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POPEIProvincial Outreach Program for Early Intervention
Strategies & Interventions to Support Primary
Literacy Development
November 21, 2016
@POPEIBC1www.popei.ca
Sasha Žekulin - Teacher Consultant
Workshop Objectives
POPEI co-planned this workshop's objectives in consultation with your POPEI District Partners.
Sharing resources and strategies for:
• examining the classroom environment & strategies used for optimizing literacy learning ‣ including collaboration & coordinated supports for students
• strategies and interventions to support the successful development of foundational literacy skills ‣ examining specific aspects of reading and writing processes
Your Professional Learning Journey
Take a couple of minutes and think about what you would like to get out of today.
Today will be a success if_____________________.
✓Now turn and talk - share your goals with your group
Reflect on your own…
Key Questions
We believe that all students can learn at high levels.
in our school/district…
We believe that we must take collective ownership for ALL students to reach their potential
Reflect on your own…
Key Questions
We believe that all students can learn at high levels.
in our school/district…
We believe that we must take collective ownership for ALL students to reach their potential.
Secret Vote…
1.We strongly believe this is true2.We believe this is true3.We believe this is true, but…4.I am not sure if we believe this is true5.We do not believe this at all
Key Questionsin our school/district…
We believe that all students can learn at high levels.
We believe that we must take collective ownership for ALL students to reach their potential.
1.We strongly believe this is true2.We believe this is true3.We believe this is true, but…4.I am not sure if we believe this is true5.We do not believe this at all
Table Chat
Do your practices align with your belief statements?
Concept formed by Julian Rotterwww.psych2go.netimage adapted from -
Locus of Control
Why Work Together?
ALL students belong to ALL teachers
Collaboration is KING (or Queen)
Adapted from: Everyone’s In - Inclusive Education - Edmonton Public Schools
ALL students benefit in receiving the expertise of many educators working together to ensure student success.
A TEAM is looking at assessment results, planning for appropriate interventions, executing the interventions
and monitoring progress to decide next steps.
One of the principles of effective instruction & intervention is that it's a
collaborative effort.
Working in a Team
Giving Students Access to Supports
images & concept courtesy of Shelley Moore
EAs
Identify Content
TeachM
odify
what do they need to
know?
what do we need to plan & teach?
how do we meet them where they're
at?
what do we need to re-teach
or extend?
where is everyone at?
Collaborative Planning &
Teaching Cycle
POPEI Planning Documents
Designing a System of Interventions
Assessment and Intervention Planning Chart
www.popei.ca
Intervention Planning Form
Co-Teaching Planning Worksheet
Screeners/Benchmarks Planning Guide
Redesigned Curriculum Literacy Planning Guide
Classroom Environments That Support Inclusive Intervention - Literacy In Learning Exchange
Word Work Concepts of Print
Phonemic Awareness Phonics
Vocabulary Spelling & Word Study
Oral Language
Reading
Read Aloud
Shared/Interactive Reading
Guided Reading
Independent Reading
Writing
Modelled Writing
Shared/Interactive Writing
Guided Writing
Independent Writing
Adapted From - Guided Reading Basics - Jamison Rog
Balanced Literacy Framework
UDL Framework
Adapted from www.cast.org
multiple means of representation
the "what" of learning
– how we gather facts – how we categorize
what we see, hear and read
– identifying letters, words or an author's style are recognition tasks
recognition networks
multiple means of expression
the "how" of learning
– planning & performing tasks
– how we organize & express our ideas
–writing an essay or solving math problems are strategic tasks
strategic networks affective networks
multiple means of engagement
the "why" of learning
– how learners get engaged & stay motivated
– how learners are challenged, excited or interested
– these are affective dimensions
Differentiated Instruction - Learn Alberta
Adapted from -Differentiated Instruction Strategies to Promote Student Learning & Differentiated Instruction in Action - Tomlinson
teachers differentiate:
content process product
based on student:
readiness interests learning profiles
growth motivation success
to increase:
respectful tasks that are:
authentic challenging engaging
powerful combination of strategies to meet the needs of all students
DI
UDLlearning needs
readiness
interests
student characteristics
teacher customizes instruction
learner profile
content process
productframework of
flexible curriculum
engagementrepresentation
expression
designed for a broad range of students
equitable use
appropriately designed space
flexibility
simplicity
safety
Adapted from - OISE - Differentiated Instruction & UDL
CAST - UDL & Differentiation
Buddy Book Walk
Mentor Text Read-Aloud
image from www.peterhreynolds.com
Adapted from - An Easy Activity to Promote Growth Mindset - Create, Dream Explore
What Do These Words Mean to You?
•reflect - what does this word mean to you?
•with a marker - write or draw what that word means to you
‣ this could be a silent activity so that everyone can really think about each word
•move to different tables and repeat - reflect & share, write/draw
several words have been placed around the room
• if you finish, and others are still writing, grab some sticky notes & provide feedback about what others had to say
Our Diverse Classrooms
learning stylescognitive abilities
readinesssocioeconomic & family factors
learning pacegender influences
cultural/ethnic influenceshow students value learning
confidence in learning
A combination of DI, UDL and RTI is needed to reach and teach these diverse groups of learners.
Readiness to Learn
Students who experience difficulties can have emotional barriers to learning.
The focus on what they can’t do, rather than what they can do, can also cause emotional challenges for students who may be struggling.
From - POPEI K-3 Literacy Intervention Strategies
Effective interventions and adaptations/modifications can help these students develop a more positive attitude and increase motivation.
Strategies to Increase Readiness to Learn✓providing tasks that will increase pride, satisfaction & a sense of accomplishment
✓planning for & providing consistent routines
✓providing all students with choice and opportunities to take responsibility for learning
✓providing students with opportunities to discover, discuss & explain their learning strengths
✓providing daily positive reinforcement - through positive statements & behaviour
✓highlighting students’ strengths & interests
✓encouraging appropriate amounts of risk taking
✓planning for & involving students in intervention plans - starting with strengths
✓planning discussions that focus on student strengths & provide a positive plan for growth
Adapted from - POPEI K-3 Literacy Intervention Strategies continued…
Strategies to Increase Readiness to Learn✓encouraging self-evolution
✓encouraging students to focus on their own progress - not the progress of peers
✓charting progress - sharing benchmarks, goals & achievements
✓modelling & practicing how to ask for help & support
✓modelling effective problem-solving strategies
✓modelling & promoting self-advocacy
✓modelling & discussing mistakes - showing them how it’s a normal part of the learning process
✓having open discussions when students make negative statements
Adapted from - POPEI K-3 Literacy Intervention Strategies
…continued
✓celebrating successes
Fostering a Growth Mindset
Adapted from - The Motivated Brain - Gregory & Kaufeldt
✦ encourage risk-taking - "have a go!"✦ take on challenges✦ provide opportunities for feedback✦ learn from and share your failures✦ promote positive "self-talk"✦ learning can be sloppy - it is okay that it takes some time✦ encourage "do-overs"✦ power of "yet" - you might not have this yet - and that's okay
What Can I Say To Myself?
I’m not good at this. What am I missing?
I’m awesome at this.
I give up!
I’m on the right track.
I’ll use some of the strategies I’ve learned.
This is too hard. This may take some time and effort.
I can’t make this better. I can always improve; I’ll keep trying.
I can’t do math. I’m going to train my brain in math.
I made a mistake. Mistakes help me improve.
I’ll never be as smart as them. I’m going to figure out what they do & try it.
It’s good enough. Is this really my best work?
Instead of… Try Thinking…
Discovering Students’ Strengths and Interests
Adapted from - The Motivated Brain - Gregory & Kaufeldt
our learning profile is as unique as our thumbprint
image from here
unlike a thumbprint, our learning profile will evolve and change over time
the best route for teachers is to offer choices in lessons and activities: • engaging • have variety
POPEI’s Reading & Writing Interest Surveys
✴ this will help students to learn
WHAT IS RTI?
PREPARED BY: POPEI - PROVINCIAL OUTREACH PROGRAM FOR EARLY INTERVENTION
Response to Intervention (RTI) is a multi-tiered system of support for all learners, particularly those in need of support. Ultimately, RTI is a school-wide prevention system that focuses on identifying, teaching and monitoring students experiencing difficulties.
System of Support who
all students what
effective core instruction for all children classroom teachers use the Provincial Curriculum and
evidence-based instructional practices, including differentiated instruction
where
classroom assessment
universal screening ongoing progress monitoring, including formative and
summative assessment
Tier 1 - High Quality Instruction Tier 2 - Targeted Interventions who
students experiencing difficulties meeting outcomes identified through screening and/or progress monitoring in the
classroom setting (Tier 1) what
targeted, supplementary, frequent instruction delivered in small groups where
classroom or another location in the school (as appropriate) how
classroom teacher or additional educator in the school/district collaboration between educators to align curriculum and goals assessment
ongoing progress monitoring diagnostic assessments (as necessary)
Tier 3 - Intensive Interventions who
students not responding to Tier 1 &/or Tier 2 instruction what
intense, frequent, fast-paced, systematic, supplemental instruction in very small groups &/or individual where
classroom or another location in the school (as appropriate) how
classroom teacher or additional educator in the school/district collaboration between educators to align curriculum and goals assessment
ongoing progress monitoring diagnostic assessments (as necessary) Sources: www.rti4success.org; www.rtinetwork.org;
Simplifying Response to Intervention - Buffum, Mattos, Weber
WWW.POPEI.CA
When Readers Struggle - Fountas and Pinnell
We will be using three main POPEI resources for this next section:
Before We Get Going!
K-3 Literacy Intervention Strategies
Language Games to Support Phonological Awareness
K-3 Literacy Centres
Take some time and examine these resources, become familiar with them & chat with your colleagues about what you notice, what you
wonder & what excites you…
POPEI
Activity Packs
From - POPEI K-3 Literacy Intervention Strategies
Learning how to read is one of the most complex tasks we learn. A wide range of knowledge and skills are needed to read
effectively.
Students need: • oral language skills • ability to activate prior knowledge and experience • understanding of concepts of print • phonological awareness • understanding of letter-sound relationships • vocabulary
Learning to Read
phonological awareness
phonemic awareness:sound level of words
rhyme awarenesssyllable
awareness:onset & rime
word awareness
sentence awareness
Adapted from: When Readers Struggle - Fountas & Pinnell & Building Speech and Language Capacity - CCSD
Effective Techniques for Developing Phonics & Phonological Awareness
‣ read-alouds ‣ shared reading ‣ independent reading ‣ shared writing ‣ interactive writing ‣ independent writing ‣ games, songs, poems, word-play activities
Daily experiences with literacy-based activities such as:
Comprehensive Literacy Resource for Kindergarten Teachers - Trehearne
✦ word awareness✦ rhyming & alliteration✦ segmenting sentences into words✦ segmenting words into syllables✦ segmenting words into phonemes
Adapted from - Building Speech and Language Capacity - CCSD &
Emergence of Phonological Awareness
The Development of Phonological Skills - Reading Rockets
general order for emergence of phonological awareness:
Strategies to Support Phonological Awareness✓direct instruction in working and playing with words to discover how language works
Adapted from - POPEI K-3 Literacy Intervention Strategies
✓ instruction and ongoing use of rhymes and rhyming words
✓playing language games that focus on:✦ sound segments in words✦ revising words✦ removing parts of words✦ adding sounds to words✦ rhymes
✓ identification of the beginning, middle & ending sounds in words
✓breaking up of words into smaller words and syllables
✓having anchor charts and visuals of various phonics skills throughout the learningenvironment
✓active use and display of word walls
You are going to help me draw monsters
Phonemic Awareness - Playing with Sounds - Fitzpatrick
•After we figure out which word matches the rhyme - draw your monster’s new body part
•I am going to read a story about a monster
Draw A Rhyme
•You will fill in the missing words by saying them out loud
POPEI
Activity Packs
Strategies to Support Decoding Skills✓direct instruction in Word Work (phonological awareness, phonemic awareness & phonics)
Adapted from - POPEI K-3 Literacy Intervention Strategies
✓building phonemic awareness through games that focus on:✦ sound segments in words✦ reversing words✦ removing parts of words
✓using “say it and move it” - sliding letter manipulatives around as they blendletters and phonemes
✓using “seek the part you know” - students look for familiar, smaller words - withina larger, unfamiliar word
✓ identifying speech sounds through tapping - tap as they segment and say eachsound
✓ identifying, teaching & emphasizing use of prefixes, roots and suffixes
✓ teaching roots words that can help link meaning to spelling✦ ‘ex’ - means out of the way - extract, exit, explosion
POPEI Activity Packs
Digraph Delight
•spin each spinner in order, and write the letters on the paper
•say the sound of each letter, blend them, and read the word orally
•determine if the word is real or nonsense - cross out nonsense words
•take turns so everyone has at least one chance to spin/write a word
FCRR - K-1 Student Center Phonics Encoding & Decoding Activities
From - POPEI K-3 Literacy Intervention Strategies
A variety of different factors can contribute to a student experiencing difficulties with reading comprehension.
• making meaning from text• interaction with text in order to understand it‣ by combining information from personal experience and
background knowledge
Comprehension includes:
Comprehension
Strategies to Support Comprehension Skills
Adapted from - POPEI K-3 Literacy Intervention Strategies
Develop Vocabulary by:
✓direct teaching of the meaning of prefixes, suffixes and the roots of words
✓providing illustrations of words - to help students learn definitions through visual representations
✓having students explain word meanings to each other ✦ oral explanations ✦ discuss topics of learning
✓pre-teaching important vocabulary through pictures, stories and synonyms
✓having students look up key words or vocabulary in the dictionary
Strategies to Support Comprehension Skills
Adapted from - POPEI K-3 Literacy Intervention Strategies
Develop Understanding of Text by:
✓model & help students relate to texts and make connections through: ✦ personal experiences ✦ knowledge previously acquired ✦ previously read text
✓modelling how to visualize text by forming mental images to represent ideas
✓ generating questions about a text (before, during & after reading)
✓ teaching the “think-pair-share” strategy ✦ thinking independently ✦ partner with another student to discuss ideas ✦ then share with the larger group
✓modelling & teaching predication skills ✦ using prior knowledge ✦ what has already occurred in the text ✦ using illustrations
✓modelling & teaching how to summarize a text - in manageable chunks
✓ practicing retelling by reorganizing sentences strips that contain the summary of a text
Strategies to Support Comprehension Skills
✓modelling how to summarize
Adapted from - POPEI K-3 Literacy Intervention Strategies
Help students analyze understanding by:
✓teaching students to stop periodically and check for understanding by summarizing
✓prompting students to talk to peers about texts they’ve read
✓prompting students to notice: ✦ when they get lost in the text ✦ when to stop and re-read for clarification ✦ when to stop and ask questions ✦ how and when they should adjust pacing
•We're going to read a story about popcorn and dragons
popcorn dragons
•With your partner, make a list 8 words - 4 about popcorn, 4 about dragons.
•Write out the words that you think will be in a story about popcorn and dragons
Bubble Wrap
Adapted from - Nancy Updegraff - Learning Sciences International
•Everyone should take 1 piece of bubble wrap - butplease wait to start popping!
•While I read the story - you are going to pop the bubblewrap any time you hear a word that is on your list‣ either about popcorn or dragons
Bubble Wrap…continued
Book read - The Popcorn Dragon - by Jane Thayer
From - POPEI K-3 Literacy Intervention Strategies
Writing and Expression
Students need: • vocabulary skills• expressive language skills• formulating ideas in a way that will make sense• spelling and mechanics• planning and organizational skills
Writing is a fundamentally complicated task.
Adapted from - A Quick Guide to Reaching Struggling Writers - Cruz & POPEI Intervention Strategies
Strategies to Support Motor Control
✓provide pencil & pen options, pencil grips & writing surface options
✓daily printing practice ✦ separate from writing workshop time
✓monitoring posture during various writing tasks
✓providing manipulatives & various materials ✦ popsicle sticks for space makers ✦ shaving cream, play-doh, sand, etc - for forming letters ✦ blocks, unifix cubes, etc - to act as individual markers for words ✦ pencils, fat markers, scissors, chopsticks, clothespins, tongs - for fine motor games &
activities
✓providing opportunities to practice & acquire technology skills ✦ with a stylus or chopsticks for mobile devices & appropriate apps ✦ practice and use keyboarding skills ✦ use of audio recording devices prior to physical writing ✦ use of voice to text software or mobile apps
Strategies to Help with Spelling (Encoding)
Adapted from - A Quick Guide to Reaching Struggling Writers - Cruz & POPEI Intervention Strategies
✓ teach how words work ✦ word structures ✦ meanings of words ✦ word families ✦ variety of techniques to acquire a base of high-frequency words (including tactile
letters and use of technology) ✦ making words ✦ using ‘box’ words that mirror the shape of letters (i.e. - ) school
✓ teach how authors & writers work to spell words ✦ using margins of paper ✦ underline & move on ✦ question marks ✦ spell-checker
✓consider your spelling curriculum ✦ is it memorization based?
✓ongoing participation in phonological activities to reinforce letter-sound correspondence
continued…
Strategies to Help with Spelling (Encoding)
Adapted from - A Quick Guide to Reaching Struggling Writers - Cruz & POPEI Intervention Strategies
✓ensure correctly spelling words are easily visible by: ✦ having a word wall ✦ providing students with personal dictionaries ✦ brainstorming lists of vocabulary prior to writing instruction ✦ providing technology available to assist in word prediction
✓ focus on quality - not quantity for high-frequency words &/or vocabulary words
✓using of partial words or word shares to encourage mental imagery ✦ i.e. __oa__ or b----- t)
…continued
✓allowing students to record their ideas for writing by using an audio device
✓practice challenging words in a variety of different ways
Strategies Develop a Strong Writing Identity
Adapted from - A Quick Guide to Reaching Struggling Writers - Cruz
✓create a community of writers who struggle & succeed together
✓share stories of author struggles & successes
✓create opportunities for students to feel both challenged & supported ✦Vygotsky’s Zone of Proximal Development
✓vary the volume of writing students create ✦more for some, less for others
✓connect to areas of student passion
✓partner students with younger writing buddies
✓use student writing as exemplars
Buddy Book Walk
Mentor Text Read-Aloud
image from Fred Koehler
POPEI
Activity Packs
•brainstorm ideas for the middle part of one of the stories, including drawing/illustrating, if you choose
Write the Middle
reflect on the beginnings/endings that intrigued you from “One Day, The End”
list of beginnings/endings in the Blue Folder in the Activity Packs
OR
•write/illustrate your own “One Day, The End” story
Write the Middle
One Day, The EndStory Starters
One day…I went to school._____________________________I came home. The End
One day…I lost my dog.___________________________________I found him. The End
One day…I hid from my brother._________________________He found me. The End
One day…I ran away.___________________________________I come home. The End
One day…I made something._______________________I gave it to Mom. The End?
One day…I wanted to be a spy._________________________________I was. The End
One day…I felt like stomping._________________________________________. The End
One day…I took a bath._______________________________ So did my dog. The End
One day…I wanted to write a book.___________________________ So I did. The End
Reflection & Goal-Setting
✦ What strategy, idea or activity (or more) will you plan, try & implement?
✦ How will you plan, implement, and organize your next steps, both individually and as a team?
As you head back to your role/classroom tomorrow and in the days/weeks ahead:
✦ What will be your first step related to today’s work?
✦ Who will your accountability buddy be?
@POPEIBC1
Sasha Žekulin SZekulin@sd38.bc.ca
pinterest.com/popeibc
Find Us At…
www.popei.ca
Summary of Key Resources
www.popei.ca
POPEI created
Literacy Centres
Language Games to Support Phonological Awareness
Planning and Strategies to Support English Language Learners
K-3 Literacy Intervention Strategies
Planning Strategies to Consider
more info links are available on our website
BC Ministry of Education - English Language Arts Curriculum
unless otherwise noted, images from:
Posters created with:
Educlips Presenter Media
Poster My Wall
Classroom Environments That Support Inclusive Intervention - Literacy In Learning Exchange
Learn Alberta - Differentiated Instruction
Strategies for Special Education & Inclusion Classrooms: Scholastic
www.cast.org
OISE - Differentiated Instruction & UDL
CAST - UDL & Differentiation
The Development of Phonological Skills - Reading Rockets
Differentiated Instruction Strategies to Promote Student Learning
more videos are available on our website
Locus of Control - Stuck on An Escalator
Working as a Team - Minions
Long Story Shortz - UDL Overview
Everyone’s In - Inclusive Education - Edmonton Public Schools
Yoda & Growth Mindset from - Star Wars: Episode V - The Empire Strikes Back
Hungry, Hungry Rhyming Monster
Thank a Teacher - Takepart
Books
Phonemic Awareness - Playing with Sounds - Fitzpatrick
Guided Reading Basics - Jamison Rog
The Continuum of Literacy Learning - Fountas & Pinnell
When Readers Struggle - Teaching that Works - Fountas & Pinnell
Teaching to Diversity: The Three Block Model of Universal Design - Katz
The Many Faces of Collaborative Planning and Teaching - Thousand, Villa & Nevin
Common Formative Assessment - A Toolkit for Professional Learning Communities at Work -Bailey and Jakicic
Guided Reading: Good First Teaching for All Children - Fountas & Pinnell
Comprehensive Literacy Resource for Kindergarten Teachers - Trehearne
Comprehensive Literacy Resource for Grades 1 & 2 Teachers - Trehearne
Building Speech and Language Capacity - CCSD
Differentiated Instruction in Action - Tomlinson
A Quick Guide to Reaching Struggling Writers - Cruz
The Motivated Brain - Gregory & Kaufeldt
Story Segmenting Word Wall I Spy Word Segmenting How Many Beats Break It I Half Head/Waist/toes Guessing Game - Onset & Rime Make a Silly Word Hot Potato Rhyming Game Tap & Sweep Animal Fun Circle Around the Sound Word Chain Making Words/Alphabet Soup
POPEI Activities to Support Phonological Awareness
Language Games to Support Phonological Awareness Literacy Centres
Letter Sort Make Letters ABC Puzzles
Letter Dance Word Sort
Illustrating Words Playing Word Games
Word Wall Chants Word Hunts
Be a Mind Reader Rainbow Words Memory Game
Word Sort Break the Word
POPEI Activities to Support Decoding Skills
Language Games to Support Phonological Awareness Literacy Centres
Break It I Half Head/Waist/toes Guessing Game - Onset & Rime Make a Silly Word Hot Potato Rhyming Game Tap & Sweep Circle Around the Sound Word Chain Making Words/Alphabet Soup
Letter Sort Make Letters ABC Puzzles
Letter Dance Word Sort
Illustrating Words Playing Word Games
Word Wall Chants Word Hunts
Be a Mind Reader Rainbow Words Memory Game
Word Sort Break the Word
POPEI Activities to Support Comprehension
Language Games to Support Phonological Awareness
Literacy Centres
Guessing Game - Onset & Rime Word Wall I Spy Bubble Wrap
Illustrating Words Word Hunt
Be a Mind Reader Word Sort
Break the Word Looking at Pictures & Telling the Story
Read Around the Room Being a Detective
Musical Theatre Buddy Book Walk
Favourite Parts of the Book Book Review
Book Recommendations Sticky Questions Musical Theatre
Rereading Familiar Texts Listening Station
Reading to Stuffed Animals Retelling Books
Reading a Familiar Play Performing Reader’s Theatre
Reading a Student Authored Play Recording Performances
Guess the Book
POPEI Activities to Support Writing SkillsLiteracy Centres
Word Sort Making Words Making Words Illustrating Words Playing Word Games Chat the Word Wall Word Hunts Be a Mind Reader Write Everything! Write About Everything! Tell Your Story You’re the Expert Show Me Your Story
Technology to Write Silly Sentences
Snail Mail Writing ABC Books
Book Review Book Recommendations
Sticky Questions Reading a Student-Authored Play
Create Advertisements for Plays Musical Theatre
Storybooks to Build Word Awareness
Where's My Teddy? - by Jez Alborough It's the Bear - by Jez Alborough Lilly's Purple, Plastic Purse - by Kevin Henkes Click, Clack, Moo: Cows That Type - by Doreen Cronin Tough Boris - by Mem Fox Dog Breath - by Dav Pilkey The Giving Tree - by Shel Silverstein
Storybooks to Build Syllable Awareness
Sheep in a Jeep - by Nancy Shaw Sheep on a Ship - by Nancy Shaw Hurry, Hurry, Mary Dear - by N.M. Bodecker One Fish, Two Fish, Red Fish, Blue Fish - by Dr. Seuss Summer - by Alice Low A Fly Went By - by Mike McClintock Elinor and Violet - the Story of Two Naughty Chickens - by Patti Beling Murphy Silly Sally - by Audrey Wood The Mixed-Up Chameleon - by Eric Care Officer Buckle and Gloria - by Peggy Rathman
Storybooks to Support Rhyme AwarenessGarbage Delight Poems - by Dennis Lee Alligator Pie Poems - by Dennis Lee Mrs. McNosh Hangs Up Her Wash - by Sarah Weekes Just Around the Corner - Poems About the Seasons - by Leland B. Jacobs Boodle Dandies: Poems That Take Shape - by Patrick Lewis Chicken Soup with Rice - A Book of Months - by Maurice Sendak Anna Banana - 101 Jump Rope Rhymes - by Joanna Cole Across the Stream - by Mirra Ginsburg Animal Homes - by Brian Wildsmith At the Crack of the Bat - Lillian Morrison Bears - by Ruth Krauss Bears in Pairs - by Niki Yektai Carrot/Parrot by Jerome Martin Drummer Hoff - by Barbara Emberley Each Peach Pear Plum - by Janet & Allan Ahlberg Father Fox's Pennyrhymes - by Clyde Watson The Foot Book - by Dr. Seuss
Storybooks to Support Rhyme AwarenessGoodnight Moon - by Margaret Wise Brown Have You Seen Birds? - by Joanne Oppenheim Hide and Snake - by Keith Baker Hop on Pop - by Dr. Seuss Horton Hears a Who! - by Dr. Seuss A House is a House for Me - by Mary Ann Hoberman Hunches in Bunches - by Dr. Seuss The Hungry Thing - by Jan Slepian and Ann Seidler I Can Read with my Eyes Shut - by Dr. Seuss I Was Walking Down the Road - by Sarah Barchas I Wish That I Had Duck Feet - by Theo LeSieg In the Tall, Tall Grass - by Denise Fleming Is Your Mama a Llama? - by Deborah Guarino Jamberry - by Bruce Degen Jessie Bear, What Will You Wear? - by Nancy Carlstrom
Storybooks to Support Rhyme AwarenessThe Lady with the Alligator Purse - by Nadine Westcott More Spaghetti, I Say! - by Rita Gelman A Mouse in My Roof - by Richard Edwards On Beyond Zebra! - by Dr. Seuss One Sun - by Bruce McMillan Pickles have Pimples and Other Silly Statements - by Judi Barrett Possum Came-a-Knockin' - by Nancy Van Lann Red Dragonfly on my Shoulder - by Sylvia Cassedy The Shape of Me and Other Stuff - by Dr. Seuss Sheep in a Jeep - by Nancy Shaw Sheep, Sheep Sheep, Help me Fall Asleep - by Arlene Alda Silly Sally - by Audrey Wood Strawberry Drums - by Adrian Mitchell Street Rhymes Around the World - by Jane Yolen There's a Wocket in My Pocket - by Dr. Seuss Tickle-Toe Rhymes - by Joan Knight To the Moon and Back - by Nancy Larrick The Wind Blew - by Pat Hutchins
Storybooks to Support Phonemic Awareness Animalia - by Graeme Base Chicka, Chicka, Boom, Boom - by Bill Martin Chicken Soup with Rice - A Book of Months - by Maurice Sendak Chimps Don't Wear Glasses - by Laura Numeroff The Adventures of Taxi Dog - by Debra Barracca and Sal Barracca Click, Clack, Moo: Cows That Type - by Doreen Cronin The Cat in the Hat - by Dr. Seuess The Cat in the Hat Comes Back - by Dr. Seuss A My Name is Alice - by Jane Bayer ABC of Monsters - by Deborah Niland Alfred's Alphabet Walk - by Victoria Chess Alligators All Around - by Maurice Sendak Alpha Beta Chowder - by Jeanne and Williamm Steig Animalia - by Graema Base Aster Aardvark's Alphabet Adventures - by Steven Kellogg Faint Frogs Feeling Feverish - by Lillian Obligado Have You Ever Seen...? - by Beau Gardner Six Sick Sheep: 101 Tongue Twisters - by Joanna Cole