Teacher question:I've been thinking a lot about a response to teachers who only want to teach whole-class novels. When I say whole-class novels, what I see most often is the traditional approach most high school teachers take. Reading at home, lectures, comparative reading (but with very little instructional support). Also, what do you offer as a suggestion for teachers...
April 29, 2019
March 26, 2019
I was wondering what the research says (or if you could point me in the right direction to find it) about explicit instruction for nonfiction text structure. Specifically, English Language Learners.
Thank you, thank you, thank you!!!
I’ve been waiting for this question for almost three...
February 26, 2019
My district instituted a weekly "checkpoint" (a short passage and multiple-choice assessment aligned to our standardized test). Teachers are required to give this, and then break it down by standard in a meeting with a coach. I've argued that these tests are likely not measuring what they think they are. They believe that these can tell teachers...
January 30, 2019
If you were teaching second-grade what would your schedule look like?
This question — in various forms — came up a lot this week in response to last week’s posting. Here is my thinking on this.
I start from the premise that I want kids to get between 120-180 minutes per day of reading...
January 22, 2019
The National Assessment of Educational Progress says that only 37% of 4th graders are reaching reading proficiency. Why is it so low?
Why do so few American kids read well?
There seems to be plenty of blame to go around. Parents? Society? Too much screen time? Poverty? Immigration? You...
January 14, 2019
As regular readers of this blog know, there is an entire segment of the literacy community who thinks I’m an idiot.
I’ve been married for a long time, so those kinds of judgments don’t usually bother me.
But let’s be honest, we all like to be liked, so another blog about why kids learn less from reading on their own is probably not in my best interest. And, that definitely is not...
January 7, 2019
How much does reading speed matter? And if it is important, what is the best way to develop it in our learners? I’ve heard that 100 wpm is the minimal speed for comprehension. Is that a real thing? I believe the average speed is 200 wpm.
I can find no minimal reading or listening speed for...
December 17, 2018
I hope and pray that you write about or repost regarding state reading assessments. I just received a call from a frantic academic coach stating that her principal has told her teachers to look at our state test’s achievement level descriptors and create test-based questions aligned to those levels to ask when immersing students in literature and...
December 3, 2018
30% of our children are second-language learners — mainly from Mexico and Central America. The reason that I’m writing is that our school’s RtI program only provides Tier 2 interventions that are aimed at teaching decoding. That means when our 1st and 2nd graders are having trouble in reading (and many of them are), they get more phonics teaching....
November 26, 2018
Last week, I read your blog about how to teach theme to students by having them track character changes across a story and determine what lesson the character learns to determine the overall theme.Can you offer advice on determining the main idea of an informational text? Specifically, for third grade, students must determine the main idea,...
October 31, 2018
I am working with schools who are strongly committed to the “I Do, We Do, You Do” method of teaching reading, and attempt to use this method when working with the reading of complex texts. I have noticed that this approach doesn’t often exist with “highly aligned curricula.” My questions are: What is the role of modeling as it relates to...
October 18, 2018
I am an elementary literacy coach. A trend I am seeing in our K-2 classrooms are center activities not aligned to measurable outcomes. My question is, in a room of 24 first graders, when the teacher is pulling a small group to deliver targeted instruction, what does research say is best for what the other students to be doing? I'm struggling to...
October 10, 2018
Do we read digitally as well as we read paper texts?
I’ve been asked this provocative question three times in three weeks. Once I was presenting a workshop on how to teach college-bound high-schoolers to handle complex text on tests like the ACT. This group wanted to know if it mattered...
October 2, 2018
I read about the "research base" for guided reading, and Fountas & Pinnell’s exposition of this research mostly contains only position papers — no empirical, peer-reviewed research. I realize that many of the guided reading strategies can be found in research that predates F & P, but what about the effectiveness of guided reading...
July 19, 2018
Back in the 1930s, Judy Garland and Mickey Rooney always seemed to be putting on a show. They were going to be sent to a farm to work for the summer in Babes in Arms, but they wanted to go to Broadway instead — and they did!
I love that whole idea of Judy and Mickey with their teenage backs to the wall,...
June 1, 2018
It seems to me that asking a series of good questions about what an author appears to be telling us allows students (all of us) to build our knowledge, learn how to question conclusions, and overall just better understand the text at hand. Do you agree or am I still missing something?
May 25, 2018
What’s the difference between comprehension skills and comprehension strategies? Are they synonyms or do we teach different things when we are teaching them?
I’m glad you asked.
Comprehension skills and comprehension strategies are very different things.
They are often confused;...
April 9, 2018
The last couple weeks I’ve clarified the definition of “independent reading” and explored the impact of kids doing required reading on their own at school.
Independence is obviously a gradient; the independence teachers often refer to isn’t about whether kids must read or not (it is usually required in these schemes), but it is about who picks the texts and whether there is any...
April 2, 2018
Last week I explained the concept of “independent reading.” Reviewing various documents from across the past 150 years — research studies, government reports, encyclopedia entries, pronouncements of august organizations, teacher blogs, methods guides — revealed that we educators have been pretty sloppy in our use of that term.
Of course, if everybody says independent reading, but no...
March 26, 2018
Recently I posted a tweet challenging the idea that “independent reading” in the classroom was such a good idea. Not surprisingly I found myself the target of all kinds of Trumpian tweets and vilification. It got so bad that multiple major proponents of encouraging reading contacted me in embarrassment over the responses (because some of it was unprofessional, and much of it was just badly...