To thrive in today's English Language Arts classroom, students need rapid recall of words they know and the ability to capture, learn and remember new terms.
Many learners with disabilities are visual learners and are best able to understand and remember content when they can see it represented in some way; in other words, they need to “see what we mean.” Three visual supports helpful for teaching and supporting literacy development are described here: picture books, graphic notes, and story kits.
A veteran teacher describes how she used visualization, Google images, video, and Skype to build background knowledge and enrich her students' classroom read aloud of a fiction book about ospreys in the UK.
Today’s Independent Reading (IR) programs differ significantly from SSR and DEAR. Effective IR programs require active teacher engagement, time, a broad range of leveled texts, talk around texts, and differentiated instruction. The benefits are well worth it: increased student achievement, motivation, and a love of reading.
This article explains how to create and use a daybook in the literacy classroom. Readers learn what a daybook is, how the daybook in one fourth and fifth grade classroom is structured, and how students in this classroom use that daybook during reading instruction to engage, record important information, and discuss a text.
Teaching children with autism to comprehend text can be challenging. Here are some strategies educators can incorporate into daily lessons to meet the literacy needs of their students.
This article make a case for the importance of background knowledge in children's comprehension. It suggests that differences in background knowledge may account for differences in understanding text for low- and middle-income children. It then describes strategies for building background knowledge in the age of common core standards.
Wordless picture books may be better defined by what they do contain — visually rendered narratives — rather than what they do not contain. This article challenges traditional ways of looking at wordless picturebooks and offers a few approaches for integrating wordless picturebooks into a wider range of classrooms, preschool through middle school.
Oral language development facilitates print literacy. In this article, we focus on the ways in which teachers can ensure students' speaking and listening skills are developed. We provide a review of effective classroom routines, including some that can be enhanced with technology.
This teaching tip highlights a strategy that assists teachers in structuring classroom discussions about texts. Specifically, this conversational technique helps students think and talk about a text beyond its literal meaning. Students learn to make decisions about why a particular phrase is the Most Valuable Phrase (MVP) within a text as a whole.
Semantic maps (or graphic organizers) help students, especially struggling students and those with disabilities, to identify, understand, and recall the meaning of words they read in the text.
This commentary discusses what disciplinary literacy is and why it is important. It then discusses the ways in which elementary school teachers can infuse aspects of disciplinary literacy into elementary instruction. It argues that the Common Core Standards, even those at the K-6 level, are providing avenues for preparation for disciplinary literacy.
A classroom teacher examines the importance of the nonfiction read aloud as part of ongoing daily instruction, and highlights the need to empower students in both academic achievement, and as life long lovers of nonfiction, through focused informational literature.
For years, the field of reading education has been engaged in thinking about best practices. Explicit instruction in vocabulary, rereading and using digital textbooks to motivate children's reading are among some of these updated best practices. Those in the reading community are urged to consider best practices, and how we may promote their uses, with high fidelity in classroom instruction.
Just a few pages from your newspaper can be turned into lots of early learning activities. Here you'll find "letters and words" activities for the youngest, plus fun writing prompts and tips on how to read and analyze the news for older kids.
Is your school using the new Common Core standards? This is a big change for students — and their parents. Get to know what the four main areas of the Common Core reading standards mean and simple things you can do at home to help your child build skills in these areas.
Learn about the features in e-books that may distract, support, or extend comprehension and the need for more scaffolding of reading instruction with e-books. The article also addresses ways to familiarize students with multi-touch tablet devices while encouraging students and teachers to transfer print-based reading strategies to this new medium.
Sharing wordless books is a terrific way to build important literacy skills, including listening skills, vocabulary, comprehension and an increased awareness of how stories are structured.
Your child may be at a school where they are using an approach called "flipped classroom" or "flipped lesson." If so, keep reading to find out more about the concept, and three ways that you can support flipped learning at home.
Nonfiction books give kids a chance to learn new concepts and vocabulary, as well as broaden their view of the world. Learn how to take a "book walk" with a new nonfiction book and how to model active reading.
Our interconnected and digital world demands a lot of our learners. Here are five simple ways to help build your child's critical thinking and problem-solving skills.
Learn how technology tools can support struggling students and those with learning disabilities in acquiring background knowledge and vocabulary, improving their reading comprehension, and making connections between reading and writing.
Inferences are what we figure out based on an experience. Helping your child understand when information is implied (or not directly stated) will improve her skill in drawing conclusions and making inferences. These skills will be needed for all sorts of school assignments, including reading, science and social studies.
The struggling second and third graders in this study increased their reading comprehension after a 10-week Readers Theatre podcasting project. Podcasting made the students aware of a wider audience, which enhanced the authenticity and social nature of the strategy, and made their performances permanent so they could be stored and conveniently retrieved for later listening and evaluation.
Research has shown that fluent oral reading learned through performance reading leads not only to engagement in and enjoyment of reading for students, but to reading comprehension. Learn how to integrate performance reading activities into your classroom.
Scientists, just like readers, make predictions all the time. Help your child begin to see the connection between what she does as a reader and what she can do as a scientist. Here are two simple ways you can encourage your child to put her prediction skills to work as a scientist.
Expository text can be challenging to young readers because of the unfamiliar concepts and vocabulary it presents. Discover ways to help your students analyze expository text structures and pull apart the text to uncover the main idea and supporting details.
Learn about evidence-based practices that encourage first graders' engagement with texts. The authors review reading as a transactional process, revisit the benefits of reading aloud to students, discuss three literacy strategies implemented in one first-grade classroom, and share examples of student work.
Critical thinking, the ability to think deeply about a topic or a book, is an essential skill for children to develop. Here are some helpful tips and recommended books to strengthen your child's ability to think critically.
The text feature walk guides students in the reading of text features in order to access prior knowledge, make connections, and set a purpose for reading expository text. Results from a pilot study illustrate the benefits of using the strategy, and practical suggestions for implementation are offered.
Reading comprehension is often a concern for the teachers of students with autism. The comprehension strategies described in this article may help some students gain comprehension skills and improve their ability to read and communicate about written material.
This study describes a second-grade science curriculum designed to individualize student instruction so that students, regardless of initial science and literacy skills, gain science knowledge and reading skills. The instruction incorporates flexible, homogeneous, literacy skills-based grouping, use of leveled science text, and explicit use of discussion and comprehension strategies.
The best story times are very interactive: You are talking about and reading the story, your child is talking, and there is conversation taking place between the two of you — what educators call "dialogic" reading.
This article explains (a) how to teach students to identify the compare-contrast text structure, and to use this structure to support their comprehension, (b) how to use compare-contrast texts to activate and extend students' background knowledge, and (c) how to use compare-contrast texts to help students expand and enrich their vocabulary. Although these strategies can benefit all young learners, the compare-contrast text structure is particularly helpful to ELL students.
Originally designed with seventh grade students, Reciprocal Teaching is a research-based strategy that teaches students to work in small groups to coordinate the use of four comprehension strategies: prediction, clarification, summarization, and student-generated questions. This article illustrates how to implement Reciprocal Teaching for the Primary Grades (RTPG). Modifications include: additional strategies, cue cards with pictures and scripts, group work interspersed with whole class follow-up, and an independent written component for individual student accountability.
As students grow older, they are asked by their teachers to do more and more with the information they have stored in their brains. These types of requests require accessing higher order thinking (HOT).
One way to help a child comprehend what he is reading is to encourage him to visualize parts of the story in his mind. These "mind movies" help clarify information, increase understanding, and can include any of the five senses. Try these practices below when reading with your child.
Technology tools and supports can be an excellent way to help struggling students engage with social studies texts in a meaningful way, and build deeper understanding through guided inquiry.
Reading with comprehension means understanding what's been read. It takes practice, time, and patience to develop reading comprehension skills. Here is a before-during-after approach that families can use to help children learn to read for understanding.
One of the most important skills students learn as they transition into middle and high school is how to get information from a non-fiction text. This skill can be especially challenging for ELLs, who may not have had much experience working independently with expository texts. This Bright Ideas article offers ways that teachers can help ELLs work effectively with non-fiction texts and includes strategies for introducing components, structure, and purpose of expository texts.
Riddles are the perfect medium for learning how to manipulate language for many reasons, including students' familiarity with them and motivation for reading them. Here's how riddles can be used in the classroom to stimulate student's metalinguistic awareness.
As you teach content areas to ELLs of diverse backgrounds, you may find that they struggle to grasp the content, and that they approach the content from very different perspectives. Drawing on your students' background knowledge and experiences can be an effective way to bridge those gaps and make content more accessible. This article offers a number of suggestions to classroom teachers as they find ways to tap into the background knowledge that students bring with them.
The use of metacognitive strategies helps students to "think about their thinking" before, during, and after they read.
Interesting experiences give kids a broader framework for new information they might encounter in books, and when kids have lots of experiences to draw on, they have a better chance of making a connection with what they read! Help your child build background knowledge this summer with these activities.
Research has demonstrated that the most effective read-alouds are those where children are actively involved asking and answering questions and making predictions, rather than passively listening. This article describes in detail a technique for a three-step interactive read-aloud using sophisticated storybooks.
The author, a professor of cognitive psychology, notes, "it's true that knowledge gives students something to think about, but… knowledge does much more than just help students hone their thinking skills, it actually makes learning easier." Factual knowledge enhances cognitive processes like problem solving and reasoning, and once you have some knowledge, the brain finds it easier to get more and more knowledge.
Students often think they understand a body of material and, believing that they know it, stop trying to learn more. But come test time, it turns out they really don't know the material very well at all. Can cognitive science tell us anything about why students are commonly mistaken about what they know and don't know? Are there any strategies teachers can use to help students better estimate what they know?
How does the mind work — and how does it learn? Teachers' instructional decisions are based on a mix of theories learned in teacher education, trial and error, craft knowledge, and gut instinct. Such gut knowledge often serves us well, but is there anything sturdier to rely on?
In the last few years, an alarm has sounded throughout the nation's middle and high schools: too many students cannot read well. It isn't that they don't know their ABCs or how to read words. It's that they cannot understand or explain what they're reading. Johnny can read, but he doesn't understand.
Background knowledge is crucial to a child's academic success. Young children, especially those from at-risk communities, need broad and deep exposure to informational text and rich vocabulary in order to develop more complex thinking skills.
The federal No Child Left Behind law requires more testing of students, and has spurred some frantic and ineffectual test preparation in many schools, says the author, E. D. Hirsch, Jr. Reading tests must use unpredictable texts to be accurate measures of reading ability, but if you cannot predict the subject matter on a valid reading test, how can you prepare students? Hirsch says you can't, and, therefore, you shouldn't try. The only useful way to prepare for a reading test is indirectly by becoming a good reader of a broad range of texts, an ability that requires broad general knowledge."
Students need to think while they are reading. By using modeling, coached practice, and reflection, you can teach your students strategies to help them think while they read and build their comprehension.
Comprehension strategies are conscious plans — sets of steps that good readers use to make sense of text. Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension. These seven strategies have research-based evidence for improving text comprehension.
How can classroom reading instruction help poor readers — indeed, all students — become more like good readers? Research suggests that the answer may lie in providing students with instruction that both teaches them the comprehension strategies that work so well for good readers and helps them to develop the necessary metacognitive awareness of how and when to use these strategies.
Effective comprehension instruction is instruction that helps students to become independent, strategic, and metacognitive readers who are able to develop, control, and use a variety of comprehension strategies to ensure that they understand what they read. To achieve this goal, comprehension instruction must begin as soon as students begin to read and it must: be explicit, intensive, and persistent; help students to become aware of text organization; and motivate students to read widely.
Based on research and effective practice, these strategies help students learn how to coordinate and use a set of key comprehension techniques before, during, and after they read a variety of texts.
This article discusses the power of reading aloud and goes a step further to discuss the power of thinking out loud while reading to children as a way to highlight the strategies used by thoughtful readers.
Children learn when they make connections between what they hear and what they know. One method parents can use to help make these connections is called a think aloud, where you talk through your thoughts as you read.
The National Reading Panel identified three predominant elements to support the development of reading comprehension skills: vocabulary instruction, active reading, and teacher preparation to deliver strategy instruction.
Children go through phases of reading development from preschool through third grade — from exploration of books to independent reading. In first grade, children begin to read simple stories and can write about a topic that is meaningful to them. Find out what parents and teachers can do to support first grade literacy skills.
Children go through phases of reading development from preschool through third grade — from exploration of books to independent reading. In second grade, children begin to read more fluently and write various text forms using simple and more complex sentences. Find out what parents and teachers can do to support second grade literacy skills.
This list of tips provides concrete strategies teachers can use to develop fluent, reflective reading.