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.
This article describes how digital and media literacies are woven into a fourth-grade classroom. Background on how a teacher and school brought new literacies to students through the use of technology is revealed so that other teachers can engage in similar instructional support.
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.
Classrooms can be perilous in a number of ways for students with learning disabilities. Here are some tips to remember when working with students with LD.
Use picture books to teach young writers how to organize plot logically. This article includes examples of basic plot structures, along with picture books that use those structures.
Cricket tasting, habitat building, and “hive” pollinating? Learn from the great implementation ideas that resident engagement specialists in education from Affordable Homes & Communities (AHC) in Arlington, Virginia developed over the summer while bringing books and Bug Buddies to their K-5 summer campers.
In many states, third graders who cannot read proficiently are required to repeat that year. This policy, known as mandatory retention, can greatly impact students’ emotional and cognitive development. In an effort to reconcile the academic and social needs of young learners, this article addresses the pros and cons of mandatory retention, global treatment of the problem, and possible solutions.
Meteorologist Ron Gird shares tips and resources to take kids on a weather preparedness adventure! You’ll find helpful facts about severe weather and how to stay safe — it’s information worth repeating often.
This Bright Ideas article recommends five specific and measurable actions teachers can implement to assist ELL learning in the upcoming year. The resource section has links to helpful articles and websites for further support.
This article offers some ideas on how to introduce poetry to ELLs and integrate it with reading instruction, as well as some ideas for reading poetry aloud in a way that will encourage oral language development.
Award-winning authors Jon Scieszka, Gene Luen Yang, Jarrett Krosoczka, Jack Gantos, and Jeff Kinney gathered at Kinney’s bookstore in Plainville, Massachusetts for a lively panel discussion on how to motivate boys to become lifelong readers.
Summer is a welcome break from the pace of the school year. But it’s important to keep the learning going! Here are some ideas about how to make summer a great time for reading, writing, exploring, thinking, creating, and learning with your kids.
Teachers’ grouping practices during reading instruction can serve as a critical component in facilitating effective implementation of reading instruction and inclusion of students with disabilities in general education classes. In this article, we provide an overview of the recent research on grouping practices (whole class, small group, pairs, one-on-one) during reading instruction for students with disabilities.
Talking with parents and educators in Seoul, Launa Hall discovers at the elementary level a surprising balance of rigor, creativity, joy, and cultural pride in literacy in a country known for its high academic achievement.
Many young readers are puzzled by the rules and exceptions of spelling. Research shows that learning to spell and learning to read rely on much of the same underlying knowledge. Learn more about the relationships between letters and sounds and how a proper understanding of spelling mechanics can lead to improved reading.
Helping struggling readers in the general classroom is a challenge, but The Access Center offers a solution. By using Response-to-Instruction’s tiered approach and Universal Design’s equal access philosophy, you can bridge the gap so that you are truly leaving no child behind.
Response to Instruction (RTI) and Universal Design for Learning (UDL) are two great ideas for making sure the curriculum reaches all students. Learn about how you can implement these ideas as part of your regular routine in the general education classroom.
Discussion and planning, less emphasis on spelling and handwriting during drafting, and lots of chances to write during class can all help build writing fluency.
When parents play a part in their child’s academic career, students have better school attendance, make greater achievement gains, and have fewer behavior problems. Featuring Karen L. Mapp, Susan Hall, and Tom Bowman.
