When Writers Lead the Lesson: Students as Teachers in Elementary Composing Spaces
AbstractThe purpose of this article is to describe how teachers implemented student-led minilessons in writing instruction. We use observations from two elementary classrooms to provide examples of student-led instruction focused on digital and translingual composing. Through these examples, we outline three steps teachers can take to support student-led composing instruction: (1) look for innovative student composing practices, (2) yield the floor to students, and (3) lend support as needed. We conclude by discussing how student-led composing instruction positions children as experts and models in the classroom. (Source: Reading Teacher)
Source: Reading Teacher - April 12, 2024 Category: Child Development Authors: Lindsey W. Rowe,
Julie Johnson Tags: Teaching and Learning Guide Source Type: research
Using Intentional Pairing and Peer Tutoring during Structured Literacy Activities in Inclusion Classrooms
AbstractMore and more students with learning disabilities and other diverse learners are placed for instruction in general education classrooms, which often leaves teachers grappling to design successful peer interactions and literacy activities to meet the needs of all learners in their classrooms. As the shift is made to align literacy instruction to the Science of Reading (SoR), it is vital for teachers to provide relevant and engaging learning opportunities for all students. In this article, several strategies are offered for intentionally pairing diverse learners and their typically developing peers to provide success...
Source: Reading Teacher - April 11, 2024 Category: Child Development Authors: K. Lea Alexander Tags: Viewpoint Source Type: research
Toward a Multilingual Perspective on Reading: Aligning Emergent Bilinguals' Resources with Theories of Reading and Implications for Instruction
This article puts forth a multilingual perspective on reading to counter the prevailing monolingualism that dominates reading instruction. First, it brings theories together to develop a cohesive understanding of teaching reading with emergent bilinguals at the center. Second, it illuminates ways educators can design reading instruction, which is responsive to and normalizes emergent bilinguals' resources. In taking up a multilingual perspective of reading, educators have a challenge and opportunity to engage in intellectual and practical work to ensure emergent bilinguals' strengths are at the center of reading instructio...
Source: Reading Teacher - April 11, 2024 Category: Child Development Authors: Laura Ascenzi ‐Moreno Tags: Teaching and Learning in Action Source Type: research
Building Mental Models of Writers: Writing Aloud in Writing Instruction
AbstractThe act of writing involves decision-making that can be challenging for elementary students as they choose ideas, organization structures, and audiences for whom to share their messages. Teachers can support students in their decision-making through providing explicit explanation of the metacognitive decision-making that occurs at each stage of the writing process, using various strategies and skills that writers employ in their craft. To help teachers facilitate these processes, we present the DECIDE Framework to support teachers in demystifying writers' decision-making through strategically planning write-aloud l...
Source: Reading Teacher - April 4, 2024 Category: Child Development Authors: Sharon M. Pratt,
Tracey S. Hodges Tags: Teaching and Learning in Action Source Type: research
Evidence ‐Based Practices to Enliven Integrated Reading‐to‐Writing Instruction
AbstractDespite strong support for integrating reading and writing instruction, writing practice is often crowded out of the schedule in elementary classrooms. To promote increased emphasis on writing, a working group of literacy researchers highlights three writing goals and six research-based reading-to-writing practices to enliven instruction with more integrated opportunities. The three featured goals are maximize reading –writing connections, increase student collaborative writing, and promote a classroom writing community. To achieve these goals, the authors highlight flexible, evidenced-based writing activities to...
Source: Reading Teacher - April 3, 2024 Category: Child Development Authors: Kathleen A. J. Mohr,
Cindy D. Jones,
Kalie Chamberlain,
Kara DeCoursey,
Marla Robertson,
Catherine Summers,
Megan Bagley Tags: Teaching and Learning in Action Source Type: research
Bridging Literacy Theory with Practice: Differentiated Academic Service Learning Projects with Children's Literature
AbstractThis academic service learning initiative enabled teacher education candidates to create research-based family literacy activities around a diverse selection of children ’s books. Each project included a detailed parent or caregiver letter, which provides an overview of the family literacy activity; materials and props; step-by-step procedures; prompting questions; ideas for differentiation to meet the needs of varied learning styles; and real-world extensions. As pre-service teachers selected from a menu of literacy strategies that fit their individual letter and project design, the concept of differentiation wa...
Source: Reading Teacher - April 3, 2024 Category: Child Development Authors: Anne Katz Tags: Column Source Type: research
Supporting Early Biliteracy in English ‐Medium Classrooms: Initiatives for Family Engagement and Instructional Innovations
AbstractSince many bilingual students do not have access to bilingual education, this article illustrates how to collaborate with families and create instructional innovations to support biliteracy for all young bilinguals. The authors implemented a Biliteracy Jumpstart for 6 weeks at the beginning of school year culminating in Family Biliteracy Day with one linguistically diverse Pre-K classroom. (Source: Reading Teacher)
Source: Reading Teacher - April 3, 2024 Category: Child Development Authors: Mary Amanda (Mandy) Stewart,
Douha Abbasher,
Melanie Aide Aguirre Jaimes,
Monica Hughes Tags: Teaching and Learning Guide Source Type: research
Family Belonging Backpacks: Deepening Equity and Inclusion with Diverse Literature
A teacher educator shares how a school community engaged family in parent –child interactive reading experiences around big ideas found in diverse literature to deepen inclusion beyond the classroom. (Source: Reading Teacher)
Source: Reading Teacher - April 2, 2024 Category: Child Development Authors: Michele Byrne Tags: Teaching and Learning Guide Source Type: research
Matching or Clashing? Teachers Analyzing Picturebooks Using an Equity ‐Focused Text Analysis Tool
This study reports findings from an activity in which K-8 in-service teachers used an equity-focused text analysis tool to critically analyze the picturebookMarisol McDonald doesn't match/Marisol McDonald no combina. I conducted thematic analysis on a key component of critical literacy teachers addressed —identifying stereotypes the author and illustrator both disrupt and perpetuate in this book. This work helps us understand how teachers themselves learn to engage in critical analysis of picturebooks. (Source: Reading Teacher)
Source: Reading Teacher - March 31, 2024 Category: Child Development Authors: Audrey Lucero Tags: Teaching and Learning in Action Source Type: research
Strengthening Students' Reading Motivation and Engagement with C.A.R.E.
AbstractOver the past two years, as a professor of reading education, I have listened to, collaborated, and met with various PreK –12 educators virtually and in person. I collected questions, comments, successes, and challenges related to the ongoing transitions and demands of this post-pandemic era on teachers, students, and parents. The topics of student motivation to read and engagement in reading remain among the top two areas of need and support for educators. In this article, I present a short summary of research on reading motivation and engagement followed by sample research-based recommendations for strengthenin...
Source: Reading Teacher - March 30, 2024 Category: Child Development Authors: Vassiliki Zygouris ‐Coe Tags: Teaching and Learning Guide Source Type: research
Selecting a Literacy Intervention and Planning for Implementation: A Guide
AbstractEvidence-based core instruction partnered with evidence-based supplemental interventions are vital for students' literacy learning, particularly for students who need additional support (Petscher et al., 2020). Identifying instructional materials that reflect the translation of effective practices is challenging, (Solari et al., 2020) and made trickier by an abundance of commercialized and packaged literacy curricula, all claiming to be research- or evidence-based. The tasks of finding, sele cting, and implementing literacy interventions that are high-quality, evidence-based, and designed to meet the needs of st...
Source: Reading Teacher - March 30, 2024 Category: Child Development Authors: Colleen E. Whittingham,
Paola Pilonieta,
Erin K. Washburn Tags: Teaching and Learning Guide Source Type: research
