"Prepared for teachers, school administrators, parents, and other members of the interested public, this summary of Marilyn Jager Adams'"Beginning to Read: Thinking and Learning about Print" selects from the complex and extensive body of research in the book to present a more direct but much less detailed account of useful, research-based information on beginning reading. Both the book and the summary review, evaluate, and integrate information from the fields of cognitive psychology, developmental psychology, educational psychology, education, linguistics, computer science, and anthropology."¹

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¹ Education Resources Information Center

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"By age 3, children from privileged families have heard 30 million more words than children from underprivileged families. Longitudinal data on 42 families examined what accounted for enormous differences in rates of vocabulary growth. Children turned out to be like their parents in stature, activity level, vocabulary resources, and language and interaction styles. Follow-up data indicated that the 3-year-old measures of accomplishment predicted third grade school achievement."¹

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¹Educational Resources Information Center, Record Details - EJ672461.

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"Many young readers are puzzled by the rules and exceptions of spelling. Research has shown, however, that learning to spell and learning to read rely on much of the same underlying knowledge. Read this article to learn more about the relationships between letters and sounds and how a proper understanding of spelling mechanics can lead to improved reading."¹

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¹Reading Rockets

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Spelling Is an Integral Part of Learning the Language, Not a Matter of Memorization
"In 1773, Noah Webster stated that spelling is the foundation of reading and the greatest ornament of writing. He was right. Good spelling is critical for literacy, and it makes writing much easier allowing the writer to focus on the ideas to be conveyed, not the letters needed to put those ideas on paper."^1
1p.1, How Words Cast Their Spell

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"DIBELS companion was created to guide teachers who have administered DIBELS assessments on to the next phase--planning effective, targeted interventions for students who are at risk for reading difficulties. I've DIBEL'd, Now What? contains more than 50 detailed activities that work with all core reading programs or interventions, lists of recommended products and manipulatives to support intervention instruction, and a research summary that helps teachers understand what works and what doesn't in terms of prevention."¹

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¹ Sopris (Cambium Leaning Group)

"The purpose of the Practice Guide "Improving Reading Comprehension in Kindergarten Through 3rd Grade" is to help teachers, reading coaches, principals, and other educators successfully improve reading comprehension for young readers. This guide focuses on reading comprehension abilities that may be taught specifically to students in kindergarten through 3rd grade.

Specifically, it focuses on three areas that current research on reading indicates are critical to building a young student’s capacity to comprehend what he or she reads: knowledge and abilities required specifically to comprehend text, thinking and reasoning skills, and motivation to understand and work toward academic goals.

This guide includes five recommendations that the panel believes are a priority to implement. Each recommendation includes a summary of supporting research, implementation strategies, and potential roadblocks and solutions."¹

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¹Institute of Education Sciences USDE

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In this article, the authors examine the contribution of initial skill and slope of progress on alphabetic principle to end of first grade reading outcomes.

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"In Proust and the Squid Maryanne Wolf explores the relationship between reading — represented by Proust and his ideas in On Reading — and brains — represented by the squid, one of the model organisms of neuroscience. In part one Wolf presents a brief history of early writing systems — Sumerian, Akkadian, ancient Egyptian, and Chinese — and touches on how reading must have co-opted existing brain structures. Part two turns to development and how children (normally) learn how to read, exploring how the brain supports reading and how reading in turn changes the brain."¹

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¹ Danny Yee's Book Reviews

• Book Review
• Book Excerpt

Purdue University Online Writing Lab serves writers from around the world as well as writers on Purdue's campus in West Lafayette, Indiana. The website, Purdue OWL , launched in 1994, offers over 200 free,online resources including:

• http://owl.english.purdue.edu/

This publication was developed by the Center for the Improvement of Early Reading Achievement and was funded by the National Institute for Literacy (NIFL) and published by the Partnership for Reading.

"This guide, designed by teachers for teachers, summarizes what researchers have discovered about how to successfully teach children to read. It describes the finding of the National Reading Panel Report and provides analysis and discussion in five areas of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Each section defines the skill reviews the evidence from research, suggests implications for classroom instruction, describes proven strategies for teaching reading skills, and addresses frequently raised questions."¹

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¹p. ii, Put Reading First, National Institute for Literacy,

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• For more information

"This position paper of the American Federation of Teachers contends that the most fundamental responsibility of schools is teaching students to read. The paper states that the type of literacy instruction that includes a range of research-based components and practices has not made its way into every classroom, and that, indeed, a chasm exists between classroom instructional practices and the research knowledge base on literacy development. It finds that well-designed, controlled comparisons of instructional approaches have consistently supported these components and practices in reading instruction: (1)direct teaching of decoding, comprehension, and literature appreciation; (2) phoneme awareness instruction; (3) systematic and explicit instruction in the code system of written English; (4) daily exposure to a variety of texts, as well as incentives for children to read independently; (5) vocabulary instruction that includes a variety of complementary methods designed to explore the relationships among words and the relationships among word structure, origin, and meaning; (6) comprehension strategies that include prediction of outcomes, summarizing, clarification, questioning, and visualization; and (7) frequent writing of prose to enable deeper understanding of what is read. The paper also discusses an effective curriculum for teacher preparation and inservice development. Contains 47 notes and 49 references. Appended is a suggested core curriculum for teacher candidates. (NKA)"1 1Educational Resources Information Center Record Details ED445323

• Click Here to Download and Read

Reveals the connection between language structure and how students learn to read, and shows how to apply concepts of phoneme awareness, spelling, vocabulary, and comprehension in sample lesson plans and adaptations. Information will help educators identify, understand, and solve problems students with or without learning disabilities may encounter when learning to read and write. Appendices provide case studies, sample lessons plans, word lists, spelling inventories, and a glossary.¹

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¹ bizrate.com

This article begins by emphasizing the importance of decoding in early reading and outlines the stages of reading development. The article also describes that reading should be taught by sound first and then progress to associating sound to the alphabet.

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• Read a Full Summary of Article

"Examines several points supporting the argument for increased emphasis on vocabulary, including: the consequences of an increased emphasis on phonics; limited school promotion of vocabulary development; the sequential nature of vocabulary acquisition; and defining an essential vocabulary for high school graduates. Emphasizes the need for a more teacher-centered and curriculum-structured approach to ensure adequate vocabulary development."¹

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¹ Education Resources Information Center

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This booklet provides evidence-based assessment of the scientific research literature on reading and its implications for the classroom.

• Click Here to Download and Read

"As education professionals work to incorporate scientific, evidence-based practices into reading instruction, one thing is clear: sound decisions depend on a solid understanding of what the research says. This book brings together all the information readers need in a single volume. A masterful synthesis of information from leading experts in the field, this accessible resource helps school administrators, educators, and specialists answer complex questions about scientifically based reading research and make informed choices about teaching practices. Readers will: learn how to read research literature, judge its value, apply it to practice, and recognize common myths about scientific research; review the essential findings of the National Reading Panel report on Teaching Children to Read and examine up-to-the-minute research information about phonics and phonemic awareness, fluency, vocabulary, and comprehension; find research-based explorations of practical classroom issues, such as preparing teachers to implement research findings, keeping students motivated, and helping students with reading disabilities; learn about current brain research and neuroimaging and its influence on current legislation." and comprehension; find research-based explorations of practical classroom issues, such as preparing teachers to implement research findings, keeping students motivated, and helping students with reading disabilities; learn about current brain research and neuroimaging and its influence on reading; and discover how reading research informs educational policy and get reliable information on current legislation." and comprehension; find research-based explorations of practical classroom issues, such as preparing teachers to implement research findings, keeping students motivated, and helping students with reading disabilities; learn about current brain research and neuroimaging and its influence on reading; and discover how reading research informs educational policy and get reliable information on current legislation."¹

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¹ Education Resources Information Center

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"Designed for general and special educators of students from prekindergarten to middle school and beyond, Unlocking Literacy offers a wide range of strategies for helping students learn and a refresher course on language skills. Filled with classroom activities; lesson plans incorporating multisensory, language-based instruction; samples of student work; explanations of current research; and extensive word lists."¹

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¹ Literacy Information and Communication System

How Teachers Can Use Scientifically-based Research to Make Curricular and Instructional Decisions

"This publication discusses three ways schools and teachers can provide evidence about the effectiveness of their instructional methods. Student achievement can be demonstrated by formal testing implemented by the teacher, school district, or state; by published findings of research-based evidence; and through proof of reason-based practice that builds on the research evidence. Each method has advantages and disadvantages. The authors encourage teachers to become more skilled independent evaluators of educational research.(42 pages)"¹

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¹National Center for Quality Afterschool

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Bridging the Verbal Divide: Vocabulogic is a BLOG containing vocabulary and literacy resources. Visit to help diverse learners make connections across related words via brief and cognitively engaging lessons. This type of linguistic insight promotes comprehension (Nagy, 2007) and is often overlooked in curriculum and instruction.

Susan Ebbers, a literacy expert, is the "publisher of this award-winning, research-based education blog. Her research focus includes morphological awareness, vocabulary growth, measurement design, and the relationships between interest level and reading comprehension."^₁

¹Cambium Learning Group

• Vocabulogic

A Guide for Teachers Using Research and Reason in Education

"Teachers can further strengthen their instruction and protect their students’ valuable time in school by scientifically evaluating claims about teaching methods and recognizing quality research when they see it. This booklet, distilled from the monograph Using Research and Reason in Education: How Teachers Can Use Scientifically Based Research to Make Curricular and Instructional Decisions, provides a brief introduction to understanding and using scientifically based research."¹

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¹p.1, What is Scientifically Based Research?,The National Institute for Literacy,2006

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This report describes how the whole-language approach has been "disproven by careful research; and explains why the approach nonetheless persists in practice and what should be done about that."¹

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¹p. iv,Whole Language Lives On, Louisa c. Moats, Thomas Fordham Foundation

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"There is reliable evidence that new vocabulary is primarily acquired through wide independent reading. However, struggling readers tend to avoid reading, resulting in limited word encounters and inadequate vocabulary growth, and they often have difficulties inferring the meanings of new words from context. While there are no clear solutions to the problem of vocabulary acquisition for older students with reading difficulties, there are instructional approaches that have some evidence of effectiveness for this population. The report describe the research base and promising practices to three aspects of vocabulary instruction: (1) creating a verbal learning environment that fosters word consciousness, (2) selecting and teaching specific words, and (3) teaching an independent word learning strategy through a combination of contextual and morphemic analysis... Finally, the authors also discuss the possibilities inherent in a cross-content schoolwide approach to vocabulary instruction at the secondary level."¹

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¹ Education Resources Information Center

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"Our society is demanding ever more literate workers and citizens. As technology advances and the American economy grows increasingly knowledge based, individuals must be able to read, write, and communicate at higher levels in order to remain economic and social contributors. A student’s level of literacy is a critical determinant of success in secondary school and beyond. Currently, more than half of America’s secondary students struggle to read their textbooks and other course materials. Still, research demonstrates that adolescents’ literacy levels can improve with intensive, comprehensive instruction."¹ This article presents a collection of research helping to define the literacy crisis facing adolescents today.

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¹ Alliance for Excellent Education

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In this paper, the authors briefly review evidence for the persistence of the achievement gap, and its connection to adolescent and preadolescent literacy. They review a selection of these research and program initiatives focused on improving adolescent academic achievement by targeting literacy. The report concludes with some of the ideas for collaboration and coordination of future funding efforts proposed by the meeting attendees and additional suggestions from the authors.

Copyright in the text materials contained in this web site is owned by Carnegie Corporation of New York. The text materials contained in this Web site may be used, downloaded, reproduced or reprinted, provided that this copyright notice appears in all copies and provided that such use, download, reproduction or reprint is for noncommercial or personal use only. The text materials contained in this web site may not be modified in any way. All rights in photographs, illustrations, artworks and other graphic materials are reserved to Carnegie Corporation of New York and/or the copyright owners (licensors). Prior permission to use, download, reproduce or reprint any photograph, illustration, artwork or other graphic material must be obtained from the copyright owner, regardless of the intended use. Any use of "Carnegie Corporation of New York" or its logo or the text or graphic materials contained in this web site in any manner to express or imply endorsement, sponsorship, affiliation or association of the user with or by Carnegie Corporation of New York, is strictly prohibited.

• Click Here to Download and Read

"In this publication, released by the Albert Shanker Institute in conjunction with a professional development forum cosponsored with Achieve, Inc., Harvard professor Richard Elmore argues that education reforms that are based on standards and accountability will fail unless policymakers also adopt a strategy to ensure that educators have the knowledge and skill they need to help students succeed. The bottom line, says Elmore, is not in issues of governance and process, but in how the quality of instructional practice affects student learning."¹

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¹ The Albert Shanker Institute

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BRINGING LITERACY STRATEGIES INTO CONTENT INSTRUCTION Professional Learning for Secondary-Level Teachers was created for the Center on Instruction by the Florida Center for Reading Research at Florida State University.

"This document provides research-based guidance on academic literacy instruction in the content areas. It is intended for use by literacy specialists and other technical assistance providers in their work with states to improve educational policy and practice in adolescent literacy. Specifically, this document focuses on the effective use of text in content areas. It expands upon two documents previously published by the Center on Instruction’s reading strand: Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction and Adolescent Literacy Walk-Through for Principals: A Guide for Instructional Leaders."¹

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¹ Language Arts Advisory Council Blog

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"In a major research analysis, Richard F. Elmore explores the problems with the structure and leadership of public education, while explaining the dangers of public funding for private schools. He urges educators to study the schools whose leaders and best practices are succeeding in meeting high standards. The report features successful efforts in districts where exemplary superintendents and principals are making it possible for teachers to offer excellent instruction."¹

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¹ The Albert Shanker Institute

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Description taken from: Google Books

Driven by Data offers valuable tips and general guidelines about data-based methods and the difficulties surrounding the implementation of data-driven instruction. Through a CD-ROM, this guidebook provides all the tools needed to launch data-driven instruction effectively, such as an implementation rubric, meeting agendas, calendars, assessment templates, and more.

Written by Paul Bambrick-Santoyo, who has worked with over 1,000 schools across the nation, the book clearly shows how to maneuver through assessments and statistics.

Bambrick-Santoyo offers vital tips, such as: how to create a data culture, how to run a successful data analysis meeting, how to write quality assessments, and how to deal with resistance from your teachers.

The book also includes twenty case studies of high-performing schools. School leaders will find this resource useful for achieving remarkable results and immense gains, regardless of the school's background, leader, or demographic.

"This practice brief focuses on the five reading components adolescents need to succeed in school and beyond. Each component - word study, fluency, vocabulary, comprehension, and motivation - discussed in terms of the available research, comparisons of successful and struggling readers' behaviors, and recommended instructional practices. The brief aligns with on two Center on Instruction publications, Reading Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice (Scammacca et al., 2007) and Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction (Torgesen et al., 2007)."¹

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¹ Center On Instruction

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Implementing the Common Core State Standards: A Primer on " Close Reading of Text"

To assist teachers in understanding and employing the Common Core instructional emphasis on Close Reading in the classroom, this primer addresses the following key questions:

1. What is Close Reading of text, and what are its essential attributes? How, and for what purposes, should teachers employ this strategy?
   
   
2. What is the role of background knowledge in the development of reading comprehension, and when should teachers activate and/or provide background knowledge?
   
   
3. What should teachers and district leaders consider about Close Reading as they prepare to implement it in practice?¹

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¹ Abstract from Aspen Institute: Publications

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"This guide presents strategies that classroom teachers and specialists can use to increase the reading ability of adolescent students. The recommendations aim to help students gain more from their reading tasks, improve their motivation for and engagement in the learning process, and assist struggling readers who may need intensive and individualized attention."¹

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¹ Institute of Education Sciences

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Scientific Insights into the Fourth-Grade Slump and the Nation’s Stagnant Comprehension Scores

The "fourth grade slump" in reading comprehension still exists. Among poor children, low comprehension ruins their chances for academic success. Among all children, comprehension scores are stagnant. Research indicates that key to both problems is systematically building children's vocabulary, fluency, and domain knowledge. To improve reading, schools have begun increasing the amount of time allocated to language arts, focusing on general knowledge and effective use of school time. (SM)¹

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¹ Abstract from ERIC

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"ReadingNext is a cutting-edge report that combines the best research currently available with well-crafted strategies for turning that research into practice. Informed by five of the nation's leading researchers, ReadingNext charts an immediate route to improving adolescent literacy. The authors outline 15 key elements of an effective literacy intervention, and call on public and private stakeholders to invest in the literacy of middle and high school students today, while simultaneously building the knowledge base."¹

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¹ Alliance for Excellent Education

Copyright in the text materials contained in this web site is owned by Carnegie Corporation of New York. The text materials contained in this Web site may be used, downloaded, reproduced or reprinted, provided that this copyright notice appears in all copies and provided that such use, download, reproduction or reprint is for noncommercial or personal use only. The text materials contained in this web site may not be modified in any way. All rights in photographs, illustrations, artworks and other graphic materials are reserved to Carnegie Corporation of New York and/or the copyright owners (licensors). Prior permission to use, download, reproduce or reprint any photograph, illustration, artwork or other graphic material must be obtained from the copyright owner, regardless of the intended use. Any use of "Carnegie Corporation of New York" or its logo or the text or graphic materials contained in this web site in any manner to express or imply endorsement, sponsorship, affiliation or association of the user with or by Carnegie Corporation of New York, is strictly prohibited.

• Click Here to Download and Read

"This 2007 brief provides an orientation to the Content Literacy Continuum (CLC) model a replicable district-level model of instruction to meet the differentiated needs of struggling adolescents.. CLC is a five-level model that is aligned with a 3-tiered RTI instructional model that takes a systems approach to providing adolescents with literacy instruction and intervention. The goal of the model is to decrease the achievement gap, improve adolescent retention, and provide teachers with specific methods of instruction. The brief provides an overview of different stakeholders’ role in planning and implementing the model and give specific literacy strategies and interventions that might be used. The brief was written by Leslie McPeak and Lisa Trygg for the Stupski Foundation."¹

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¹ National Center on Response to Intervention

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This article focuses on structures that should be in place to engage students in academic discussions. The authors focus on establishing purpose, using language frames, and productive group work. The authors provide multiple examples of students engaged in structured conversations that ensure they practice both content and language.¹

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¹Frey, Nancy and Fisher, Douglas(2011) 'Structuring the Talk: Ensuring Academic Conversations Matter', The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84: 1, 15 — 20

• CLICK HERE to Download & Read

"Helping students master a broad range of individual words is a vital part of effective vocabulary instruction. Building on his bestselling resource The Vocabulary Book, Michael Graves's new book describes a practical program for teaching individual words in the K-8 classroom. Designed to foster effective, efficient, and engaging differentiated instruction, Teaching Individual Words combines the latest research with vivid illustrations from real classrooms."¹

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¹ International Reading Association

This report focuses on the challenge of adolescent readers with transitioning from "learning to read" to "reading to learn." The need for adolescent readers to have a more advanced form of literacy called "disciplinary literacy" to read content area texts is discussed along with numerous academic concepts and modes of reasoning.¹

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¹ Online Resources for School Improvement
Copyright in the text materials contained in this web site is owned by Carnegie Corporation of New York. The text materials contained in this Web site may be used, downloaded, reproduced or reprinted, provided that this copyright notice appears in all copies and provided that such use, download, reproduction or reprint is for noncommercial or personal use only. The text materials contained in this web site may not be modified in any way. All rights in photographs, illustrations, artworks and other graphic materials are reserved to Carnegie Corporation of New York and/or the copyright owners (licensors). Prior permission to use, download, reproduce or reprint any photograph, illustration, artwork or other graphic material must be obtained from the copyright owner, regardless of the intended use. Any use of "Carnegie Corporation of New York" or its logo or the text or graphic materials contained in this web site in any manner to express or imply endorsement, sponsorship, affiliation or association of the user with or by Carnegie Corporation of New York, is strictly prohibited.

• Click Here to Download and Read

McKinsey's report, The Economic Impact of the Achievement Gap in America's Schools, examines the dimensions and economic impact of the education achievement gap. While much controversy exists on the causes of the gap and on what the nation should do to address it, the full range of the achievement gap's character and consequences has been poorly understood. This report examines the dimensions of four distinct gaps in education: (1) between the United States and other nations, (2) between black and Latino students and white students, (3) between students of different income levels, and (4) between similar students schooled in different systems or regions. The report finds that the under utilization of human potential as reflected in the achievement gap is extremely costly. Existing gaps impose the economic equivalent of a permanent national recession—one substantially larger than the deep recession the country is currently experiencing. For individuals, avoidable shortfalls in academic achievement impose heavy and often tragic consequences via lower earnings, poor health, and higher rates of incarceration.¹

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¹McKinsey & Company

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This article which appeared in Educational Leadership, March 2009 pp. 32-37, explores the question: "What will it take for the next generation to read thoughtfully— both in print and online?"

• Download and Read from ASCD

"Time to Act: An Agenda for Advancing Adolescent Literacy for College and Career Readiness, pinpoints adolescent literacy as a cornerstone of the current education reform movement, upon which efforts such as the American Recovery and Reinvestment Act must be built. The report notes the downward spiral of adolescent reading achievement levels: U.S. students in grade four score among the best in the world, yet by tenth grade students score among the lowest in the world. The report provides steps for leaders at all levels to combat this unsustainable trend for the United States. Time to Act is the capstone report of Carnegie Council for Advancing Adolescent Literacy (Council)."¹

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¹ Carnegie Council for Advancing Adolescent Literacy

Copyright in the text materials contained in this web site is owned by Carnegie Corporation of New York. The text materials contained in this Web site may be used, downloaded, reproduced or reprinted, provided that this copyright notice appears in all copies and provided that such use, download, reproduction or reprint is for noncommercial or personal use only. The text materials contained in this web site may not be modified in any way. All rights in photographs, illustrations, artworks and other graphic materials are reserved to Carnegie Corporation of New York and/or the copyright owners (licensors). Prior permission to use, download, reproduce or reprint any photograph, illustration, artwork or other graphic material must be obtained from the copyright owner, regardless of the intended use. Any use of "Carnegie Corporation of New York" or its logo or the text or graphic materials contained in this web site in any manner to express or imply endorsement, sponsorship, affiliation or association of the user with or by Carnegie Corporation of New York, is strictly prohibited.

• Click Here to Download and Read

Discusses research-based reading strategies that can build a foundation for reading success.

• Click to Read Online

Evidence for how writing can improve reading
"Writing to Read is a new Carnegie Corporation report published by the Alliance for Excellent Education which finds that while reading and writing are closely connected, writing is an often-overlooked tool for improving reading skills and content learning. Writing to Read: Evidence for How Writing Can Improve Reading identifies three core instructional practices that have been shown to be effective in improving student reading. Writing to Read is an extension of this work and provides practitioners with research-supported information about how writing improves reading while making the case for researchers and policymakers to place greater emphasis on writing instruction as an integral part of school curriculum."¹

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¹ Carnegie Corporation

• Click to Download

Evidence for how writing can improve reading
"....is a new Carnegie Corporation report published by the Alliance for Excellent Education which finds that while reading and writing are closely connected, writing is an often-overlooked tool for improving reading skills and content learning. Writing to Read: Evidence for How Writing Can Improve Reading identifies three core instructional practices that have been shown to be effective in improving student reading. Writing to Read is an extension of this work and provides practitioners with research-supported information about how writing improves reading while making the case for researchers and policymakers to place greater emphasis on writing instruction as an integral part of school curriculum."¹

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¹ Carnegie Corporation

Copyright in the text materials contained in this web site is owned by Carnegie Corporation of New York. The text materials contained in this Web site may be used, downloaded, reproduced or reprinted, provided that this copyright notice appears in all copies and provided that such use, download, reproduction or reprint is for noncommercial or personal use only. The text materials contained in this web site may not be modified in any way. All rights in photographs, illustrations, artworks and other graphic materials are reserved to Carnegie Corporation of New York and/or the copyright owners (licensors). Prior permission to use, download, reproduce or reprint any photograph, illustration, artwork or other graphic material must be obtained from the copyright owner, regardless of the intended use. Any use of "Carnegie Corporation of New York" or its logo or the text or graphic materials contained in this web site in any manner to express or imply endorsement, sponsorship, affiliation or association of the user with or by Carnegie Corporation of New York, is strictly prohibited.

• Click Here to Download and Read

"This report identifies 11 elements of current writing instruction found to be effective for helping adolescent students learn to write well and to use writing as a tool for learning. These 11 elements were identified through a meta-analysis of the research conducted on adolescent writers. By using a meta-analysis, the authors were able to determine the consistency and strength of the effects of instructional practices on student writing quality and to highlight those practices that hold the most promise. There is a description, effect size, and example for each of the elements. An appendix contains an annotated bibliography of the studies used in the meta-analysis. Although the research was conducted on adolescent writers, the information in the report could be used by adult literacy practitioners to help their students improve their writing."¹

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¹ Literacy Information and Communication System

Copyright in the text materials contained in this web site is owned by Carnegie Corporation of New York. The text materials contained in this Web site may be used, downloaded, reproduced or reprinted, provided that this copyright notice appears in all copies and provided that such use, download, reproduction or reprint is for noncommercial or personal use only. The text materials contained in this web site may not be modified in any way. All rights in photographs, illustrations, artworks and other graphic materials are reserved to Carnegie Corporation of New York and/or the copyright owners (licensors). Prior permission to use, download, reproduce or reprint any photograph, illustration, artwork or other graphic material must be obtained from the copyright owner, regardless of the intended use. Any use of "Carnegie Corporation of New York" or its logo or the text or graphic materials contained in this web site in any manner to express or imply endorsement, sponsorship, affiliation or association of the user with or by Carnegie Corporation of New York, is strictly prohibited.

• Click Here to Download and Read

"The target audience for this guide is a broad spectrum of school practitioners such as administrators, curriculum specialists, coaches, staff development specialists and teachers who face the challenge of providing effective literacy instruction for English language learners in the elementary grades. The guide also aims to reach district-level administrators who develop practice and policy options for their schools."<sup>1

1</sup>What Works Clearinghouse

• Download from What Works Clearninghouse

The goal of this document is to provide the information that teachers and other educators need to implement an integrated and comprehensive approach to vocabulary instruction. Integrated means that vocabulary is a core consideration in all grades across the school and in all content areas across the school day.

Comprehensive means that vocabulary instruction encompasses much more than a list of words to teach at the beginning of the week. Rather, it involves a common philosophy and shared practices, based on a solid understanding the knowledge base and supported by curricular considerations as well as classroom and school organizational procedures.¹

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¹ Abstract from Reading Rockets

• Download Document Here

Synopsis provided by Marla Brown/Learn at ESU10

SAT scores have been decreasing since 1962.  In general, math score declined in previous decades and then have been increasing since 1982.  Verbal scores slumped and have remained in a slump.

Author Marilyn Jager Adams proposes that the slump is due to low-level text books, or a dumbing down of our text books. An analysis of, "800 text books from 1919 to 1991 found that the difficulty of the text had been significantly reduced."  This article examines several hypotheses for the decline in both ACT and SAT scores and found that ultimately the aforementioned hypothesis is valid.

The study also examined ACT reading levels at 8th, 10th, and 12th grades.  The ACT's data reveals that the 8th and 10th grade performed better than at senior year. Additionally, students who scored a 21 or less on the verbal section were half of the  students who took the ACT.  A score of 21 or less indicates that students will struggle academically in their college coursework reading.
 
In general, the article posits the idea of challenging, common core curriculum which scaffolds year to year.  The article also offers suggestions and recommendations for integrating challenging text.

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Description taken from: Guilford Press

This book provides a research-based framework and practical strategies for vocabulary development with children from the earliest grades through high school. The authors emphasize instruction that offers rich information about words and their uses and enhances students' language comprehension and production.

Teachers are guided in selecting words for instruction; developing student-friendly explanations of new words; creating meaningful learning activities; and getting students involved in thinking about, using, and noticing new words both within and outside the classroom.

Many concrete examples, sample classroom dialogues, and exercises for teachers bring the material to life. Helpful appendices include suggestions for trade books that help children enlarge their vocabulary and/or have fun with different aspects of words.

Summary: This report, commissioned by the Carnegie Corporation of New York, outlines an action-oriented agenda that includes reform in teacher education and educational research, reform in school administration practices for ELL students, and the introduction of new instructional approaches likely to increase student achievement.

Double the Work identifies the major challenges to improving literacy in adolescent ELLs and makes recommendations to help meet the literacy needs of ELLs.¹

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¹ Abstract from National Writing Project

"Rather than introducing a new word in isolation, teachers should introduce students to a rich variety of words that share the same root. This approach should help diverse learners including English language learners, make important connections among vocabulary words within the same family, and transfer core ideas across content areas." ¹

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¹Linking the Language: A Cross-Disciplinary Vocabulary Approach, Reading Rockets

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Developing an R&D Program to Improve Reading Comprehension

"The Office of Educational Research and Improvement (OERI, now the Institute of Education Sciences) of the U.S. Department of Education charged the RAND Reading Study Group (RRSG) with developing a research agenda to address the most pressing issues in literacy.

The RRSG proposed three specific domains as having the highest priority for further research: instruction, teacher preparation, and assessment. In making this proposal, the RRSG emphasized the need for research that builds on previous research findings about reading comprehension, contributes to better theories of reading development, and produces knowledge that is usable in both classrooms and policymaking arenas. The program of reading research that the RRSG proposed in their report fits into the larger context of research on reading in the United States and was part of a larger RAND effort to suggest ways that education research and development could be made more rigorous, cumulative, and usable."¹

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¹Rand Corporation, Reports and Bookstore

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"In this book, Steven Stahl brings together the classic and new views on vocabulary and reading comprehension. He evaluates those views from the standpoint of research and practice, and suggests those practices that have the most beneficial effects in the classrooms and clinics of today. Topics covered by the chapters include such important issues as the relationship between vocabulary knowledge and reading comprehension; how many words do people know; how do people learn words from context and what does it mean to "know" a word."¹

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¹ Brookline Books

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Website Description taken from FUSE
BBC Primary History: Find out about the Ancient Greeks, Anglo-Saxons, Romans, Children of Victorian Britain, Vikings and Children of World War 2. Website includes timelines, information, video, images, activities and more.

Ages: 4-11 years

Keywords: Ancient Greece History, Ancient Greeks, Ancient Rome History, Education, English History, Great Britain History, History, Learning, Primary History, Romans, School, Students, Teacher, Timeline, Vikings
Category

Learning Resources: Primary

To learn more about this BBC educational initiative, click here.

• Primary History: http://www.bbc.co.uk/schools/primaryhistory/
• Learn More About BBC Primary History

Description taken from http://commoncore.org/maps/

The Common Core Curriculum Map Project is written for teachers. The Maps are designed to help educators meet the expectations of the Common Core State Standards, which call for the standards to be “complemented by a well-developed, content-rich curriculum.”

Draft ELA Maps have received more than three million views since last August. New site features have been added:

• Nearly 200 new writing, grammar, and research activities
• Guidance for differentiated instruction
• Library of seventy digital resources
• More informational and contemporary texts throughout

Map users can now:

• Rate and comment on each of the seventy-six unit Maps along with thousands of suggested works, activities, and resources
• Submit lesson plans

• http://commoncore.org/maps/

¹Description taken from http://www.corestandards.org/

Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.¹

The website offers the answers to such questions as What are Educational Standards and Why do I need them? as well as easy access to the new standards in Math, English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects.

The website also offers news about developments Common Core State Standards Initiative in a multimedia format.

• http://www.corestandards.org/

Description Taken From https://dibels.uoregon.edu/

The site hosted by the University of Oregon Center for Teaching and Learning, DIBELS Data System, Using Data to Make Decisions for All Students, EACH and ALL, is service allowing schools to enter students' DIBELS®, DIBELS Next®, easyCBM Math, and IDEL scores online and generate automated reports and analyses.

In addition the site serves as a portal offering news, resources and materials, as well as announcements for professional development opportunities and conferences.

• https://dibels.uoregon.edu/

From Ed.gov About Us
US Department of Education's website, Ed.gov offers information for parents, students, administrators and teachers.

For Teachers:

• Find teaching opportunities.
• If you teach in a low-income or subject-matter shortage area, explore the possibility of getting your student loans deferred or cancelled.
• Find lessons and teaching resources.
• More...

• http://www.ed.gov/

Description Taken From EngageNY

EngageNY Our Students Their Moment is a one-stop shop for resources related to New York’s Race to the Top reforms.

EngageNY is an evolving, collaborative platform for educators. As the Regents Reform Agenda moves forward across the state, the site offers a way for educators to access and share resources that work.

Site builders believe that New York’s educators are always investigating better ways to improve what is being taught, how it’s being taught, and what to do about obstacles to student learning.

It was with these concerns in mind that they designed the Content Areas that Network Teams, administrators, principals, and teachers will use to facilitate change in schools:

1. Common Core standards
2. The Data-Driven Instruction cycle (DDI) and School-Based Inquiry (SBI)
3. Teacher/Leader effectiveness (performance management systems)

• http://engageny.org/

¹Description taken from http://www.eyewitnesstohistory.com/index.html

EyeWitness to History describes its website content as: "Your ringside seat to history -from the Ancient World to the present. History through the eyes of those who lived it, presented by Ibis Communications, Inc."

Visitors are invited to "Place their cursor on an image for more information and Click for an EyeWitness Account."¹

In a collection of articles, videos and audio clips, the website presents "eye witness accounts" of events in history from the Ancient World through the 20th Century.

Features include:

• Photo Of The Week- A freeze frame of time
• SnapShots - Photographic Gateways to History: World War I, America in the 20s, the Great Depression.
• Voices of the 20th Century- sounds from the past.
• History in Motion - film clips from the past.

Teachers are free to utilize any content on the website that will enhance their students’ learning.

• http://www.eyewitnesstohistory.com/index.html

Description taken from FREE

FREE makes it easier to find teaching and learning resources from the federal government. More than 1,500 federally supported teaching and learning resources are included from dozens of federal agencies. New sites are added regularly.Get new resources delivered to you several times a week: sign up for the FREE RSS. FREE was conceived in 1997 by a federal working group in response to a memo from the President. The site was launched a year later. It was redesigned and relaunched for the first time in November 2006.

• http://www.free.ed.gov/index.cfm

The Gale Virtual Reference Library covers all core curriculum areas, including history, literature, science, social studies, and more. This portal provides a premium selection of reference material including thousands of full-text periodicals and newspapers, primary sources, creative works, e-books, video and audio clips as well as podcasts. Through an intuitive, easy to use interface, students and staff have immediate access to a wide range of materials twenty-four hours a day, at school or at home. Please ask your librarian for a home access password. Or click here to receive your password via email.

• http://galesites.com/k12/buffalocs/

Description from Take from About Us: gilderlehrman.org

Founded in 1994, the Gilder Lehrman Institute of American History is a nonprofit organization supporting the study and love of American history through a wide range of programs and resources for students, teachers, scholars, and history enthusiasts throughout the nation.

The Institute creates and works closely with history-focused schools; organizes summer seminars and development programs for teachers; produces print and digital publications and traveling exhibitions; hosts lectures by eminent historians; administers a History Teacher of the Year Award in every state and U.S. territory; and offers national book prizes and fellowships for scholars to work in the Gilder Lehrman Collection as well as other renowned archives. The Gilder Lehrman Institute's website, www.gilderlehrman.org, serves as a gateway to American history online with rich resources for educators, designed specifically for K-12 teachers and students.

• http://www.gilderlehrman.org/

Description taken from http://gleeditions.com/aboutgleeditions.html

Gleeditions LLC offers annotated electronic texts created by academics "committed to bringing society's rich human heritage into the present and future, one literary work at a time." The Guided Literary E-text Editions promote:

• Active Engagement
• Critical Thinking
• Deep Analysis

Gleeditions offers a fully annotated E-text that focuses on the elements of a great literary work. Included are:

• A scholarly approved edition of the literary text
• Annotations for seven literary elements (Plot, Character, Setting, Style, Theme/Issues, Voice/Point of View, and Vocabulary)
• Background information, glossary, index, graphics
• Color-coding and interactivity

Illuminating the text is an assortment of images from individual photographers and premium collections (e.g., the British Museum, Oregon Shakespeare Festival, Royal Shakespeare Company, Stratford Festival).

*Free E-Texts_– Click to see COMMON CORE TITLES.

• http://gleeditions.com/

Jack Lynch's website, Grammar and Style Notes (Rutgers) has been described "as a well-written, literate, and lively guide to a host of grammatical issues."¹

The entries:

• posted online
  
• in alphabetical order, start with the use of a and an and run to the use of the suffix -wise
• cover such mechanical things as when to use a semicolon and what dangling participles are
• discuss ways to make “proper” writing even better

An updated expanded version of the popular grammar sites is available in print-The English Language: A User's Guide.

This book provides a modern guide to English usage for the 21st century. With topics arranged alphabetically and written in an enjoyable and readable tone, The English Language: A User’s Guide will help students and writers understand the nature of the language, explaining the 'why' of the rules as well as what constitutes good grammar and style. Going beyond the prescriptive wrong /right examples, Jack Lynch includes examples of weak/strong, good/better, disputed/preferred, and informal/formal usage.²

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¹http://www.cws.illinois.edu/workshop/writers/
² http://www.goodreads.com/book/show/2789958-the-english-language

• http://andromeda.rutgers.edu/~jlynch/Writing/contents.html

Description taken from http://www.jcu.edu/harlem/index.htm

The Harlem Renaissance, also known as the New Negro Movement, was a literary, artistic, cultural, intellectual movement that began in Harlem, New York after World War I and ended around 1935 during the Great Depression.

The movement raised significant issues affecting the lives of African Americans through various forms of literature, art, music, drama, painting, sculpture, movies, and protests. Voices of protest and ideological promotion of civil rights for African Americans inspired and created institutions and leaders who served as mentors to aspiring writers.

John Carroll University invites you "to its exiting look into the Harlem Renaissance," through its multimedia website, Harlem Renaissance Multimedia Resource, an ongoing project about the Harlem Renaissance supported by professors and students.

The site's content is divided into sections on literature, political issues, religion, philosophy, the french connection and more. The site includes video and audio files of prominent music from the era, a timeline marking the contributions of individuals chronologically, and individual pages for featured performers.

• http://www.jcu.edu/harlem/index.htm

HyperGrammar is an electronic grammar course offered at the University of Ottawa's Writing Centre.

According to the website, "this package is designed to allow users a great deal of freedom and creativity as they read about grammar. HyperGrammar allows users to create and follow their own lines of thought. On its first appearance on any page, every grammatical term is linked to its definition. A user reading about nouns might jump to the simple subject, and from there to subordinate clauses -- users are not required or even encouraged to use this material in order."¹

The online course covers the following topics:

• The Parts of Speech
• The Parts of the Sentences
• Punctuation
• Using Pronouns
• Using Verbs
• Modifiers
• Building Phrases
• Building Clauses
• Building Sentences
• Writing Paragraphs
• Diction
• Spelling
• Miscellaneous Topics

¹Hypergrammar, http://www.uottawa.ca/academic/arts/writcent/hypergrammar/

  

• http://www.arts.uottawa.ca/writcent/hypergrammar/

Description taken from: About this Site: Knowing Poe

Knowing Poe: Through the activities on this site, you can introduce learners (or, be introduced, yourself) to the literature, life, and times of one of America's foremost writers. Here, you will:

• explore his worlds — both fictional and real — from a number of perspectives
• examine the complex choices writers such as Poe make as they create their works
• investigate the "hard facts" about life and death in Baltimore and the United States during Poe's lifetime
• learn about the continuing impact of Poe's legacy

The rich classroom resources on this site have been created especially for Maryland students in middle and high school.

In addition to these interactive experiences, there are lesson plans created by Maryland teachers, primary source documents, links for further research, and materials for fun family activities related to Edgar Allan Poe.

Note: This website requires both the Flash 5 and Real Player plugins for your browser.

• knowingpoe.thinkport.org/default_flash.asp

Description taken From http://www.parcconline.org/

The Partnership for Assessment of Readiness for College and Careers (PARCC) is a consortium of states working together to develop a common set of K-12 assessments in English and math anchored in what it takes to be ready for college and careers.

PARCC received an $186 million grant through the U.S. Department of Education's Race to the Top assessment competition to support the development and design of the next-generation assessment system.

parcconline.org offers educators a one-stop-shop for news recommended resources, implementation strategies and classroom materials in support of this new assessment system."

• http://www.parcconline.org/

From PBS Educational Services

PBS offers extensive multimedia resources and services for educators through PBS Teachers®, PBS TeacherLine®, PBS KIDS Raising Readers and PBS Educational Media.

PBS TEACHERS®
PBS Teachers® (pbsteachers.org) is the Web portal designed for preK-12 educators to access PBS’ educational services and a searchable library of more than 9,000 local and national standards-based teaching activities, lesson plans, on-demand video assets and interactive games and simulations. PBS Teachers is also the gateway for local educational resources and services offered by PBS member stations.

• PBS Teachers Activity Packs is a growing library of Web-based widgets that contain links to high-quality PBS education resources and activities focused on a specific curricular theme for multiple grade levels.

• PBS Teachers Live!, a series of free monthly webinars for K-12 educators, features leading education experts, authors or PBS producers who offer strategies for using digital media and technology in the classroom to create rich learning experiences for students.

• The PBS Digital Learning Library, available in spring 2010, will contain high-quality multimedia resources from PBS member stations and award-winning PBS broadcast programs, all aligned to national and local education standards and tagged for easy searching.
  

• http://www.pbs.org/teachers/

Website Description taken from Poetry 180

Poetry 180 posits that "Poetry can and should be an important part of our daily lives" and that a poem should be read aloud in American High School classrooms each day. The site provides:

• a list and copy of 180 poems
• links to supporting and critical articles
• tips on how to read a poem aloud

Poetry 180 also provides an indepth look at this new poetry program written by Billy Collins, former Poet Laureate of the United States.

• http://www.loc.gov/poetry/180/

Description taken from The Poetry Foundation

The Poetry Foundation, publisher of Poetry magazine, is an independent literary organization committed to a vigorous presence for poetry in our culture. It exists to discover and celebrate the best poetry and to place it before the largest possible audience.

In addition to its magazine, the oldest monthly devoted to verse in the English-speaking world, the foundation also supports an Online Initiative.

The goal of the online initiative is twofold: to use the Internet and emerging technology to reach and engage a broad audience in poetry, and to support the Foundation’s other initiatives and programs. Through the award-winning website and mobile application, the foundation strives to create new readers of poetry and to serve existing readers of poetry.

Teachers should visit the Learning Lab, which among other things features the poetic term of the day and the Featured Core Learning Poem. Resources available for these poems include:

• Annotated Poem
• Poem Guide
• Writing Ideas
• Discussion Questions
• Teaching Tips

• http://www.poetryfoundation.org/
• Learning Lab

Website Description taken from Poets.org

Poets.org from the Academy of American poets welcomes teachers to an "online classroom" offering:

• discussion forums for teachers
• Pedagogical & Critical Essays about poetry
• links to relevant websites
• curriculum units and lesson plans
• over 2000 poems

Poets.org "an interactive professional development program and a virtual community, enabling teachers across the country to access free poetry resources online."

• http://www.poets.org/page.php/prmID/6

Description taken from http://www.gutenberg.org/

Project Gutenberg offers over 38,000 free ebooks: choose among free epub books, free kindle books, download them or read them online.

The site offers high quality ebooks: All ebooks were previously published by bona fide publishers. They were digitized and diligently proofread them with the help of thousands of volunteers.

Onine Book Catalog:

• Online Catalog: main page with browsing options.
• Advanced Search: search page with more search options.
• Recent eBooks, updated nightly. Newly added or changed ebook files.
  • RSS Feed of recent eBooks, updated nightly.
• Top 100 Books and Authors: the most downloaded books and authors.

Special areas

• Offline Catalogs: handy ebook Listings to consult offline.
• Audio Books, both human-read and computer-generated.
• CD and DVD Project. Download entire CDs or DVDs, or have a free disc sent to you.
• Digitized Sheet Music (dormant).
• Free Kindle Books: about free kindle books at Project Gutenberg.

No fee or registration is required, but donations are accepted.

• http://www.gutenberg.org/

Purdue University Online Writing Lab serves writers from around the world and the Purdue University Writing Lab helps writers on Purdue's campus.  Purdue OWL offers over 200 free resources including:

• http://owl.english.purdue.edu/

Description taken from ERIC

Reading Between the Lines What the ACT Reveals About College Readiness in Reading which is anchored in ACT data, focuses on steps for improving the reading skills of students attending this nation's high schools. The conclusions reported are based both on what ACT test scores inform about the reading skills of ACT-tested high school students who graduated in 2005 and trends derived from students who have taken the tests during the past ten years. What appears, according to the data, to make the biggest difference in students' being ready to read at the college level is something that, for the most part, is neither addressed in state standards nor reflected in the high school curriculum.

This report offers insights into how state standards in reading can be strengthened and how reading instruction at the high school level can be changed to positively impact students' reading achievement. An appendix provides detailed information on the data sources and methodologies used in this report.

• Reading Between the Lines

From Reading Rockets Website
Reading Rockets offers a wealth of reading strategies, lessons, and activities designed to help young children learn how to read and read better. Resources found on the website assist parents, teachers, and other educators in helping struggling readers build fluency, vocabulary, and comprehension skills and are also available in Spanish. Reading Rockets is a national multimedia project offering information and resources on how young kids learn to read, why so many struggle, and how caring adults can help.The project is described in a five-minute audio segment on the national radio series The Parent's Journal With Bobbi Conner. The interview is with Noel Gunther, executive director of Reading Rockets. Listen to audio segment

• http://www.readingrockets.org/

15 Part Online Video Series
http://engageny.org/resource/common-core-video-series/
August 1, 2011-Education Commissioner John King, David Coleman and Kate Gerson explain every key aspect of Common Core standards in depth.

By viewing this 15-part series, New York educators and administrators will learn step-by-step how to implement the Common Core for ELA/Literacy and Math in their schools and classrooms. You’ll also gain a deeper understanding of the rationale behind the Common Core and what it will mean for students across our state.

Produced in partnership with NYS PBS stations WCNY/Syracuse and WNET/New York City, the series illuminates the Common Core through conversations between Commissioner King, a former high school social studies teacher and middle school principal; Coleman, a contributing author of the Common Core State Standards; and Gerson, a Senior Fellow with the USNY Regents Research Fund and a former high school English teacher and principal.*

	Watch a recordings online
	Download videos for offline viewing

Sponsored by Center on Instruction
This webinar conducted by COI-Literacy Deputy Director Debby Houston Miller provides an overview and an opportunity to explore and learn more about the Common Core State Standards as they relate to English Language Arts and Literacy from kindergarten to college- and career-readiness.

	Watch a recording of the webinar
	Download Related Files

Sponsored by Alliance for Excellent Education and the Center for K-12 >Assessment and Performance Management at ETS

On April 4, 2011 the Alliance for Excellent Education and the Center for K–12 Assessment & Performance Management at ETS (K–12 Center) cohosted a webinar to consider the consortia’s plans for new assessment systems that are expected to measure student achievement in new ways. Leaders of the two consortia presented their designs.

	Watch a recording of the webinar
	Download the slide shows to accompany the webinar

On April 28, 2011 NYSED staff and guests engaged with David Coleman, a leading architect of the Common Core State Standards (CCSS), to understand both how the CCSS build on New York State's standards-based system and the implications for instruction state wide.

	Watch a recording of the webinar (available in Windows Media Player and Real Player)
	Download the slide show to accompany the webinar

CongressLink is A Resource for Teachers Providing Information About the U.S. Congress.

CongressLink provides information about the U.S. Congress -- how it works, its members and leaders, and the public policies it produces.

It is designed primarily for grade school and high school level government and civics teachers and students, but its range of information make it useful to anyone interested in exploring Congress.  It is multi-featured, offering original content (including lesson plans and historical materials) and up-to-the-minute information about Congress. In addition if offers:

• links to the best Web sites on various aspects of Congress.
• original content, drawing on the papers of Senator Everett McKinley Dirksen and his role in the 1964 Civil Rights Act.

CongressLink is divided into three sections:

1. The first section features the current Congress, with practical information such as how to write members of Congress, lists of party leaders, information on congressional districts, and recent election results.
2. The second part, “Congress: The Basics,” provides access to valuable Congressional Research Service reports, basic texts such as the Federalist Papers, and a U.S. Constitution hyperlinked to a glossary.
3. The third part, “Congress: Teaching It,” contains well-honed lesson plans, historical notes, and other information useful to teachers.¹

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¹ Abstract from http://historymatters.gmu.edu/d/361/

• http://www.congresslink.org/