1

Youngblood
Angela Youngblood

ED 262

Melanie Beaver Ph.D.

July 1, 2023

A: (Ch.6) What is evidence-based reading instruction, and why is it important for teachers to be
familiar with current research-based instructional strategies? Summarize 3 of the 6 major
landmark studies of reading, and explain how those studies impact what we know about today’s
quality reading instruction methods. (EDPGs #1-5, 8) (25pts)

According to the text, evidence-based instruction is a set program or a collection of

lessons that has had previous success. There is evidence to prove these programs have had

achievement (Cox, 2014). This is a fool proof system to teach children to read. Educational

based learning strategies are techniques used by students to become familiar with information.

Without good strategies students may struggle taking in the information they are given in the

classroom. No teacher automatically knows what techniques should be used. It is important for

teachers to always stay current on the latest strategies because educational research is always

evolving.

The First Grade Studies – This study compared methods of reading. It also included

pupil, teacher, class, school and community information in the study. The conclusion of this

study was there is not one single working method to teach children to read. Also, children learn

to read by reading a variety of material. Giving students multiple kinds of text to read only

broadens their experience of different texts they will be exposed to in the future. In today’s world

with all the technology and different resources children have, they gain a lot of experience from
2
Youngblood
reading different material. Teachers today have so many reliable research-based instructions to

go by. There is not just one approach to teach reading.

Preventing Reading Difficulties in Young Children – This study shows that all readers

across the board should be taught at the same level. Meaning if you have two students in the

same class, one is a strong reader and the other is lacking in some areas, they should be taught

the same material. However, this does not mean the need to be taught with the same strategies.

As we know all children learn differently. So, one student may need a different atmosphere, or

more time in one area, but they all need to be on a level playing ground with their peers of what

they are learning. The teacher just needs to be flexible in adjusting their instruction to benefit the

students. We know a lot of this is done in today’s teaching with students IEPS and special

arrangements that are made available to qualified students.

Becoming a Nation of Readers: There are many factors into this research study. Not only

is reading aloud to children important but as well as the impact of spelling. Learning to spell, the

letters, speaking and writing are all major activities that weigh into a child learning to read.

Research says those skills should be ending of second grade for most children. This suggest that

even in a reading lesson there should also be a writing lesson involved. The more comfortable

the student is with the letters, sounds of letters, and speaking the better off that child will be

when it comes to reading and decoding words. In today’s teaching I believe schools have a good

start on this, but I do believe the sooner the parents begin working with their children at home

the better they will be prepared going into school.

3
Youngblood
B: Ch.6) One proven tool for assessing a student’s strengths and weaknesses in reading is called
The Running Record. Review the example in Assessment Toolbox 6.2, and explain the steps
involved in assessing the way a child reads aloud. Use what is explained in the chapter to create
a visually appealing chart called The Top 10 Things Teachers Should Know About the Running
Record Assessment that could be shared with fellow teachers. This could be designed with a
technology presentation app if you like. (EDPGs #1-5,9-11) (25pts)

Assessing a child while reading should be more of a natural, relaxed way instead of

standardized testing. This will allow the child to pick a book they want to read, something they

are interested in as well as it being a book they have read before. They then read the book they

have chosen to their teacher. The teacher will then record their strengths and weaknesses in

reading on a chart called a running record. They are observed and recorded with a check mark

for each word read correctly and marked for misreads, omitting words, self-correcting a word,

and when the teacher tells them the word. The student is than scored by the number of words

they read correctly.

(See Attached Chart)

C: (Ch.7) Design a technology presentation (many apps and tech tools are available for this) that
explains the 6+1 Writing Traits to elementary students (grade 2 or above, so they can read the
information on the slides and/or screen). Include links to other sites or appealing video snippets
that explain these writing traits to students. This might be used at a Parent Night, a faculty
meeting, or in your classroom at a learning center. Don’t make it too long, and it must be age-
level appropriate and entertaining for young children. Include all 7 traits of good writing
(technically named the 6+1 Writing Traits). (EDPGs #1-3, 7,8) (25pts)

(See Attached Presentation)

D: Ch.7) What are the 4 parts of an effective Writing Workshop in an upper grades/middle
school classroom? Explain what occurs during each part and how long each part should last.
How is the Writing Workshop a great opportunity to provide differentiation and meaningful
instruction to English learners? (EDPGs #1-3, 7, 8)  (25pts)

A writing workshop helps develop students into successful writers. Along the way they

have independent work time, but are also given suggestions along the way to help them learn
4
Youngblood
how to become better writers. They are able to share their writings with an audience at the end of

the workshop. The first step is the minilesson. This should last around 7minutes. The minilesson

is a whole group short writing lesson. Sometimes it’s good to provide a visual along with the

lesson. This gives students steps to follow in the short time given. The lesson and the visual

should be made of familiar things to the students that will get their brains working.

The second step is checking writing status. This should only take around 3 minutes. The

teacher will want to discuss with the student one on one what their writing plans are. The teacher

will provide the student with a checklist to help them stay on task during their independent work.

This check list will also show the teacher what has been done and what still needs completed.

The third step is writing. This should be given about 45 minutes. While the student has

time to work independently, teachers can also use this time to conference students in areas they

have checked on their writing status checklist. This is the time the teacher can talk about editing

and working on revisions. Getting their rough draft finalized to be completed. The fourth and

final step is sharing published pieces. This should only take around 5 minutes. The students are

allowed to share their finalized pieces they created with the whole group.
5
Youngblood

References

Cox, C. (2014). Teaching language arts: A student-centered classroom. Pearson.

6
Youngblood