Suggested Strategies and Resources: Time on Task
Students spend a high proportion of time on reading and writing.
This refers to in-class time. Class time spent reading, writing, discussing, and revising is not seen as "wasted," but as an integral part of how one learns. Examples of the strategies that teachers have used to increase the time spent reading and writing in class are Paired Reading,
Quick Writes, peer conferencing, creation of Reader's Theatre scripts, use of Jigsaw groups to discuss different short readings on the same topic, rereading assignments for a different purpose, rewriting text from other points of view, and connecting text with other media using a critical literacy perspective.
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Suggested Strategies and Resources: Silent Reading
Teachers stress silent reading.
Sustained silent reading (SSR), with required logs and responses, continues to be an effective route to building a literacy culture,
supporting practice, addressing the needs and interests of a variety of learners, and developing an expectation that reading is a life-long skill.
A description of sustained silent reading at the secondary level can be found at http://www.sedl.org/cgi-bin/mysql/buildingreading.cgi?showrecord=6&1=description.
It is important to note that it will probably not be effective to use free
choice sustained silent reading without asking for sharing, log entries, personal or critical responses, book recommendations, bulletin
boards where Best Picks are posted, or other kinds of follow-up. It is also important to see SSR as one strategy of many strategies that
must be simultaneously implemented, not as a "magic bullet." A variety of types of materials need to be available (see Key Component A)
and teachers must commit to read, not patrol, during this time. Encouragement, stamina, and the establishment of a routine are important to a successful SSR routine. With adolescents, explaining why SSR is key to their literacy development and inviting their participation
are key.
One overview of effective components of sustained silent reading programs for English language Learners can be found at
http://iteslj.org/Articles/Chow-SSR.html
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Suggested Strategies and Resources: Writing
Teachers place an emphasis on student writing.
There is ample evidence that frequent writing that is accompanied by feedback, expectations to revise, and opportunities to edit, results in better writing. Writing is an invaluable way to develop and assess student understanding. Use of rubrics allows students to reflect upon their writing in reference to clearly stated criteria. Providing authentic reasons to communicate in writing and establishing writing as a regular expectation is key. Unfortunately, less and less writing is being expected of many secondary students.
As with reading, the key to developing good writing skills is by writing, and then participating in a reflective process of improving what you have written. Suggestions for ways to incorporate writing across the
curriculum can be found at http://writing2.richmond.edu/wac/2entrynb.html
Tips for how best to use writing to learn can be found at
http://www.ucalgary.ca/pubs/Newsletters/Currents/Vol2.3/DougBrent.html.
Online writers' resources for grammar and reference can be found at http://ume.maine.edu/wcenter/resources.html
A list of best practices for teaching writing can be found at
http://instech.tusd.k12.az.us/Bl/BLHS/blwhs.htm
For a clear overview of the writing process and appropriate expectations for high school writing see,
http://www.lkwash.wednet.edu/lwsd/pdf/6+1Traits.pdf
An online writing laboratory with many resources for effective writing
can be found at
http://www.uvsc.edu/owl/writingresources.html
For information about plagiarism: what it is and how to recognize it and
avoid it, see
http://www.indiana.edu/~wts/wts/plagiarism.html
Another great set of links related to writing in the secondary classroom
can be found at:
http://www.angelfire.com/wi/writingprocess/secwplinks.html
For a description of an authentic writing project for unmotivated
learners, see
http://www-ed.fnal.gov/lincon/w98/projects/bbilligmeier/babsum.html
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Questions to Think About
Before you can implement this Key Component, your stakeholders will need to consider some or all of these questions. The questions could be used in group discussions, needs sensing activities, and informal small-group conversations.
- Which of the above best practices typically occur now as part of teaching and learning? Which do not? Why do you think that is the
case?
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How would teaching and learning shift if the above best practices characterized education throughout the school? How would time, space,
personnel, and materials/resources be used differently?
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What kind of support would teachers need to be able to effectively incorporate these practices into teaching and learning on a daily
basis?
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If these practices were to characterize what takes place in classrooms throughout the school, would any current instructional benefits be displaced or compromised?
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