If you look up an article through one of the SVSU library databases, you need to post the persistent url or purl. Here's info from the library:

Persistent links allow researchers to permanently access journal articles. These sources provide a unique link for nearly every journal article located in the Zahnow Library databases. Both faculty and students find persistent linking helpful. Persistent linking is helpful when sharing journal articles with classmates for research projects and assignments.
The trick to persistent linking is locating the link within the various databases. The URL in the browser window is not usually the persistent link but a link that will expire when you exit the database. Terms used to identify persistent links are not standard among the database vendors. To assist faculty and students with persistent linking, a research guide has been created which includes step-by-step instruc-tions for finding an article's persistent link. For more information visit the "Persistent Linking" research guide at http://librarysubjectguides.svsu.edu/purls

Resources for teachers from Scholastic

You keyed in on some very important points. Informational texts requires a somewhat different approach from narrative text, and we do have to help students learn strategies to be successful in meeting these texts. The Common Core State Standards (CCSS) place an even greater emphasis on informational text, so this becomes even more important.

You did a nice job of summarizing the article and making connections to your own practice. Around 1990, I took a 2-week summer course on reading in the content areas. The instructor was actually our curriculum director. We brought our content textbooks and wrote specific lessons using the books to teach students the features of text along with the content. That 2 weeks forever changed me as a teacher.

Reading Rockets is a great resource for information about teaching reading. Can you give a specific example or two of something you might do with your ELL students as a result of reading this article? Nice use of tags, too!

Good observation! This also has implications for ORRs; a teacher really needs to know the student's speech pattern to discern is it a miscue or an accent/phoneme issue. While you might not count them as miscues in determining accuracy/fluency, you can certainly use them as focus for instruction/mini-lessons during guided reading.

In this longitudinal study, 852 students from high-poverty schools were given a supply of self-selected books on the last day of school for 3 years. Students in the treatment group performed significantly better on the state reading assessment than most students in the control group.

This is an important study, and related to the article Brett shared in terms of students selecting books of interest to them.

"The Michigan Adolescent Literacy Council, a special interest council under the Michigan Reading Association, is a professional organization for educators genuinely concerned with improving the teaching of literacy to adolescents. Our goal is to provide awareness of the unique needs of adolescent learners, professional development opportunities, and information on the best practices in the teaching of literacy for adolescents."

Monica, nice use of DOI and tags. Just to clarify, RtI is not legislation, but rather a model or framework within IDEA legislation with regard to the identification of special education students, particularly students with learning disabilities. It can be confusing--even for those who live it every day!

I re-read this (highlighted) passage from the article about 3 times to absorb it. When I first became a literacy coach about 10 years ago, our district was just transitioning to the idea of leveled text and guided reading. It was all about giving struggling readers text at their instructional level--easier to access. Now the Common Core State Standards (CCSS) necessitate a shift in that thinking as we need to push students to interact with more complex texts at a higher level of thinking. So I think we can still consider instructional levels (and need to) to help students become proficient readers, but we need to "up the ante" in our book talks to help students go deeper into the meaning.

If you are sharing a link here to count as one of your journal articles, please indicate in your comments so I know to grade it. Better yet, tag it "Journal1" and share to group, and I can search the group by that tag. When you post as a topic, you can put it in the Title of the topic, as modeled in class.

The articles can be anything related to reading and instruction/education. They do not have to be related to your group project at all. You may, however, want to look for articles related to your research question for your final application essay, as you need a mini-literature review of about 6-8 articles. The idea is to find an article that has meaning to you, and respond to it in one of the ways listed in the syllabus.

Several links to information about the CCSS and the new assessments. Also included are crosswalk documents for the Michigan GLCE and CCSS

"This action research project investigated the effects of daily teacher read-alouds on first graders' ability to sustain silent reading for an extended length of time." Current Issues in Education published by Mary Lou Fulton Teachers College at Arizona State University. 2011

Williams, J. A. (2010). The Reading Teacher. 64:4, p 278-281.

During reading strategies. Building questioning and clarification skills.

Especially if you are a Master's student, I highly recommend getting your own copy of the APA guide. When you do your capstone, you will deal with a wider variety of citation issues. I also recommend spending a few dollars more for the spiral edition. I'll bring mine to class and it might convince you. :)

"APA (American Psychological Association) is most commonly used to cite sources within the social sciences. This resource, revised according to the 6th edition, second printing of the APA manual, offers examples for the general format of APA research papers, in-text citations, endnotes/footnotes, and the reference page. For more information, please consult the Publication Manual of the American Psychological Association, 6th edition, second printing."

APA 6th edition is the required style for your research papers. This page lists the most common formatting guides.

While the "How not to..." side is humorous, the "How to..." side is good advice!

Slideshare by Emily Kissner gives good explanations of various text structures, and why they are important to teach to students. Also included are examples of books which can be used to teach the structure.

"WritingFix is a teacher resource website that contains lessons and ideas for any educator to freely use in their K-12 classrooms....The site is sponsored by the Northern Nevada Writing Project, a not-for-profit professional development organization that is located on the University of Nevada-Reno Campus." An absolutely amazing goldmine collection of writing ideas: mentor texts, 6 traits, revision, genres, and MORE!

I realize the focus of our class is reading. This resource is too good not to bring to your attention.

NPR interview with Walter Dean Myers, the current ambassador for Young People's Literature. The theme for his ambassadorship: "Reading is Not Optional."