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Curriculum & instruction

How Complex a Text Can I Scaffold?

Teacher question:

How Should We Combine Reading and Writing?

Teacher question:

So today I was conducting a workshop. I was told the teachers wanted information about reading/writing connections. Easy, right? Then I was told that they departmentalize K-6! At every grade they have a reading teacher and a different writing teacher. Any thoughts, comments, best practices, or research that would go against or support this practice? I know what I believe to be correct, but would love to have your opinions in this conversation. 

Shanahan's response: 

How Much Reading Gain Should be Expected from Reading Interventions?

This week’s challenging question:
 
I had a question from some schools people that I’m not sure how to answer. I wonder if anyone has data on what progress can be expected of students in the primary grades getting extra help in reading.
 
Let’s assume that the students are getting good/appropriate instruction, and the data were showing that 44% of students (originally assessed as “far below”) across grades 1-3 were on pace to be on grade level after two years of this extra help.

Instructional Level and Teaching with Complex Text

Boy, oh, boy! The past couple weeks have brought unseasonably warm temperatures to the Midwest, and unusual flurries of questions concerning teaching children at their, so-called, “instructional levels.” Must be salesman season, or something.

Who Has Authority Over Meaning? Part II

In my last entry, I explored some ideas concerning what role authors play in our interpretation of text. As with many controversies in the garden of literary criticism, nothing is settled, but an exquisite tension has been created. It is this tension that mature readers need to learn to negotiate — and that we have to prepare them for.

Who Has Authority Over Meaning: Authors or Readers?

I’m often asked if the questions I publish here are “real.” That is, do teachers, really ask me these things? The questions definitely are real. Though they come to me in a variety of ways.

Not long ago a colleague contacted me for my advice on a question she’d been asked. She was surprised to see that one show up on my blog. Other times, I might be giving a talk and a question comes from the audience. I remember it later and answer it again for you.

This week’s “question” is less a query than a confluence of two recent experiences.

I get what you want us not to do, but what should we do? Getting higher test scores.

Teacher question:
 
I truly want to help teachers strengthen their literacy instruction and students develop and strengthen their reading comprehension. I just viewed your online presentation on “How and How Not to Get Higher Test Scores” and I am intrigued. With only a few short months away from the testing frenzy as you can imagine administrators and teachers are in a panic.
 

Further Arguments About Too Much Testing

I hear you.

Last week I posted a blog challenging the amount of testing and test preparation in American reading classes. I got smacked, metaphorically, by friend and foe alike. Some posted their concerns, many more sent them to me directly.

Welcome 2017: Let’s Teach, Not Test

I believe in being upfront with my readers, so let me start with a confession: I don’t hate testing.

I know it is a horrible thing for a so-called “educator” to admit. It’s sort of a social disease.

An Argument about Independent Reading Time During the School Day

Last week I answered a teacher’s question about free reading time during the school day and its relationship to reading motivation (e.g., making kids like reading).

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"I have always imagined that paradise will be a kind of library." — Jorge Luis Borges