Trade Books to the Rescue!: Combating Misinformation with Science and Literacy
AbstractOne strategy for developing science literacy and scientific literacy in young children is through published trade books. To better understand how science literacy and scientific literacy may be represented in elementary classrooms, we investigated children's books that explore science concepts. Specifically, we examined high-quality science trade books that children are likely to encounter in school to see if they could be used to support science literacy and scientific literacy; skills inherent in these types of literacies can arm our students to combat misinformation. Our findings demonstrate that books are not u...
Source: Reading Teacher - November 21, 2023 Category: Child Development Authors: Katherine Landau Wright,
Julianne Wenner,
Tracey S. Hodges Tags: Teaching and Learning in Action Source Type: research
How Do We Do It? Planning for a Truly Inclusive Classroom
This article illustrates how two teachers, a general educator and a special educator, used an interactive process in planning an interdisciplinary science unit for an inclusive Kindergarten classroom and how they addressed Universal Design for Learning (UDL) components. This planning process included capitalizing on each teacher's knowledge and expertise, layering resources from within their learning community iteratively over time (not a one-meeting-and-done effort), and harnessing the power of multimodal, interdisciplinary learning. This iterative process was key in allowing teachers to evaluate student engagement and la...
Source: Reading Teacher - November 21, 2023 Category: Child Development Authors: Allison A. Serceki,
Margaret Sauceda Curwen Tags: Teaching and Learning Guide Source Type: research
Vocabulary Talk Moves: Using Language to Promote Word Learning
AbstractVocabulary knowledge plays a critical role in supporting text comprehension and broader learning across the school day. While school offers opportunities to build vocabulary knowledge, studies have shown that very little time is devoted to vocabulary instruction at the elementary level. This may be, in part, because educators commonly report being unsure of how to support students' vocabulary development. In this article, I present 10 vocabulary talk moves aligned with research on word learning and show how these moves were used in early-elementary science lessons. Using these vocabulary talk moves can help educato...
Source: Reading Teacher - November 20, 2023 Category: Child Development Authors: Blythe E. Anderson Tags: Teaching and Learning in Action Source Type: research
“The Best Thing I Can Do for Readers Is Read!”: How One Teacher Conducts Interactive Multimodal Read‐Alouds Using Nonfiction Picture Books
AbstractFew studies examine young children's multimodal responses to nonfiction picture books, and even fewer examine teaching practices that encourage these responses. This case study of a kindergarten class illustrates how one teacher regularly conducted interactive whole-group read-alouds using nonfiction picture books. After examining the multimodal teaching strategies employed by this teacher, the findings of this study highlight the social and physical nature of reading with young children. A discussion of this teacher's multimodal teaching practices suggests that understanding information from nonfiction picture boo...
Source: Reading Teacher - November 20, 2023 Category: Child Development Authors: Courtney Shimek Tags: Teaching and Learning in Action Source Type: research
“No More Strategy of the Week”: Considerations for Connecting Comprehension Instruction Back to the Book
AbstractIn this article, we present some considerations for abandoning decontextualized strategy instruction and instead provide some ideas for how to shape comprehension instruction around the texts we use in the classroom. We offer some guiding theories, some key considerations, and we present examples for classroom teachers. (Source: Reading Teacher)
Source: Reading Teacher - November 16, 2023 Category: Child Development Authors: Kristin Conradi Smith,
Tamara W. Williams,
Ellen P. Frackelton Tags: Viewpoint Source Type: research
Bringing Order to the Literacy Development of Black Boys in the Elementary Grades
Discussions and practices focused on Black boys' literacy development and equity in U.S. classrooms require serious thought and interrogation if the aim is to move these boys toward advanced levels of reading, writing, intellectual development, and human development. Sorely, Black boys have become subjects of educational, programming, and policy experimentation endorsed by school boards that lead to instructional and curricular shortcomings in elementary classrooms. In this article, I call for a need to bring order to the literacy development of Black boys in the elementary grades by focusing on advanced literacy outcomes ...
Source: Reading Teacher - November 13, 2023 Category: Child Development Authors: Alfred W. Tatum Tags: Viewpoint Source Type: research
Stories Grounded in Decades of Research: What We Truly Know about the Teaching of Reading
AbstractThe recent dissemination of selective research findings related to reading privileges a narrow body of reading scholarship and a singular, unproven solution —teaching phonics. We offer a research-based correction by presenting two compelling bodies of research to argue that reading instruction must be responsive to individual children. While this confluence of complexity does not deny the importance of phonics, it highlights the significant findings r elated to: (1) the brain and reading, and (2) the systematic observation of young readers. We argue that reductive and singular models of reading fail to honor the ...
Source: Reading Teacher - November 3, 2023 Category: Child Development Authors: Catherine Compton ‐Lilly,
Lucy K. Spence,
Paul L. Thomas,
Scott L. Decker Tags: Viewpoint Source Type: research
Comprehending Poetry with Social Justice Themes
(Source: Reading Teacher)
Source: Reading Teacher - November 1, 2023 Category: Child Development Authors: Tara Concannon ‐Gibney Tags: Teaching and Learning Guide Source Type: research
We Ask Students What they Understand, Not How they Understand: Making Reasoning Comprehension Processes Visible and Explicit
AbstractThis paper pushes beyond current debates over what is being called the science of reading to articulate a multidimensional complex conception of what is entailed in reading comprehension. Reading comprehension entails not only cognitive processes, but equally important is how issues of identity along multiple dimensions, perceptions of tasks and settings, social and emotional relationships intersect to shape effort and motivation to comprehend. The paper argues that a central problem in the typical teaching of reading comprehension in the K –12 sector is insufficient attention to processes or meaning making. Typi...
Source: Reading Teacher - October 19, 2023 Category: Child Development Authors: Carol D. Lee Tags: Viewpoint Source Type: research
The Complexity of Building Bridges of Books Across Global Cultures
This article focuses on our learning as teachers in an afterschool club and our recognition that books can close rather than open children's minds and build walls rather than bridges across cultures. (Source: Reading Teacher)
Source: Reading Teacher - October 8, 2023 Category: Child Development Authors: Dorea Kleker,
Kathy G. Short,
HeeYoung Kim,
Reena Joseph Tags: Teaching and Learning in Action Source Type: research
