Nancy Steineke's Reading and Writing Together showed how a teacher can nurture friendship and collaboration among young readers. Now, Daniels and Steineke team up to focus on one crucial element of the Literature Circle model; the short, teacher-directed lessons that begin, guide and follow-up every successful book club meeting. Mini-lessons are the secret to book clubs that click.
One of the most important of these is that raising the level of literacy for children is an act of social justice. John Dewey, one of the founders of Teachers College, wrote: Our work aims to prepare kids for any reading and writing task they will face or set themselves, to turn them into life-long, confident readers and writers who display agency and independence in their future endeavors.
That is, our aims reach beyond state testing and fulfillment of tasks for schools. We aim to strengthen a generation of readers and writers.
To achieve these goals, the Reading and Writing Project supports teachers, administrators, and school change agents with professional development, curriculum, and instructional methods. The work of the Reading and Writing Project is informed by research in all of these areas as well as the more specialized categories of literacy.
Turning children into readers through an emphasis on a high volume of high-success, high- interest reading: TCRWP reading instruction relies on research that shows that kids need to read a lot of texts, with high comprehension, in order to move up levels of text complexity.
TCRWP reading workshops are structured to allow for students to read eyes on print every day for minutes in the reading workshop. Volume is vigilantly watched. Anderson, Wilson, and Fielding researched the relationship between the amount of reading done and reading achievement.
More recently, in her article, Independent Reading and School Achievement, Cullinan reviewed the research on the effects of independent reading for the purpose of informing policy makers, curriculum developers, parents, teachers, and librarians about the importance of independent reading and programs that support it.
The review concludes that independent reading, defined as the reading students choose to do, supports learning and school achievement. Providing students with protected reading time is necessary in order to support their growth in reading. Teachers re-assess often with informal running records in independent reading novels and many schools conduct more formal running records least times a year.
Teachers closely monitor both reading volume and progress up levels. Multiple studies have found specifically that matching readers to texts supports growth in reading.
There is little research available, however, to support the idea of readers reading texts which are too challenging for them. The authors review research on text complexity and learning to read and come away with two major conclusions: The authors conclude by contending that in order for students to become proficient readers, they must read texts which match their independent reading levels.
To progress as readers, readers must have ample time to read a lot and they must have texts they can read independently. The following are some of the sources we recommend consulting to learn more about the research in this area: What research says about text complexity and learning to read.
The Reading Teacher, pp. What really matters for struggling readers: Designing research-based programs 3rd ed. Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, Lessons learned from three PISA countries. Journal of Adolescent and Adult Literacy, 51 4 Journal of Experimental Child Psychology, 54, Independent reading and school achievement.
School Library Media Research, 3, An effective tutoring intervention model for language minority students who are struggling readers in first grade. American Educational Research Journal, 44 2 New directions for teachers and researchers.
International Reading Association Moss, B. Creating lifelong readers through independent reading. Motivating students to read:The Society for Human Resource Management (SHRM) is the world’s largest HR association, with , members creating better workplaces.
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w The number of required short-answer questions has been reduced to three. of this curriculum and assessment.
All individuals and their affiliations were current at the Each AP course and exam description details objectives and expectations of an AP course. Writing strand in the Massachusetts Curriculum Framework for English Language Arts and Literacy (March ) the ELA Reading Comprehension test, which used multiple-choice and open-response .
Writing Genre – A Structured Approach 2 Introduction The Primary School Curriculum recognises the act of writing as part of the language learning process.
Writing is a skill and a craft that needs to be taught and which is learned from integrated across literacy and across the curriculum.
In maths class for example, students. What are the best ways to respond to student writing? Slowly and thoughtfully. Ideally, faculty in WAC courses should respond to students as supportive mentors, helping them . 3 It’s Always the Write Time for Mini-Lessons in Growing great writing in the primary grades takes time and planning.
Planting the learning in your.