Essential+Instructional+Practices+in+Early+Literacy

= What are the Essentials? =

==

= Where can I find a copy? = = = = PreK = = = = K-3 = = =

= = = What are some suggested resources to help implementation of the Essentials? =

**Select Suggested Resources Related to the Essential Instructional Practices in Early Literacy: K to 3 (Michigan Association of Intermediate School Administrators ** **General Education Leadership Network Early Literacy Task Force, 2016) **

Resources suggested by Nell Duke, Tanya Wright, Laura Tortorelli, and Gary Troia We strongly encourage you to rely on resources for literacy professional development that are deeply informed by research. As a reminder, research is the systematic collection and analysis of data to address a research question. Research is designed so that multiple answers are possible, including answers that the researcher did not expect. Just because something is written in a book or article does not make it research or research-informed. For more information on what research is, please see Duke, N. K., & Martin, N. M. (2011). 10 things every literacy educator should know about research. The Reading Teacher, 65, 9-22. [|__http://onlinelibrary.wiley.com/doi/10.1598/RT.65.1.2/full__]  In our view, the following resources are deeply informed by research. This is by no means an exhaustive list of such resources. (For actual research studies related to each Essential, please see the Endnotes of the Essentials document.) In the future, the state will have modules on each of the instructional essentials that will be another powerful resource for professional learning.

__**Resources for Essential Practice 1 **__


 * Recommendation # 5 of Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from [|__http://ies.ed.gov/ncee/wwc/practiceguide.aspx?sid=14__] .
 * Gambrell, L. B. (2011). Seven rules of engagement: What's most important to know about motivation to read. The Reading Teacher, 65, 172-178. [|__http://dx.doi.org/10.1002/TRTR.01024__]
 * Recommendation #1 of <span style="background-color: transparent; color: #211d1e; font-size: 14.6667px; vertical-align: baseline;">Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012). Teaching elementary school students to be effective writers: A practice guide (NCEE 2012- 4058). Washington, DC: National Center for Education Evaluation and Regional Assistance, Insti­tute of Education Sciences, U.S. Department of Education. Retrieved from <span style="background-color: transparent; color: #1155cc; font-size: 14.6667px; vertical-align: baseline;">[|__http://ies.ed.gov/ncee/ wwc/publications_reviews.aspx - pubsearch__] <span style="background-color: transparent; color: #211d1e; font-size: 14.6667px; vertical-align: baseline;">.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;"><span style="background-color: transparent; color: #000f65; font-size: 14.6667px; vertical-align: baseline;">Duke, N. K., Purcell-Gates, V., Hall, L. A., & Tower, C. (2006/2007). Authentic literacy activities for developing comprehension and writing. The Reading Teacher, 60, 344-355. <span style="background-color: transparent; color: #1155cc; font-size: 14.6667px; vertical-align: baseline;">[|__http://dx.doi.org/__] [|__10.1598/RT.60.4.4__]
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;"><span style="background-color: transparent; color: #000f65; font-size: 14.6667px; vertical-align: baseline;">Marinak, B. A., & Gambrell, L. (2016). No more reading for junk: Best practices for motivating readers. Portsmouth, NH: Heinemann. At: <span style="background-color: transparent; color: #1155cc; font-size: 14.6667px; vertical-align: baseline;">[|__http://www.heinemann.com/products/E06157.aspx__]

__**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Resources for Essential Practice 2 **__


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;"> Recommendation # 1 of Foorman, B, Coyne, M., Denton, C. A., Diminio, J., Hayes, L., Justice, L., Lewis, W., & Wagner, R. (2016). Foundational skills to support reading for understanding in kindergarten through 3 rd grade: A practice guide (NCEE 2014-4008). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from <span style="background-color: transparent; color: #1155cc; font-size: 14.6667px; vertical-align: baseline;">[|__http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=21__]
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Goldenberg, C. (1992). Instructional conversations: Promoting comprehension through discussion. The Reading Teacher, 46, 316-326.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;"> Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from <span style="background-color: transparent; color: #1155cc; font-size: 14.6667px; vertical-align: baseline;">[|__http://ies.ed.gov/ncee/wwc/practiceguide.aspx?sid=14__].
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Snell, E. K., Hindman, A. H., & Wasik, B. A. (2015). How can book reading close the word gap? Five key practices from research. The Reading Teacher, 68, 560-571.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;"> Wright, T. S. (2014). From potential to reality: Content-rich vocabulary and informational text. The Reading Teacher, 67, 359-367. Available at: <span style="background-color: transparent; color: #1155cc; font-size: 14.6667px; vertical-align: baseline;">[|__http://onlinelibrary.wiley.com/wol1/doi/10.1002/trtr.1222/full__]
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;"> Wright, T. S. (2015). [Professional Development Video Series]. Read Aloud with Attention to Vocabulary. Michigan Department of Education. Retrieved from: <span style="background-color: transparent; color: #1155cc; font-size: 14.6667px; vertical-align: baseline;">[|__https://www.youtube.com/watch?v=ynPdxVP4q4Y__]
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;"> Wright, T. S. (2015). [Professional Development Video Series]. Interactive read alouds to promote content knowledge and vocabulary. Michigan Department of Education. Retrieved from: <span style="background-color: transparent; color: #1155cc; font-size: 14.6667px; vertical-align: baseline;">[|__https://www.youtube.com/watch?v=jSTBG_np20E&feature=youtu.be__]
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;"> Zucker, T. A., Ward, A. E., & Justice, L. M. (2009). Print referencing during read‐alouds: A technique for increasing emergent readers' print knowledge. The Reading Teacher, 63(1), 62-72. Available at: <span style="background-color: transparent; color: #1155cc; font-size: 14.6667px; vertical-align: baseline;">[|__http://onlinelibrary.wiley.com/doi/10.1598/RT.63.1.6/full__]

__**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Resources for Essential Practice 3 **__


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;"> Gersten, R., Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective Literacy and English Language Instruction for English Learners in the Elementary Grades: A Practice Guide (NCEE 2007-4011). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from <span style="background-color: transparent; color: #1155cc; font-size: 14.6667px; vertical-align: baseline;">[|__http://ies.ed.gov/ncee/wwc/publications/practiceguides__].
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;"> Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016-4008). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: <span style="background-color: transparent; color: #1155cc; font-size: 14.6667px; vertical-align: baseline;">[|__http://whatworks.ed.gov__].
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;"><span style="background-color: transparent; color: #1155cc; font-size: 14.6667px; vertical-align: baseline;">[|__http://earlyinterventioninreading.com/__] What Works Clearinghouse Report at <span style="background-color: transparent; color: #1155cc; font-size: 14.6667px; vertical-align: baseline;">[|__http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=156__]
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Scanlon, D. M., Anderson, K. L., & Sweeney, J. M. (2016). Early intervention for reading difficulties: The interactive strategies approach. New York: Guilford.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;"> Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from <span style="background-color: transparent; color: #1155cc; font-size: 14.6667px; vertical-align: baseline;">[|__http://ies.ed.gov/ncee/wwc/practiceguide.aspx?sid=14__].
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Cartwright, K. B. (2010). Word callers: Small-group and one-on-one interventions for students to “read” but don’t comprehend. Portsmouth, NH: Heinemann.

__**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Resources for Essential Practice 4 & 5 **__

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">Websites: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; vertical-align: baseline;">· A-Z Readers: downloadable, decodable books https: //www.readinga-z.com/ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; vertical-align: baseline;">· Florida Center for Reading Research: Student Center Activities: http://www.fcrr.org/for-educators/sca.asp <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; vertical-align: baseline;">· The International Literacy Association blog: <span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 16px; vertical-align: baseline;">[|__https://www.literacyworldwide.org/blog__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; vertical-align: baseline;">, especially this post: https://www.literacyworldwide.org/blog/literacy-daily/2016/06/23/teach-ldquo-sight-words-rdquo-as-you-would-other-words <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; vertical-align: baseline;">· Phonological Awareness Literacy Screening Website <span style="background-color: transparent; color: #000000; font-family: 'Courier New'; font-size: 16px; vertical-align: baseline;">o <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; vertical-align: baseline;">Downloadable activities: <span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 16px; vertical-align: baseline;">[|__https://pals.virginia.edu/tools-activities.html__] <span style="background-color: transparent; color: #000000; font-family: 'Courier New'; font-size: 16px; vertical-align: baseline;">o <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; vertical-align: baseline;">Info about literacy workstations: <span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 16px; vertical-align: baseline;">[|__https://pals.virginia.edu/literacy-workstations.html__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; vertical-align: baseline;">· What Works Clearing House Practice Guide for Foundational Skllls, <span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 16px; vertical-align: baseline;">[|__http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=21__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; vertical-align: baseline;"> *Note: Research does not support the recommendation for teaching high frequency words in this report.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">Books: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; vertical-align: baseline;">· Early Intervention Reading Difficulties: The Interactive Strategies Approach by Donna Scanlon, Kimberly Anderson, & Joan Sweeney, <span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 16px; vertical-align: baseline;">[|__https://www.amazon.com/Early-Intervention-Reading-Difficulties-Interactive/dp/1606238531/ref=sr_1_1?ie=UTF8&qid=1470840930&sr=8-1&keywords=early+intervention+for+reading+difficulties__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; vertical-align: baseline;">· Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (6 <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 9.6px; vertical-align: super;">th <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; vertical-align: baseline;"> Edition) by Donald Bear, Marcia Invernizzi, Shane Templeton, & Francine Johnston, <span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 16px; vertical-align: baseline;">[|__https://www.amazon.com/Words-Their-Way-Vocabulary-Instruction/dp/0133996336/ref=sr_1_1?ie=UTF8&qid=1470841044&sr=8-1&keywords=words+their+way__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; vertical-align: baseline;">· Words Their Way Sort Books: <span style="background-color: transparent; color: #000000; font-family: 'Courier New'; font-size: 16px; vertical-align: baseline;">o <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; vertical-align: baseline;">Words Their Way: Letter and Picture Sorts for Emergent Spellers (2nd Edition), <span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 16px; vertical-align: baseline;">[|__https://www.amazon.com/Words-Letter-Picture-Emergent-Spellers/dp/0135145791/ref=pd_sim_14_5?ie=UTF8&dpID=51D0dhMminL&dpSrc=sims&preST=_AC_UL320_SR244%2C320_&psc=1&refRID=G85ANDV0E6W9AMR6HTS9__] <span style="background-color: transparent; color: #000000; font-family: 'Courier New'; font-size: 16px; vertical-align: baseline;">o <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; vertical-align: baseline;">Words Their Way: Word Sorts for Letter Name-Alphabetic Spellers (2 <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 9.6px; vertical-align: super;">nd <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; vertical-align: baseline;"> Edition), <span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 16px; vertical-align: baseline;">[|__https://www.amazon.com/Words-Their-Way-Alphabetic-Three-hole/dp/0135145805/ref=pd_sim_14_1?ie=UTF8&dpID=51QSYPKMgLL&dpSrc=sims&preST=_AC_UL320_SR244%2C320_&psc=1&refRID=F2JEFSXB919QWTMBA7PR__] <span style="background-color: transparent; color: #000000; font-family: 'Courier New'; font-size: 16px; vertical-align: baseline;">o <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; vertical-align: baseline;">Words Their Way: Word Sorts for Within Word Pattern Spellers (2 <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 9.6px; vertical-align: super;">nd <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; vertical-align: baseline;"> Edition), <span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 16px; vertical-align: baseline;">[|__https://www.amazon.com/Words-Their-Way-Pattern-Spellers/dp/013514843X/ref=pd_bxgy_14_2?ie=UTF8&psc=1&refRID=WQ641XSV76ZVWDSG1CPA__] <span style="background-color: transparent; color: #000000; font-family: 'Courier New'; font-size: 16px; vertical-align: baseline;">o <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; vertical-align: baseline;">Words Their Way: Word Sorts for Syllables and Affixes Spellers (2 <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 9.6px; vertical-align: super;">nd <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; vertical-align: baseline;"> Edition), <span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 16px; vertical-align: baseline;">[|__https://www.amazon.com/Words-Their-Syllables-Affixes-Spellers/dp/0135145775/ref=pd_sim_14_1?ie=UTF8&dpID=51qWnDbxZWL&dpSrc=sims&preST=_AC_UL320_SR244%2C320_&psc=1&refRID=5MHXMJ0GV3NW4BC3HMH7__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; vertical-align: baseline;">· Phonemic Awareness in Young Children: A Classroom Curriculum by Marilyn Adams, Barbara Foorman, Ingvar Lundberg, & Terri Beeler, [|__https://www.amazon.com/Phonemic-Awareness-Young-Children-Curriculum/dp/1557663211/ref=sr_1_sc_1?ie=UTF8&qid=1470841542&sr=8-1-spell&keywords=Phonemic+awareness+in+young+childrne__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; vertical-align: baseline;">· Assessment for Reading Instruction, by Michael McKenna & Katherine Stahl, https://www.amazon.com/Assessment-Instruction-Problems-Teaching-Literacy/dp/1462521045/ref=sr_1_1?ie=UTF8&qid=1470841635&sr=8-1&keywords=assessment+for+reading+instruction

Articles: <span style="background-color: transparent; color: #222222; font-family: Arial; font-size: 16px; vertical-align: baseline;">· Block, M. K., & Duke, N. K. (2015). Letter Names Can Cause Confusion and Other Things to Know About Letter-Sound Relationships. YC Young Children,70(1), 84. <span style="background-color: transparent; color: #222222; font-family: Arial; font-size: 16px; vertical-align: baseline;">· Flanigan, K. (2006). " Daddy, where did the words go?" How teachers can help emergent readers develop a concept of word in text. Reading Improvement, 43(1), 37. <span style="background-color: transparent; color: #222222; font-family: Arial; font-size: 16px; vertical-align: baseline;">· Jones, C. D., Clark, S. K., & Reutzel, D. R. (2013). Enhancing alphabet knowledge instruction: Research implications and practical strategies for early childhood educators. Early Childhood Education Journal, 41(2), 81-89. <span style="background-color: transparent; color: #222222; font-family: Arial; font-size: 16px; vertical-align: baseline;">· Yopp, H. K., & Yopp, R. H. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher, 54(2), 130-143.

__**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Resources for Essential Practice 6 **__
 * <span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">[|__Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012). Teaching elementary school students to be effective writers: A practice guide (NCEE 2012-4058). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.__]
 * <span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">[|__Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.__]
 * <span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">[|__Troia, G. (2014). Evidence-based practices for writing instruction (Document No. IC-5). Collaboration for Effective Educator, Development, Accountability, and Reform Center, University of Florida.__]
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;"> Troia, G. A. (2013). Writing instruction within a response to intervention framework: Prospects and challenges for elementary and secondary classrooms. In S. Graham, C. A. MacArthur, & J. Fitzgerald (Eds.), Best practices in writing instruction (2 nd ed., pp. 403-427). New York: Guilford Press.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Troia, G. A. (2013). Effective writing instruction in the 21st century. In B. M. Taylor & N. K. Duke (Eds.), Handbook of effective literacy instruction: Research-based practice K-8 (pp. 298-345). New York: Guilford Press.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Harris, K. R., Graham, S., Mason, L. H., & Friedlander, B. (2008). Powerful writing strategies for all students. Baltimore, MD: Brookes.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Graham, S., & Harris, K. R. (2005). Writing better: Teaching writing processes and self-regulation to students with learning problems. Baltimore, MD: Brookes.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Duke, N. K., Caughlan, S., Juzwik, M. M., & Martin, N. M. (2012). Reading and writing genre with purpose in K-8 classrooms. Portsmouth, NH: Heinemann.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Coker, D. L., & Ritchey, K. D. (2015). Teaching beginning writers. New York: Guilford.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;"> Graham, S., MacArthur, C. A., & Fitzgerald, J. (Eds.). (2013). Best practices in writing instruction (2 nd ed.). New York: Guilford.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Saddler, B. (2012). Teacher’s guide to effective sentence writing. New York: Guilford.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Troia, G. A., Shankland, R. K., & Heintz, A. (Eds.). (2010). Putting writing research into practice: Applications for teacher professional development. New York: Guilford.
 * <span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">[|__THINKSRSD__]
 * <span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">[|__SRSDOnline__]

= Cobb, C., & Blachowicz, C. (2014). No more "look up the list" vocabulary instruction. <span style="background-color: transparent; color: #000f65; font-size: 14.6667px; vertical-align: baseline;">Portsmouth, NH: Heinemann. =
 * __<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Resources for Essential Practice 7 __**

= Neuman, S. B. & Wright, T. S. (2013). All about words: Increasing vocabulary in the Common Core classroom, PreK-2. New York, NY: Teachers College Press. =
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Dougherty Stahl, K. A., & Bravo, M. A. (2010). Contemporary classroom vocabulary assessment for content areas. The Reading Teacher, 63, 566-578.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Goodwin, A., Lipsky, M., & Ahn, S. (2012). Word detectives: Using units of meaning to support literacy. The Reading Teacher, 65, 461-470.


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;"> Neuman, S. B., & Wright, T. S. (2014). The magic of words: Teaching vocabulary in the early childhood classroom. American Educator, 38, 4-13. Available at: <span style="background-color: transparent; color: #1155cc; font-size: 14.6667px; vertical-align: baseline;">[|__http://files.eric.ed.gov/fulltext/EJ1043526.pdf__]
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Pollard‐Durodola, S. D., 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, 265-274.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Text Project website (helpful word lists, articles, webinars): http://textproject.org/
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Also see vocabulary videos and texts recommended in the Resources for Essential #2.

__**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Resources for Essential Practice 8 **__
 * <span style="background-color: transparent; color: #000f65; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;"> Hoffman, J.V., Sailors, M., Duffy, G.R., & Beretvas, S.N. (2004). The effective elementary classroom literacy environment: Examining the validity of the TEX-IN3 observation system. Journal of Literacy Research, 36(3), 303–334. doi:10.1207/s15548430jlr3603_3 Available at: <span style="background-color: transparent; color: #1155cc; font-size: 14.6667px; vertical-align: baseline;">[|__http://jlr.sagepub.com/content/36/3/303.full.pdf__]
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Miller, D., & Moss, B. (2013). No more independent reading without support. Portsmouth, NH: Heinemann.

__**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Resources for Essential Practice 9 **__


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;"> Leslie, L., & Caldwell, J. S., (2016). Qualitative reading inventory-6 (6 th ed.). Boston: Pearson.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;"> McKenna, M. C. & Stahl, K. A. D. (2015). Assessment for reading instruction (3 rd ed.). New York: Guilford.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;"> MDE. Multi-Tiered Systems of Support. Available at: <span style="background-color: transparent; color: #1155cc; font-size: 14.6667px; vertical-align: baseline;">[|__http://www.michigan.gov/mde/0,4615,7-140-28753_65803-322534--,00.html__]
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;"> Recommendation #2. Gersten, R., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S., Tilly, W. D. (2009). Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades: A practice guide (NCEE 2009-4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from <span style="background-color: transparent; color: #1155cc; font-size: 14.6667px; vertical-align: baseline;">[|__http://ies.ed.gov/ncee/wwc/practiceguide.aspx?sid=3__]

__**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Resources for Essential Practice 10 **__

To come!