Dr. Shanahan is an internationally recognized professor of urban education and reading researcher who has extensive experience with children in inner-city schools and children with special needs. (1999.) Beginning in Kindergarten and continuing for about three years, children should receive daily phonics instruction. And yet, in too many schools and classrooms, these basics are sometimes ignored. First, if the teacher believes that the student is placed in an appropriate text for reading, then he or she only has to continue to monitor the child’s reading (by listening) and the amount of fluency instruction for this student can be reduced (fluency is the only component of the framework that can be reduced in terms of time coverage—and it can only be done so if the students are already fluent at an appropriate level). He was inducted to the Reading Hall of Fame in 2007, and is a former first-grade teacher. These are all 4-star rated programs that are national or multi-regional in scope. 246-280). So, for example, studies had to show that vocabulary instruction (a part of word knowledge) led to better vocabulary growth or that fluency instruction led to more fluent reading. (b) It was required that studies show the generalizability of each component by demonstrating that improvements in each component led to improved overall reading achievement, at least for some populations. Dr. Shanahan is an internationally recognized professor of urban education and reading researcher who has extensive experience with children in inner-city schools and children with special needs. Literacy expert Timothy Shanahan shares best practices for teaching reading and writing. The panel in their report (NRP, 2000) found that instruction in three of the framework categories—word knowledge (including phonics, phonemic awareness, and word meaning), fluency, comprehension—made a clear difference in reading achievement for elementary and secondary level students, and the fourth category of the framework—writing—has been shown to be effective as well in previous research syntheses (Tierney & Shanahan, … We need to ensure that these necessary conditions exist in all Chicago Public Schools. Although fluency refers to both silent and oral reading, the research suggests that oral reading instruction is most effective for developing this ability in students. I vividly remember when “experts” (without data) were claiming that either young children would not be ready to benefit from such teaching or that such teaching would do harm. Writing should teach children to write for a variety of purposes and audiences, using strategies and actions that will allow them to solve various problems of writing. To be included as an instructional component, five criteria had to be met, criteria established on the basis of a thorough review of existing empirical research and clinical reports. “ Disciplinary literacy refers to the shared ways of reading, writing, thinking, and reasoning within academic fields (Moje, 2007; Shanahan & Shanahan, 2008). The Colorado Literacy Framework issues from the mission of the Colorado Department of Education (CDE) to “provide all Colorado children equal access to quality, thorough, uniform, well-rounded educational opportunities in a safe, civil environment,” and the vision that “all children in Colorado Effective vocabulary instruction also builds in a substantial amount of review. In the coming days, months, and years, we will be providing resources to help you to use the Framework most effectively. From clinic to classroom: A case study of a literacy specialist examining teacher learning and instructional decision making. Dr. Shanahan is an internationally recognized professor of urban education and reading researcher who has extensive experience with children in inner-city schools and children with special needs. Accordingly, the Chicago Reading Framework includes four basic categories, or components, of instruction—word knowledge, fluency, comprehension, and writing. The project started in one low income, inner city school and has now grown to more than 200 schools throughout Illinois and around the United States. Feel free to contact him. Shanahan’s Literacy Improvement Pyramid MIBLSI Reading Tiered Fidelity Inventory (RTFI) RTFI Companion Documents Tier 1 Coaching Prompts Theoretical Models/Tools . Dr. Shanahan is an internationally recognized professor of urban education and reading researcher who has extensive experience with children in inner-city schools and children with special needs. Of course, some approaches are likely to be more successful than others. Literacy expert Timothy Shanahan shares best practices for teaching reading and writing. Reading and writing depend on much of the same information (including knowledge of spelling patterns, text organization, vocabulary, etc. Literacy expert Timothy Shanahan shares best practices for teaching reading and writing. Summaries of winning dissertations are published each year in Reading Research Quarterly. The Framework treats all levels of instruction as being important to students’ development. Children need to know how to alter their voice and message to meet the needs of an audience, and they need instruction in how to write text for themselves, for others who share much information with them, and for those audiences at a greater distance of time and space and shared knowledge (such as writing for publication). Washington, DC: National Institute of Child Health and Development. Time allotment decisions are especially difficult for upper grade teachers because of departmentalization. Research can tell us whether particular approaches are likely to be successful based on how well they have succeeded in the past, and it can give us sound guidance with regard to how to implement programs more successfully. literacy learning (e.g., phonics, phonological awareness, sight vocabulary) are entailed in virtually all reading tasks (Rayner & Pollatsek, 1994). Writing is the final component, consisting of students’ learning to compose their own texts effectively for a variety of purposes. Read more. He studies reading and writing across all ages and abilities. Second, this approach tries to build upon and take advantage of our current professional knowledge and strengths. Many teachers give students reading assignments that require the answering of questions, but such practice is insufficient. Literacy expert Timothy Shanahan shares best practices for teaching reading and writing. This premise is not just a wishful hope—principals and teachers, including some in Chicago, already have used this model to improve reading at their schools. Thus, studies had to show that writing instruction not only led to better writing, but to better reading achievement as well. ), and learning to read and write simultaneously can give children an advantage. Timothy Shanahan is one of the world’s premier literacy educators. Consequently, teachers are left to figure out on their own how much time to spend on reading instruction or how to apportion instructional time among the various components of reading. The Framework requires that classroom teachers emphasize equally each of these four aspects in their reading instruction. This is a piece I wrote for my teachers and principals in Chicago awhile back, to give them a sense of the essential direction that instruction needs to take. However, such efforts will take time. In other words, this is not a 2–3 hour time block, though schools can do this. As a result, there has been a growing ... literacy practices appropriately to match the specific academic social contexts and intellectual During these early years, there also should be emphasis on teaching children sight vocabulary—that is, words that they can recognize immediately without sounding or any other obvious mediation. A natural tendency of teachers and principals is to delay implementation until they feel that they completely understand the framework. Chicago Public School teachers know a lot. He was inducted to the Reading Hall of Fame in 2007, and is a former first-grade teacher. Read more. The idea is to provide all students with the maximum opportunity to learn to read and write while maintaining adequate amounts of time to teach math, science, history/social studies, and other school subjects. Activities like paired or assisted reading, in which students take turns reading portions of a text aloud to each other, giving each other feedback, and rereading the text multiple times until it can be done well have been found to be effective from the primary grades through high school. Those tests have their place, but it is not in improving daily instruction. 1. The reason why this project has been so successful, and why the Chicago Public Schools now has adopted it system wide, is two-fold. Educational researchers have begun to use the term disciplinary literacy ( Shanahan and Shanahan 2014) to refer to the ways in which students learn to read, write, and communicate in content-area classes, as budding historians, mathematicians, and scientists. Yes, you’re correct that my framework focuses on the teaching of phonological awareness, decoding/spelling, vocabulary, oral reading fluency, reading comprehension, and writing. He studies the teaching of reading and writing across all ages and abilities. These criteria, applied together, suggested Word Knowledge, Fluency, Comprehension, and Writing as four related, yet separable components of literacy growth that are amenable to teaching, and that when taught, are likely to lead to higher reading achievement. Yes, you’re correct that my framework focuses on the teaching of phonological awareness, decoding/spelling, vocabulary, oral reading fluency, reading comprehension, and writing. Shanahan answer: I feel your pain. Teachers and principals must be aware of how well their children are learning their lessons so that they can make the appropriate and necessary adjustments along the way. Powerful reading instruction is longitudinal. However, commercial programs are just one alternative for accomplishing such continuity. What is needed is sound teaching, sound supervision, and lots of it. Timothy Shanahan and Cynthia Shanahan Recently, it has been proposed that schools teach disciplinary literacy in science, mathematics, history, and literature classes as students move into middle school and high school. Word knowledge. Third, we teach children a variety of strategies or actions that they can take before, during, and after reading to improve their understanding and recall. That is why the Chicago Reading Initiative is investing so much in the continued professional development of our teachers. The Chicago Reading Framework establishes a 2–3 hour per day minimum time standard for reading and writing instruction and encourages schools to explore additional ways (i.e., before-school, after-school, summer programs, parent involvement, homework) for expanding instructional opportunity beyond the regular school day. These four categories are all equally important across the various grade levels, but the emphasis within categories shifts somewhat over time. Teacher questions: The description below lays out some of the basics. The book’s stated purpose was to “synthesize research on the education of language-minority children and youth with respect to their attainment of literacy, and to produce a comprehensive report evaluating and synthesizing this literature” (p. xiv). It builds quality upon quality, across classes, grade levels, and schools—and it does so across the complexity of program offerings that most schools provide (Title programs, special education, preschool, after school, etc.). Similarly, students need to know about various ways that expository texts are organized (such as problem-solution, cause-effect, comparison-contrast), including knowing that particular types of information will be provided in particular texts. In particular, Fitzgerald and Shanahan (2000) propose that four kinds of knowledge provide the foundation for reading and writing development: (1) meta-knowledge, or understanding the purposes of reading and writing and being able to consciously monitor It is also often in these schools that there is the greatest desire by policymakers to impose a “magic bullet” solution upon the teachers. However, as one moves along the continuum of literacy learning, what is … Although this framework does offer some new direction and guidance, it does not try to replace all of what we are already doing. That kind of improvement is best accomplished through an emphasis on reading instruction rather than on better test preparation and the like. Literacy expert Timothy Shanahan shares best practices for teaching reading and writing. Tierney, R., and Shanahan, T. (1991). I have googled “The Chicago Reading Framework” and I’m directed back to your blog. Put your money where your love is. Most children will benefit from approximately 20 hours of phonemic awareness instruction (about 15 minutes per day for a semester), but such instruction should continue until students are able to fully segment simple words (such as dividing the word cat into its separate sounds: /k/ /a/ /t/). The content in this webinar series is organized around the College, Career, and Civic Live (C3) Framework for State Standards in Social Studies, specifically Dimension 2 and supports inquiry-based teaching and learning as envisioned in the C3 Inquiry Arc.The core disciplines in social studies—Civics, Economics, Geography, and History—provide the overall structure for this webinar series. However, as one moves along the continuum of literacy learning, what is … This time equivalence is to be accomplished over a period of time (1–2 weeks) rather than on a daily basis. Teaching Disciplinary Literacy to Adolescents shanahan and shanahan literacy learning (e.g., phonics, phonological awareness, sight vocabulary) are entailed in virtually all reading tasks (Rayner & Pollatsek, 1994). Timothy Shanahan is one of the world’s premier literacy educators. 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