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The educators you see on ReadWriteThink are working to improve literacy learning for every student. Check out their stories for inspiration.
ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you.
Joy F. Moss
"One summer I introduced ReadWriteThink to the students in my graduate course. They found it to be an excellent resource as they worked on the written assignments for this course, and they planned to continue to use this rich resource to develop learning experiences in their own classrooms."
As the librarian and literature teacher in the elementary division of a private school in Rochester, New York and as an adjunct associate professor at the Warner Graduate School of Education, University of Rochester, Joy has translated theories of literary and literacy learning into classroom practice. Over the past thirty years, she has explored literature with children, with graduate students who plan to become teachers, and with experienced teachers who want to learn more about literature and literacy.
Joy is the author of a number of professional texts including Literary Discussion in the Elementary School (NCTE, 2002) and From Literature to Literacy: Bridging Learning in the Library and the Primary Grade Classroom (IRA, 2002) written in collaboration with a colleague, Marilyn Fenster.
|Contributions on ReadWriteThink.org|
Grades K – 2 | Lesson Plan | Unit
Students discuss and compare differing versions of "Little Red Riding Hood" and other tales about wolves in cumulative read-aloud sessions and text set explorations.
Grades 2 – 6 | Professional Library | Book
This book offers a rich resource for preservice and practicing teachers who want to build, extend, or enliven a program in which students explore the expanding world of children’s literature.
Grades K – 8 | Professional Library | Book
Joy F. Moss focuses on literature units structured around read-aloud/think-aloud group sessions in which students collaborate to construct meaning.