Once your child moves into first, second, and third grade, being able to read fluently and comprehend what he or she reads become critical for future success in school.
These standards provide an evidence-based framework for course content in teacher training programs and instructional reading programs. Written for general educators and specialists, the standards address the needs of all students – students with dyslexia, students struggling with learning to read, and proficient readers. The standards are not a curriculum; they list critical content knowledge, skills, and abilities — the foundation for good reading instruction. They can also be used to help parents select and advocate for effective teaching methods.
The knowledge and skills base required for teaching reading well is extensive. This outline of a proposed curriculum for teacher education programs in reading covers knowledge of reading development, language structure, and strategies for instruction and assessment.
The Knowledge Matters Campaign is an advocacy initiative focused on the critical role of knowledge-building in reading comprehension and critical thinking, with the belief that introducing all young children to rich disciplinary content and vocabulary levels the playing field for learning. The campaign highlights English language arts (ELA) curricula that are carefully designed to build background knowledge in science, history, literature, and the arts, alongside sound foundational skills instruction.
Learning happens when we connect new information to what we already know. When children have limited knowledge about the world, they have a smaller capacity to learn more about it. Here are four ways teachers can build content knowledge that will expand the opportunity for students to forge new connections — and make them better independent readers and learners.
