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Carla Soffos is a literacy specialist with the Arkansas Department of Education. She has twenty-one years of experience in education, including teaching in the primary grades and literacy coaching. Carla is completing degree requirements for an Educational Specialist in Reading, with a research focus on intervention programs in comprehensive literacy schools.
Carla and Linda Dorn have collaborated on several Stenhouse publications, including the booksShaping Literate MindsandScaffolding Young Writers, and three video series:Results That Last, Developing Independent Learners, andOrganizing for Literacy.
The Comprehensive Intervention Model: Fostering Self-Regulated Readers Through Responsive Teaching by Linda Dorn, Carla Soffos, and Adria Klein introduces educators to an innovative intervention model that puts theory to practice then gives that practice a framework. When implemented with fidelity, the framework has the potential to close the gap between low-progress readers and their grade-level peers.
The Comprehensive Intervention Model (CIM) organizes essential educational theory and effective instructional practices under a complete, layered intervention model. CIM includes both a professional book and resource manual that correlates the intent behind the Response to Intervention (RTI) movement. This well-researched and practical resource begins by laying the theoretical foundation for its methodology before describing its multi-tiered system of instruction across a range of components. The book concludes with a collection of examples that show the model in action.
A seamless assessment system at an individual and system level
School-embedded professional learning for increasing teacher efficacy and building capacity in schools
Beyond boxed programs and quick-fix options, the authors outline and advocate for an intervention approach that includes a commitment to systemic reflection, teacher development, precise assessments, and data-driven, responsive instruction—all centering on student needs.
The resource manual provides administrators, coaches, and teachers with the tools needed to implement the CIM with fidelity including planners, guide sheets, observation forms, data collection forms, phonics and word learning guides, and more. Use these two books together to support a Response to Intervention (RTI) method for closing the gap between low-progress readers and their grade-level peers.
Linda J. Dorn:::100311
Scaffolding Young Writers
The goal of teaching writing is to create independent and self-motivated writers. When students write more often, they become better at writing. They acquire habits, skills, and strategies that enable them to learn more about the craft of writing. Yet they require the guidance and support of a more knowledgeable person who understands the writing process, the changes over time in writing development, and specific techniques and procedures for teaching writing.
In Scaffolding Young Writers: A Writers' Workshop Approach, Linda J. Dorn and Carla Soffos present a clear road map for implementing writers' workshop in the primary grades.
Adopting an apprenticeship approach, the authors show how explicit teaching, good models, clear demonstrations, established routines, assisted teaching followed by independent practice, and self-regulated learning are all fundamental in establishing a successful writers' workshop. There is a detailed chapter on organizing for writers' workshop, including materials, components, routines, and procedures. Other chapters provide explicit guidelines for designing productive mini-lessons and student conferences.
Scaffolding Young Writers also features:
An overview of how children become writers;
Analyses of students' samples according to informal and formal writing assessments
Writing checklists, benchmark behaviors, and rubrics based on national standards
Examples of teaching interactions during mini-lessons and writing conferences
Illustrations of completed forms and checklists with detailed descriptions, and blank reproducible forms in the appendix for classroom use
Instruction is linked with assessment throughout the book, so that all teaching interactions are grounded in what children already know and what they need to know as they develop into independent writers.
Linda J. Dorn and Carla Soffos:::100311
Shaping Literate Minds
How can teachers create a literacy curriculum that builds processing links between reading, writing, and spelling knowledge? In Shaping Literate Minds: Developing Self Regulated Learners, Linda J. Dorn and Carla Soffos illustrate how processing theory can be applied to the everyday practices of classroom teaching.
If instruction emphasizes the interrelationships of these three language areas, students learn how to transfer knowledge, skills, and strategies across literacy events. This is complex theory, but the authors provide clear and practical examples to support teachers as they incorporate these ideas into their classroom practices.
Grounded in authentic experiences from primary classrooms, this book provides:
Explanations of processing behaviors among reading, writing, and spelling knowledge
Observational tools that support teachers in noticing changes over time in specific literacy behaviors
Guidance on creating conditions for developing self-regulated learners
Authentic reading and writing samples and teacher/student interactions
Figures and pictures that clearly describe how teachers can use assessment to inform and guide instruction, with links to national standards
Details for establishing a school-based literacy model that includes team meetings, assessment walls, high standards, and a curriculum for literacy
Appendixes with reproducible assessment checklists, report cards, task cards for literacy corners, and guided reading observation forms for team meetings
With a national emphasis on accountability, high standards, and literacy achievement, Shaping Literate Minds will help teachers and administrators implement a high-quality literacy curriculum that links to national and state goals.
Mathematizing Children’s Literature
Sparking Connections, Joy, and Wonder Through Read-Alouds and Discussion