We know from research that an effective reading program must address several aspects of reading. Among others, these aspects include the alphabetic code, fluency, comprehension, and motivation.
Through children’s books, interviews with Black children’s authors and illustrators, classroom activities, online history resources, and powerful documentaries, we celebrate and learn about the lives and contributions of African Americans.
The development of new teachers in hard-to-staff schools should be of the highest priority for principals, as stability is key to long-term school improvement. Here are some factors principals should remember when recruiting and retaining teachers.
Science fiction is a type of fiction where the stories revolve around science and technology of the future. As exciting as these books can be, it’s good to remind your child that while science fiction may be based loosely on scientific truth, it is still fiction.
Many computer products have built-in accessibility options such as text-to-speech, screen magnification options, or voice input controls. Learn what some of these optional features are and how to integrate them into instruction and studying.
Fostering a creative spirit will give your child experience identifying a problem and coming up with new ideas for solving it. Here are four ways to encourage creativity in your young child.
Afterschool advocates and practitioners face a daily struggle for adequate funding. This brief describes how both research and personal stories reveal resoundingly that afterschool programs are a worthy investment.
How to maximize the effectiveness of preteaching vocabulary, setting a purpose for reading, reading aloud and silently, questioning and discussion after reading, and oral reading practice.
Learn the basics of how a digital whiteboard works and potential benefits of using the technology in early literacy instruction. Results of a research study in a first grade classroom reveal that digital whiteboards are effective as an organizational tool for lesson preparation and followup instruction; provide opportunities for scaffolded learning; and stimulate greater student engagement.
Universal Design for Learning (UDL) provides the opportunity for all students to access, participate in, and progress in the general-education curriculum by reducing barriers to instruction. Learn more about how UDL offers options for how information is presented, how students respond or demonstrate their knowledge and skills, and how students are engaged in learning.
Yes, teach print awareness. Let kids see the text you are reading (or writing) and bring their attention to it. Talk about those spaces between words, and don’t hesitate to point to the words that you are reading. But don’t spend a lot of time on fronts and backs of books or how to turn pages or whether numbers and letters are different.
Progress monitoring is an assessment technique that tells teachers how and when to adjust curriculum so that students meet benchmark goals by the end of the year. This research shows that progress monitoring is an effective way to set and meet academic goals.
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.
From activating prior knowledge to exploring language to capturing character, discover ten ways to integrate poetry into your language, reading, and writing lessons.
Research-based reading instruction allows children opportunities to both understand the building blocks and expand their use of language, oral and written. These opportunities are illustrated by classroom activities in these twelve components of reading instruction for grades one through three.
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.
Here are some activities designed to be fun for both you and your toddler as well as to help your young child (ages 1 to 3) gain the skills needed to get ready for school.
After reviewing the research, the What Works Clearninghouse recommends that in tier 3 of Response To Intervention, schools provide provide intensive instruction on a daily basis that promotes the development of the various components of reading proficiency to students who show minimal progress after reasonable time. It also provides some specific features that should be considered in carrying out this recommendation.
Drawing on instructional materials, classroom images, and observational data from research, the authors illustrate these principles: establishing efficient, rich routines for introducing target word meanings; providing review activities that promote deep processing of word meanings; responding directly to student confusion; and fostering universal participation in and accountability for vocabulary instruction.
