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Curriculum & instruction

Sorting Out the Arguments Over "Independent" Reading

Teacher question:

Teaching Vocabulary

From a teacher:

What do you recommend is the best way to teach vocabulary to struggling readers at the middle school level?

My snappy reply:

Why We Need to Teach Reading and Writing

Many educators trumpet the idea of reading-writing relationships, emphasizing how close reading and writing are. As a teacher I was a big believer in this — my kids wrote every day, despite the lack of a report card space for writing, a writing curriculum, writing standards, or even any professional development on the topic. I strongly believed that when you taught writing, you were teaching reading.

Report Cards and Standards

From a teacher:

I wanted to ask your opinion regarding the structure of report cards for parents of students in grades 3-5. Understanding that ELA CCSS intertwines the areas of reading, language, spelling, writing, and moving toward creating district standards-based report cards in all K-5 grade levels, how do you think students' progress should be reported out to parents via report cards, as we transition? Would you recommend having an ELA grade on the report card or segregating particular areas as a stand alone grade?

How Much Comprehension Strategy Instruction?

From a teacher:

I have read a few articles and books by Daniel Willingham in the past, and I wonder if you are familiar with his work. I recently read an article about reading comprehension strategies and am curious to know what you think of his ideas. He says that focusing heavily on reading strategies isn’t really necessary.

Why Research-Based Reading Programs Alone Are Not Enough

From a reader:

Every teacher has experienced this. While the majority of the class is thriving with your carefully planned, research supported instructional methods, there is often one kid that is significantly less successful. We work with them individually in class, help them after school, sometimes change things up to see what will work, bring them to the attention of the RtI team that is also using the research supported instructional methods. But what if the methods research support for the majority of kids don't work for this kid?

Making Whole Class Work More Effective

Recently, I wrote about the quandary of grouping. Small group instruction supports greater student engagement, higher amounts of interaction, greater opportunity for teacher observation, and more student learning. However, the benefits of small group are balanced by the relative ineffectiveness of most seatwork activities. Subtracting the downside of working on one's own away from the teacher from the clear benefits of small group teaching, one ends up with little advantage to all of the effort of orchestrating the small-group oriented classroom.

To Group or Not to Group — That Is the Question

A teacher’s (thoughtful) questions:

An Argument About Matching Texts to Students

A reader wrote:

My main response is toward your general notion of the research surrounding teaching kids "at their level."

How Much Text Complexity Can Teachers Scaffold?

How much of a "gap" can be compensated through differentiation? If my readers are at a 400 Lexile level, is there an effective way to use a 820 level chapter book?

This is a great question. (Have you ever noticed that usually means the responder thinks he has an answer).

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"A book is like a garden, carried in the pocket." — Chinese Proverb