In this article, the authors present some considerations for abandoning decontextualized strategy instruction and instead provide some ideas for how to shape comprehension instruction around the texts we use in the classroom. They offer some guiding theories, some key considerations, and they present examples for classroom teachers.
The Ontario Human Rights Commission’s Right to Read inquiry concluded that running records and reading level assessments have not been effective in identifying students who need additional support or in providing teachers with accurate information to guide instruction. We now know that there are more effective ways to understand student reading skills and ensure that…
Far too often, students who struggle with reading and language are given simplified, uninteresting texts. These texts are judged to be “at-the-students’ language or reading level” but deny students access to rich, interesting, age-appropriate text. This guidance document outlines some ideas for fostering conversations around “juicy sentences,” where students learn to deconstruct and reconstruct sentences,…
In the webinar, Margie Gillis and Nancy Eberhardt explored the effective use of syntax in teaching reading and writing. The webinar highlighted the role syntax plays in enhancing language and literacy. Gillis and Eberhardt highlight a “function-first” approach to teaching syntax, a key element of the Ontario Language curriculum. Specific instructional activities to teach syntax…
In this one-hour webinar, author and educator Joan Sedita explains the Writing Rope, a framework that integrates key elements of evidence-based writing instruction. The model includes critical thinking, syntax, text structure, writing craft, and transcription.
It can be challenging to navigate the many subtests that can be used in universal screening! Skilled reading involves the integration of many subskills. This chart can be used to identify the most pressing need for instruction. For older students – start at the top and work your way down to find the lowest barrier…
The Syntax Project is an open-source collection of grammar and syntax lessons created by a group of Australian teachers. Melinda Hinch, SLP in Greater Essex County DSB, has adapted the slides to incorporate Canadian content and aligned them with the B3 Language Conventions Continuum. Note that this resource is a Google Drive folder set to…
This quick read (56 pages) from well-respected researchers and authors Drs. Hasbrouck & Glaser is an educator-friendly overview of reading fluency: defining it, assessing it, teaching it and integrating it, all backed by an abundance of reading research. This book supports the fluency expectations found in all grades of the 2023 Ontario Language Curriculum.
Dr. Tim Odegard addresses myths around dyslexia, sharing his lived experience as a person with dyslexia. His powerful message encourages people with dyslexia to “shatter the myths and live the realities.”
Self-Regulated Strategy Development (SRSD) is a highly researched approach to teaching writing. thinkSRSD has created a collection of free instructional materials for narrative, informational, and opinion writing.
Dr. Anita Archer models explicit instruction across multiple content areas (decoding, vocabulary, comprehension, writing, etc.). Each video has an accompanying viewer guide.
This reader-friendly book, written by two educators, provides great background and professional learning related to reading development, and particularly how it applies in the older grades. While the title includes the word “secondary”, junior and intermediate teachers in Ontario could all benefit from reading this book. Information includes how we learn to read and misconceptions…
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