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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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