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Language
Arts
Best Instructional Practices |
To
assemble the following list of instructional best
practices, the District 108 Language Arts Task
Force reviewed meta-analyses of research published
by the organizations listed below.
- Illinois
State Board of Education
- American
Association for Supervision and Curriculum Development
(ASCD).
- Mid-continent
Research for Education and Learning (McREL).
- North
Central Regional Research Laboratory (NCREL)
- Various
State Education Agencies
For
a more complete explanation of the process, please
refer to "Best
Practices FAQ’s," on Pekin Public
Schools District #108 Website.
During
1998-99, the Language Arts Task Force surveyed
the instruction literature and conducted activities
with all staff to identify the instructional best
practices listed below.
| BEST
PRACTICES IN READING (ILS Goal 1) |
- Assessing
reading with multiple measures: daily classroom
observation, reading logs, projects.
- Teaching
the use of graphic organizers to make text organization
explicit, provide opportunities to restructure
information, and indicate conceptual relationships
- Interacting
with teachers and students to reflect aloud,
model strategic behaviors, share responses,
and negotiate meaning
- Developing
vocabulary directly and explicitly as conceptual
knowledge
- Developing
vocabulary strategies: connecting new with existing
knowledge, conceptually integrating new vocabulary,
applying both contextual and definitional information.
| BEST
PRACTICES IN LITERATURE (ILS Goal 2) |
Emphasizing
personal interaction with text through writing
and peer discussion
Modeling
and teaching strategies to self-monitor comprehension
Providing
rich, authentic reading material
Maximizing
the amount of time for free reading
Promoting
fluency (ability to decode words in context quickly
and automatically) through repeated experiences
with meaningful texts
| BEST
PRACTICES IN WRITING (ILS Goal 3) |
Integrating
reading and writing instruction as complementary
processes
Frequent
practice of writing as a process
Writing
in content area to integrate content knowledge
with existing knowledge
Writing
for varied audiences
Addressing
language errors in context to enhance transfer
of new skills to new situations
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