Reading Moves: What Not to Do

Reading Moves: What Not to Do

ASCD, October 2014 written by Richard Allington

Allington recommends it is time to change the practice of students reading aloud and answering questions about what they read.  Two habits of teachers disrupt the flow of reading by interrupting students by correcting their mistakes and asking low-level questions.

These two moves are listed below, along with some suggestions on what to do instead.

Move 1
Overusing and Misusing Oral Reading
use oral reading selectively, most reading should be done silently
bite your tongue if listening to students read aloud, limit interruptions in order for students to self-regulate
ensure other students do not interrupt a struggling reader
if a reader has really struggled during text, ask for a retelling to ensure comprehension.  Misreadings become obvious during retellings.

Move 2
Asking Low Level Questions
encourage true literate conversations about text, like you would have with others regarding a common book
offer brief opportunities for discussion about opinions of text (teach proper think, pair, share, model an example of a text conversation, utilize a prompt
ask higher order questions (effective teachers ask 5x's more higher order questions than less effective teachers)

Making Cooperative Learning Powerful

Making Cooperative Learning Powerful
Article written by Robert Slavin: ASCD, October 2014

5 Key practices bring out the tremendous potential of the approach

1)  Form interdependent teams

• four member teams recommended
• teams work together daily for 6-8 weeks
• teams should engage in bonding activities when teams are formed
• it's recommended teams be composed of across section of the class

2)  Set group goals

• set a target, product or indicator to get every member to perform
• evaluate and reward when criteria of the team work is met

3) Ensure individual accountability

• make sure team goal requires participation of all members.
• reinforce the purpose of the team
• ensure the work is challenging

4) Teach communication and problem solving skills

• active listening
• explaining ideas and opinions
• encouragement
• completing tasks

5) Integrate cooperative learning with other structures

• it should be a part of the lesson, but not the whole lesson
• examples: rando reporter, think-pair-share, study buddies
• could come before or after teacher instruction