Essentials of Reading Instruction

Learners need teachers who demonstrate what it means to live richly
literate lives, wearing a love of reading on our sleeves.

Learners need long stretches of time to read.

Learners need opportunities to read high-interest, accessible books of
their own choosing.

Learners need explicit instruction in the process and skills of
proficient reading.

Learners need opportunities to talk in response to texts.

Learners need assessment-based instruction, including feedback that
is tailored specifically to them. Strugglers especially need instruction
that is tailored to their specific strengths and needs, as well as extra
time and extra help.
o Strugglers cannot be taken from language arts classrooms –
from reading, writing, word study, or reading aloud – for extra
help in language arts.
o Strugglers need to spend 100% of their time reading books
they can read with ease.
o If strugglers are pulled out of the classroom for extra help on
reading, this must be provided by an extra-knowledgeable
person.
o During extra-help time, strugglers need help that is
assessment-based and tailored to that particular child and in
sync with what is happening in the classroom.

Learners need teachers to read aloud.

Learners need a balanced approach to language arts, one that includes
a responsible approach to the teaching of writing as well as to reading.
Calkins, Lucy (2010). Units of Study for Teaching Reading, Grades 3-5: A Guide to the
Reading Workshop