Compare Vocabulary Study to Dating

Posted on October 15, 2018

To master an essential vocabulary word, students require repeated exposure to the word over time. This supports the 4-14-40 research by leading expert Dr. Robert Marzano.

Take Advantage of Root-Word Instruction

Posted on September 17, 2018

Teaching students every word in the English language is impossible. But teaching students how words work leads students to unlocking many other words.

Enhance Learning with Active Instruction

Posted on August 13, 2018

In her book Activate, Katherine Mills Hernandez describes student engagement as more than merely doing something. She raises the bar and expects students are doing something that facilitates learning.

Identify the Skill First & the Text Second

Posted on May 06, 2018

The reading standards outline the skills students need to master; they do not require certain texts be read. This puts the emphasis on teaching reading, not teaching texts. Teachers should first identify the comprehension skill to teach.

Discern 3 Types of Syntheses

Posted on March 09, 2018

Often teachers identify a synthesis as an aha readers experience after combining multiple thoughts and thinking beyond the text. And this is accurate. However, there are actually three different types of syntheses.

Differentiate Between Themes and Topics

Posted on March 09, 2018

How do you teach theme? This standard is often assessed via a multiple-choice question (e.g., Which sentence best summarizes this text's theme?). It's important to note that every answer listed is a sentence--none are a single word or a phrase.

Teach Readers How to Skim Long Texts

Posted on January 15, 2018

In anticipation of long reading passages on standardized tests, some teachers are concerned with how their lower, slower, and/or unmotivated readers will perform. A simple strategy to support these students is to teach them how to skim.

Recognize Cursor Symbols to Improve On-Screen Reading

Posted on December 11, 2017

Not every skill, strategy, or habit applied when reading a print text automatically transfers onto a screen. Students who can read print text easily and independently are not necessarily successful on-screen readers.

Break Down Comprehension Strategies by Subskills

Posted on October 16, 2017

For every comprehension mini-lesson, announce the strategy the lesson targets. Then, explain the small subskill that is the focus of the instruction. Be sure to include experience with that subskill in both literature and informational text.

Introducing Reading Voice and Thinking Voice

Posted on October 16, 2017

In many respects, reading is harder to teach than writing, mainly because it's invisible. Consequently, teachers must work diligently to make the reading process and their reading instruction concrete and visible.