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Pennell, Colleen – Reading Teacher, 2015
Teaching children to inquire, discuss ideas, and defend thinking about a literary text is a key aim of the common core state standards (CCSS). This article describes how four third-grade, male struggling readers successfully co-constructed meaning during a discussion based reading intervention rooted in philosophical inquiry. Three elements that…
Descriptors: Reader Text Relationship, Reading, Reading Skills, Reading Strategies
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Hiebert, Elfrieda H.; Mesmer, Heidi Anne E. – Educational Researcher, 2013
The Common Core Standards for the English Language Arts (CCSS) provide explicit guidelines matching grade-level bands (e.g., 2-3, 4-5) with targeted text complexity levels. The CCSS staircase accelerates text expectations for students across Grades 2-12 in order to close a gap in the complexity of texts typically used in high school and those of…
Descriptors: Core Curriculum, State Standards, Alignment (Education), Grade 2
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Watts-Taffe, Susan; Laster, B. P.; Broach, Laura; Marinak, Barbara; Connor, Carol McDonald; Walker-Dalhouse, Doris – Reading Teacher, 2013
This article addresses approaches to differentiating instruction to meet the needs of students whose literacy needs, interests, and strengths vary widely. This article was designed to support classroom teachers who understand the importance of differentiating instruction, but are unsure of how best to design and implement differentiation within…
Descriptors: Individualized Instruction, Teacher Effectiveness, Response to Intervention, Classroom Techniques
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Tyler, Jennifer – Reading Teacher, 2010
Teacher Jennifer Tyler shares her experience of creating a text set for a social studies unit on colonial America.
Descriptors: Social Studies, Teaching Methods, Grade 5, Reading Aloud to Others
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Maderazo, Catherine; Martens, Prisca; Croce, Keri; Martens, Ray; Doyle, Michelle; Aghalarov, Stacy; Noble, Rob – Language Arts, 2010
This article shares findings from a collaborative, qualitative research project investigating what happens to first and third graders' comprehension of picturebooks if we intentionally teach them the language of art--Elements of Art and Principles of Design. Work with the art teacher and two classroom teachers transformed the traditional picture…
Descriptors: Pictorial Stimuli, Research Projects, Investigations, Grade 1
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Dreher, Mariam Jean; Gray, Jennifer Letcher – Reading Teacher, 2009
In this article, we describe how to help primary-grade English language learners use compare-contrast text structures. Specifically, we explain (a) how to teach students to identify the compare-contrast text structure, and to use this structure to support their comprehension, (b) how to use compare-contrast texts to activate and extend students'…
Descriptors: Text Structure, Second Language Learning, Teaching Methods, Comparative Analysis
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Dutro, Elizabeth – Language Arts, 2009
Dutro discusses an analysis of the disconnect between the material realities of the lives of a group of third-grade children living in poverty and the middle-class assumptions of a district-mandated unit within a literacy curriculum. The analysis arose in the context of an ethnographic study of identity and classroom literacy practices; it was…
Descriptors: Reading Assignments, Grade 3, Poverty, Economic Climate
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Yopp, Ruth Helen – Science Activities: Classroom Projects and Curriculum Ideas, 2006
Hands-on explorations can be extended through interactions with informational texts, enhancing both science learning and literacy development. In this article, the author describes a primary-grade science activity that begins with students examining pine cones and sharing their experiences and observations with peers. The students then generate…
Descriptors: Literacy, Hands on Science, Science Activities, Primary Education
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Kraus, Jo Anne – Language Arts, 2006
Playing the Play describes the experiences of a storyteller and teacher of literature who created a literature-based literacy program at Concourse House, a homeless shelter in Bronx, New York, for women and their young children. This program is based on the belief that pleasure is the primary reason children want to learn to read, and that where…
Descriptors: Reader Text Relationship, Young Children, Homeless People, Written Language
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Reis, Sally M.; Fogarty, Elizabeth A. – Educational Leadership, 2006
Over the past four years, educators and researchers from the University of Connecticut have worked with urban high-poverty schools to implement an alternative reading instruction program called the Schoolwide Enrichment Model in Reading (SEM-R). Based on Renzulli's Enrichment Triad Model, the SEM-R works through planned enrichment experiences to…
Descriptors: Reading Instruction, Thinking Skills, Independent Reading, Urban Schools