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Matsumura, Lindsay Clare; Sandora, Cheryl; DeMartino, Sara; Zook-Howell, Dena – Reading Teacher, 2022
In this article, we describe student-centered routines that prepare students for success on ambitious text-based writing assignments. Based on research showing the important role that peer collaboration and classroom discussion play in developing students' thinking, these routines support students to 'try out' their ideas, learn from the…
Descriptors: Student Centered Learning, Writing Assignments, Cooperative Learning, Classroom Communication
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Kuehl, Rachelle – Reading Teacher, 2022
Recently, the public outcry after the death of George Floyd at the hands of Minneapolis police revealed a disconnect among some Americans between historical events (slavery, the Civil Rights movement) and the present day. That is, many Americans--particularly White Americans--had believed racism to be a mostly historical construct and failed to…
Descriptors: Middle School Students, Novels, Adolescent Literature, Culturally Relevant Education
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Colwell, Jamie; Hutchison, Amy; Woodward, Lindsay – Reading Teacher, 2022
This article addresses the considerations on what they term "digitally supported elementary disciplinary literacy" in elementary grade (K-5) instruction. In doing so, the authors focus on the particularities of elementary instruction and what disciplinary literacy might look like in those grade levels, with a particular emphasis on…
Descriptors: Computer Uses in Education, Content Area Reading, Content Area Writing, Elementary Education
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Reutzel, D. Ray; Fawson, Parker C. – Reading Teacher, 2022
This manuscript describes the need elementary teachers have to analyze beginning and complex texts for teaching affordances and obstacles when teaching reading foundational skills and core ELA standards. A Guide to Analyze Texts for Elementary Students (GATES) is provided and described. Two teacher cases discuss how real teachers have used the…
Descriptors: Elementary School Teachers, Elementary School Students, Reading Instruction, Reading Material Selection
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Neugebauer, Sabina Rak; Ellis, Emmaline; Coyne, Michael – Reading Teacher, 2022
Making personal connections to words is a strategy that can bolster young students' vocabulary learning. The personal connections strategy involves teacher-initiated prompts that propel teacher-student conversations that connect students' experiences with new word learning. In this article, we draw from complementary theoretical frameworks,…
Descriptors: Vocabulary Development, Young Children, Early Childhood Education, Teacher Student Relationship
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Graham, Steve – Reading Teacher, 2022
If children are to receive the writing instruction they need and deserve, it is essential that teachers develop a coherent and well-constructed vision for teaching writing. This article provides an example of how such a vision can be created. It is based on three assumptions. One, developing a vision for teaching writing should be guided by…
Descriptors: Writing Instruction, Educational Objectives, Educational Theories, Evidence Based Practice
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Dávila, Denise; Elovich, Sarah – Reading Teacher, 2022
In informational texts, when the identities of the narrators are inconsistent with the identities of the writers, can such text be classified as nonfiction? In this article, we examine the relationship between the writer and the narrator of informational nonfiction books in alignment with the ELA Common Core State Standards for reading in grades…
Descriptors: Nonfiction, Authors, Narration, Elementary Education
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Byrnes-Cloet, Heidi; Hill, Susan – Reading Teacher, 2022
The article presents a classroom-based study that engaged linguistically diverse preschool and early school-age children in illustrating books, jointly composing written narratives to accompany their illustrations, and enacting these child-authored books through shared sociodramatic play. Findings from story retell tasks show significant…
Descriptors: Writing (Composition), Preschool Children, Elementary School Students, Illustrations
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Rowe, Deborah Wells; Shimizu, Amanda Yoshiko; Davis, Zarabeth G. – Reading Teacher, 2022
Given the importance of early writing experiences, a key question is how educators can increase the amount and quality of writing in early childhood settings. Expert early writing teachers were observed to identify the types of activities and interactions they used to engage 4- and 5-year-olds as writers. Writing instruction occurred as part of…
Descriptors: Emergent Literacy, Writing Instruction, Preschool Education, Preschool Children
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Opatz, Margaret Osgood; Nelson, Elizabeth Thackeray – Reading Teacher, 2022
The authors demonstrate how teachers can scaffold instruction that invites students into the learning process by presenting engaging, relevant material. Employing five steps, the authors describe how to curate and sequence text sets: access learners' funds of knowledge, begin with the end in mind, consult the curriculum to determine areas that…
Descriptors: Teaching Methods, Scaffolding (Teaching Technique), Learning Processes, Cultural Background
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Ferreira, Jonathan; Kendrick, Maureen; Early, Margaret – Reading Teacher, 2022
With the unprecedented increase of forced displacement in recent years, there has been a growing concern with how children from migrant and refugee backgrounds adjust to resettlement in Western schools. Adopting a sociocultural approach to science education, the authors explore how scientific concepts related to the water cycle and practices such…
Descriptors: Immigrants, Refugees, Student Adjustment, Science Education
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Lopez, Michelle; Butvilofsky, Sandra A.; Le, Khanh; Gumina, Deena – Reading Teacher, 2022
The authors describe a culturally sustaining bilingual family engagement project that draws upon Latinx families' experiential and cultural wealth and integrates that knowledge within the literacy curriculum of a bilingual fourth grade classroom. Through the use of monthly writing prompts, Project "Recuerdo," engages families in sharing…
Descriptors: Bilingualism, Hispanic American Students, Mexican Americans, Cultural Maintenance
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Grifenhagen, Jill F.; Barnes, Erica M. – Reading Teacher, 2022
Classroom discourse serves an important role in language, literacy, and other content area learning in early childhood and elementary classrooms. In this article, the authors define discourse as it relates to teaching and learning and overview the background of research on the topic. Then classroom discourse is reconsidered in the current context,…
Descriptors: Classroom Communication, Early Childhood Education, Elementary Education, Literacy Education
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Brewer, Brittany M.; Phillippe, Allison – Reading Teacher, 2022
In this article, we explore how character perspective-taking can support students' reading comprehension, as well as opportunities to engage social-emotional learning (SEL). We start by defining character perspective-taking and SEL. Then, we present strategies for practicing character perspective-taking in classrooms, how these strategies are…
Descriptors: Perspective Taking, Reading Comprehension, Social Emotional Learning, Small Group Instruction
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Wasik, Barbara A.; Farrow, JeanMarie; Hindman, Annemarie H. – Reading Teacher, 2022
Conversations between an adult and a child are effective ways to promote language and vocabulary development in young children. Considerable attention has been paid to teachers asking open-ended questions to promote conversations. However, the feedback that follows the question is also an important part of promoting back-and-forth dialogue, and…
Descriptors: Interpersonal Communication, Adults, Children, Feedback (Response)
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