This year, the staff of Washington Elementary is looking for a way to improve the reading success of all its students. To do so, the teachers attend a summer institute on reading instruction. They learn that high-quality reading instruction comprises both core reading programs and research-validated instructional practices. They share this information with their principal, who in turn appoints a team to review their current reading program. The team finds that the existing program does indeed address the grade-appropriate core reading components.
Phonics and Word Study
National Reading Panel, 2000; Texas Essential Knowledge and Skills (TEKS)
The kindergarten and first-grade representatives, Mrs. Doris and Ms. Chandler, now begin to look for research-validated instructional practices to supplement the core reading program for their grade levels. Such practices should accommodate the individual learning needs of Washington Elementary’s diverse student body. This includes low-, average-, and high-performing students, as well as students with disabilities and English learners. In addition, the strategy should be engaging enough to hold the interest of kindergarteners and first graders. But what reading strategy could possibly fit this bill?
Here is your Challenge:
What characteristics might Mrs. Doris and Ms. Chandler look for in a reading approach?
What types of activities can Mrs. Doris and Ms. Chandler use to increase their students’ reading skills?
How can Mrs. Doris and Ms. Chandler implement these activities?