Resources

In Teaching Tip: Selecting Academic Vocabulary Words worth Learning (see attachments), Townsend and Kiernan describe how teachers can use word processors such as the Word and Phrase Tool to identify which academic words in the text are most worthy of study or to assess student vocabulary knowledge.

With an emphasis on developing students’ word consciousness–the knowledge and predisposition to learn, appreciate, and effectively use words–the book addresses three broad aspects of vocabulary learning and instruction

This user-friendly book integrates up-to-date research on best practices into each chapter and includes vignettes, classroom activities, sample lessons, a list of children’s literature, and more

Look up words to find their meanings and associations with other words and concepts.

Concept map generator.

Text sets and activities for parents and teachers at http://emea.scholastic.com/en/learnathome

Online tools, compared to their more traditional counterparts, provide a broader array of information about words and word meanings

eBooks, Learning Videos, Quizzes and more for up to age 12. Fiction and nonfiction. English and Spanish.

Authentic texts from partners such as New York Times, The Economist, History, Human Rights Watch, Scientific America, and many more. Find article by topic or skill. Some article also have comprehension questions.

Small Group Reading Instruction at a Distance by Nell Duke (1-hour webinar)

Word Work at a Distance by Nell Duke (1-hour webinar).

SERP has received several requests for recommendations regarding how to adapt STARI for use at home during this challenging period of distance learning. In response to these requests, we have adapted several resources to share with the STARI community

Keeping Your Upper Elementary and Middle School Students Hooked on Words While at Home by Shane Templeton (1-hour webinar).

The coronavirus pandemic and school closures across the nation have exposed deep inequities within education: technology access, challenges with communication, lack of support for special education students, to name just a few.

What design principles can inform teachers’ disciplinary literacy instruction? What does disciplinary literacy instruction actually look like across grade levels and content areas?

Principals may not be experts in every subject area. But they can be instrumental in guiding disciplinary literacy efforts.

In this article, Timothy and Cynthia Shanahan argue that "disciplinary literacy" — advanced literacy instruction embedded within content-area classes such as math, science, and social studies — should be a focus of middle and secondary school settings.

To create a coaching culture, school leaders have to make it a priority and support coaching at every level, and continuously. This article offers five "dos" and four "don'ts" for school leaders on how to support coaching at their schools, highlighting topics such as professional development for coaches, scheduling time for coaching, creating a shared vision, and keeping focus on goals.

This much-awaited book offers a practical research-based framework for thinking about instructional leadership, along with the necessary resources and tools for improving practice.

Digital Literacies for Disciplinary Learning explores intersections of digital and disciplinary literacies across multiple learning contexts.

What do you get when a high school English teacher, a middle school literacy coach, and an elementary school teacher realize that the old adage of “every teacher is a teacher of reading” misses the bigger picture?

Many educators in schools have coaching responsibilities. These literacy leaders, including reading specialists, teacher-leaders, literacy coaches, and administrators, are working to develop, implement, and sustain powerful schoolwide literacy programs.

Investigating Disciplinary Literacy provides practical, research-based guidance for teachers seeking to strengthen students’ reading, writing, and communication skills in subjects from the humanities to the sciences.

Knowledge plays an inarguably critical role in reading comprehension. When considering the science of reading, it is important to engage with varying theoretical frameworks and empirical research that inform our collective understanding regarding the intersection of knowledge and literacy in K-12 classrooms.

To increase reading volume and help students access challenging texts, the authors propose a four-dimensional framework for text sets.

Many teachers feel that students should not struggle with text; instead, they should read easier texts in order to learn from them and make adequate growth in reading.