The document discusses strategies for teaching literacy to emergent and beginning readers. For emergent readers, it recommends using wordless picture books and books with repeated phrases during shared reading. Beginning readers benefit from reading texts with invented spelling to assess their knowledge and from writing their own stories. Assessments discussed include fluency scales, concept of print assessments, and interest inventories.
A digital story of my work with Emergent and Beginning Literacy Learners. I have included various research-based instructional practices, my lesson work with my two students, data behind the assessments, and next steps with my students too,
A digital story of my work with Emergent and Beginning Literacy Learners. I have included various research-based instructional practices, my lesson work with my two students, data behind the assessments, and next steps with my students too,
Digital Story Literacy Development 6706LSchloesser
This digital story discusses topics on:
I. Getting to Know Literacy Learners (Slide #3-5)
II. Selecting Texts (Slide #6-7)
III. Emergent Literacy Learner Lesson (Slide #8-9)
IV. Beginning Literacy Learner Lesson (Slide #10-11)
V. Reflection (Slide #12)
VI. Insight Gained (Slide #13)
VII. Tell your digital story (Slide #14)
VIII. Reference (Slide #15-16)
A Balanced Literacy Program for Special EducationJoanne Cardullo
Special education students progress more rapidly when they participate in a literacy program that balances phonological awareness with comprehension. Reading with meaning is an educator's ultimate goal!
Epic Research Singapore : - Daily IForex Report of 18 February 2016epicresearchsgmy
Epic Research offers perfect Forex Signals for their clients that gives accurate results. Our research team with its past experience prepares live charts and track-sheets of IForex Signals through which traders can earn maximum profit from the market place. This report helps you to achieve desired success in the SGX Stock Exchange.
Digital Story Literacy Development 6706LSchloesser
This digital story discusses topics on:
I. Getting to Know Literacy Learners (Slide #3-5)
II. Selecting Texts (Slide #6-7)
III. Emergent Literacy Learner Lesson (Slide #8-9)
IV. Beginning Literacy Learner Lesson (Slide #10-11)
V. Reflection (Slide #12)
VI. Insight Gained (Slide #13)
VII. Tell your digital story (Slide #14)
VIII. Reference (Slide #15-16)
A Balanced Literacy Program for Special EducationJoanne Cardullo
Special education students progress more rapidly when they participate in a literacy program that balances phonological awareness with comprehension. Reading with meaning is an educator's ultimate goal!
Epic Research Singapore : - Daily IForex Report of 18 February 2016epicresearchsgmy
Epic Research offers perfect Forex Signals for their clients that gives accurate results. Our research team with its past experience prepares live charts and track-sheets of IForex Signals through which traders can earn maximum profit from the market place. This report helps you to achieve desired success in the SGX Stock Exchange.
AbstractThis paper examines how literature can be used to teach .docxannetnash8266
Abstract
This paper examines how literature can be used to teach vocabulary. It is based on experiences that were obtained on a practicum. 3 hours were spent in three different classrooms and analysis made on how the instructors facilitate the understanding of the students in the reading and the writing sessions. These observations were observed for both the mainstream and the minority language students.
Later, a specific grade was chosen from the Language Arts standards and 6 hours were then spent to develop and design a 5 day lesson plan on how to use literature to teach vocabulary. A single piece of text was then used during the entire 5 days teaching period. This paper therefore covers observations and analysis from 15-30 minutes mini-lessons that covers the various aspects of literacy teaching. These include Oral language and Vocabulary, Phonics, Word patterns, and Word analysis, Fluency, Reading Comprehension and Writing. This paper is therefore based on analysis, observations and corrections from my mentor teacher regarding teaching, management and engagement strategies in accordance to student learning.
Synopsis:Using literature to teach vocabulary
There are many responsibilities that come about in teaching language in school. In language a teacher must teach comprehension (understanding), reading, literature, grammar, writing and vocabulary. However, because of the tight schedule of events we often find that adequate teaching of vocabulary is denied its due time. This comes as a result of the many responsibilities that the teacher will often have to handle. Unlike in the Elizabethan times where mastery grasp of language was necessary, nowadays we find that most of the students are not interested in learning a new vocabulary simply because sophisticated language is not a priority in the society that they have been brought up. It is therefore necessary that language teachers device a method in which they can teach vocabulary. This paper is going to consider various ways in which vocabulary can be taught through literature.
One of the methods that can be used to teach literature is through the use of phonemic awareness. It can be described as the ability to percept, reason about, and work and operate the individual sounds in words. This method is great as it allows us to predict the ease or the difficulty that a student is experiencing when it comes to predicting of later reading success or difficulty. To enforce this skill I usually started with a definition to a vocabulary that is student friendly. I would at first engage the students in reading a single source of text which we used as our source of new words.
For some few minutes I would allow the students to lead discussions based on the reading. I observed that doing this created motivation to read and discuss within the students in the class. This scenario actually related to the input hypothesis by Horwitz(Horwitz, 2008). It makes the students to become really intereste.
1How Does the Use of Reading Strategies Improve Achieve.docxaryan532920
1
How Does the Use of Reading Strategies Improve
Achievement in Science for Language Minority
Students?
Shannon Hicok
Glasgow Middle School
Fairfax County (VA) Public Schools
Submitted June 2000
Introduction
Two years ago, I began teaching science at Ellen Glasgow Middle School
in Fairfax County, Virginia. I realized right away that my language minority
students, especially those still in an English as a Second Language (ESL)
program, needed differentiated instruction in their mainstreamed science class.
The question then became, “How do I meet the unique needs of this population?”
This is a question with which I have continued to struggle over the past two
years.
I recognized that my ESL students had a great deal of difficulty reading
their science textbook. Although some students had success with pronunciation
and word recognition, adequate comprehension eluded them. Working with an
ESL teacher, I began to make accommodations in my instruction that seemed to
increase understanding during whole class and small group activities. However, I
was still puzzled as to how to help these students during lessons that required
individual reading.
In the 1999-2000 school year, I have had the privilege of working with a
small group of researchers who also teach language minority students. During
discussion, we agreed that improving literacy for these students should be our
primary goal and the focus of our research. Based on the difficulty my students
have experienced with reading comprehension, this is the piece of the literacy
puzzle on which I have focused.
Purpose of the Study
The purpose of this study was to identify how the implementation of
various reading strategies improved achievement in science for ESL students. I
was particularly interested in their use in the science classroom. Using data
collected from this study, I hoped to make better decisions about the type of
instruction my language minority students needed. The end result was more
confident, successful learners.
Scientific vocabulary development is an area in which language minority
students historically struggle. In addition to learning new technical terminology,
students must deal with the varied use of familiar terms. For instance, in science
class, the words table and compound have a very different meaning than they do
in most other classrooms (Chamot, 1994). For these reasons, I decided that one
of the strategies chosen for the study would specifically target vocabulary
development.
2
The remainder of the strategies chosen for the study were intended to
help make reading a more active endeavor. I chose these strategies with the
hopes that they would help students comprehend written, scientific, factual
material.
Literature Review
Much research has been done regarding the effectiveness of using
learning strategies to promote literacy. The basic premise behind this research is
that students can benefit from t ...
1How Does the Use of Reading Strategies Improve Achieve.docxjoyjonna282
1
How Does the Use of Reading Strategies Improve
Achievement in Science for Language Minority
Students?
Shannon Hicok
Glasgow Middle School
Fairfax County (VA) Public Schools
Submitted June 2000
Introduction
Two years ago, I began teaching science at Ellen Glasgow Middle School
in Fairfax County, Virginia. I realized right away that my language minority
students, especially those still in an English as a Second Language (ESL)
program, needed differentiated instruction in their mainstreamed science class.
The question then became, “How do I meet the unique needs of this population?”
This is a question with which I have continued to struggle over the past two
years.
I recognized that my ESL students had a great deal of difficulty reading
their science textbook. Although some students had success with pronunciation
and word recognition, adequate comprehension eluded them. Working with an
ESL teacher, I began to make accommodations in my instruction that seemed to
increase understanding during whole class and small group activities. However, I
was still puzzled as to how to help these students during lessons that required
individual reading.
In the 1999-2000 school year, I have had the privilege of working with a
small group of researchers who also teach language minority students. During
discussion, we agreed that improving literacy for these students should be our
primary goal and the focus of our research. Based on the difficulty my students
have experienced with reading comprehension, this is the piece of the literacy
puzzle on which I have focused.
Purpose of the Study
The purpose of this study was to identify how the implementation of
various reading strategies improved achievement in science for ESL students. I
was particularly interested in their use in the science classroom. Using data
collected from this study, I hoped to make better decisions about the type of
instruction my language minority students needed. The end result was more
confident, successful learners.
Scientific vocabulary development is an area in which language minority
students historically struggle. In addition to learning new technical terminology,
students must deal with the varied use of familiar terms. For instance, in science
class, the words table and compound have a very different meaning than they do
in most other classrooms (Chamot, 1994). For these reasons, I decided that one
of the strategies chosen for the study would specifically target vocabulary
development.
2
The remainder of the strategies chosen for the study were intended to
help make reading a more active endeavor. I chose these strategies with the
hopes that they would help students comprehend written, scientific, factual
material.
Literature Review
Much research has been done regarding the effectiveness of using
learning strategies to promote literacy. The basic premise behind this research is
that students can benefit from t ...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Getting to know your
Literacy Learners
Getting to know your literacy learners in your
classroom is so important for a multitude of reasons.
With the understanding that all of our students learn
and read at different times in multiple ways, it is our
job as teachers to foster that learning and provide
appropriate text for our students. This will help to
assist in growing their reading abilities.
3. Selecting Texts
Selecting the appropriate texts for your readers is so important. It is not
appropriate to always have the students reading challenging texts (Shanahan,
2013). These texts relate to the cognitive and non-cognitive aspects of both
emergent and beginning literacy learners in many ways. In regards to the
emergent learners, they are listening, identifying concepts of print, fostering
alphabetic knowledge, and participating in rhyming. The beginning learner
on the other hand, is figuring out words on their own, possibly reading on
their own with the informational digital text, and coming up with the words to
a story based on the books. Each of their individual needs as learners can be
met in different ways through the same books. Through observations, you
can determine their functional and developmental stages of their reading
and their writing (Laureate Education, 2014b).
5. Texts
Pancakes for
breakfast
By Tomi dePaola
Hop on pop
By Dr. Seuss
Brown bear, brown bear, what
do you see?
By Bill Martin
Wordless picture book Rhyming one
vowel word book
Book to be used for
Shared Reading
6. Emergent Literacy Learner
Emergent literacy learners are in the developmental stage where pictures
are a key aspect to their learning. Their orthographic knowledge mainly
consists of concept sorts about the words they know and how they work
(Laureate Education, 2014c). Repeated words, such as those found in Hop on
Pop, make text easier to read (Laureate Education, 2014a). Participating in
shared reading where the teacher does the majority of the reading and the
student participation increases in word pattern is a very efficient and useful
method for literacy learning in emergent readers.
7. Modeling
Modeling shared reading for emergent
literacy learners is very crucial. Allowing
the students to read along with you
whether that be in rhyming stories or text
that has a lot of repeated phrases will
give the opportunity to verbally put
together what they are hearing and
seeing. There is great value in
participating. It shows how personally
interested the student is, how important
the task is, and how successful the
completion is to their future (Malloy,
2013, p.280)
8. Lesson for the
Emergent Literacy Learner
Introduction
I began the lesson by asking the students
why we learn to read. This got them
thinking about the purpose behind not only
the lesson but about the concept of phonics
and literacy in general. We began the
lesson by reading/looking at the wordless
picture book Pancakes for Breakfast by
Tomi dePaola. We did a pre-read by going
through the story just once to look at the
pictures and get the initial meaning of the
story. Next we went through the book
again and I asked the students to verbally
give me the words that they would write on
each page to give more meaning to the
pictures. Lastly, I had the students each be
responsible for one or two pages of the
book that they were to write the text for.
We also used this text to determine if their
listening vocabulary, their speaking
vocabulary, and their writing vocabulary
match (Reutzel and Cooter, 2016, p.258).
Applying Skills
The emergent learner that I am
observing was given HOP ON POP
by Dr. Seuss. With a partner, the
two of them quietly read this text.
I gave the students approximately
5 minutes to read with their
partner. Then we came together
as a whole group again and
discussed if we thought that
reading with text included was
more helpful and easier compared
to the wordless picture book. We
talked about how the words
transform into a clear and concise
message that the reader can
understand (Wren, 2013).
Closure
To close the lesson, we did a shared
reading as a whole class with the
book Baby Bear, Baby Bear, What Do
You See? by Bill Martin. This book
highlights the special sound “e” in me
that we have previous learned as well
as using two vowel rules. The
students read with me the pieces that
are repetitive where the same
question about what does the animal
see is asked again and again. The
repetition is an important phonemic
awareness concept for emergent
readers. This book was a little bit
above their reading level but it ties
the concepts of using pictures to
make meaning of the text in such a
way that they could possibly read the
majority of the book by using their
alphabetic knowledge and the
semiotic clues.
9. Assessments Used
Question and answering
Observation in reading
Oral reading fluency checklist provide by our curriculum
Metalinguistic interview (Reutzel and Cooter, 2016, p.96)
Concepts of print assessment in framework (Wren, 2015) – I asked my
learner to identify the front and back of a book, show me where I would
begin reading, follow the words as I read, and lastly point to capital and
lowercase letters.
Non-cognitive assessment – Interest inventory (Mariotti, n.d., p.3-7).
10. Beginning Literacy Learner
Beginning literacy learners often read words letter by letter and
participate in invented spelling in this stage (Laureate Education,
2014c). Invented spelling gives the teacher an understanding of
what they know and comes easy to them, what they may be
confused by but are attempting to use anyway, and what is
lacking from their writing (Laureate Education, 2014b).
11. Lesson for the
Beginning Literacy Learner
Becoming a Writer!
Introduction
The first step that we will
learn is that you start with
deciding on a storyline.
We began by referencing
the wordless picture book
and talked about the
words that we would write
down if we were the
author.
Appling Skills
I will then showed the
pictures of Hop On Pop by
Dr. Seuss to the students
and have them write the
words that they think go
along with the pictures. We
compared and contrasted
their words with the words
that Dr. Seuss wrote to go
along with the pictures.
Closure
I had the students each
choose a topic and write
their own story using
invented spelling. If they
had difficulty, I
differentiated the
instruction by giving them
a picture to begin to
brainstorm from.
13. Assessments Used
One of the assessments that I used with my beginning literacy learner was the
Multidimensional Fluency Scale (MFS) in both the initial evaluation and the
assessment at the end of the text lesson (Reutzel and Cooter, 2016, p.235).
I assessed her accuracy, her volume and expression, the phrasing that was
used, as well as the smoothness and the pace. The results varied based on the
text that she was reading. Overall, my literacy learner had excellent word
recognition and consistently self-corrected. She words sounded like natural
language when she read and her reading was generally smooth and
continuously conversational.
I also assessed the functional and developmental levels of her independent
writing and invented spelling. (Laureate Education, 2014b). By allowing the
students to use invented spelling, it gives students the opportunity to integrate
their knowledge of phonemic awareness (Rog, 2007, p.6).
Non-cognitive assessment – Reader interests and self-concepts
14. Reflection
Using multiple lessons to introduce and teach subjects in reading and writing
ensures that students get the direct instruction and guided practice that is
necessary. Differentiating in the text difficulty levels encourages students to
want to achieve more (Witter, 2013, p.40). Involving their interests and
educating in accordance to the learning styles of the students will ensure
productive learning.
My emergent and beginning literacy learners each succeeded in their areas of
strengths and were able to learn efficiently in order to positively impact their
weaknesses. I was able to effectively decide which strategies and techniques
worked best with each of these learners.
15. References
DePaola, T. (1978). Pancakes for breakfast. New York: Harcourt Brace
Jovanovich.
Geisel, T. S. (1963). Hop on Pop, by Dr. Seuss. New York: Beginner Books.
Laureate Education (Producer). (2014a). Analyzing and selecting texts
[Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2014b). Assessing word knowledge
[Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2014c). The beginning reader [Video
file]. Baltimore, MD: Author.
Lundgren, J. K., & K. L. (n.d.). How Do Plants Grow? Retrieved January
31, 2016, from https://www.getepic.com/educators
Malloy, J. A., Marinak, B. A., Gambrell, L. B., & Mazzoni, S. A. (2013).
Assessing motivation to read: The motivation to read profile—
revised. The Reading Teacher, 67(4), 273–282.
Mariotti, A. P. (n. d.). Using interest inventories with struggling and
unmotivated readers.Retrieved from
http://cw.routledge.com/textbooks/9780415802093/news
updates/Interest-Inventories.pdf
16. References continued.
Martin, B., & Carle, E. (1992). Brown Bear, Brown Bear, What Do You
See?. New York: H. Holt.
Reutzel, D. R., & Cooter, R. B., Jr. (2016). Strategies for reading
assessment and instruction: Helping every child succeed (5th ed.).
Boston, MA: Pearson.
Rog, L. J. (2007). Marvelous minilessons for teaching beginning
writing, K–3. Newark, DE: International Reading Association.
Shanahan, T. (2013). The Common Core ate my baby and other urban
legends. Retrieved from http://www.ascd.org/publications/educational-
leadership/dec12/vol70/num04/The-Common-Core-Ate-My-Baby-and-Other-
Urban-Legends.aspx
Wren, S., Litke, B., Jinkins, D., Paynter, S., Watts, J. & Alanis, I. (2013).
Cognitive elements of reading. In Cognitive Foundations of
Learning to Read: A Framework. Retrieved from
http://www.sedl.org/reading/framework/elements.html
