Supporting Unfinished Learning in Reading Comprehension (Instruction Partners)

Description:

Emily Freitag and other Instruction Partners separated their literacy examples into two parts, because the way students learn foundational skills is quite different from the way students advance comprehension. This is not a grade-band division—students in K–2 need to learn foundational skills and comprehension (chiefly through oral reading) and students in grades 3+ may continue to need support with foundational skills. But leaders benefit from understanding the differences between how children learn to read and how children read to learn; they require different instructional moves.

Tag(s):

Literacy