Saturday Stories: Literacy

Your Weekend Reads in Education

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4 Reasons to Use the Balanced Literacy Approach

“In a balanced literacy program, students see reading and writing modeled, share in the reading and writing with the teacher, are coached, practice independently, and are actively engaged in word study.” — Amanda Richardson

Empowering a World of Readers: 3 Ways to Help Make Literacy Accessible

“ A 2013 UNESCO Institute for Statistics Studyfound that 10.5 percent of the world’s 15 to 24 year-olds are illiterate. That amounts to 123.2 million young people. Reading proficiency isn’t a matter of a lack of drive, or intellect — it’s a matter of accessibility. Many developing readers have limited access to books at home, at school, and in their community.”

Take the Literacy Action Plan Challenge

“The Literacy Match digital tool assesses your district’s needs based on student learning differentiation — including percentage of English Learners, socio-economically disadvantaged populations, and your concerns with addressing the needs of learning disabled or gifted and talented students.”

Building Thinkers, Doers, and Achievers Starting with Literacy

“The stakes are high when it comes to teaching literacy: educators are tasked with giving kids the tools they need to function in the classroom as a motivated and engaged student, and later on in life as an active, informed, and fulfilled adult. But reading doesn’t come easily — or in a uniform pattern of understanding — for every learner.”

Active Reading Skills #1: A Holistic Understanding of the Text

“During and after reading, students should be formulating an explanation of what that text is about, and how it’s functioning on a basic level. That explanation or understanding can essentially be broken down in three parts: the main idea of the text, general supporting details, and the general structure of the main idea and supporting details.”

Kindergarten Teacher Uses Song to Help with Letter-Sound Association

“These little five and six-year-old children walked in with varying degrees of knowledge of the alphabetic principle and phonological awareness. Some knew letters. Some knew letters and a few sounds. Some children had no understanding of letters at all. I had to have a game plan!” — Michelle Jackson

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