In this column, we focus on the planning aspects that are important for students to learn content well. We include a discussion of transfer goals, learning intentions, and success criteria.

The following comment was inspired by an English teacher at Health Sciences High & Middle College in San Diego, California: "There's still a question on the table. How can we get our students to read more and better? They read what they have to, and they're doing OK, but how do we ensure that they are ready for what comes after high…

In this column, we focus on increasing text complexity during scaffolded, small group instruction. We begin with a discussion about the need to adjust expectations for leveled texts for older readers and then focus on the ways in which teachers can accomplish this.

The Common Core State Standards have cast a renewed light on reading instruction, presenting teachers with the new requirements to teach close reading of complex texts. Teachers and administrators should consider a number of essential features of close reading: They are short, complex texts; rich discussions based on worthy questions; revisiting…

In this article we discuss the differences between close reading in the primary grades and upper elementary grades. We focus on text selection, initial reading. repeated reading, annotation, text-based discussions, and responding to texts.

Close reading is a recommended instructional approach to meet the challenges of teaching complex texts. But close readings are more common in high school and college than in elementary schools. In this article, we identify the components of close reading that were developed after a group of elementary school teachers observed their colleges in…

The Common State Standards require that students master increasingly complex informational text. But how can we enable students to meet this challenging goal? "We don't simply expect our students to hurtle themselves headlong into a piece of complex informational text alone," write Nancy Frey and Douglas Fisher. Instead, teachers…

This article provides readers with information about an instructional framework that gradually releases responsibility from teachers to learners. Pearson and Gallagher (1983) introduced a model that depicts learning as a purposeful process that allows for a systematic shift in the cognitive load (responsibility) from the teacher to the student. In…

This manuscript focuses on neuroscience research that may have applicability for early childhood educators. Beginning with cautions about the usefulness of neurosciences, we offer reviews of several ideas that can inform the practice of early childhood educators. We begin with the understanding that reading is not innate, meaning that every brain…

A study of 25 expert teachers and their shared reading lessons in grades 3-8 suggests that teachers focus their modeling during shared reading in four categories: comprehension, vocabulary, text structures, and text features. (Contains 1 figure.)

Considers how the emphasis on literacy instruction in elementary schools makes it difficult to adequately teach content, especially science. Notes that literacy practices can serve as a catalyst for science learning because they provide a means for organizing information and developing habits of mind necessary for scientific exploration. Looks…

Describes the implementation and evaluation of a cross-age tutoring program in which 21 struggling seventh-grade readers tutored third-graders, based on strategies and preparation they learned in their own Strategic Reading class. Notes that reading skills and enjoyment of these seventh-grade students were significantly expanded. Discusses factors…

Reading specialists in several San Diego schools assist both in providing tutoring to students and coach peers, a dual role that has helped to create and sustain schoolwide improvements in literacy. In just a few years, these high-poverty schools have doubled the number of 2nd graders reading at grade level.