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A question being asked by teachers across the country is, How can I teach students to acquire both the skills and knowledge demanded by the Common Core State Standards (CCSS) while simultaneously guiding them to read challenging texts such as those presented in Appendix B of the CCSS? Answering this invites the integration of ideas and the innovation of novel instructional plans. Illustrating close reading procedures in two classrooms-one 1st grade and one 5th grade- this article provides an answer by detailing the manner in which a student might approach a challenging science text using annotated reading, partner talk, text-based questioning and reflective writing to build competence and a capacity for reading, writing, listening, and speaking about informational texts.

What are new literacies and how do they mesh with core curriculum? Classroom teachers who find their students' interests and bases of knowledge about new technologies expanding exponentially often ask this question. While broadening the definition of new literacies beyond internet literacy this article explores the history of new literacies and offers an answer to the question of how to blend new literacies while not losing the focus of the core curriculum. An example of how one teacher remixed new literacies, core curriculum, and intentional instruction to support critical literacy is shared to illustrate the reality and possible process of weaving new and existing literacy instruction.

A study of 25 expert teachers and their shared reading lessons in grades 3-8 suggests that teachers focus their modeling during shared reading in four categories: comprehension, vocabulary, text structures, and text features. (Contains 1 figure.)

To improve literacy achievement, the authors developed consensus scoring and peer planning as a process of professional development and school improvement. This process allows teachers to (1) gain an increased understanding of the content and performance standards that guide their instruction; (2) work together to assess student work; (3) work together to plan, understand, and provide quality instruction; and (4) reteach content as necessary to ensure student mastery. Two school examples of the use of this process to improve achievement are presented.

Read-alouds are a common component of literacy instruction. However, research on the method for providing read-alouds is limited. To determine if there was a common set of implementation practices, the authors examined the read-aloud practices of 25 teachers who were nominated by their administrators as experts. From these data, the authors identified several factors common to read-alouds. The authors then observed 100 additional teachers to determine how common each of these factors were in read-alouds.

Disagrees with an earlier article in this journal about the dispute among reading-instruction specialists as to how phonics is best taught. Argues for direct and systematic phonics instruction. Presents a response to Groff, agreeing that children need explicit phonics instruction but arguing that an instructional approach that acknowledges the effects of context is essential. Includes Groff's reply. (SR)

Describes two hours in the life of an eight-year-old to demonstrate that children acquire information and develop language skills from multiple sources. Argues that the conceptualization of literacy must be broadened from reading and writing skills to a definition that recognizes the layering of information and that includes all forms of the communicative and visual arts. (SR)

Describes conceptual mapping, a technique that is useful in helping poor readers overcome the difficulties they face when they read content area texts. (ARH)

Concludes that standardized tests do not always reflect children's actual reading achievement and that the tests may not measure performance on the same types of material emphasized in basal series. (FL)

Explains how a comparison portfolio can illustrate a student's progress by contrasting performances from the beginning and end of the school year. Notes that the portfolio should include standardized test scores, informal assessments, student writing samples, voluntary reading program reports, self assessments, and samples of class reading materials. (MM)

Argues that researchers and classroom teachers need not be adversaries and uses examples from the area of domain knowledge to demonstrate how teachers can adapt research findings to their reading lessons. (FL)

Discusses the importance of viewing as an element in the communication process and in English language instruction. Absence of framework to assist teachers to help students in learning information from what they see and hear; Collaborative listening-viewing guide; Classroom examples.

Discusses misconceptions about teaching English as a second language to minority students in the United States. Success of English immersion programs; Effectiveness of English-only instruction; Disadvantages of native language programs to literacy growth; Success of so-called `late-exit' bilingual education programs; Parental involvement in their children's education.

Discusses the myths related to inclusive education for students with disabilities, in regular classroom environments, and offers advice for improving education for children. Definition of inclusive education; Advantages of inclusive education for children with disabilities; Myths associated with inclusive education; Information on key elements of an inclusive classroom supported by an inclusive community.

Refocuses on the television versus reading debate. Myths about television and language development; Television as an instructional tool; Final word.

Focuses on the issue of promoting parent involvement in schools. Role of parents in children's literacy growth, as teachers in classroom and at home; Ideas underlying parent involvement.

Provides a guide in creating an environment that encourages students to test the power of language through reading and writing experiences. Understanding the writing process; Writer-centered classroom; Setting up areas for committee meetings, independent work and research.

Examines the historical perspectives and contemporary research on grouping and investigates the alternatives to ability grouping. A model of what flexible grouping patterns look like in the classroom; Research findings about ability grouping flexible grouping variables.

Discusses how schools' conceptualizations of literacy can be broadened. Authors' experiences editing a book about literacy research and the communicative and visual arts; Media where students commonly acquire information; Incorporating visual arts into literacy instruction.

Opinion. Explains the flaws in using the integrated-balanced approach to the phonics method in reading criticized by Patrick Groff in the periodical `The Reading Teacher.' Agreement with arguments that some children need explicit, systematic and intensive phonics; Reasons why Groff missed the authors' premise to support the phonetic method.