Professional+Text+Set


 * Annotated Biography of Professional Texts:**


 * Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2008). Words their way: Word study for phonics, vocabulary, and spelling instruction. Upper Saddle River, NJ: Pearson Prentice Hall. **

 This textbook is a great resource for teachers, literacy specialists, or anyone who will be helping children learn how to read. This book has strategies for students based on where they are at with word recognition. The authors break down the chapters based on the level of word recognition that the particular students are at. There are assessments, lesson plans, word lists, word study games, sorts, pictures to use with sorts, templates for the lessons and games they discuss, and many more different strategies and approaches for diverse learners.


 * Boushey, G., & Moser, J. (2009). //The cafe book: engaging all students in daily literacy assessment and instruction//. Portland, Maine: Stenhouse Publishers. **

This text follows “The Sisters” and gives guidelines for introducing literacy strategies and assessments into classrooms for all ages, but typically elementary levels. CAFÉ stands for comprehension, accuracy, fluency and extended vocabulary, which are goals that students can work towards improving. Strategies, specifically for accuracy, are listed on page 143. For example; cross checking: does the pictures and words look right? Using the pictures is great way for beginning readers to make sure they are accurately reading. Another example of the many strategies to use for mini-lessons in the classroom is using chunk letters and sounds together, so chunking un-com-fort-able instead of trying to sound out each letter individually. The is a great resource to use when trying to work with improving accuracy in your classroom.

I really liked how easy this book was to read. The sisters gave so many examples for implementing these strategies into your classroom smoothly. The calendar of what to teach and when is a great way to plan out your mini-lessons. I appreciate that they even gave props for the teachers. The ready reference forms in the back are really great to stay organized and to be able to help all students. I certainly think that this is a great guide for teaching accuracy, especially because this is so simple to follow along with.


 * Goodman, Y. M., Watson, D. J., & Burke, C. L. (2005). //Reading miscue inventory: from evaluation to instruction//. (2nd ed.). Katonah, NY: Richard C. Owen Publishers. **

Reading Miscue Inventory is a great way to assess students oral reading in order to analyze the results to give better reading strategies. While assessing students, accuracy is an goal important for students, who should be self correcting and using repetition. To achieve the goal of accuracy, students should be exposed to read alouds, a variety of genres and content related reading. The strategies that students can use to work on accuracy is using schema while reading. If the goal of reading is to be proficient, this text suggests that making meaningful substitutions can also be included in lessons that that students are making accurate meaning of texts. This text is a basis for uses RMI in your classroom but also includes strategy lessons to help students not only with comprehension but with reading accuracy as well.

This text is a great resource of teachers because it gives many examples of how to use miscue analysis in your classroom as a way of assessment. The last chapter of the book gives strategy lessons to help struggling reader become more proficient. These lessons can be used as a guide along with other strategies to help readers.


 * Reutzel, D. R., & Cooter, R. B., (2009). The essentials of teaching children to read: The teacher makes the difference. New York, NY: Pearson. **

 This textbook touches on many different topics important to reading including effective reading instruction, phonics and word identification, fluency, vocabulary, comprehension, and assessment. The book first discusses what each of those topics mean and how it applies to the classroom. Then it discusses some effective strategies and how to help proficient readers, beginning readers, and English as a second language readers grow in the classroom. It also discusses different methods recommended by the authors on how to keep track of the student’s progress in the classroom.


 * Scanlon, D. M., & Anderson, K. L., Sweeney, J. M. (2008). Supporting children’s early literacy development: The interactive strategies approach. Albany, NY: State University of Albany. **

 This text starts out discussing some of the main problems and difficulties that students have with learning to read. It breaks down and discusses the parts of reading that most teachers do effortlessly. For example, first reading the words, constructing meaning, and then being able to apply that knowledge. After that, the book starts with the purpose of reading and then works its way through the reading process starting with the smallest piece, the alphabet and phonological awareness. The text works up to sight words, vocabulary, lastly comprehension, and then what each of those individually mean within that section. The text has strategies, games and lessons along the way to aid in the different parts of reading.