Reading Next Online Activity

1)  The criteria of effective literacy programs disclosed in Reading Next are built on many of the topics we have discussed in class thus far.  Garber-Miller introduced us to the scaffold approach, meeting the direct, explicit comprehension instruction element, as it allows students to acquire new skills as the teacher provides intense support and slowly withdraws to foster independent learning.  McKenna’s reading guides set a clear purpose for reading and guide students to comprehension which follows with most of the elements, in particular: direct, explicit comprehension instruction element, effective instructional principles embedded in content, intensive writing, and ongoing formative assessment of students.  The last two elements would utilize a hierarchical guide to allow for the development and assessment of critical thinking. The IRA position statement proposed that students need more choice in their texts which is mirrored in the motivation and self-directed learning and diverse texts elements.   Gunning’s examination of text structures can be used in direct, explicit comprehension instruction and effective instructional principles embedded in content as text structures facilitate understanding the purpose in various texts and assist content area teachers in providing reading instruction in class.  The Harvey and Daniels chapters on inquiry circles can be easily tied to many elements in an effective literacy program.  Teacher modeling is used throughout the process as the teachers facilitate student centered independent learning.  This follows the elements of direct, explicit comprehension, motivation and self directed learning, and text-based collaborative learning.  As inquiry circles allow students to approach topics from their point of view, asking their own questions and answering them, it again meets the elements of motivation and self directed learning and text-based collaborative learning.

2)  In my English Language Arts classroom I would employ text-based collaborative learning in a variety of ways.  One straight forward way would be to prepare a critical thinking reading guide passed on a piece of literature we are reading in class. I would divide the students into small groups and have them discuss the questions as a group and then present their answers to the class.  This would allow students to interact with the text and each other’s ideas at the same time.  I would also use this element as an opportunity to allow students to gain more background knowledge on a topic in a story we are reading.  I would assign small groups different articles on a topic of interest.  Each group would be in charge on answering important questions about the article, the topic and its connection to our piece of literature.  This assignment also easily lends itself to reading diverse texts.  Students would be exposed to diverse texts through small group work and also outside reading assignments.  By creating a collection of texts in the classroom that meet various reading abilities and cover many topics, I would set my students up for success.

In my classroom I would also address the element of intensive writing.  In an English class, this can be done in many ways.  A basic approach would be to use reading guides, journal entries and short answer questions that employ critical thinking which reinforces reading comprehension and improves writing.  Instruction would also focus on sentence combining activities that included modeling and imitation.  Summarization would be accomplished by providing a general or specific paragraph frame.  The writing process would be broken down into distinct parts as the students complete their own writing projects that would vary from narratives to resumes and cover letters to research papers.