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Shanahan on Literacy Information for Teachers and Parents on Teaching and Assessing Reading, Writing, and Literacy

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Shanahan on Literacy Information for Teachers and Parents on Teaching and Assessing Reading, Writing, and Literacy More Next Blog» Create Blog Sign In Shanahan on Literacy Information for teachers and parents on teaching and assessing reading, writing, and literacy. TIMOTHY SHANAHAN Showing posts with label scaffolding challenging text. Show all posts WEDNESDAY, MAY 13, 2015 How Much Text Complexity Can Teachers Scaffold? How much of a "gap" can be compensated through differentiation? If my readers are at a 400 Lexile level, is there an effective way to use a 820 level chapter book? This is a great question. (Have you ever noticed that usually means the responder thinks he has an answer). For years, teachers were told that students had to be taught with books that matched their ability, or learning would be reduced. As a teacher I bought into those notions. I tested every one of my students with informal reading inventories, one-on- one, and then tried to orchestrate multiple groups with multiple book levels. This was FOLLOW BY EMAIL prior to the availability of lots of short paperback books that had been computer scored for F & P levels or Lexiles, so I worked with various basal readers to make this work. Email address... Submit However, a careful look at the research shows me that almost no studies have USING THIS BLOG found any benefits from such matching. In fact, if one sets aside those studies that focused on children who were reading no higher than a Grade 1 level, then the only *** To Subscribe put your email address into Follow by Email (top right hand side) results supporting specific student-text matches are those arguing for placing students and you will be informed of new posts. at what we would have traditionally called their frustration level. ***All past blogs are filed by topic and Given this research and that so many state standards now require teachers to many contain download links to Word or enable students to read more challenging texts in grades 2-12, teachers are going to Powerpoint files need to learn to guide student reading with higher level text than in the past. ***To comment--or to see the comments of others--just click on a blog title and go to Theoretically, there is no limit to how much of a gap can be scaffolded. Many the bottom of the page studies have shown that teachers can facilitate student success with texts that students can read with only 80% accuracy and 50% comprehension, and I have no ***Feel free to email me at shanahan at doubt, that with even more scaffolding, students could probably bridge even bigger uic.edu gaps. I vividly remember reading a case study of Grace Fernald when I was in graduate school. She wrote about teaching a 13-year-old, a total non-reader, to read WHAT TIM WORKS ON with an encyclopedia volume. That sounds crazy, but with a motivated student, and a AEI Speakers Bureau highly skilled teacher, and a lot of one-on-one instructional time, without too many AMP Reading System interruptions… it can work. Altis Reach Amplify Atlas But what is theoretically sound or possible under particularly supportive Children of the Code circumstances does not necessarily work in most classrooms. Common Core Standards I have no doubt teachers can scaffold a couple of grade levels without too Encyclopedia of Language and Literacy much difficulty. That is, the fifth-grade teacher working with a fifth-grade book can Improving Reading Comprehension, K-3 successfully bring along a student who reads at a third-grade level in most classroom International Literacy Association situations. But as you make the distance between student and book bigger than that, McGraw Hill StudySync then I have to know a lot more about the teacher’s ability and resources to estimate McGraw-Hill Wonder Works whether it will work this time. McGraw-Hill Wonders National Early Literacy Panel Nevertheless, by preteaching vocabulary, providing fluency practice, offfering National Reading Panel guidance in making sense of sentences and cohesion, requiring rereading, and so on, I National Title I Study have no doubt that teachers can successfully scaffold a student across a 300-400 Lexile gap--with solid learning. Queens University Centre for Effective Education Reach Out and Read But specifically, you ask about scaffolding a 400-Lexile reader to an 820-Lexile text. If you had asked about 500 to 920, I wouldn't hesitate: Yes, a teacher could Reading Hall of Fame successfully scaffold that gap. I’m more hesitant with the 400 level as the starting point. Reading Rockets My reason for this is because 400 is a first-grade reading level. This would be a Reading in Motion student who is still mastering basic decoding skills. Ready to Learn Programme Thomas Fordham Institute I do not believe that shifting to more challenging text under those UIC Center for Literacy circumstances is such a good idea. WestEd Raising the Bar To address this student’s needs, I would ramp up my phonics instruction, What Works Clearinghouse including dictation (I want my students to encode the alphabetic system as well as youngballymun, Dublin, Ireland decode it). I might increase the amount of reading he or she is expected to do with texts that highlight rather than obscure how the spelling system works (e.g., decodable POPULAR POSTS text, linguistic text). I would increase work on high frequency words, and I would What is Close Reading? increase the amount of oral reading fluency work, too. I’d do all of these things. The common core standards are encouraging teachers to engage students But I would not shift him/her to a harder book because of what needs to be in close reading. Much of the focus of mastered at beginning reading levels. We’ll eventually need to do that, but not until the discussions of close reading... foundations of decoding were more firmly in place. Planning for Close Reading The common core standards have An important thing to remember: no state standards raises the text demands for promoted the idea of close reading; students in Kindergarten or Grade 1. They do not do this because they are giving essentially a more text-centered approach students the opportunity to firmly master their basic decoding skills. It isn't the distance to guiding students' readi... between 400 and 820 that concerns me--that kind of a distance can be bridged; but a Common Core or Guided Reading 400-Lexile represents a limited degree of decoding proficiency, and so I wouldn't want Recently, I've been fielding questions to shift attention from achieving proficiency in reading those basic words. about guided reading (à la Fountas and Pinnell) and the common core; mainly about the differen... Why Discussions of Close Reading Sound Like Nails Scratching on a Chalkboard Here are some myths about close reading Labels: scaffolding challenging text, text complexity Links to this post and my responses. 1. Close reading +1 Recommend this on Google is a teaching technique. We have many of teac... 7 comments: Rejecting Instructional Level Theory A third bit of evidence in the complex text SATURDAY, FEBRUARY 28, 2015 issue has to do with the strength of evidence on the other side of the ledger. In More on the Teaching with Books at the Students' Reading Levels my two previo... Daily Five and Common Core? Please provide the research about how teaching students using Recently, I received a question about the instructional level texts does not yield results! I am a literacy coach with appropriateness of the Daily Five to the Common Core. Interesting question…. I five years of successful guided reading with below-level ELL's, working think the pu... with them at their instructional level for TWENTY MINUTES A DAY. The Informational Text: Or How Thin Can You rest of our two-hour block is spent with students immersed in either an Slice the Salami As most of you know, the common core independent book of their choice (also about 20-25 minutes) or in grade state standards (CCSS) make a big deal level text (1+ hours). I feel confident that I am teaching CCSS Standard 10 about informational text. Unlike typical state standards, CCS... because my students read complex text in whole group with my scaffolding. Ten Things Good Writers Do I understand you've probably posted it many times, but please post it again I was asked to write the following for a local high school that wanted to provide here so I can see the research about why these 20 minutes of my students' some writing guidelines for its students. day, where I see them growing by leaps and bounds, is actually preventing This might be of... them from achieving the Common Core standards! Common Core Standards versus Guided Reading, Part I The new common core standards are I’ve never written that no learning results from being taught from texts at challenging widely accepted instructional one’s instructional level. In fact, the majority U.S. kids are currently taught practices. Probably no ox has been more impressively gored by t... in that fashion—and most American kids are learning to read, albeit not as well as we want them to. I have no doubt that your students are learning How Can Reading Coaches Raise Reading Achievement? something from the instructional level teaching that you are offering them. Teachers question: I have just been hired as a reading coach in a school where I have been a third-grade teacher. My But the real issue has to do with what’s best for kids, rather than what principal wants m... works. The men and women who manned the “iron lungs” of the 1950s did much for polio victims.
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