Literacy Instruction: The Effective 3 Components for Teachers
Literacy is crucial in every school subject. Students who experience difficulties with reading may struggle in any classroom. Here are three components of effective literacy instruction for struggling students:
1. Teach essential reading skills and strategies
Students need to learn important reading skills and strategies, including phonemic awareness, phonics, fluency, oral reading, vocabulary words, and comprehension strategies.
Teachers need to understand what evidence-based reading strategies students need to learn to get through new or challenging text. They also need to know how to pronounce a word, understand its meaning, and use it in writing or conversation.
2. Literacy Instruction, Use differentiated instruction
Differentiated instruction involves assessing each student’s level of knowledge and skills in a particular area and adapting the lesson plan to meet individual learning needs.
Teachers can use multi-level texts, guided reading, and assessment-based grading rubrics to support literacy. Data collection should continue throughout the school year to track growth and inform any necessary adjustments to instruction.
4. Provide explicit, systematic instruction and practice opportunities
Teachers must include explicit, systematic, direct instruction in their lesson plans to improve students’ reading.
Students should also have opportunities to practice what they’ve learned and receive feedback at regular intervals. Gradual Release of Responsibility (GRR) framework can help students achieve learning goals through three levels of learning: “I do”, “We do”, and “You do”.
Instruction should also be systematic, meaning the teacher should cover easier skills and strategies first and build upon these concepts with more difficult concepts as students become consistently successful in demonstrating skills taught earlier.
Understanding RTI Tier 1 as the First Line of Support for Students’ Success
Effective reading and writing activities include reading a text related to the lesson plan, complex writing assignments, and reading and writing tasks which integrate content areas from multiple academic subjects.
Activities which are less helpful include test preparation workbooks, copying vocabulary definitions from a dictionary, too much discussion of background information before reading, and comprehension worksheets after reading.
In conclusion, instructional leaders, such as principals and superintendents, must lead teachers toward a shared vision of equitable literacy instruction for all students. Teachers need to differentiate instruction to meet individual student needs, using a range of strategies and data to inform planning and implementation.
All students must have access to resources and strategies that are appropriate for their individual needs to ensure effective literacy instruction occurs every day.
READ ALSO: Differentiated Education: Understanding the Importance of Customized Learning
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