COE Mission 2/Syllabi/TED... · Web view2.2: Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic

Teaching Reading and Writing in the Content Area

TED/UTED 4720

Fall 2013

COE Mission

We prepare teachers, leaders, and counselors who

embrace equity, inquiry

and innovation.

COE Student Resource Office

Office Hours

8:00am-5:00pm M-F

Contact

[email protected]

Phone: 719-255-4996Fax: 719-255-4110

Columbine Hall

1420 Austin Bluffs Parkway

Colorado Springs, CO 80918

http://www.uccs.edu/~coe/

Instructors: Jennifer Tygret and April Lanotte

719-352-1661

[email protected]

April Lanotte

719-243-2565

[email protected]

Office Hours: (Jennifer) Before or After Class; By appointment(April) Tue: 2-4pm; Thu; 1-3pm; by apt.

Required Textbook:

Vacca, R. T., Vacca, J. L., & Mraz, M. (2013). Content area reading: Literacy and learning across the curriculum. (11th ed.) Boston, MA: Pearson Education, Inc.

Additional readings will be posted in Blackboard.

Additional Resources :

These are good books that you might consider obtaining on your own, as they contain valuable information on subjects we will investigate.

Allen, J. (2008). More tools for teaching content literacy. Portland, ME: Stenhouse.

Dean, C.B., Hubbell, E.R., Pitler, H. & Stone, B. (2012). Classroom instruction that works. (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Fisher, D., Brozo, W.G., Frey, N. & Ivey, G. (2007). 50 content area strategies for adolescent literacy. Upper Saddle River, NJ: Pearson Education.

Fisher, D., Frey, N. & Lapp, D. (2012). Text complexity: Raising rigor in reading. Newark, DE: International Reading Association.

Gallagher, K. (2011). Write like this: Teaching real-world writing through modeling & mentor texts. Portland, ME: Stenhouse.

Pugalee, D.K. (2007). Developing mathematical and scientific literacy: Effective content reading practices. Norwood, MA: Christopher-Gordon Publishers, Inc.

Pugalee, D.K. (2005). Writing to develop mathematical understanding. Norwood, MA: Christopher-Gordon Publishers, Inc.

Spandel, V. (2005). Creating writers through 6-trait writing assessment and instruction. (4th ed.). Boston, MA: Pearson Education.

Wilhelm, J. D. (2007). Engaging readers & writers with inquiry. New York: Scholastic.

Wilhelm, J.D., Smith, M.W. & Fredericksen, J.E. (2012). Get it done! Writing and analyzing informational texts to make things happen. Portsmouth, NH: Heinemann.

Wood, K. D., Lapp, D., Flood, J. & Taylor, D.B. (2008). Guiding readers through text: strategy guides for new times. (2nd ed.). Newark, DE: International Reading Association.

Wormeli, R. (2005). Summarization in any subject: 50 techniques to improve student learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Additional Resources, continued: Websites

PBS Teachers

Purdue Online Writing Lab < http://owl.english.purdue.edu >

Reading Online

Read Write Think

Thinkfinity

WebQuest.org

Course Format: This course consists of lectures, use of audio and visual media, readings from required text and supplementary journal articles, classroom/threaded discussions, technology-mediated interactions, guest subjects/speakers, student presentations, and small group activities.

Course Overview: This course is designed to help secondary teachers become aware of reading and writing processes as well as current issues in adolescent literacy research and how they apply to subject matter material.

Course Expectations: To gain the most from this course, we expect that you will:

(1) Attend each class and participate actively as a member of the class learning community (If you find that you cannot attend, please contact the appropriate instructor in advance by email, phone, or text).

(2) Complete all assignments and assigned readings; be prepared to discuss them in class.

(3) Turn all assignments in on time in the appropriate program (TaskStream, Blackboard).

(4) Reflect upon what you are learning in class and observing in the field... integrate the two.

(5) Develop a research-based professional stance as a content-area teacher.

Course Objectives:

Upon mastery of the course the candidate will demonstrate the following knowledge and skills, aligned with the Colorado Teacher Quality Standards (CTQS):

(1) Provide instruction that is aligned with the Colorado Academic Standards; their District's organized plan of instruction; and the individual needs of their students.

[I.a]

(2) Demonstrate knowledge of student literacy development in reading, writing, speaking and listening.

[I.b]

(3) Demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and specialized character of the disciplines being taught.

[I.d]

(4) Develop lessons that reflect the interconnectedness of content areas/disciplines.

[I.e]

(5) Make instruction and content relevant to students and take actions to connect students’ background and contextual knowledge with new information being taught.

[I.f]

(6) Thoughtfully integrate and utilize appropriate available technology into their instruction to maximize student learning.

[III.d]

(7) Establish and communicate high expectations for all students and plan instruction that helps students develop critical-thinking and problem-solving skills.

[III.e]

(8) Use appropriate methods to assess what each student has learned, including formal and informal assessments, and use results to plan further instruction.

[III.g]

Candidates will also demonstrate the following knowledge and skills, aligned with the International Reading Association SPA Standards:

IRA (SPA) Standards:

Standard 1: Foundational Knowledge

Middle and High School Content Classroom Teacher Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction.

1.1: Understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections.

1.2: Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.

1.3: Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.

Standard 2: Curriculum and Instruction

Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing.

2.1: Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum.

2.2: Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading–writing connections.

2.3: Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.

Standard 3: Assessment and Evaluation

Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction.

3.1: Understand types of assessments and their purposes, strengths, and limitations.

3.2: Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.

3.3: Use assessment information to plan and evaluate instruction.

3.4: Communicate assessment results and implications to a variety of audiences.

Standard 4: Diversity

Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society.

4.1: Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.

4.2: Use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity.

4.3: Develop and implement strategies to advocate for equity.

Standard 5: Literate Environment

Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.

5.1: Design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction.

5.2: Design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students’ opportunities for learning to read and write.

5.3: Use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another; discussions, and peer feedback).

5.4: Use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.

Standard 6: Professional Learning and Leadership

Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility.

6.1Demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.

6.2 Display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors.

6.3: Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.

6.4: Understand and influence local, state, or national policy decisions.

Technology Competencies: It is expected that students begin our program with foundational technology skills that include digital word processing, digital and online formats (e.g. Blackboard) and the use of online research databases. Knowledge of the use of technology-supported multimedia, such as PowerPoint and other audio/video resources, is expected. Students who need assistance with building technological skills should speak with their professor to learn about technology resources at UCCS.

Using your UCCS email account is a requirement of this course due to digital delivery of course content. All students must obtain a UCCS email address and check it regularly (every day) so as not to miss announcements. If your UCCS email address is not your primary one, please have emails from UCCS rerouted to the one you check daily.

In addition to using Blackboard, TELP and UCCSTeach faculty are required to develop or identify core assignments that must be uploaded to TaskStream, a data management system. All TELP and UCCSTeach students are required to have TaskStream accounts.

Attendance, Preparation, and Participation: Students are expected to maintain high standards of ethical and professional conduct. This includes attending class, being adequately prepared, contributing to class discussions, submitting high caliber work and representing your own work fairly and honestly. As an important member of a classroom community, attendance and punctuality is mandatory. You must actively engage in class and group work to maximize your learning in this course.

If you must miss a class, please inform the appropriate instructor by phone or email prior to class. It is the responsibility of the student to obtain course information that is missed during the absence. Unexcused absences will result in a lower grade.

Class meets 14 times throughout the 17 weeks of this semester. We expect you to attend every class session and to schedule advising appointments, medical/dental appointments, etc. at other times. That is what you will be expected to do in your future career as a professional teacher, and that is what we expect of you now. However, on rare occasions (and they should be rare), you may encounter a scheduling conflict. And, of course, you may end up missing class due to illness or emergency. If you are unable to attend all or part of class on a given week, there will be a threaded discussion topic for you to write about as make-up work. If you are present for the entire class session, you will not need to do the threaded discussion.

Professional Behavior:

Professional behavior is necessary for you to be a successful member of a learning community. Please monitor your participation in class discussions and group work and find ways to contribute intelligently to the discussion without silencing others. All written assignments must be computer generated unless otherwise indicated by the professor. Professional behavior will be expected in your future teaching/counseling career and is often the hallmark of career success.

Diversity Statement: The faculty of the College of Education is committed to preparing students to recognize, appreciate, and support diversity in all forms – including ethnic, cultural, religious, gender, economic, sexual orientation and ability – while striving to provide fair and equitable treatment and consideration for all. Any student who believes that he/she has not been treated fairly or equitably for any reason should bring it to the attention of the instructor, Department Chair or the Dean of the College of Education.

Accommodations: The College of Education wishes to fully include persons with disabilities in this course. In compliance with section 504 and the Americans with Disabilities Act (ADA), UCCS is committed to ensure that “no otherwise qualified individual with a disability … shall, solely by reason of disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity…” If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact and register with the Disabilities Services Office, and provide them with documentation of your disability, so they can determine what accommodations are appropriate for your situation.

To avoid any delay in the receipt of accommodations, you should contact the Disability Services Office as soon as possible. Please note that accommodations are not retroactive and disability accommodations cannot be provided until a “Faculty Accommodation Letter” from the Disability Services office has been given to the professor by the student. Please contact Disability Services for more information about receiving accommodations at Main Hall room 105, 719-255-3354 or [email protected] .

Military Students: Military students who have the potential to participate in military activities including training and deployment should consult with faculty prior to registration for any course, but no later than the end of the first week of classes. At this time, the student should provide the instructor with a schedule of planned absences, preferably signed by the student's commander, in order to allow the instructor to evaluate and advise the student on the possible impact of the absences.

In this course, the instructor will consider absences due to participation in verified military activities to be excused absences, on par with those due to other unavoidable circumstances such as illness. If, however, it appears that military obligations will prevent adequate attendance or performance in the course, the instructor may advise the student to register for the course at another time, when she/he is more likely to be successful.

Student Appeals:

Students enrolled in programs or courses in the College of Education may access the COE Appeal/Exception Form at: http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf. This form is to be used for an appeal when a student is:

(1) denied admission to professional education program

(2) denied permission to student teach or complete professional internship

(3) removed from a professional education program or internship

(4) denied permission to graduate due to missing requirements

(5) requesting an exception to specific policies, procedures, or requirements

(6) requesting a grade change

This form is not to be used for requests to take classes out of sequence or to take a class without the proper prerequisites. Such requests should be initiated with the department chair.

UCCS Student Code of Conduct:

The purpose of the Student Code of Conduct is to maintain the general welfare of the university community. The university strives to make the campus community a place of study, work, and residence where people are treated, and treat one another, with respect and courtesy. http://www.uccs.edu/~oja/student-conduct/student-code-of-conduct.html

UCCS Student Rights and Responsibilities:

http://www.uccs.edu/orientation/student-rights-and-responsibilities.html

UCCS Academic Ethics Code:

http://www.uccs.edu/Documents/vcaf/200-019%20StudentAcademic%20Ethics.pdf

Curriculum & Instruction Department Grading Scale:

A 94-100

A- 90-93

B+ 87- 89

B 84- 86

B- 80 - 83

C+ 77- 79

C 74 - 76

C- 70-73

D+ 67-69

D 64 - 66

D- 60 - 63

TED 472-572 p. 7

Syllabus subject to change if necessary.

7

Assignments/Assessments (graded activities):

ASSIGNMENT or ASSESSMENT

DUE DATE

DESCRIPTION

(See detailed assignment instructions and rubrics in Appendix or Blackboard.)

ASSESSMENT

METHOD(S)

POINT VALUE

Quiz

In Class 8/26/13

Take a quiz on the National Reading Panel report, 5 Components of Reading and lecture notes about concepts of print.

Quiz

10

CARI

09/23/13

Blackboard

Create a Content Area Reading Inventory (CARI) to assess the level and rate of your students’ reading of content material and explain how the results would inform your planning for instruction and interventions.

CARI Rubric*

10

Reading Strategy Lesson**

10/7/13

TaskStream

Develop a lesson plan that teaches and/or reinforces a specific research-based reading comprehension strategy (e.g. summarize, question, predict, visualize, self-monitor, evaluate).

Strategic

Reading Lesson

Rubric*

10

Using

Writing-to-Learn

10/21/13

Blackboard

Develop a lesson plan handout demonstrating that you know how to use WTL activities (e.g. exit/admit slip, clustering, learning logs, double-entry journal) to help your students understand a reading passage.

Writing-to-Learn Materials Rubric*

10

WebQuest

11/04/13

Blackboard

Adapt (or develop from scratch) a WebQuest with at least five sites for a class you teach.

WebQuest

Rubric*

10

Writing

Assignment &

Rubric**

11/4/13

Blackboard

Design a formal writing assignment (writing to publish) and a rubric for grading it.

Writing

Assignment & Assessment

Rubric*

10

Academic

Vocabulary

Materials**

11/11/13

TaskStream

Develop materials for teaching and assessing 5-10 academic vocabulary terms, including a graphic organizer, two activities, and some type of assessment.

Vocabulary

Materials Checklist*

10

Reading Guide

11/18/13

Blackboard

Construct a guide (text pattern or selective) for your students to use on a text selection

Reading Guide

Rubric*

10

Active

Participation

12/9/13

Attend class regularly, do assigned readings and exercises, and participate in class discussions, activities and critiques.

Active Participation Rubric*

15

Annotated

Bibliography of

Supplementary Reading

12/9/13

Blackboard & In Class

Read at least five books with potential as supplementary reading for your students and prepare a brief but useful annotated bibliography. In addition to uploading your assignment in the usual way, add your annotations to a collective GoogleDoc created for the purpose.

Annotated

Bibliography

Rubric*

20

(15 for bib, 5 for talk)

Final Exam

12/16/13

Take the 50-question final.

Objective Exam

25

TOTAL

140

*Rubrics for these assignments can be found in Blackboard

** This is a “core assignment” for this course. It needs to be uploaded into TaskStream as well as in Blackboard.

COURSE CALENDAR: Session Topics, Readings, and Due Dates

WEEK/ DATE

CLASS

CONTENT

REQUIRED READINGS

Readings outside the textbook are posted in Blackboard.

Please come to class having read the chapters listed.

SESSION TOPICS

ASSIGNMENTS DUE

ASSESSMENTS THAT VERIFY KNOWLEDGE, SKILLS &

APPLICATION

1.

08/26/13

Components of Reading

Report of the National Reading Panel (Executive Summary plus jigsaw on subcommittee reports)

· 5 Components of Reading (phonemic awareness, phonics, fluency, vocabulary, comprehension)

· Elements of comprehension (decoding, fluency, grammatical awareness, word meaning knowledge)

· Factors impacting fluency (e.g. vocabulary knowledge, text difficulty, background knowledge)

Components of Reading Quiz (In class)

NRP & Concepts of Print & Comprehension Quiz;

Discussion;

Final Exam

2.

09/02/13

LABOR DAY – NO CLASS ON 9/2/13

3.

09/09/13

Content &

Disciplinary

Literacy

Content Area Reading: 1

· Reading is an active, constructive process

· Elements of effective adolescent literacy programs

· Structure of the disciplines

Reading Lesson, Using WTL, Vocabulary Materials, Reading Guide

4.

09/16/13

Assessing Students and Texts


· Readability analyses (e.g., Lexile, Frye, Flesch)

· Strategies to help students comprehend textbook material

· CARI Practice

5.

09/23/13

Background Knowledge

Content Area Reading: 5, 6

· B-D-A Instructional Framework

· Assessing, activating, building background knowledge

CARI

Reading Lesson, Using WTL, Vocabulary Materials

6.

09/30/13

Comprehension


· Thinking strategies good readers use to comprehend text (visualize, connect, question, infer, evaluate, analyze, recall, self-monitor)

Reading Lesson

7.

10/07/13

Writing Across the Curriculum


· Specific short writing-to-learn strategies (e.g. writing break, exit slip, drawing, clustering)

· Research and theory on note-taking

· Specific longer writing-to-learn strategies (e.g. written conversation, write-around, double-entry journal, etc.)

· Eleven elements of effective writing instruction

· Strategies for summarizing

Reading Strategy Lesson

Using WTL

8.

10/14/13

The New

Literacies


· 5 major functions of new literacies (identifying important questions, locating information, analyzing information, synthesizing information, communicating information)

· Recognizing and planning for instruction when students lack these literacies (Leu)

Final Exam

9.

10/21/13

The New

Literacies, cont’d

WebQuest.org

QuestGarden

· Internet inquiries

Using Writing to Learn

WebQuest

10.

10/28/13

Academic Vocabulary


· Vocabulary refers to words and concepts

· Characteristics of effective direct vocabulary instruction

· Strategies for teaching vocabulary (both definitional and contextual information; active processing [students define in own words]; nonlinguistic representation; vocabulary notebooks; discussion; games)

· Word learning strategies (context clues, morphology, dictionaries and thesauruses, analogies and metaphors)

Writing

Assignment & Rubric

Vocabulary Lesson

11. 11/04/13

Annotated Bibliography

No assigned readings; bring at least three resources for your annotated bibliography and draft bibliography

· Constructing a quality annotated bibliography

· APA vs. MLA citation

· Selecting sources

· WebQuest presentation

WebQuest

Writing Assignment & Rubric

12.

11/11/13

Studying Text

Content Area Reading:10

· External and internal text structures

· Graphic organizers

· Reading guides: 3-level, text pattern, selective

Academic Vocabulary

Materials

Reading Guide

13.

11/18/13

Trade Books

Content Area Reading: 11 (pp. 360-397)

· Guest speaker: PPLD librarian on Novelist and other databases; booktalks, All Pikes Peak Reads

· Classroom libraries and text sets

· Teacher read-alouds

· Models for studying trade books

Reading Guide


14.

11/25/13

THANKSGIVING BREAK – NO CLASS ON 11/25/12

15.

12/02/13

Assessment & Presentations Week 1

·

· TSAP assessment frameworks (reading)

· ACT College Readiness Standards in Reading

· ACT & SAT reading question types

· Book Talk

Final Exam

16.

12/09/13

Presentations Week 2 & Review

· Recommended reading

· Book Talk

Annotated

Bibliography

17.

12/16/13

Final Exam

· Research-based beliefs and practices

Final Exam

Alignment of Course Objectives, Standards, and Conceptual Framework

Course Objective

Assignment, Activity, or Required Reading(s)

Colorado Teacher Quality Standards (CTQS)

INTASC

NETS

COE Candidate Learning Outcomes

IRA for MS & HS Content Classroom TC’s

1) Provide instruction that is aligned with the Colorado Academic Standards; their District's organized plan of instruction; and the individual needs of their students

Strategic Reading Lesson

I.a., I.d.

7(f)

1.A.

2.1

2) Demonstrate knowledge of student literacy development in reading, writing, speaking and listening

NRP Quiz

CARI


Using Writing-to-Learn


Academic Vocabulary Materials

Reading Guide


Final Exam

I.b., I.d.

5(h); 8(h)

2.A, 2.B.

1.1, 1.2, 1.3

2.1, 2.2, 2.3

3.1, 3.2, 3.3

5.4

3) Demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and specialized character of the disciplines being taught

CARI




Academic Vocabulary Materials

Reading Guide


I.d., I.e, III.b., III.c.

4(c)

2.A

1.1, 1.2, 1.3

2.1, 2.2, 2.3

4) Develop lessons that reflect the interconnectedness of content areas/disciplines




I.e.

2.B.

2.3

5.2

5) Make instruction and content relevant to students and take actions to connect students’ background and contextual knowledge with new information being taught




I.e, I.f., II.d.

1(b);

2(c);

4(d)

2.B.

2.1, 2.2

4.1

6) Thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning

WebQuest

III.d.

3(g)

2(a)

2.A.

7) Establish and communicate high expectations for all students and plan instruction that helps students develop critical-thinking and problem solving skills

WebQuest

Reading Guide

III.e.

5(d); 5(g);

8(f)

3.A.

2.1

8) Communicate effectively, making learning objectives clear and providing appropriate models of language



III.g.

3(f)

3.C.

6.2

9) Use appropriate methods to assess what each student has learned, including formal and informal assessments, and use results to plan further instruction

CARI


III.h.

1(a);

6(a); 6(c); 6(g)

7(d)

2(d)

3.B.

3.1, 3.2, 3.3

References

ACT. (2006). Reading between the lines: what the ACT reveals about college readiness in reading. Iowa City, IA: Author.

ACT. (2008). The forgotten middle; ensuring that all students are on target for college and career readiness before high school. Iowa City, IA: Author.

Ansary, T. (2004). A Textbook Example of What’s Wrong with Education. Edutopia. Retrieved from .

Billmeyer, R., & Barton, M. L. (2002). Teaching reading in the content areas: If not me, then who? 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development.

Bromley, K. (2007). Nine things every teacher should know about words and vocabulary instruction. Journal of Adolescent and Adult Literacy, 50 (7), 528-537.

Colorado Department of Education. (2008). Response to intervention (RtI): A practitioner’s guide to implementation.

Daniels, H., & Zemelman, S. (2007). Subjects matter: every teacher's guide to content-area reading. Portsmouth, NH: Heinemann, 2004.

Daniels, H., Zemelman, S., & Steineke, N. (2007). Content-area writing: every teacher's guide. Portsmouth, NH: Heinemann.

Deschler, D.D., Palincsar, A.S., Biancarosa, G. & Nair, M. (2007). Informed choices for struggling adolescent readers: A research-based guide to instructional programs and practices. Newark, DE: International Reading Association.

Duke, N.K. & Pearson, P.D. Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What Research Has to Say About Reading Instruction (4th ed.) (pp. 205-242). Newark, DE: International Reading Association.

Farstrup, A.E. & Samuels, S. J. (2002). What research has to say about reading instruction. Newark, DE: International Reading Association.

Fisher, D. & Frey, N. (2009). Background knowledge: The missing piece of the comprehension puzzle. Portsmouth, NH: Heinemann.

Fisher, D., Frey, N. & Lapp, D. (2012). Text complexity: Raising rigor in reading. Newark, DE: International Reading Association.

Gallagher, K. (2011). Write like this: Teaching real-world writing through modeling & mentor texts. Portland, ME: Stenhouse.

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 .

Graves, M.F. & Watts-Taffe, S.M. (2002). The place of word consciousness in a research-based vocabulary program. In A. E. Farstrup & S. J. Samuels (Eds.), What Research Has to Say About Reading Instruction (4th ed.) (pp. 140-165). Newark, DE: International Reading Association.

Hillocks, G. (1987). Synthesis of research on teaching writing. Educational Leadership, 71-82.

Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide. (NCEE #2008-4027). 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.

Learning Point Associates. (2007). QuickKey 7: Scientifically Based Research. Understanding the No Child Left Behind Act.

Leu, D. The new literacies: research on reading instruction with the internet. In A. E. Farstrup & S. J. Samuels (Eds.), What Research Has to Say About Reading Instruction (4th ed.) (pp. 310-336). Newark, DE: International Reading Association.

Lewis, J. (2009). (Ed.). Essential questions in adolescent literacy: Teachers and researchers describe what works in classrooms. New York, NY: The Guilford Press.

Marzano, R. J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.

Marzano, R. J. (2009). Six steps to better vocabulary instruction. Kappan, 67 (1), 83-84.

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction.

Opitz, M. F. & Rasinski, T.V. (2008). Good-bye round robin: 25 effective oral reading strategies. Portsmouth, NH: Heinemann.

Pikes Peak Literacy Strategies Project. (2005). The Pikes Peak literacy strategies project: Applying the findings and recommendations of the National Reading Panel to the teaching and learning of reading in Colorado.

Rush, L.S., Eakle, A.J., & Berger, A. (Eds.). (2007). Secondary school literacy: What research reveals for classroom practice. Urbana, IL: National Council of Teachers of English.

Schrock, K. Critical Evaluation Information Kathy Schrock’s Guide for Educators.

Tovani, C. (2004). Do I really have to teach reading? Portland, ME: Stenhouse Publishers.