. The

blends the competencies of the Web Literacy Map with the research and media skills re-quired in the Common Core Standards

blends the competencies of the Web Literacy Map with the research and media skills re-quired in the Common Core Standards

protecting the open Web

how to judge the credibility of these sources.

the reader as a navigator

three strands (e.g., Exploring, Building, and Connecting)

“the Internet as literacy

descriptive , as opposed to prescriptive

initiative to define the skills and competencies required to read, write, and participate on the Web.

Let us play, but guide us.”

In school he was often dismissed for his creative mind

. He also indicated that he did not find value in the reading and writing activities teachers assigned.

His teachers did not see the value Garth found in exploring, building, and connecting online.

Research has long shown that people with poor vocabularies are poor readers

Learning to read is about learning to read different types of text with real understanding. This is why learning to read and learning content can never really be separated.

As long as schools are organized as they are—and they have historically been impervious to change—she will suffer for that

organization in Leona’s story

language practices are done in these homes not just or primarily to give children certain skills, but rather to give them certain values, attitudes, motivations, ways of interacting, and perspectives, all of which are more important than mere skills for success later in school

both motivated him to want to read and taught him how to read, along with a good first-grade teacher.

is just such texts that children who experience the fourth-grade slump have trouble reading,

s schools turn reading into an instructed process, today’s children see more and more powerful instances of cultural learning in their everyday lives in things like Pokémon and video games. Modern high-tech society—thanks to its media, technology, and creative capitalists—gets better and better at creating powerful cultural learning processes. Schools do not

deep learning works better as a cultural process than it does as an instructed process

All human beings acquire their first language well, and about equally well as everyone else

Learning to read is not a natural process like acquiring a first language or, for that matter, learning to walk

School can’t compete with that

In fact, it seems a bit strange—creepy even—to claim that an African-American child or a poor child might be inherently less able to engage with Pokémon than white or rich children. We do not, however, find such thoughts strange when we think about school learning, though we should

What does a child have to know to name and recognize Pokémon? The child has to learn a system

Most children learn to read, regardless of what instructional approach a school adopts

children don’t get enough overt instruction on “phonics

Do we, for example, teach the same comprehension strategies and text structures at each grade level, or does there come a point at which dividing and conquering these strate-gies and structures by year is more productive?

Evaluating Your Fostering and Teaching of Reading Comprehension

differentiation should be a priority

much comprehension instruction is provided in a whole-class for-mat

careful observation and assessment is needed to ascertain students’ comprehension strengths and weaknesses

scores on most comprehension assessments do not tell us why a reader is struggling.

it may be that talk and writing are really aids to learning

Reading aloud, a common instructional strategy, is one widely researched context that is rich with opportunities for teaching vocabulary

Vocabulary impacts comprehension

trying to figure out what authors had in mind in writing a text in a certain way

effective teachers of reading comprehen-sion tend to employ classroom discussion to help readers work together to make meaning from the texts they encounter (

(a) that students learn that text is structured and (b) that they develop the ability to take advantage of any particular text’s structure in learning and remembering its key informa-tion.

certain strategies to become overused to the point of diminishing returns (

high-poverty students is that they spend a good deal more time coaching

called the three of you together

An Adapted Version of the Gradual Release of Responsibility Mode

teaching students comprehension routines that include developing facility with a repertoire of strategies from which to draw dur-ing independent reading tasks can lead to increased understanding

eaching them why, how, and when to apply certain strategies shown to be used by effective readers

Motivated reading behavior is characterized by students valuing and engaging in the act of reading

. We certainly want readers to have opportunities to read texts that are not difficult for them, but we also want readers to have access to texts that challenge them. Although it has long been rec-ommended that we prevent readers from reading frustration-level texts, it is becoming clear that challenging texts, at least as determined by word-reading accuracy, may not in fact be frustrating to students

Texts should represent a range of complexity,

that advocate an even greater piece of the curricular pie for reading and, to a slightly lesser extent, mathematics at the elementary level. Such efforts almost inevitably will and already have eclipsed curricular space for social stud-ies and science, as the data suggest

concept development in science (e.g., learning the stages of the water cycle) is viewed as tightly linked to reading vocabulary development

the IDEAS (in-depth expanded applications of sci-ence) model replaces literacy instruction with a two-hour block of inte-grated science–literacy instruction.

efforts to provide readers with opportunities to build domain and world knowledge support their subsequent reading comprehension

The amount of related domain or world knowledge that a reader brings to a text significantly affects that reader’s compre-hension of that text;

active readers.

Skilled readers are also more motivated and engaged readers, reading more actively and more voluminously, thus further developing their knowledge and skill

When readers build a situation model, they rely even more heavily on background knowledge and inferential processes than when build-ing a text base.

When readers build a situation model, they rely even more heavily on background knowledge and inferential processes than when build-ing a text base.

situation model can be thought of as an account of what the text means

we use our knowledge along with our perceptions of what we think the text says to literally build, or construct, mental representations of what the text means

a central role for readers’ prior knowledge in the comprehen-sion process

incrementally turning over responsibility for meaning-making practices from teacher to student,

Observe and assess.10. Differentiate instruction

rovide exposure to a volume and range of texts.3. Provide motivating texts and contexts for reading

ound that second through fifth graders showed dramatically differ-ent rates of growth in reading comprehension over the course of the school year, depending on their teacher and the specific practices in which he or she engaged.

eachers are the tour guides, ensuring that students stay on course, pausing to make sure they appreciate the landscape of understanding, and encouraging the occasional diversion down an inviting and interesting cul-de-sac or byway

games, virtual worlds, and social network communities that will engage children in both literacy and digital skills

a hub for the professional development of digitally savvy teachers.

the presence of knowledgeable adults who can help children make the most of technology.

assessments should be measuring the skills necessary for problem-solving, specifically, adaptive ability, lifelong learning habits, and the ability to adopt new technologies and ways of understanding from multiple cultural perspectives

goal should be to train teachers to help students learn to transform information for discovery and problem-solving,

examine in depth the specific educational benefits of digital media and the impact of adult scaffolding on children’s digital experiences; and assess what works best for children from different backgrounds and with different learning profiles.

decode, but too many of them today cannot read to learn.

providing linguistical-ly rich programs in which both the content andthe form of language are examined

becomes a thoughtful, conscious componentof early literacy programs

do not believe thatchildren must “pass” one type of operation (e.g.,matching) before having experiences with an-other (e.g., blending). Phonemic awareness de-velopment is not a lockstep process.

encourage thechildren to make predictions

incorporated inten-tionally into literature sharing experiences, musicexperiences, movement experiences, and otherexperiences throughout the day

duration of instruction was anywhere from10 minutes to 30 minutes per session; in somestudies, instruction occurred daily; in other stud-ies the instruction was less frequent, occuringtwo or three times a week. Training occurredover the course of a minimum of 3 weeks up to2 years

some sort of cue or concrete manipulative

phonemic awareness instruction mustbe viewed by educators as only one part of amuch broader literacy program

phonemic awareness instructionshould be deliberate and purposefu

word play,nursery or Dr. Seuss rhymes, and general expo-sure to storybooks contribute to phonemicawarenes

recommend that kindergartners have some basicphonemic awareness by the end of their kinder-garten year

users of an alphabetic written systemrecord the smallest units of sound of their spokenlanguage in print

Phonemic awareness is the awareness thatthe speech stream consists of a sequence ofsounds

Phonemic awareness is a typeof phonological awareness, that is, the aware-ness of the sound structure of language in gen-eral. Phonological awareness refers to asensitivity to any size unit of sound. Thus, theability to generate and recognize rhymingwords, to count syllables, to separate the begin-ning of a word from its ending (e.g., as in the stand opin the word stop), and to identify each ofthe phonemes

phoneme that determines thedifference between the words dogand hog, forinstance, and between lookand lick. These dif-ferences influence meaning.