Reads and understands age/grade appropriate informational text, using a variety of skills to connect ideas, use evidence, and analyze text.
In order to support families as schools provide virtual instruction during the COVID-19 pandemic, this guide offers tips on establishing home learning areas, improving the home-based learning experience, and utilizing web resources for students kindergarten-Grade 6 and Grades 7-12 in the subjects of English-language arts, science, social studies, and history. Web resources for assistive technology for home learning are also included for students with reading disabilities.
A guide to use when teaching students the Question-Answer Relationship (QAR) strategy to help teachers plan which questions to ask for the four question types and an answer that might be given.
By Gwen Marra, Ed.D.
Through read alouds that utilize dialogic reading, children can develop their use of new vocabulary in a meaningful way, make connections between new and previously-learned information, and learn literary elements like character, point of view, and plot.
The Power of Interactive Read Alouds
Related: Blank version of the Dialogic Reading Planning Form included in the report
By Renita Schmidt, Ph.D.,
Associate Professor, University of Iowa College of Education
Amanda Haertling Thein, Ph.D.,
Associate Professor, University of Iowa College of Education
The authors explain how they go about selecting texts for their afterschool reading club that helps girls grow into strong women through reading books featuring strong female protagonists. They also highlight key practices they have found useful in reading and responding to those texts.
PEER questions are meant to encourage deeper responses about a text during dialogic reading, leading to a conversation beyond one-word answers.
CROWD is used to remember the types of basic questions to ask to facilitate dialogic reading: completion, recall, open-ended, “wh” questions, and distancing.