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NYS READS > Instruction
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Welcome to the Instruction Home Page
The National Reading Panel was formed in 1997 to review research on how children learn to read and to determine which methods of teaching reading are most effective, based on the research evidence.
One of the most influential findings of the report was the concept of the 5 Big Ideas--explicit instruction in phonemic awareness; systematic phonics instruction; methods to improve fluency; direct and indirect teaching of vocabulary; and ways to enhance comprehension.
In this section, teachers and administrators can access materials and resources to assist in the planning and implementation of effective evidence-based literacy programs that address the individual needs and abilities of all students.
A brief description of the key topics in literacy instruction can be found below:
Please scroll down the page to access these descriptions.
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Approximately 8 million students in grades 4-12 are reading below grade level. Limited literacy skills cause 3,000 students to drop out of high school every school day.
This section is designed to provide information and resources to guide the delivery of instruction for struggling adolescent readers. Reading specialists, special education teachers, literacy coaches, intervention specialists and administrators will find selected research-based instructional techniques and strategies associated with positive effects on which to base school and district improvement goals.
For more information about Adolescent Literacy, click here.
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Consistent with the work of Cathy Collins Block, whose research has informed the identification of the characteristics of exemplary literacy teaching, there are two main objectives for identifying best practice teaching in New York State: (1) to provide teachers, reading specialists, literacy coaches and administrators with specific knowledge as to the practices at a particular grade level that have led to significantly higher levels of student literacy achievement; and (2) to offer effective demonstrations that provide teachers and other professionals with the knowledge that holds the potential for improving their proficiency in either providing or recommending to others, highly effective literacy practices.
For more information about Best Practices, click here.
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Although curriculum often refers to banks of materials that teachers use to meet the needs of their learners, this website looks at curriculum in a broader sense, including information on educational philosophy and purposes as well as course content and articulated assessment and evaluation criteria.
For more information about Curriculum, click here.
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Carol Ann Tomlinson defines differentiated instruction as teaching with student variance in mind. It means starting where the kids are rather than adopting a standardized approach to teaching that seems to presume that all learners of a given age or grade are essentially alike. Thus differentiated instruction is “responsive” teaching rather than “one-size-fits-all” teaching.
A fuller definition of differentiated instruction is that a teacher proactively plans varied approaches to what students need to learn, how they will learn it, and/or how they can express what they have learned in order to increase the likelihood that each student will learn as much as he or she can as efficiently as possible.
For more information about Differentiated Instruction, click here.
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Response to Intervention (RtI) is used to promote the use of evidence-based instruction in classrooms. It is a diagnostic tool for assessing student needs and a system for providing early interventions to struggling students. RtI provides a means of identifying students at risk for academic difficulties and appropriate interventions to address individual student needs. The essential elements of an RtI approach are:
- Universal (school-wide or district-wide) screening of academics and behavior in order to determine which students need closer monitoring or additional interventions
- High quality, research-based instruction and behavioral support in general education
- Multiple tiers of increasingly intense research-based interventions that are matched to student need
- Use of a collaborative approach by school staff for development, implementation, and monitoring of the intervention process
- Continuous monitoring and measurement of student progress in response to the instruction and interventions
- The use of this data to shape instruction and make educational decisions
- Follow-up measures providing information that the intervention was implemented as intended and with appropriate consistency
For more information about Response to Intervention (RtI), click here.
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Highly practical and accessible research-based skills and strategies, designed to promote effective writing instruction in the classroom, are available in this section of the website. Reading and language arts educators can explore the instructional practices while capitalizing on the everyday applications of current evidence-based instruction about writing as an indispensable skill in language arts programs. This section also offers best-practice guidelines for designing effective writing programs at the secondary level and provides opportunities for reading and language arts teachers to explore issues and pedagogy.
For more information about Writing, click here.
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