Literacy coaching is a professional learning model designed to provide teachers with supportive partnerships as they enhance their literacy instruction (L'Allier et al., 2010). However, the enhancement of instruction requires teachers to make changes to long‐standing instructional practices. To prepare for change, teachers must have the psychological safety and time to explore their beliefs, values, and identities and how these intrapersonal factors support or hinder change (Dewey, 1933). Literacy coaches can guide teachers through this preparation by using The Collaborative Literacy Coaching Framework for Transformation, which focuses on the cultivation of relationships, the examination of intrapersonal factors, the acknowledgment of how these factors impact instruction, and the need to plan for change. I will share a detailed outline of this framework and share the stories of three teachers who were better prepared for change while working within it.
{"title":"The Collaborative Literacy Coaching Framework for Transformation: Humanizing Prerequisites for Reflective Practitioners","authors":"Emily C. Caylor","doi":"10.1002/trtr.2360","DOIUrl":"https://doi.org/10.1002/trtr.2360","url":null,"abstract":"Literacy coaching is a professional learning model designed to provide teachers with supportive partnerships as they enhance their literacy instruction (L'Allier et al., 2010). However, the enhancement of instruction requires teachers to make changes to long‐standing instructional practices. To prepare for change, teachers must have the psychological safety and time to explore their beliefs, values, and identities and how these intrapersonal factors support or hinder change (Dewey, 1933). Literacy coaches can guide teachers through this preparation by using The Collaborative Literacy Coaching Framework for Transformation, which focuses on the cultivation of relationships, the examination of intrapersonal factors, the acknowledgment of how these factors impact instruction, and the need to plan for change. I will share a detailed outline of this framework and share the stories of three teachers who were better prepared for change while working within it.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"8 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141920183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Leah R. Cheek, Vinson Carter, M. Daugherty, Christian Z. Goering
Empathy, an unsung, yet critical element of learning, can be strategically interlaced with literacy instruction and engineering design to create a rich and authentic learning experience for students. Integrated STEM education rests on the promise of engaging students and providing deep understandings through the intentional practice of delivering science and math content through the application of technology and engineering skills. Using children's literature to activate empathy and design thinking can help students become better problem‐solvers, critical thinkers, and caring members of society. Empathy facilitates a deeper connection to the human experience, ensuring that solutions not only meet the design requirements, but also address the emotions and concerns of the end user. Building upon story grammar, students can understand the needs of characters in narratives and create empathetic solutions to the challenges that characters in a book may face, ultimately helping students develop confidence and embrace their future possibilities.
{"title":"Connecting Compassion: Empathy's Role in STEM and Literacy Integration","authors":"Leah R. Cheek, Vinson Carter, M. Daugherty, Christian Z. Goering","doi":"10.1002/trtr.2359","DOIUrl":"https://doi.org/10.1002/trtr.2359","url":null,"abstract":"Empathy, an unsung, yet critical element of learning, can be strategically interlaced with literacy instruction and engineering design to create a rich and authentic learning experience for students. Integrated STEM education rests on the promise of engaging students and providing deep understandings through the intentional practice of delivering science and math content through the application of technology and engineering skills. Using children's literature to activate empathy and design thinking can help students become better problem‐solvers, critical thinkers, and caring members of society. Empathy facilitates a deeper connection to the human experience, ensuring that solutions not only meet the design requirements, but also address the emotions and concerns of the end user. Building upon story grammar, students can understand the needs of characters in narratives and create empathetic solutions to the challenges that characters in a book may face, ultimately helping students develop confidence and embrace their future possibilities.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"11 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141929068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Correction to “In This Issue 77:6”","authors":"","doi":"10.1002/trtr.2349","DOIUrl":"https://doi.org/10.1002/trtr.2349","url":null,"abstract":"","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"54 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141349048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Individual Story Ending (ISE) is an effective and appealing activity for students of every age. The method requires students—as a group or individually—to devise an ending to an excerpt at a turning point in a fictional narrative. Students can read the excerpt themselves, or the teacher can read it aloud to everyone. The ISE method can be applied to any creative activity and can be developed in various ways. While most teachers already use ISEs, this article suggests ways of building an entire learning process around the method and how ISEs can be used to initiate reading engagement and discussion of different themes.
个人故事结尾法（ISE）是一种有效且吸引各年龄段学生的活动。这种方法要求学生以小组或个人的形式，在小说叙述的转折点为节选设计一个结尾。学生可以自己朗读节选，也可以由教师朗读给大家听。ISE 方法可应用于任何创造性活动，并可通过各种方式加以发展。虽然大多数教师已经在使用 ISE，但本文建议了围绕该方法构建整个学习过程的方法，以及如何使用 ISE 来启动阅读参与和不同主题的讨论。
{"title":"Motivating Engagement with Literature: Using the Individual Story Ending (ISE) Method to Reveal Personal Reading Experiences","authors":"Juli‐Anna Aerila, Tiziana Mascia","doi":"10.1002/trtr.2343","DOIUrl":"https://doi.org/10.1002/trtr.2343","url":null,"abstract":"The Individual Story Ending (ISE) is an effective and appealing activity for students of every age. The method requires students—as a group or individually—to devise an ending to an excerpt at a turning point in a fictional narrative. Students can read the excerpt themselves, or the teacher can read it aloud to everyone. The ISE method can be applied to any creative activity and can be developed in various ways. While most teachers already use ISEs, this article suggests ways of building an entire learning process around the method and how ISEs can be used to initiate reading engagement and discussion of different themes.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"50 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141107468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article highlights how teachers can use poetry writing through the instructional contexts of shared, interactive, guided, and independent writing to provide intentional scaffolding for writers.
{"title":"Playing with Words: Scaffolding Writing through Poetry","authors":"Macie Kerbs, Jessica McQueston, Lorraine Lawrance","doi":"10.1002/trtr.2335","DOIUrl":"https://doi.org/10.1002/trtr.2335","url":null,"abstract":"This article highlights how teachers can use poetry writing through the instructional contexts of shared, interactive, guided, and independent writing to provide intentional scaffolding for writers.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"119 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141124333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Wordless picturebooks are most often used in classroom settings as writing prompts or scaffolds for developing language proficiency. This article introduces and describes a teacher‐led instructional practice that we call silent orchestration. The practice provides a place and space for students' personal transactions with wordless picturebooks situated in a community of learners. Silent orchestration has three main components: preparation, guided exploration, and appreciation. Each component is described and illustrated with an extended vignette from a fifth‐grade classroom.
{"title":"Sounds of Silence: Sharing Wordless Picturebooks in the Classroom","authors":"Terrell A. Young, L. M. Kganetso, Paul H. Ricks","doi":"10.1002/trtr.2336","DOIUrl":"https://doi.org/10.1002/trtr.2336","url":null,"abstract":"Wordless picturebooks are most often used in classroom settings as writing prompts or scaffolds for developing language proficiency. This article introduces and describes a teacher‐led instructional practice that we call silent orchestration. The practice provides a place and space for students' personal transactions with wordless picturebooks situated in a community of learners. Silent orchestration has three main components: preparation, guided exploration, and appreciation. Each component is described and illustrated with an extended vignette from a fifth‐grade classroom.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"15 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140980865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tanya S. Wright, Patricia A. Edwards, Laura S. Tortorelli, John Z. Strong, Emily Phillips Galloway
{"title":"In This Issue 77:6","authors":"Tanya S. Wright, Patricia A. Edwards, Laura S. Tortorelli, John Z. Strong, Emily Phillips Galloway","doi":"10.1002/trtr.2333","DOIUrl":"https://doi.org/10.1002/trtr.2333","url":null,"abstract":"","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141031656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Time in Text: Differentiating Instruction for Intermediate Students Struggling with Word Recognition","authors":"Heidi Anne E. Mesmer","doi":"10.1002/trtr.2332","DOIUrl":"https://doi.org/10.1002/trtr.2332","url":null,"abstract":"","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"24 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140659896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Colleen E. Whittingham, Paola Pilonieta, Erin K. Washburn
Evidence‐based core instruction partnered with evidence‐based supplemental interventions are vital for students' literacy learning, particularly for students who need additional support (Petscher et al., 2020). Identifying instructional materials that reflect the translation of effective practices is challenging, (Solari et al., 2020) and made trickier by an abundance of commercialized and packaged literacy curricula, all claiming to be research‐ or evidence‐based. The tasks of finding, selecting, and implementing literacy interventions that are high‐quality, evidence‐based, and designed to meet the needs of students is not for the faint of heart, especially because school leaders often have difficulty distinguishing programs based on research evidence from those benefiting from good marketing (Schwartz, 2019). Thus, the purpose of this article is to provide school personnel responsible for implementing literacy interventions (i.e., classroom teachers, literacy specialists, special educators) and/or selecting literacy intervention programs (i.e., administrators, instructional coaches) with a step‐by‐step process informed by our study which surveyed North Carolina first grade teachers' literacy assessment and instruction practices in schools receiving Title I funding before and during the COVID pandemic.
以实证为基础的核心教学与以实证为基础的补充干预措施相结合，对学生的读写学习，尤其是需要额外支持的学生的读写学习至关重要（Petscher et al.）确定反映有效实践转化的教学材料是一项挑战，（Solari et al.寻找、选择和实施高质量、以证据为基础、旨在满足学生需求的扫盲干预措施并非易事，尤其是因为学校领导往往难以区分基于研究证据的项目和那些得益于良好营销的项目（Schwartz，2019）。因此，本文旨在为负责实施扫盲干预的学校人员（即班主任、扫盲专家、特殊教育工作者）和/或选择扫盲干预项目的人员（即行政人员、教学指导人员）提供一个循序渐进的过程，该过程参考了我们的研究，我们的研究在COVID大流行之前和期间调查了北卡罗来纳州接受Title I资助的学校中一年级教师的扫盲评估和教学实践。
{"title":"Selecting a Literacy Intervention and Planning for Implementation: A Guide","authors":"Colleen E. Whittingham, Paola Pilonieta, Erin K. Washburn","doi":"10.1002/trtr.2323","DOIUrl":"https://doi.org/10.1002/trtr.2323","url":null,"abstract":"Evidence‐based core instruction partnered with evidence‐based supplemental interventions are vital for students' literacy learning, particularly for students who need additional support (Petscher et al., 2020). Identifying instructional materials that reflect the translation of effective practices is challenging, (Solari et al., 2020) and made trickier by an abundance of commercialized and packaged literacy curricula, all claiming to be research‐ or evidence‐based. The tasks of finding, selecting, and implementing literacy interventions that are high‐quality, evidence‐based, and designed to meet the needs of students is not for the faint of heart, especially because school leaders often have difficulty distinguishing programs based on research evidence from those benefiting from good marketing (Schwartz, 2019). Thus, the purpose of this article is to provide school personnel responsible for implementing literacy interventions (i.e., classroom teachers, literacy specialists, special educators) and/or selecting literacy intervention programs (i.e., administrators, instructional coaches) with a step‐by‐step process informed by our study which surveyed North Carolina first grade teachers' literacy assessment and instruction practices in schools receiving Title I funding before and during the COVID pandemic.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"66 39","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140364809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As of May 2022, 42 state legislatures had introduced bills that would limit how (and whether) teachers can address inequities based on race, gender, and other marginalized identities. At the same time, book bans are becoming increasingly common across the country. Given the importance of providing children opportunities to critically engage with texts from a variety of perspectives and representing a diversity of experiences, teachers should use picturebooks to facilitate critical discussions with children as young as kindergarten. This study reports findings from an activity in which K‐8 in‐service teachers used an equity‐focused text analysis tool to critically analyze the picturebook Marisol McDonald doesn't match/Marisol McDonald no combina. I conducted thematic analysis on a key component of critical literacy teachers addressed—identifying stereotypes the author and illustrator both disrupt and perpetuate in this book. This work helps us understand how teachers themselves learn to engage in critical analysis of picturebooks.
{"title":"Matching or Clashing? Teachers Analyzing Picturebooks Using an Equity‐Focused Text Analysis Tool","authors":"Audrey Lucero","doi":"10.1002/trtr.2326","DOIUrl":"https://doi.org/10.1002/trtr.2326","url":null,"abstract":"As of May 2022, 42 state legislatures had introduced bills that would limit how (and whether) teachers can address inequities based on race, gender, and other marginalized identities. At the same time, book bans are becoming increasingly common across the country. Given the importance of providing children opportunities to critically engage with texts from a variety of perspectives and representing a diversity of experiences, teachers should use picturebooks to facilitate critical discussions with children as young as kindergarten. This study reports findings from an activity in which K‐8 in‐service teachers used an equity‐focused text analysis tool to critically analyze the picturebook Marisol McDonald doesn't match/Marisol McDonald no combina. I conducted thematic analysis on a key component of critical literacy teachers addressed—identifying stereotypes the author and illustrator both disrupt and perpetuate in this book. This work helps us understand how teachers themselves learn to engage in critical analysis of picturebooks.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"67 31","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140364785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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