English Language Arts/Literacy

Short Name: 
ELA/Literacy

Thinkaloud Survey

Teachers at Cornell Elementary School use the state-developed Thinkaloud Survey to reflect on how well they are implementing the thinkaloud strategy in classroom instruction. The survey asks teachers to rate their overall skill, describe how frequently they use the strategy, and identify the parts of the strategy with which they need assistance. For further information on the use of thinkalouds, view Dr. Joe Dimino’s demonstration in the video, Thinkaloud Examples in Comprehension and Phonics.

 

FEATURING: Cornell Elementary School (IA)

SOURCE:  Doing What Works

Persuasion Across Time and Space: Analyzing and Producing Complex Texts

This five-lesson English language arts unit illustrates the shifts that educators need to undertake in their conceptualization of language, literacies development, and pedagogy. Undergoing these shifts will offer English language learners, and all other students, quality opportunities to learn.

Developed by WestEd’s Quality Teaching for English Learners project, this unit is intended for middle school English language learners at the intermediate level of proficiency and beyond, as well as other students who need to develop the academic uses of English.

 

SOURCE: Quality Teaching for English Learners

Literacy Instruction in the Content Areas: Getting to the Core of Middle and High School Improvement

This paper argues that if students are to be truly prepared for the sophisticated intellectual demands of college, work, and citizenship, then they must be taught the advanced literacy skills that will enable them to succeed in the academic content areas—particularly the core content areas of math, science, English, and history.

 

SOURCE: Cynthia Greenleaf, WestEd

Meeting Common Core State Standards and College-Readiness Expectations through Academic Literacy Instruction

Learn ways educators can improve teacher proficiency in academic literacy instruction in secondary schools to align with Common Core State Standards and prepare students for college-readiness expectations.

 

FEATURING: Tracy Huebner, WestEd

SOURCE: Schools Moving Up

Text Complexity in Reading and Writing

Review the three factors used to measure text complexity and receive a guide that will allow you to analyze text from your curriculum to determine whether it is at the correct level of rigor.

 

FEATURING: Robert Rosenfeld, WestEd; Elizabeth Jameyson, WestEd

SOURCE: Schools Moving Up

Overview of the California English Language Arts Common Core and Literacy in the Content Areas

Listen as staff from the California Department of Education present an overview of the English language arts and literacy CCSS in the content areas and share resources for implementation.

 

FEATURING: Carrie Roberts, California Department of Education, Barbara Murchison, California Department of Education

SOURCE:  Schools Moving Up

Improving Reading Comprehension in Kindergarten Through 3rd Grade

This Practice Guide, developed by an Institute of Education Sciences panel, includes five research-based recommendations to help educators teach reading comprehension in grades K-3. Each recommendation includes a summary of research evidence and level of evidence rating. This Practice Guide is the foundation for the Doing What Works K-3 reading comprehension content, which merges the five recommendations into three practices.

 

SOURCE: Institute of Education Sciences

Effective Literacy and English Language Instruction for English Learners in the Elementary Grades

This Practice Guide was developed by an expert panel convened by the Institute of Education Sciences. It offers a set of five research-based recommendations that together constitute a coherent approach to a multifaceted problem. A summary of the research evidence and a level of evidence rating are provided for each recommendation. This Practice Guide is the foundation for all the Doing What Works content on teaching literacy to K-5 English learners.

 

SOURCE: Institute of Education Sciences

Improving Adolescent Literacy

This Practice Guide was developed by an expert panel convened by the Institute of Education Sciences. It is designed to address challenges in improving literacy levels in middle and high school and providing interventions for struggling adolescent readers. The Practice Guide offers a set of five research-based recommendations. A summary of the research evidence and a level of evidence rating are provided for each recommendation. These recommendations have been merged into four practices. This Practice Guide is the foundation for all the Doing What Works content on improving adolescent literacy.

 

SOURCE: Institute of Education Sciences

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