English Language Arts/Literacy

Short Name: 
ELA/Literacy

Text Discussion One Step at a Time

Dr. P. David Pearson, member of the IES panel that created the Practice Guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade, describes the value and benefits of text discussion and offers suggestions for planning, structuring, and supporting discussions.

 

FEATURING: P. David Pearson, University of California, Berkeley

SOURCE: Doing What Works

Uncovering Text Structure

Joanna Williams discusses the importance of teaching children about narrative and informational text structure and describes some instructional tools she has used in her research with teachers.

FEATURING:  Joanna P. Williams, Columbia University

SOURCE: Doing What Works

What Good Readers Do

Nell Duke, who served on the IES Panel that developed the Practice Guide on Improving Reading Comprehension in Kindergarten Through 3rd Grade, discusses the recommendation to teach students how to use reading comprehension strategies.

 

FEATURING: Nell K. Duke, Michigan State University

SOURCE: Doing What Works

Choosing the Right Text

Nell Duke discusses the importance of choosing texts for reading instruction that are an appropriate difficulty level, range in genres, and align well with instructional goals.

 

FEATURING: Nell K. Duke, Michigan State University

SOURCE: Doing What Works

A Gradual Release of Responsibility

Nell Duke describes the “gradual release of responsibility” instructional approach to reading instruction, which involves explicit modeling and opportunities for guided practice leading to students’ independent use of a particular skill or strategy.

 

FEATURING: Nell K. Duke, Michigan State University

SOURCE: Doing What Works

Reading for Meaning

Timothy Shanahan, chair of the panel that produced Improving Reading Comprehension in Kindergarten Through 3rd Grade, provides an overview of the Practice Guide’s central recommendations.

 

FEATURING: Timothy Shanahan, University of Illinois at Chicago

SOURCE: Doing What Works

Designing Tiered Interventions

Listen to Don Deshler explain why some adolescents struggle with reading and the need for reliable student assessments and qualified specialists to provide intensive and individualized interventions. He also discusses why schoolwide teacher collaboration across content areas is essential for improving outcomes for struggling readers.

 

FEATURING: Don Deshler, University of Kansas

SOURCE: Doing What Works

Language and the Common Core State Standards

There are three different ways that language is involved in the Common Core standards: language requirements in the content standards, English language arts standards, and language-convention-specific standards. This paper and video call for a thoughtful integration of these three dimensions.

 

SOURCE:  Aida Walqui, Understanding Language Initiative

Pages