Reference Page

The K-4 Montgomery Township School District literacy curriculum is based on a collection of best, research-based practices combined to meet the needs of all of our students, with the end goal of skilled reading and purposeful, joyful literacy for all students.

Heinemann Units of Study in Reading, Teachers College Reading and Writing Project, Columbia University

Heinemann Units of Study in Writing, Teachers College Reading and Writing Project, Columbia University

Heinemann Units of Study in Phonics, Teachers College Reading and Writing Project, Columbia University

Patterns of Power - Grammar (Grades 2-4)

Words Their Way - Word Study (Grades 3-4)

Fountas and Pinnell Benchmark Assessment Kit (Grades K-4)

Heggerty Phonological and Phonemic Awareness (Kindergarten and Grade 1)

Tools 4 Reading Sound Walls (Kindergarten)

Leveled Literacy Intervention (K-4 Academic Support Resource)

Fundations (K-4 Academic Support Resource)

Lively Letters (K-2 Academic Support Resource)

*Please Note: The resources listed above are utilized throughout our general education and academic support programs. Students who access ELA through special education may utilize additional resources and instructional models to best meet their needs.

Adams, Marilyn Jager, Foorman, Barbara R., Lundberg, Ingvar and Terri Beeler. Phonemic Awareness in Young Children. Brooks Publishing, 1997.

Calkins, Lucy. Writing Pathways: Performance Assessments and Learning Progresions, K-8. Heinemann, 2014.

Collins, Kathy and Glover, Matt. I Am Reading: Nurturing Young Children's Meaning Making and Joyful Engagement with Any Book. Heinemann, 2015.

Collins, Kathy. Reading For Real: Teach Students to Read with Power, Intention and Joy in K-3 Classrooms. Stenhouse Publishers, 2007.

Ehrenworth, Mary and Vinton, Vicki. The Power of Grammar. Heinemann, 2005.

Fountas, Irene and Pinnell, Gay Su. The Continuum of Literacy Learning, 2nd Edition. Heinemann, 2010.

Laminack, Lester and Kelly, Katie. Reading to Make a Difference: Using Literature to Help Students Speak Freely, Think Deeply and Take Action. Heinemann, 2019.

Mraz, Kristine and Hertz, Christine. A Mindset for Learning: Teaching the Traits of Joyful, Independent Growth. Heinemann, 2015.

Serravallo, Jennifer. The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers. Heinemann, 2015.

Serravallo, Jennifer. The Writing Strategies Book Your Everything Guide to Developing Skilled Writers. Heinemann, 2017.

Serravallo, Jennifer. Understanding Texts and Readers. Heinemann, 2018.

American Institute for Research. "Teachers College Reading and Writing Project Study." July 2021. https://www.air.org/sites/default/files/Teachers-College-Reading-and-Writing-Project-Jan-2021.pdf

Duke, Nell K., Ward, Alessandra E. and P. David Pearson. "The Science of Reading Comprehension Instruction." The Reading Teacher, vol. 74, no. 6, pp. 663-672. May 2021.

Duke, Nell K. and Kelly Cartwright. "The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading." Reading Research Quarterly, 56(S1), pp. S25-S44. May 2021.

Hastings, Kathryn. “Leveled Reading and Engagement with Complex Texts.” Reading Improvement, vol. 53, no. 2, Summer 2016, pp. 65–71. EBSCOhost, search-ebscohost-com.kean.idm.oclc.org/login.aspx? direct=true&db=eue&AN=116203067&site=ehost-live.

International Literacy Association. "The Power and Promise of Read-Alouds and Independent Reading." Literacy Leadership Brief, 2018.

Layne, Steven L., and Regie Routman. In Defense of Read-Aloud : Sustaining Best Practice. Stenhouse Publishers, 2015. EBSCOhost, search-ebscohost-com.kean.idm.oclc.org/login.aspx?direct=true&db=e095mww&AN=932291&site=ehost-live.

Massaro, Virginia R. “Representing All Readers: Creating a Leveled and Diverse Classroom Library.” Reading in Virginia, vol. 41, Jan. 2018, pp. 27–32. EBSCOhost, search-ebscohost-com.kean.idm.oclc.org/login.aspx?direct=true&db=eue&AN=138293664&site=ehost-live

“Scarborough's Reading Rope: A Groundbreaking Infographic.” International Dyslexia Association, 4 Apr. 2018, dyslexiaida.org/scarboroughs-reading-rope-a-groundbreaking-infographic/#:~:text=The Reading Rope consists of,automatic with repetition and practice.&text=The Reading Rope

Taylor, Lisa. “The Effects of Leveled Literacy Intervention for Students in the RtI Process.” ProQuest LLC, ProQuest LLC, 1 Jan. 2017. EBSCOhost, search-ebscohost-com.kean.idm.oclc.org/login.aspx?direct=true&db=eric&AN=ED578559&site=ehost-live.

U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, What Works Clearinghouse. "Leveled Literacy Intervention." September 2017.