Literature-Based+Reading+Instruction

Methods and techniques used in the Pine Butte Elementary School literature-based reading program are supported by findings from the effective schools research. As synthesized in Effective Schooling Practices: A Research Synthesis (Northwest Regional Educational Laboratory 1984), supportive research findings include the following classroom-level elements: 1.1 Instruction is guided by a preplanned curriculum. Learning goals and objectives are developed and prioritized. Instructional resources and teaching activities are identified, matched to objectives and student developmental levels and recorded in lesson plans. Alternative resources and activities are identified, especially for priority objectives. Resources and teaching activities are reviewed for content and appropriateness and are modified according to experience to increase their effectiveness in helping students learn. 1.4 Instruction is clear and focused. Lesson activities are previewed; clear written and verbal directions are given; key points and instructions are repeated; student understanding is checked. Students have plenty of pportunity for guided and independent practice with new concepts and skills. 1.5 Learning progress is monitored closely. Teachers frequently monitor student learning, both formally and informally. Regular, focused reviews of key concepts and skills are used throughout the year to check on and strengthen student retention.
 * RESEARCH FINDINGS **

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