81. OhioReads : News Releases : Broadleigh Elementary Receives Special Recognition today announced the lineup of speakers and activities for the 20,000 miles a monthspeaking on literacy In America One. She has served as a reading tutor and http://www.ohioreads.org/releases/press.asp?article=58

82. Publications many easy to follow, stepby-step, research-based reading activities for parentsand Articles related to all areas of reading and literacy are welcomed by http://www.californiareads.org/publications.htm

PUBLICATIONS Book Club: A Literature-Based Curriculum 2nd Edition Completely revised and updated, this new edition brings fresh insights to the popular Book Club program. Based on the latest classroom research, it helps teachers engage all students with age-appropriate literature, and its unique approach to student-led book discussions is supported by a full range of literacy activities. A clear overview of the Book Cub program is supplemented by new chapters on comprehension, writing, assessment, and classroom mangement. Complete thematic teaching units for four novels include related readings, unit projects, and correlations to language arts and social studies standards. An additional multi-book unit demonstrates how to teach with several novels at once for more lively and engaging classroom discussions. Innovative blackline masters support writing, comprehension, and assessment. To Order CRA Parent Intervention Packet The purpose of this publication is to provide teachers with concrete one-on-one activities that parents can do with their children. This includes letter formation, letter identification, concepts about print, phonemic awareness, phonics, and high frequency words. It was created with the notion that when a teacher is conferencing with a parent of a child who has been identified as

83. EducationGuardian.co.uk | E-learning | Book Trails And Reading Champs Book trails and reading champs Emma Haughton trawls the web for ways in which theyare using ICT in literacy lessons; and many activities, links, resources http://education.guardian.co.uk/elearning/story/0,10577,869718,00.html

Go to: Guardian Unlimited home UK news World news Archive search Arts Books Business EducationGuardian.co.uk Film Football Jobs Life MediaGuardian.co.uk Money The Observer Online Politics Shopping SocietyGuardian.co.uk Sport Talk Travel Audio Email services Special reports The Guardian The weblog The informer The northerner The wrap Advertising guide Crossword Dating Headline service Syndication services Events / offers Help / contacts Information Newsroom Style guide Travel offers TV listings Weather Web guides Guardian Weekly Money Observer Search this site Find a job Detailed search Learn.co.uk What is learnpremium? Take a virtual tour Sign up for a free trial E-learning Book trails and reading champs Emma Haughton trawls the web for sites to liven up literacy classes Tuesday January 7, 2003 The Guardian Becta's Literacy Time website ( http://curriculum.becta.org.uk/literacy/index.html ) is a veritable treasure chest of information on using ICT in the literacy hour, including articles focusing on specific aspects of ICT and literacy; case studies of schools, highlighting ways in which they are using ICT in literacy lessons; and many activities, links, resources and lesson ideas on using computers and the internet in the classroom, linked to the Literacy Framework for Teaching. ICT in the Literacy Hour: Whole-class Teaching includes video clips, teaching notes and materials, and advice on hardware and software. It is available from DfES Publications Centre, PO Box 5050, Annesley, Nottingham NG15 0DJ, tel: 0845 60 222 60

84. The Dakota Or Lakota Language Homepage: Beginning Reading, Literacy And Phonolog You can also use the site to experience an effective way to teach reading. you canbegin with the Introduction to Design Bias in Early literacy activities site http://www.alliance2k.org/daklang1/daklang1.html

Native Language Literacy The typical classroom assumes that teaching and learning stand in a one-to-one relationship: the more I teach, the more you learn. (In Paradise Lost , the gates of heaven swing on hinges of gold....) In practice however most classrooms subordinate learning to teaching. This preliminary site demonstrates a way to subordinate teaching to learning ( Gattegno You can use this site to start speaking an American Indian language. You can also use the site to experience an effective way to teach reading. Give the lessons a try if you are interested in learning to speak Dakota/Lakota. If you are especially interested in helping very young children learn to read English...or any other language...you can begin with the Introduction to Design Bias in Early Literacy Activities site. (The Design Bias site will return you to this page after the introduction.) Directions for speaking 1a) Follow this link Sound-Color Exercise for the first activity. When you click on one of the colored rectangles, you will hear a sound. Make the sounds aloud. Begin with the top sounds, moving left to right, a few at a time. Click "Back" to return to this page and go to the next step (1b). Note: The sound you hear when you click on the colored rectangles below the dividing line will be a combination of that particular sound and the sound given with the top white rectangle: Sound-Color Exercise 1b) After practicing a few Lakota/Dakota sounds in 1a, try this game:

85. ADE- Smart Start approach to reading and writing instruction is recommended. Balanced literacy instructionis characterized by meaningful literacy activities that provide the http://arkedu.state.ar.us/smart_start/training/training_p1.htm

The K-12 Literacy Unit of the Arkansas Department of Education offers staff development to school districts through the services of the reading specialists employed throughout the state. Based on a large body of research related to how learning takes place, a balanced, comprehensive approach to reading and writing instruction is recommended. Balanced literacy instruction is characterized by meaningful literacy activities that provide the child with both the skills and motivation to become proficient readers and writers. Reading involves two processes: decoding and comprehension. This approach recognizes the importance of phonics, word recognition practice, and focused comprehension instruction. The staff development has been designed on a continuum for grades K-8 and aligned with the Arkansas Curriculum Frameworks. Each staff development program requires either a two- or three-year commitment by the school district, principal and participating teacher. Teachers learn how to implement a balanced literacy program that can be characterized by the following: Integration of instruction in the areas of reading, writing, speaking, listening, observing and thinking across the curriculum with literature being the focus of the language arts.

86. National Grants Awarded The project will include preliteracy and literacy instruction, family libraryactivities, reading/literature classes, and cultural activities to connect http://www.barbarabushfoundation.com/nga.html

NATIONAL GRANT PROGRAMGENERAL INFORMATION The goal of the national grant program is to develop and expand family literacy efforts nationwide, and to support the development of literacy programs that build families of readers. A total of approximately $650,000 is awarded each year; no grant exceeds $65,000. Family Literacy programs funded through the Foundation's National Grant Program must include all of the following components: reading instruction for parents or primary care-givers (pre-GED/GED/ESL etc.) literacy or pre-literacy instruction for children intergenerational activities where the parents/primary caregivers and children come together to learn and to read. Programs can also include additional components such as parent support groups, parent involvement, home visits, job training etc. Applications for the 2004 FY grant cycle will be available in early July. To be placed on our mailing list, please email your mailing address to plimjap@cfncr.org. The application will also be available to download on this website in July. Although the 2003 FY grant cycle is now closed you can veiw an example of an old application by clicking HERE.

87. NEA: News Release -- NEA Awards 12 Grants For Youth Literacy Projects activities and games, and put on a play to bring the joys of reading to specialeducation students. Funds they receive from their Youth Leaders for literacy http://www.nea.org/nr/nr030204.html

For and About Members Help for Parents Press Center News Releases ... Speeches For More Information: NEA Communications: 202 822-7200 FOR IMMEDIATE RELEASE February 4, 2003 News Release NEA Awards 12 Grants for Youth Literacy Projects Student-Led Service Programs Spotlight Reading Activities Washington, D.C. - The National Education Association (NEA) has awarded 12 grants totaling $5,000 to 12 student-led programs through Youth Leaders for Literacy, a joint initiative of the NEA and Youth Service America (YSA). Projects in Idaho, Utah, Arkansas, Oklahoma, New York, Florida, Kentucky, Illinois, Washington State, Indiana, Missouri, and New Jersey were chosen by an NEA and YSA panel that based its selections on originality, potential impact on the community, and contributions to literacy development. Awards grants will be used by the winners to further develop and expand their winning projects. Service projects range from a Kentucky eighth grade class who made school life easier for a group of severely impaired special ed students by reading with them and introducing new books and games, to an Indiana sixth grader who launched "Read It Again," which has collected more than 5,000 books for an Indianapolis children's hospital. The Viet Youth Board in

88. Teacher Librarian - Web Wonders - June 2002 Issue Information literacy activities and Skills. Joanne Troutner. If your school yearis anything like mine, you will be reading this issue of Teacher Librarian over http://www.teacherlibrarian.com/pages/webwonders29_5.html

Web Wonders Volume 29, Number 5, June 2002 Information Literacy Activities and Skills Joanne Troutner Please note: All links open in a new window. WHISP This site is a good springboard to help primary students do research. The student option guides youngsters in Grades 3-6 through the research. The goal is to locate four Australian animals, find information, and report back the requested information. The activity helps students learn to gather information, sift through it, and provide only that requested. Thus, students begin to practice the skill of seeking and summarizing specific information. Research Process Helper A four-step research process is provided for elementary students in a gifted and talented classroom and for middle school students. Students work on the preparation steps, which include using a task definition chart and webbing tools, and accessing information where generic and school-specific information is found. Next, the process provides excellent ideas on processing information and the final step of transferring the information to others. This thoughtfully developed site can serve as a model for many activities crafted jointly between the teacher-librarian and the content-area teacher. Wrapping Up Research CyberTours Be sure to check out this site designed to accompany a book on the Internet published by Pam Berger. Here you will find nicely developed activities on web site evaluation, search strategies, integrating the Internet into the curriculum, and even tips on designing a web site for your library.

89. Reading First Uses research based language and literacy activities based on theDialogic reading techniques developed by Grover J. Whitehurst. http://www.pearsonearlylearning.com/RTTG_RF_Goals.htm

90. All About RIF: RIF Events nationwide. The challenge encourages RIF children to meet reading goalsand complete literacy activities at home with loved ones. It http://www.rif.org/news/events.html

RIF Events Conferences Find out which educational conferences RIF staff will be attending this year. Check out the conference schedule . If you will be attending the events, be sure to stop by the RIF booth to say hello. RIF Exchange TV Broadcasts Each month throughout the school year, RIFNet broadcasts a new 30 minute television program that focuses on a variety of literacy topics. View the RIF Exchange broadcast schedule RIF/Coca Cola StoryTravelers StoryTraveler vehicles cross the country, taking the message about the importance of reading to kids and families nationwide. Through entertaining and informative performances and activities and the distribution of free books, the StoryTravelers motivate children to read and encourage grown-ups to read with kids. Learn more about the StoryTravelers and the trucks' schedules and routes.

91. TEEM - Teachers Evaluating Educational Multimedia modules. The program provides 26 literacy activities which addressKey Skills in spelling, reading and vocabulary development. The http://www.teem.org.uk/findcdorweb/element?element_id=802

92. Western/Pacific Literacy Network/CNN SF Learning Resources Institute for literacy's LINCS Project), literacyworks, an online literacy site that benefits literacy. Each module includes the full text of each story and interactive activities http://literacynet.org/cnnsf

The Learning Resources site offers web-delivered instruction using current and past CNN San Francisco bureau news stories. Western/Pacific LINCS (part of the National Institute for Literacy's LINCS Project), Literacyworks, and CNN's San Francisco bureau have partnered to develop an online literacy site that benefits all learners and instructors. This material is intended for adult literacy and educational purposes. Though the intended audience is adults, instructors and learners (of all ages) are encouraged to use this material to promote better literacy. Each module includes the full text of each story and interactive activities to test comprehension. The learner can choose to read the text, listen to the text, and view a short video clip of the story. Each module is designed for ease of use so the learner can use it independently. The instructor can also incorporate any story into class activities and lesson plans. Literacyworks Western/Pacific LINCS

93. Western/Pacific Literacy Network/CNN SF Learning Resources all ages) are encouraged to use this material to promote better literacy. Each moduleincludes the full text of each story and interactive activities to test http://www.literacynet.org/cnnsf/

The Learning Resources site offers web-delivered instruction using current and past CNN San Francisco bureau news stories. Western/Pacific LINCS (part of the National Institute for Literacy's LINCS Project), Literacyworks, and CNN's San Francisco bureau have partnered to develop an online literacy site that benefits all learners and instructors. This material is intended for adult literacy and educational purposes. Though the intended audience is adults, instructors and learners (of all ages) are encouraged to use this material to promote better literacy. Each module includes the full text of each story and interactive activities to test comprehension. The learner can choose to read the text, listen to the text, and view a short video clip of the story. Each module is designed for ease of use so the learner can use it independently. The instructor can also incorporate any story into class activities and lesson plans. Literacyworks Western/Pacific LINCS

94. The University Of Nevada, Reno :: Error 404 first hour the two groups rotate for their turn for instruction or computer labactivities. The literacy goals for students who attend reading Buddies is http://www.unr.edu/cll/intro.htm

@import "http://www.unr.edu/template/includes/advanced.css"; HOME INDEX SITE MAP CONTACT Search text: University of Nevada, Reno Error 404: File not found www.unr.edu/cll/intro.htm does not exist. We apologize for this inconvenience. What you can do next: Visit the homepage of the website containing the missing page ( www.unr.edu/cll/ ) and contact the site's maintainers (usually listed in the lower left-hand corner of the page) for assistance. Or... If you are trying to access an address given to you by someone, please check with them to make sure you have the correct address. If the person who gave you the address works on campus, you can find their contact information using the directory Or... Please use the search engine to find the page or explore our website: www.unr.edu Or... As a last resort, please contact webmaster@unr.edu for assistance. We may not be able to find the file but can sometimes put you in touch someone who can. University of Nevada, Reno Maintained by: webmaster@unr.edu Last Modified: January 29, 2003 XHTML 1.0

95. Reading Section - Library-based Literacy Programs the classes with suitable reading material, perhaps governments, in followup activitiesand projects that additional funding for literacy programs; Networking http://www.ifla.org/VII/s33/project/literacy.htm

IN THIS SECTION: Introduction Who is our audience? How do we start planning and developing community cooperation? Who are our potential partners? ... How do we keep our program going? Guidelines for Library-based Literacy Programs: some practical suggestions IFLA Section on Reading Introduction The IFLA Section on Reading is pleased to present some practical suggestions for library staff who would like to help our society become more literate. We believe that most libraries are uniquely situated to promote literacy. They may develop and staff their own programs or they may support literacy projects sponsored by other organizations. The aims of these practical pointers are: To encourage libraries to become involved in literacy programs; To serve as an informal checklist for evaluating library-based programs that are already in place. Our definition of literacy is broad. It includes the development of reading, writing, and numeracy skills (skills related to numbers). These skills encourage the independence, curiosity and lifelong learning of individuals and groups. Such learners contribute greatly to the economic, social and cultural health of the communities and the nations in which they live. We have asked and answered a number of questions in this brochure: Who is our audience?

96. Breakthrough To Literacy integration of the Breakthrough to literacy process into ongoing classroom activitiesrequires that in listening to stories, reading stories, building http://www.earlyliteracy.com/research/process.html

Partners for Results Home Overview Tools That Work Partners for Results ... Literacy program shows promise with kindergartners Funding Support Common Sources of Funding Complimentary Grant Support Reading First and Breakthrough to Literacy ... Literacy Coaches Breakthrough to Literacy 2662 Crosspark Rd. Coralville, IA 52241 E-mail: btlpartners@mcgraw-hill.com Terms of Use Privacy Policy Home ... Research > Process Process Patterns Emerge Many experiences with meaningful and engaging stories; Varying amounts of exploration and experience with structures of language and print; Exploration and rehearsal in private; Different amounts of auditory and visual cues to learn sound/symbol relationships (phonics); and Lots of success. Her work confirmed that early learners have different learning styles for internalizing the structures of language, for developing phonological and phonemic awareness, for learning sound/symbol relationships, and for understanding the structure and function of print. Children need opportunities to explore and discover relationships between oral language and print at their own pace and in their own ways. Dr. Brown's work with individual children foreshadowed recent findings that identify the precursors to competent, confident reading. This research has shown that, in order to read, a child must develop an awareness of spoken language (phonological awareness) and understand the concept of "word." The child must know that words can be broken into syllables and that sounds can be separated, blended, and rearranged. In fact, a child's sensitivity to the sound structure of speech is considered by many to be the strongest single predictor of success or failure in learning to read.

97. Reading Symposium: Literacy Characteristics Of Hispanic Adolescent Immigrants Wi together to create a balanced literacy curriculum for 1 describes the scope of activitiesincluded in Most important was the selection of reading materials for http://www.ncela.gwu.edu/ncbepubs/symposia/reading/literacy9.html

REFERENCE LIST -PDF VERSION (formatted for printing) Anna Uhl Chamot Abstract Chamot video Introduction High-school-aged adolescents who emigrate to the United States with no knowledge of English and little schooling in their native countries encounter even greater difficulties in American schools than their peers who have had the benefit of appropriate schooling in their country of origin. Students without a native language foundation of reading, writing, and schooling lack the skills and academic knowledge that can be transferred to English literacy development and school achievement. In contrast, students who arrive well-prepared academically and highly literate in a language other than English possess conceptual knowledge and skills such as reading and writing that can assist their development of full literacy in English. Adolescent immigrant students with limited prior educational experiences must develop reading, writing, and other literacies as quickly as possible so that they can use these skills as learning tools to acquire the concepts and skills they have missed by not having had access to formal schooling in their native countries ( Chamot, 1998

98. NWT Literacy Council - Family Literacy Book Making. Community Book Swap. Environmental Print Games. Family LiteracyActivities Night. Family Math Activity. Family reading Party. Games Night. http://www.nwt.literacy.ca/famlit/famlit.htm

FAMILY LITERACY Family Literacy Newsletter 1-2-3 Rhyme With Me Northern Rhymes Stories for 1-2-3 Rhyme With Me ... Thanks to our Storysack Sponsor Family Literacy Information and Tips Literacy Development Helping Your Child Learn to Read Family Literacy Activities Literacy Bingos Reading Bingo Introduction Bingo Picture Bingo ... Writing Contest (pdf - 439k) The free Adobe(R) Acrobat(R) Reader allows you to view, navigate, and print PDF files across all major computing platforms. To download Acrobat(R) Reader click on the button. Home Contact Us Site Search Engine What's New Family Literacy Adult Literacy Workshops Community Development Plain Language ... About Us NWT Literacy Council info@nwtliteracy.ca Phone (867) 873-9262 Fax (867) 873-2176

99. State Literacy Initiatives Parents in the family literacy programs report that they are spending more time inreading activities with their children and are pleased to find how much fun http://www.barbarabushfoundation.com/sli.html

The Governor's Family Literacy Initiative for Florida The First Lady's Family Literacy Initiative for Texas The Maine Family Literacy Initiative The Governor's Family Literacy Initiative for Florida The Governor's Family Literacy Initiative for Florida is a partnership of the Governor of Florida, Jeb Bush, who serves as Honorary Chair, the Barbara Bush Foundation for Family Literacy, the South Florida Annenberg Challenge, Inc., and is administered by the Florida Literacy Coalition. This Initiative will award grants of up to $50,000 each on a one-time basis. These grants will enhance existing literacy instructional programs in Florida so that a complete family literacy program can be created and will tie family literacy education to cutting edge reforms in K-12 education. In its three-year existence, the Governor's Family Literacy Initiative has awarded over $3.2 million to 60 programs in counties throughout Florida. This promising, new Initiative combines cutting-edge school reform and family literacy in a diverse group of community and school-based programs. To receive more information about the Governor's Family Literacy Initiative for Florida, please contact Lesa Z. Kramer, Grant Administrator, Governor's Family Literacy Initiative and Program Coordinator, Family Literacy, Florida Literacy Coalition, Inc.by:

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