This reader-friendly book, written by two educators, provides great background and professional learning related to reading development, and particularly how it applies in the older grades. While the title includes the word “secondary”, junior and intermediate teachers in Ontario could all benefit from reading this […]
This title is a must-read for any educators working with multilingual learners (MLLs) of all ages, referred to in the book as English Learners (ELs). It affirms the necessity of a structured literacy approach for these students, while adding in the extra layers of support […]
Bringing together theory, research, and practice to dismantle Anti-Black Linguistic Racism and white linguistic supremacy, this book provides ethnographic snapshots of how Black students navigate and negotiate their linguistic and racial identities across multiple contexts. By highlighting the counterstories of Black students, Baker-Bell demonstrates how […]
Created by speech therapists, for teachers and speech therapists and
whose primary objective is to illustrate the importance of developing solid oral language skills for literacy and academic success. It is intended for teachers and speech therapists working in schools. This resource discusses the links between oral language, literacy, evidence-based practice, differentiated instruction, links to resources and key information. Chapters on phonological awareness, vocabulary, word and text structure, comprehension and inference, and teacher-orthophonist partnerships address how to teach and learn these language skills from an interdisciplinary collaborative perspective.
Reader friendly book for educators outlining 7 changes to classroom instruction to improve literacy outcomes.
This educator-friendly book, written by reading researchers, outlines the rationale for vocabulary instruction, and how to implement it in classrooms from K-12
Written for teachers by a teacher with a strong understanding of reading science, this title supports both the foundational skills and language comprehension components of reading.
Structured Literacy Interventions is an anthology of chapters written by many well-known names in reading science, including Louise Moats, Devin Kearns and Louise Spear-Swerling who also edited the book. Chapters cover a wide range of possible areas of reading difficulty, including phonemic awareness & word recognition, spelling, fluency, vocabulary, oral language comprehension, reading comprehension and written expression. The title supports Strands B (Foundations of Language), C (Comprehension) and D (Composition) of the Language curriculum. Each chapter offers research-based background and practical applications for educators working with struggling students. The book includes lesson plans and application activities, and is perfect for special education and intervention teachers, but also helpful for classroom educators looking to intensify instruction for struggling students.
Research shows that professional learning combined with extended peer coaching is an extremely effective method of ensuring new practices are applied in classrooms. This book presents the Student-Focused Coaching model, supporting teacher collaboration with the goal of increasing student success. Unlike many common coaching models (which may feel more evaluative and have formal observation and feedback components) SFC allows a classroom teacher to identify their goals, which they work towards with the support of their coach, also aligning well with the outcomes-driven MTSS model. An excellent resource for those working as instructional coaches, the book is also helpful for those in less formal coaching/support roles, administrators, and those working at the board level making decisions about professional development and coaching models. While SFC can be used within a wide range of curricular areas in all grades, it is perfectly suited to support teacher implementation of the new Language curriculum.
Within a multi-tiered system of supports, instruction begins at the Tier 1 whole group level, and this book is a guide to making that Tier as effective as possible. MTSS can be applied to social-emotional and academic areas, including literacy, making this title an excellent support to the new Language curriculum. The book guides educators and leaders through a team-based and cyclical action plan based on questions around determining the effectiveness of current universal instruction with various assessments, what needs must be addressed, how they will be addressed, identifying barriers to effective Tier 1 implementation, how effectiveness of improvements to instruction can be monitored/measured, and whether improvements have ultimately been effective. Many reproducibles are included, such as meeting agendas and problem-solving checklists. Administrators will find great value in this book to aid their role as instructional leaders, as will consultants and coaches who support schools.
