Considering Instruction That Works
Let Them Read What They Like
Students need time to select books that they want to read. Turning a student onto reading starts with finding the "perfect" book. Students should be fit to a book like they are fit to a pair of shoes. If it's too high students may flop around too much and not be able to comprehend because they won't understand what they read. If it's too low students won't show a lot of growth because they won't be challenged. A perfect book should be balanced between the two. It should give enough challenge, but also be able to be read without frustration. Graphic novels, newspapers, even comics provide students with authentic reading. Provide a variety of reading materials to meet all readers needs.
Watch Out for "Fake Reading"
Helping students find the right book will help limit "fake reading." If you catch a student fake reading, call them out on it. You could conference with them from time to time that would let them know they have to be reading to be able to talk about the book.
To get students interested in reading, set the hook! Try using the first book from a series to let students become familiar with an author. This develops a trusting relationship, because they experienced a book that reached their reading needs. Students will get a lot of strategy practice reading books from a series.
Students need time to select books that they want to read. Turning a student onto reading starts with finding the "perfect" book. Students should be fit to a book like they are fit to a pair of shoes. If it's too high students may flop around too much and not be able to comprehend because they won't understand what they read. If it's too low students won't show a lot of growth because they won't be challenged. A perfect book should be balanced between the two. It should give enough challenge, but also be able to be read without frustration. Graphic novels, newspapers, even comics provide students with authentic reading. Provide a variety of reading materials to meet all readers needs.
Watch Out for "Fake Reading"
Helping students find the right book will help limit "fake reading." If you catch a student fake reading, call them out on it. You could conference with them from time to time that would let them know they have to be reading to be able to talk about the book.
To get students interested in reading, set the hook! Try using the first book from a series to let students become familiar with an author. This develops a trusting relationship, because they experienced a book that reached their reading needs. Students will get a lot of strategy practice reading books from a series.
A Teacher's Point of View
A teacher's edition is just a resource that will assist in the decision making and planning process for the teacher. There are four areas that are considered when planning.
Some other strategies to borrow from a veteran teacher:
Below is a great example of Gradual Release of Responsibility during a lesson on inference. Why did the teacher stop his students during independent practice time?
- The Reading Process - Strategies, and cuing systems should be found all through your teaching.
- The students - Use a variety of assessments to get the fullest picture of your students.
- The Texts - Informational and fiction texts should be used equally. Also consider your students interests when choosing texts.
- The Standards - Assess where your students are and move them to the standard.
Some other strategies to borrow from a veteran teacher:
- Show, don't tell! - This strategy uses the gradual release of responsibility model. First model the strategy or think aloud, provide guided practice, give time for independent practice and finally self-reflection.
- Assessments should be made often to ensure teaching is in the zone of proximal development.
- Engagement - Provide immersion, demonstrations, expectations, and taking responsibility for their own learning.
Below is a great example of Gradual Release of Responsibility during a lesson on inference. Why did the teacher stop his students during independent practice time?
Key Elements in the Classroom
Read Alouds with Picture Books!
Reading Conferences
Writing Across the Curriculum
Literature and Information Circles
Class Library
These are just a few of the items mentioned that should be in every classroom. Classrooms should be rich in various types of text and easily accessible. Don't forget to use writing to help students make deeper connections in all subject areas. Have them explain in writing how to solve a math problem. Or, have a silent discussion around the room using only their writing (and dry erase markers.)
Reading Conferences
Writing Across the Curriculum
Literature and Information Circles
Class Library
These are just a few of the items mentioned that should be in every classroom. Classrooms should be rich in various types of text and easily accessible. Don't forget to use writing to help students make deeper connections in all subject areas. Have them explain in writing how to solve a math problem. Or, have a silent discussion around the room using only their writing (and dry erase markers.)
This video is an example of Reading Around the Text. How does "RAT" differ for fiction or nonfiction texts?
References:
L. Hoyt, (2005). Spotlight on Comprehension: Building Literacy of Thoughtfulness. Portsmouth, New Hampshire: Heinemann.
Part 9 (Ch. 52-56)
L. Hoyt, (2005). Spotlight on Comprehension: Building Literacy of Thoughtfulness. Portsmouth, New Hampshire: Heinemann.
Part 9 (Ch. 52-56)