Recent Changes

What happens when students are taught math vocabulary within a preschool classroom? Connie Thompson, Perry Early Learning Center. iMovie, video snippet, project binder.
What happens when coaching and PD about the components of writer's workshop are introduced to K - 2 teachers? PowToon presentation - Kimberly Gillow Dexter
What happens when 3rd grade intervention students receive instruction in phonemic awareness? Tonya Saragoza, Symons Elementary, Milan Area Schools

SOEL Kick-Off September 21, 2016 at WISD
SOEL 2 and YCS Meeting October 12 and 20, 2016
SOEL 1 Meeting November 9th, 2016
SOEL 2 and YCS Meeting November 30 and December 1, 2016

To come...SOEL Kick-Off September 21, 2016 at WISD
SOEL 2 and YCS Meeting October 12 and 20, 2016

To come...

the Essentials?
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Where can I find a copy?
PreK
General Education Leadership Network Early Literacy Task Force, 2016)
Resources suggested by Nell Duke, Tanya Wright, Laura Tortorelli, and Gary Troia
for the Early Literacy Coaches’ Institute, Year One (2016)
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

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
for the Early Literacy Coaches’ Institute, Year One (2016)
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 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__http://ies.ed.gov/ncee/ wwc/publications_reviews.aspx - pubsearch__.
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. __http://dx.doi.org/____10.1598/RT.60.4.4__
Marinak, B. A., & Gambrell, L. (2016). No more reading for junk: Best practices for motivating readers. Portsmouth, NH: Heinemann. At: __http://www.heinemann.com/products/E06157.aspx__
Resources for Essential Practice 2
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 3rd 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 __http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=21__
Goldenberg, C. (1992). Instructional conversations: Promoting comprehension through discussion. The Reading Teacher, 46, 316-326.
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__.
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.
Wright, T. S. (2014). From potential to reality: Content-rich vocabulary and informational text. The Reading Teacher, 67, 359-367. Available at: __http://onlinelibrary.wiley.com/wol1/doi/10.1002/trtr.1222/full__
Wright, T. S. (2015). [Professional Development Video Series]. Read Aloud with Attention to Vocabulary. Michigan Department of Education. Retrieved from: __https://www.youtube.com/watch?v=ynPdxVP4q4Y__
Wright, T. S. (2015). [Professional Development Video Series]. Interactive read alouds to promote content knowledge and vocabulary. Michigan Department of Education. Retrieved from: __https://www.youtube.com/watch?v=jSTBG_np20E&feature=youtu.be__
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:__http://onlinelibrary.wiley.com/doi/10.1598/RT.63.1.6/full__
Resources for Essential Practice 3
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 __http://ies.ed.gov/ncee/wwc/publications/practiceguides__.
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: __http://whatworks.ed.gov__.
__http://earlyinterventioninreading.com/__ What Works Clearinghouse Report at __http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=156__
Scanlon, D. M., Anderson, K. L., & Sweeney, J. M. (2016). Early intervention for reading difficulties: The interactive strategies approach. New York: Guilford.
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__.
Cartwright, K. B. (2010). Word callers: Small-group and one-on-one interventions for students to “read” but don’t comprehend. Portsmouth, NH: Heinemann.
Resources for Essential Practice 4 & 5
Websites:
· A-Z Readers: downloadable, decodable books https: //www.readinga-z.com/
· Florida Center for Reading Research: Student Center Activities: http://www.fcrr.org/for-educators/sca.asp
· The International Literacy Association blog:__https://www.literacyworldwide.org/blog__, especially this post: https://www.literacyworldwide.org/blog/literacy-daily/2016/06/23/teach-ldquo-sight-words-rdquo-as-you-would-other-words
· Phonological Awareness Literacy Screening Website
o Downloadable activities:__https://pals.virginia.edu/tools-activities.html__
o Info about literacy workstations:__https://pals.virginia.edu/literacy-workstations.html__
· What Works Clearing House Practice Guide for Foundational Skllls,__http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=21__ *Note: Research does not support the recommendation for teaching high frequency words in this report.
Books:
· Early Intervention Reading Difficulties: The Interactive Strategies Approach by Donna Scanlon, Kimberly Anderson, & Joan Sweeney,__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__
· Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (6th Edition) by Donald Bear, Marcia Invernizzi, Shane Templeton, & Francine Johnston,__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__
· Words Their Way Sort Books:
o Words Their Way: Letter and Picture Sorts for Emergent Spellers (2nd Edition),__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__
o Words Their Way: Word Sorts for Letter Name-Alphabetic Spellers (2nd Edition),__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__
o Words Their Way: Word Sorts for Within Word Pattern Spellers (2nd Edition),__https://www.amazon.com/Words-Their-Way-Pattern-Spellers/dp/013514843X/ref=pd_bxgy_14_2?ie=UTF8&psc=1&refRID=WQ641XSV76ZVWDSG1CPA__
o Words Their Way: Word Sorts for Syllables and Affixes Spellers (2nd Edition),__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__
· 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__
· 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:
· 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.
· 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.
· 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.
· Yopp, H. K., & Yopp, R. H. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher, 54(2), 130-143.
Resources for Essential Practice 6
__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.__
__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.__
__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.__
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 (2nd ed., pp. 403-427). New York: Guilford Press.
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.
Harris, K. R., Graham, S., Mason, L. H., & Friedlander, B. (2008). Powerful writing strategies for all students. Baltimore, MD: Brookes.
Graham, S., & Harris, K. R. (2005). Writing better: Teaching writing processes and self-regulation to students with learning problems. Baltimore, MD: Brookes.
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.
Coker, D. L., & Ritchey, K. D. (2015). Teaching beginning writers. New York: Guilford.
Graham, S., MacArthur, C. A., & Fitzgerald, J. (Eds.). (2013). Best practices in writing instruction (2nd ed.). New York: Guilford.
Saddler, B. (2012). Teacher’s guide to effective sentence writing. New York: Guilford.
Troia, G. A., Shankland, R. K., & Heintz, A. (Eds.). (2010). Putting writing research into practice: Applications for teacher professional development. New York: Guilford.
__THINKSRSD__
__SRSDOnline__
Resources for Essential Practice 7
Cobb, C., & Blachowicz, C. (2014). No more "look up the list" vocabulary instruction. Portsmouth, NH: Heinemann.
Dougherty Stahl, K. A., & Bravo, M. A. (2010). Contemporary classroom vocabulary assessment for content areas. The Reading Teacher, 63, 566-578.
Goodwin, A., Lipsky, M., & Ahn, S. (2012). Word detectives: Using units of meaning to support literacy. The Reading Teacher, 65, 461-470.
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.
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:__http://files.eric.ed.gov/fulltext/EJ1043526.pdf__
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.
Text Project website (helpful word lists, articles, webinars): http://textproject.org/
Also see vocabulary videos and texts recommended in the Resources for Essential #2.
Resources for Essential Practice 8
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:__http://jlr.sagepub.com/content/36/3/303.full.pdf__
Miller, D., & Moss, B. (2013). No more independent reading without support. Portsmouth, NH: Heinemann.
Resources for Essential Practice 9
Leslie, L., & Caldwell, J. S., (2016). Qualitative reading inventory-6 (6th ed.). Boston: Pearson.
McKenna, M. C. & Stahl, K. A. D. (2015). Assessment for reading instruction (3rd ed.). New York: Guilford.
MDE. Multi-Tiered Systems of Support. Available at:__http://www.michigan.gov/mde/0,4615,7-140-28753_65803-322534--,00.html__
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__http://ies.ed.gov/ncee/wwc/practiceguide.aspx?sid=3__
Resources for Essential Practice 10
To come!

the Essentials?
Where can I find a copy?
PreK

What are the Essentials?
Where can I find a copy?
PreK
K-3

Welcome to the Study of Early Literacy
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For the 2014-2015 school year, we will meet on the following dates. All 8:30-3:30
Melissa Brooks-YipCoordinator of Instructionfor Literacy and Social StudiesWISD/LESA734-994-8100 ext. 1266mbrooksyip@wash.k12.mi.us