Mar 29
Vocabulary is taught incidentally, intentionally and through the development of word consciousness. Here is an example of intentional teaching from Dr. Anita Archer. She has focused the vocabulary for the reading selection to a few key concept words and demonstrates explicit teaching for vocabulary comprehension and use.
https://explicitinstruction.org/video-secondary-main/secondary-video-3/
From this video you can find supportive lesson materials and other demonstrations by Dr. Archer.
Mar 27
By: Michelle J. Kelley, Nicki Clausen-Grace
Published by 
“The text feature walk guides students in the reading of text features in order to access prior knowledge, make connections, and set a purpose for reading expository text.”
Mar 22
Although not updated since 2011, this site from Dr. Olenka S.E. Bilash at the University of Alberta, Edmonton, AB, Canada, is an outstanding resource for improving teaching and learning, and improving second language education.
https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/vygotsky.html
Scroll down to see an example of how the ZPD might relate to the development of reading. Note the scaffolding/Gradual Release of Responsibility labels running across the bottom of chart.
Feb 27
http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1155&context=reading_horizons
The Importance and Use of Student Self-Selected Literature to Reading Engagement in an Elementary Reading Curriculum
Denise Johnson and Anne Blair
Abstract
“The purpose of this article is to discuss the importance of student self-selecting literature and reading engagement in an elementary reading curriculum. The article discuses the use of self- selected reading in the context of child development, book difficulty, independent reading time accountability, and a supportive environment. The successful use of self-selected reading by the Children’s Choices Project is also discussed.”
Jan 02
For more information visit: Teaching That Makes Sense, at http://www.ttms.org
“Writer’s Workshop is a popular way of organizing a writing class for one simple reason: it works better than any other management system yet devised. And it works because it is based on the idea that students learn to write best when they write frequently, for extended periods of time, on topics of their own choosing.”
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