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Advancing Literacy for Black BoysInstruction Partners spoke with Dr. Alfred Tatum, Provost and Vice President for Academic Affairs at Metropolitan State University of Denver (CO) and Joey Hassell, Superintendent of Haywood County Schools in Tennessee regarding research on advancing literacy for black adolescent males. | Growth Mindset & Achievement Kathy Dyer discusses moving the growth mindset conversation beyond effort. Effort is so much more. It is about having a variety of strategies and tools to use to problem solve and building inquiry into our learning experiences. How can we help educators adopt a deeper, true growth mindset, one that will show in their classroom practices? Click here for full article. | Tier 1 Before All Else Schools often focus on programs, interventions, systems, and remedial practices to fix what was never addressed in the first place--a lack of solid, effective, Tier 1 instruction. Students' sustainable growth and success is best accomplished by evaluating and refining Tier 1 instructional practices. Click here for full article. |
Advancing Literacy for Black Boys
Instruction Partners spoke with Dr. Alfred Tatum, Provost and Vice President for Academic Affairs at Metropolitan State University of Denver (CO) and Joey Hassell, Superintendent of Haywood County Schools in Tennessee regarding research on advancing literacy for black adolescent males.
Growth Mindset & Achievement
Tier 1 Before All Else
FWISD Literacy Essentials Handbook
This reference guide was created to articulate and support district literacy expectations in grades K-12 by defining core instructional practices and identifying system supports designed to contribute to the success of every student.
This handbook has been made accessible to district employees via the FWISD curriculum app in ClassLink on the Literacy landing page.
Elementary (K-5)
Why Deeply Diving Into Content Could Be the Key to Reading Comprehension Research shows that reading skills and knowledge of the topic are both important to reading comprehension. Building knowledge is a gradual, cumulative process that is acquired over time. As educators we must understand if kids don't have the vocabulary and knowledge to read the passage more than likely they are not going to be able to find the main idea.
Middle School (6-8)
Teaching Vocabulary to Struggling Readers Struggling readers tend to benefit from explicit teaching and increased repetition—but the same patterns of success are to be expected from everyone. Word knowledge is multi-dimensional, social, and should be connected to other words and the lives of students. In this article, Dr. Shanahan explores effective ways to teach vocabulary at the middle school level, not just to struggling students, but to all readers.
High School (9-12)
How effective is "Reading Resource" in high school? Studies suggest that reading interventions with high school and college students simply don’t have much of an impact on their learning (Bohr, et al, 1994; Kemple, et al, 2008). However, using on-grade level texts to explicitly teach vocabulary, and oral reading fluency supports progress in their general classroom. Additionally, analyzing text structures, practicing summarization strategies, and discussing/writing for reading comprehension simultaneously builds reading skills, improves content learning, and increases academic confidence.
Professional Learning
Effective professional development builds the knowledge, skills and qualities of teachers to improve the outcomes of their students. When teachers practice and apply new learning, their enhanced knowledge and skills improves their teaching which then enhances their students' outcomes. Participants should select courses that increase teacher efficacy and are directly-aligned to student achievement (and not solely on "flex credit" compliance).
