct knowledge, organize information, and communicate their learning: brainstorming webs, task-specific organizers, and thinking-process maps. Hyerle provides sample lessons, assewssments, and "portraits" of visual tools in action.

Samuels, S.J. & Farstrup, Alan. 2006.
What Research Has to Say About Fluency Instruction
Newark, DE: International Reading Association
The latest in a dependable series designed for practitioners who seek to apply the latest research on fluency. Key aspects of fluency, such as : history, definitions, instruction and development, measurement and assessment, issues for struggling readers, ELL's, and dyslexic learners are discussed in reader friendly text. K-12.

Farstrup, Alan E. and Samuels, S. Jay. (Ed.) (2002)
What Research Has to Say About Reading Instruction 3rd Edition.
Newark, DE: IRA
You will find in this third edition solid information on how to teach students to read based on evidence from a broad base of effective, well-designed research. The editors have updated the book to reflect current thinking in the field and address issues that have come to attention recently, including the National Reading Panel report. Maintaining a balance among theory, research, and effective classroom practice, the book focuses on early reading instruction, phonemic awareness, comprehension and many other topics.

Strickland, Kathleen. (2005)
What’s after Assessment? Follow-up Instruction for Phonics, Fluency and Comprehension
Portsmouth, NH: Heineman
This book provides an extensive range of instructional activities to respond to needs uncovered through assessment. An extensive “If...Then...” chart is but one example of what this book offers. K-6.

Beers, Kylene. (2003)
When Kids Can't Read; What Teachers Can Do, A Guide for Teachers, 6-12
Portsmouth, NH; Heinemann
Beers offers teachers the comphrehensive handbook they've needed to help readers improve their skills, their attitudes, and their confidence. Filled with student transcripts, detailed strategies, reproducible materials, and extensive booklist, this book will both instruct and inspire.

Fink, Rosalie. 2006.
Why Jane and John Couldn't Read – And How They Learned: A New Look at Striving Readers
Newark, DE: International Reading Association
This book explores the stories of 66 men and women who overcame reading struggles to become successful and literate in their careers. The author presents a strong case for an interest based model of reading. Concrete suggestions of materials and activities enhance the usefulness to practitioners. K-12.

Stires, Susan, ed. (1991)
With Promise: Redefining Reading and Writing for "Special" Students
Portsmouth, NH: Heinnemann.
Author describes positive environments for learning, supportive communities for learners and holistic process approaches to reading and writing.

Allen, Janet. (1999)
Words, Words, Words.
Portland, ME: Stenhouse Publishers.
This book provides educators with a strong research base, detailed classroom-based lessons, and graphic organizers to support strategy lessons, while meeting content standards.

Morgan, Bruce, & Odom, Deb. 2005.
Writing Through the Tween Years: Supporting Writers Grades 3-6
Portland, Maine: Stenhouse
The authors revised their writing program after formula writing and test prep led to stagnant scores and student boredom. They returned to the roots of their writing workshop philosophy with some new twists. The teachers devised new common standards, used insight from reading strategy instruction, and re-established the basics of writer's workshop: student choice, teacher modeling, revision, and quality literature as a mentor text.