Reading and Literacy
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This brief examines the critical need to implement instruction at the secondary level around adolescent, or content-area, literacy. The challenge is to connect the teaching of literacy to the rest of the secondary education improvement agenda.
Funded by the U.S. Department of Education, this 3-year project evaluated the implementation and impact of the Bright Futures Early Reading First project on outcomes for children, teachers, classrooms, and families in Madison Parish, Louisiana.
This issue of the Southeast Comprehensive Center eBulletin focuses on literacy, specifically on how states can strengthen their literacy programs or plans and provide effective professional development and technical assistance for high-need districts in their efforts to implement quality literacy instruction.
Creating a culture that supports English Language Learners (ELLs) through the use of research-based instructional strategies and targeted approaches was the focus of a regional institute held by the Southeast Comprehensive Center (SECC). The institute took place November 5–7, 2008, in New Orleans, Louisiana. The goal of this institute was to increase participants’ awareness, knowledge, and use of research-based practices for meeting the needs of ELLs.
The six promising practices in afterschool for literacy identified in the Afterschool Training Toolkit are as follows: Book Discussion Groups and Literature Circles; Read Aloud; Story and Literature Dramatizations; Writing; Family Literacy Events; One-on-One and Small Group Tutoring. Each practice is built on youth development principles and research on effective literacy instruction. At their core, Afterschool Training Toolkit materials are designed to illustrate techniques and activities that leverage student curiosity to make literacy in afterschool both enjoyable and relevant. This guide provides professional development ideas for each of these practices.
The National Partnership for Quality Afterschool Learning developed this instructor’s guide to accompany its Afterschool Training Toolkit, a free online staff development tool. Both the guide and the toolkit materials are designed to give afterschool instructors the resources they need to build fun, innovative, and academically enriching activities that not only engage students, but extend their knowledge in new ways and increase academic achievement. For afterschool instructors, this guide offers the opportunity to enhance your teaching skills in literacy by seeing read alouds modeled and getting a chance to try them out in your classroom. Site directors and afterschool training coordinators can use this guide in combination with the toolkit to plan staff development in literacy instruction and create tailored training highlighting the best practices most appropriate to your sites.
The six promising practices in student achievement in literacy identified in the Afterschool Training Toolkit are as follows: Book Discussion Groups and Literature Circles; Read Aloud; Story and Literature Dramatizations; Writing; Family Literacy Events; One-on-One and Small-Group Tutoring. When used with the Afterschool Training Toolkit, the lessons in this instructor’s guide will help you master these promising practices. Once you become proficient at these practices, you should be able to use them to develop other literacy lessons.
Integrating Mathematics, Science, and Language (Paso Partners): An Instructional Program Volume II (Grades 2-3) (1993)
This publication attacks the problem of poor mathematics and science achievement among Limited English Proficient Hispanic students in grades 2-3.
This publication attacks the problem of poor mathematics and science achievement among Limited English Proficient Hispanic students in grades 2-3.
Sub-category: Early Reading
This K–5 supplemental instructional program provides lessons and resources that integrate math, science, and technology while supporting English learners and academic language skills. The program is available online free of charge.
This online database provides access to high-quality literacy resources related to afterschool and expanded learning.
This online database contains fun and enriching lesson plans for afterschool projects in the arts, literacy, mathematics, science, and technology. Expanded learning practitioners can also submit their favorite lesson plans for consideration.
These 25 short videos are based on visits to afterschool programs across the country identified through a rigorous process based on data suggesting their afterschool academic practices are positively impacting student learning. The videos provide real-life examples of successful afterschool instruction, and they support the goals of the 21st Century Community Learning Centers by illustrating fun and engaging ways to embed academics in afterschool.
This online toolkit provides resources for developing fun, innovative, and academically enriching activities for afterschool and expanded learning programs. The toolkit includes promising practices and sample lessons in the arts, literacy, math, science, technology, and homework help.
Instructor’s Guides to the Afterschool Training Toolkit (2008)
For use with the online Afterschool Training Toolkit, these free guides help instructors master research-based teaching techniques that engage students and improve academic achievement.
For use with the online Afterschool Training Toolkit, these free guides help instructors master research-based teaching techniques that engage students and improve academic achievement.
Professional Development Guides for the Afterschool Training Toolkit (2008)
For use with the online Afterschool Training Toolkit, these free guides give program directors and site coordinators resources for leading professional development courses on building engaging afterschool activities.
For use with the online Afterschool Training Toolkit, these free guides give program directors and site coordinators resources for leading professional development courses on building engaging afterschool activities.
This resource was produced in response to a request: "What are state departments of education (SDE) doing to ensure that their universities are aligning their curricula with scientifically based reading research (SBRR) resources and practices with regard to teaching preservice teachers reading courses? This includes content, instruction, and books."
This resource was produced in response to the request: "Are states using an alternate reading core curriculum to teach students with disabilities in kindergarten through third grade (K–3)? Include any research on efficacy, if possible, specifically with reference to the southeastern United States."
This resource was produced in response to a request: "Are multisensory structured language (MSL) programs more effective than other intervention models for addressing the needs of students identified with characteristics of dyslexia? Does current scientifically based reading research (SBRR) support this or should new guidance to the districts be considered?"
This report describes SEDL's 3-year evaluation study of the Texas A&M University System's online English as a second language (ESL)/bilingual professional development and LEP campus support services.
This issue of SEDL Letter examines ways to strengthen literacy through father-child interactions and systemic approaches, including Response to Intervention and school improvement.
This issue of eBulletin, published quarterly, focuses on strategies for helping English language learners (ELLs) develop academic English.
SEDL conducted a 3-year evaluation study of the Texas A&M University System's online English as a second language (ESL)/bilingual professional development and LEP campus support services. The study used expert reviews to determine the quality and effectiveness of the professional development; surveys of teachers and administrators at grant-funded campuses to determine the extent to which teachers are implementing the ESL/bilingual teaching strategies; and site visits, focus groups, and interviews to determine the progress made in the development and completion of the deliverables.
This database, a complementary tool to the Cognitive Foundations of Learning to Read: A Framework, enables reading teachers to search for preK–3 reading assessments that test the framework's 14 reading skills.
The Reading First Notebook was published on a quarterly basis from 2004 to 2006, and is now available online for download in pdf format. The newsletter provided thematic issues covering topics such as assessment, professional development, and instruction for special population students.
This issue of SEDL Letter is devoted to topics related to reading instruction, including the role of literacy coaches, how to motivate readers, and instruction to improve comprehension.
Glossary of Reading-related Terms (2004)
This glossary of terms related to reading and reading instruction allows people to quickly and easily check terms as they encounter them.
This glossary of terms related to reading and reading instruction allows people to quickly and easily check terms as they encounter them.
This article helps teachers better understand what reading abilities need to be tested and how to go about testing the essential areas that are so important to reading development.
This issue of SEDL Letter focuses on early reading instruction and assessment, including topics such as reading and migrant students and the importance of phonemic awareness.
Literacy Profile Folder: How to Use the Literacy Profile (2001)
This brief guide demonstrates how to use the Literacy Profile Folder effectively in the classroom.
This brief guide demonstrates how to use the Literacy Profile Folder effectively in the classroom.
This classroom video episode depicts students engaged in several collaborative language arts activities, including writing and editing autobiographies, sharing book reviews, creating a myth, and writing free verse poems. Originally recorded in 2000, the video may not demonstrate modern technologies that are now commonplace.
These ten videos were designed as part of the Active Learning with Technology (ALT) professional development portfolio and provide examples of effective uses of technology in classroom instruction. Originally recorded from 1999-2004, the videos may not demonstrate modern technologies that are now commonplace.
Building Reading Proficiency at the Secondary Level: A Guide to Resources (2000)
This publication reviews the scholarly literature to determine (a) current theoretical perspectives and research findings on building reading proficiency at the secondary level and (b) the implications of these findings for classroom instruction.
This publication reviews the scholarly literature to determine (a) current theoretical perspectives and research findings on building reading proficiency at the secondary level and (b) the implications of these findings for classroom instruction.
Cognitive Foundations of Learning to Read: A Framework (2000)
This book provides a concise summary of the research findings related to how children learn to read. A graphical representation of the framework is provided to familiarize teachers with the cognitive elements that research has shown to be essential in learning to read.
This book provides a concise summary of the research findings related to how children learn to read. A graphical representation of the framework is provided to familiarize teachers with the cognitive elements that research has shown to be essential in learning to read.
This classroom video episode portrays how first grade and fifth grade students learn together as they create an electronic alphabet book for the younger children in their school.
This issue of SEDLetter includes articles on reading instruction, early literacy, the Reading Success Network, and resources for improving children's ability to read, among other topics.
Sub-category: Languages Other Than English
Published from 1998 to 2003, this newsletter included news about topics of interest to language educators, LOTE CED activities, dates of professional conferences, information on teaching resources, and a spotlight on the TEKS for LOTE.
The LOTE CED Online professional Development Center includes five free self-guided professional development courses that help PreK-12 foreign language educators enhance their proficiency in the Texas Essential Knowledge and Skills for Languages Other Than English (TEKS for LOTE).
Early Language Learning Programs: Reaping the Benefits, Facing the Challenges: LOTE CED Communiqué - Issue 4 (2001)
This newsletter describes the types of early language learning programs that currently exist, and provides a rationale for implementing a language immersion model.
This newsletter describes the types of early language learning programs that currently exist, and provides a rationale for implementing a language immersion model.
Enough Dissing Already! Fostering Connections Between Foreign Language Teachers at the Primary and Secondary Levels and Higher Education: LOTE CED Communiqué - Issue 1 (2001)
This publication discusses how the foreign language education (FLE) field suffers from major "dissing" between practicing teachers, at the primary and secondary levels, and the post-secondary level.
This publication discusses how the foreign language education (FLE) field suffers from major "dissing" between practicing teachers, at the primary and secondary levels, and the post-secondary level.
This publication is designed to aid Spanish teachers in adapting standards-based instruction to the particular needs of native-speaker classes.
Great TEKSpectations: Innovative Learning Scenarios for the LOTE Classroom (2001)
This publication of the Languages Other Than English Center for Educator Development (LOTE CED) contains 30 examples of thematic units of study that focus on the five Cs of language learning (Communication, Cultures, Comparisons, Connections, and Communities).
This publication of the Languages Other Than English Center for Educator Development (LOTE CED) contains 30 examples of thematic units of study that focus on the five Cs of language learning (Communication, Cultures, Comparisons, Connections, and Communities).
IC? I see! Developing Learners' Intercultural Competence: LOTE CED Communiqué - Issue 3 (2001)
This newsletter discusses new ways to teach culture in the foreign language classroom.
This newsletter discusses new ways to teach culture in the foreign language classroom.
In a World of Theory, Chaos Reigns: Theory to practice and Practice to Theory: LOTE CED Communiqué - Issue 2 (2001)
This newsletter discusses the connection between practitioners, who concentrate on practical applications, and theorists, who focus primarily on the language acquisition process.
This newsletter discusses the connection between practitioners, who concentrate on practical applications, and theorists, who focus primarily on the language acquisition process.
The five-video series demonstrates how the Program Goals (5 Cs) of the Texas Essential Knowledge and Skills for Languages Other Than English (TEKS for LOTE) are being implemented in classrooms across the state.
This classroom video episode portrays small groups of students working on a project-based learning activity. Their task is to find pertinent information and create a travel brochure for selected Spanish speaking countries. Originally recorded in 2000, the video may not demonstrate modern technologies that are now commonplace.
This is a list of assessment resources for Native American Learners.
This document identifies pre-service teacher standards and provides guidelines for teacher training institutions
This document identifies in-service teacher standards and describes three models of professional development.
This document serves as a resource for Languages Other Than English (LOTE) teachers as they implement the Texas Essential Knowledge and Skills for Languages Other Than English (TEKS for LOTE).
This directory for school personnel provides information on how to expand/improve their dual-language programs, start a program, or refine and existing program.
