National Governor’s Association. (2005). Reading to Achieve: A governor’s guide to adolescent literacy. Washington, DC: National Governor’s Association, Center for Best Practices.
The read aloud, read along, and read appropriately strategies involve three phases of reading instruction. As the teacher thinks aloud about what he or she is reading, students begin to understand the connections between the words on the page and what they mean; in the read along strategy, teachers provide needed word prompts and cues, as well as fluency in the reading act; and the read appropriately strategy promotes the policy of reading
material at an appropriate instructional level for greatest individual gains.
To help students comprehend expository text structures, teachers can acquaint them with the signal or cue words authors utilize in writing each of the structures and use the graphic organizers offered in this article
Students need to learn the purposes and methods of narration in order to understand the narrative framework and to eliminate frustration when they read. When students know the narrative elements, they can more easily follow the story line and make successful predictions about what is to occur. In addition, understanding these elements develops higher-level thinking skills.
Listen in as literacy experts such as Dr. Cynthia Shanahan discuss critical issues in teaching with the Common Core. Topics include the importance of using multiple texts, close reading, the challenge of text complexity, building inference skills, understanding textbook structure and more.
Browse our library of strategies that support interactive and engaging learning that helps students make stronger connections and deeper understanding of text and topics.
