Allocation of adequate time for reading and writing instruction and practice.
Reading and writing are complex processes that require ample time to be taught and practiced. Effective educators model strategies and thinking, guide students in an interactive practice together, invite them to try the strategy independently, then check with students individually for understanding and give specific feedback. This movement should be as fluid as the daily schedule will allow to keep students engaged and focused.
My first artifact is a poem from my Reading Comprehension course entitled Think Time. To me, this poem is about providing students the kind of time and environment necessary to get lost in reading--to imagine, ponder, interpret, and create meaning. My second artifact is pages 16-18 in Miller & Moss' book, No More Independent Reading Without Support (2013). In this section, the authors present evidence of a positive correlation between increased time for independent reading and reading achievement. My third artifact is chapter 2 in Richard Allington's book, What Really Matters for Struggling Readers (2011). In this chapter, Allington discusses research findings of higher reading achievement scores for students who were assigned more reading or given more reading time than those who were given less. These artifacts exemplify my knowledge of the importance for allotting generous amounts of time for literacy instruction and practice.
Reading and writing are complex processes that require ample time to be taught and practiced. Effective educators model strategies and thinking, guide students in an interactive practice together, invite them to try the strategy independently, then check with students individually for understanding and give specific feedback. This movement should be as fluid as the daily schedule will allow to keep students engaged and focused.
My first artifact is a poem from my Reading Comprehension course entitled Think Time. To me, this poem is about providing students the kind of time and environment necessary to get lost in reading--to imagine, ponder, interpret, and create meaning. My second artifact is pages 16-18 in Miller & Moss' book, No More Independent Reading Without Support (2013). In this section, the authors present evidence of a positive correlation between increased time for independent reading and reading achievement. My third artifact is chapter 2 in Richard Allington's book, What Really Matters for Struggling Readers (2011). In this chapter, Allington discusses research findings of higher reading achievement scores for students who were assigned more reading or given more reading time than those who were given less. These artifacts exemplify my knowledge of the importance for allotting generous amounts of time for literacy instruction and practice.