The Knowledge Gap is not a teacher resource book but instead a report from journalist Natalie Wexler which delves into concerns around decontextualized instruction in reading comprehension “skills”, and the need to ensure content knowledge is taught, as well as how comprehension skills and strategies can be successfully embedded within it. While Wexler’s observations and commentary are based on the US, many parallels can be drawn to the history of reading comprehension instruction here in Ontario. This book offers a perspective to consider when implementing Strand C of the curriculum (Comprehension – Understanding and Responding to Texts), of interest to classroom educators as well as coaches, consultants and instructional leaders.
Along with research on effective writing instruction, author Joan Sedita shares her Writing Rope model identifying five components of a comprehensive writing curriculum: critical thinking, syntax, text structure, writing craft and transcription. There are chapters exploring each in detail, with an abundance of ideas for classroom application. The Writing Rope is geared towards Grade 4-8 teachers and provides excellent support for expectations under B2 and B3 as well as Strand D of the Ontario Language curriculum. The framework can – and should – be used for writing in various content areas as well, making it ideal for all Grade 4-8 teachers, not just those who teach Language. The book comes with a code for purchasers to download dozens of supporting teacher and student resources.
This quick, 2 minute video gives a brief overview of the 3 main layers of the English Language: Anglo-Saxon, Latin, and Greek. A nice simple video to show students to help them understand that although English is complex, it makes sense, if you understand how they are put together (morphology).
This article is a quick read that informs the reader about the FACTS about reading, dispelling any myths or misconceptions.
In this podcast episode, Renata Archie unpacks reading screening: what is it, why is it needed, and how should it inform instruction. This podcast is recommended for classroom educators and reading interventionists to ensure students who are at risk for reading difficulties are identified early so effective intervention can be provided.
In this International Dyslexia Association Perspectives article, Judith C. Hochman and Natalie Wexler discuss why writing is challenging and how educators can teach these skills effectively to their students. They discuss sentence-level activities, embedding writing instruction in content knowledge, and how to prepare students for lengthier writing.
In this International Dyslexia Association Perspectives article, Timothy Shanahan discusses the importance of using challenging texts with students and outlines teacher supports that can be used to facilitate learning. Along with providing historical context for the use of leveled readers, Shanahan explores the role of instructional supports in aiding students while they persevere through challenging text noting that students with a “steady diet of relatively easy texts…would be provided fewer opportunities for dealing with sophisticated vocabulary, morphology, complex syntax, subtle
cohesive links, complicated structures, and richer and deeper
content.”
This PaTTAN webinar featuring Dr. Anita Archer focuses on five high-leverage practices that you can use in your classroom everyday and across multiple content areas. Dr. Archer takes the audience through each routine with lots of examples and opportunities for practice. Grounded in explicit instruction, Dr. Archer shows how foundational skills as well as higher-order critical thinking skills can be brought together in a dynamic and systematic approach to teaching and learning. If you are an elementary educator, do not be fooled by the title, as ‘Secondary’ in the United States is for students in Grades 6 – 12. However, the information and knowledge from this webinar can be used in any classroom, K-12.
A key component of the 2023 Language curriculum is explicit, systematic instruction. In this book, experts Anita Archer and Charles Hughes share the foundations of explicit instruction, how to design lessons based on subject skills/strategies as well as vocabulary/concepts, organizing for and delivering instruction, and providing appropriate independent practice – going from I do, to we do, to you do. This book is incredible learning for classroom educators as well as special education teachers/interventionists, and can be applied to any subject or grade level. Helpful lesson templates/checklists can be downloaded and reproduced.
In this vocabulary and comprehension lesson, Ontario Teacher Kate Winn provides a step-by-step lesson designed to increase and enhance vocabulary and comprehension. Using the picture book Hana’s Hundreds of Hijabs by Razeena Omar Gutta, this lesson plan provides detailed, explicit instruction on using vocabulary from the book and includes the blackline master for a follow-up writing activity.
In this vocabulary and comprehension lesson, Ontario Teacher Kate Winn provides a step-by-step lesson plan designed to increase and enhance vocabulary and comprehension. Using the picture book Shi-shi-etko by Nicola I. Campbell, this lesson plan provides detailed, explicit instruction on using vocabulary from the book and includes the blackline master for a follow-up writing activity.
In this learning module from the PaTTAN Literacy Symposium, consultants Kirsten DeRoche and Lauren Lutz prepare educators to provide culturally responsive instruction. They discuss the importance of designing and delivering culturally responsive literacy practices that support all students within an MTSS framework. The module explores what culturally responsive teaching is, why it is needed, and what culturally responsive teaching looks like in the classroom.
