How can school leaders support school-wide reading initiatives? Here are keys to leading the way in the areas of reading curriculum, instruction, assessment, and motivation.
Learn some of the ways that pre-kindergarten through elementary school teachers can enhance the vocabulary development of young children. It focuses on teaching words from texts that are read aloud to children and presents activities that help young children make sense of new words.
From tailored learning experiences to flexible school structures, there are certain characteristics of instruction that is designed to meet the needs of individual students. Learn about these characteristics in this overview of what it means to teach every child.
This practice guide provides four recommendations for improving elementary students’ writing. Each recommendation includes implementation steps and solutions for common roadblocks. The recommendations also summarize and rate supporting evidence. This guide is geared toward teachers, literacy coaches, and other educators who want to improve the writing of their elementary students.
Explore the five recommended practices for teaching literacy in English to English language learners: (1) Screen and monitor progress, (2) Provide reading interventions, (3) Teach vocabulary, (4) Develop academic English, and (5) Schedule peer learning.
Learn more about instruction, curricula, and assessment that may create obstacles to literacy for African American children (compounding the effects of other factors, such as growing up in systemically under-resourced neighborhoods) and ways to modify teaching practices to support students who speak African American English.
It is possible for educators to make better choices about how and when to teach to the test than the alarmist newspaper articles and editorials would seem to suggest. This article from the Center for Comprehensive School Reform and Improvement aims to help readers think beyond simple compliance with federal law or basic implementation of programs.
Help students engage in reading and writing by asking them to write captioning for audio-less video clips. This article contains step-by-step instructions for using the technique as well as links to digital media and suggested teaching ideas.
Consider some excellent lesson models for teaching vocabulary, explaining idioms, fostering word consciousness, instruction for English Language Learners, and mnemonic strategies.
Writing is a complex operation requiring knowledge of text structure, syntax, vocabulary, and topic, and sensitivity to audience needs; so it is not surprising that many teens find writing challenging. This article identifies the qualities of strong writing instruction, and offers advice to teachers for incorporating writing instruction into their practice, using tools like notebooks and journals, and sharing strategies that reinforce the importance of pre-writing and revision.
Newspapers expand the curriculum with an unlimited amount of information to use as background for learning activities. Discover new ways to use the newspaper in your language arts studies, with these activities from the Newspaper Association of America.
Using Concept-Oriented Reading Instruction (CORI) or practices to encourage engagement, educators can advance the breadth and depth of students’ reading by explicitly and systematically nourishing students’ motivations as readers.
The Classroom Assessment Scoring System (CLASS) describes ten dimensions of teaching that are linked to student achievement and social development. Each dimension falls into one of three board categories: emotional support, classroom organization, and instructional support.
In plain language, find out what the Common Core Standards are, how student progress will be measured, their impact on English language learners, and how to stay informed.
Children need strong vocabularies, rich background knowledge, and well-developed comprehension strategies to become successful comprehenders. Learn about effective practices for teaching vocabulary and comprehension.
Children’s knowledge of letter names and shapes is a strong predictor of their success in learning to read. Knowing letter names is strongly related to children’s ability to remember the forms of written words and their ability to treat words as sequences of letters.
Teaching reading is a complex process that draws upon an extensive knowledge base and repertoire of strategies. This article argues that many novice teachers are underprepared to teach reading effectively, and examines some of the reasons why.
Learn the basics of how a digital whiteboard works and potential benefits of using the technology in early literacy instruction. Results of a research study in a first grade classroom reveal that digital whiteboards are effective as an organizational tool for lesson preparation and followup instruction; provide opportunities for scaffolded learning; and stimulate greater student engagement.
Recent research has provided a clearer picture about reading difficulties and how to prevent them. This position paper of the International Dyslexia Association argues for reform in teacher preparation to reflect these research-based understandings.
Explore the differences among English learners, as well as dual-language, bilingual, and language-immersion programs, to help you decide what makes the most sense for your student population.
What does good elementary literacy instruction look like? In this article, Allington identifies and discusses about these six features: time, texts, teach, talk, tasks, and test.
Teach your students to avoid the avoidance of writing. Learn how to lead them down the path of enthusiasm and self-confidence about writing through research-proven strategies.
In addition to explicit phonics instruction, teachers need to support students’ ability to understand complex text and build background knowledge. Teachers also deserve access to high-quality curriculum materials — a thoughtfully arranged, comprehensive, sequential curriculum that embeds standards, the science of reading, and key instructional shifts.
In order to make reading instruction research-based, the research itself must be trustworthy, teachers must be prepared to understand and use it, and efforts must be made to translate research findings into recommendations for instruction. This article describes the issues involved in each of these three areas.
