• Utilizing guided practice with varying levels of scaffolded support to gradually develop independence in completing tasks • Providing opportunities for students to receive feedback and respond • Incorporating reviews spread out over time
2) Responsiveness
We know that engaging with the text is crucial to making meaning and enjoying reading. Teachers and a high-quality curriculum can offer learners multiple ways of acquiring information and knowledge, demonstrating what they know, and engaging with learners’ unique academic, social, and emotional needs. • Children’s experiences and knowledge vary greatly, and experts agree that instruction should be flexible enough to fit different learner profiles (Litwin & Pepin, 2020; Subban, 2006; Tomlinson, 2014). • Differentiated literacy instruction occurs when an instructor adjusts the process by which students learn, the content of what a student is learning, the environment in which a student learns, and the products that demonstrate learning to meet an individual student’s needs (Watts-Taffe et al., 2012). • Research shows that literacy achievement can increase when teachers are supported to differentiate their literacy instruction, particularly for letter-word and writing outcomes (Connor et al., 2011; Puzio, 2020) • The term “scaffolding” is often used to describe the instructional use of supports— including feedback and modeling—to help students carry out tasks until they can do so independently (Wood et al., 1976). • Research and expert opinion verify the use of scaffolding in small groups or one-on- one instruction to help students realize learning goals, gradually withdrawing support as students build mastery (Archer & Hughes, 2011; Fisher et al., 2011; Harvey & Ward, 2017; Lajoie, 2005; National Research Council, 2012; Richardson & Lewis, 2018; Rosenshine, 1995; Rosenshine & Stevens, 1986; Scharer, 2018; Sweller, 2008). • Research suggests that formative assessment and data-based decision-making can be used to inform and improve academic achievement (Lai & Schildcamp, 2019). • The Formative Assessment for Students and Teachers (FAST) State Collaborative on Assessment and Student Standards defines formative assessment as a “planned, ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to improve student understanding of intended disciplinary learning outcomes and support students to become self-directed learners” (2018, p. 2). • Studies show formative data is most effective when the data is used to clarify learning goals, elicit and analyze evidence of student thinking, engage in self-assessment and peer feedback, and use evidence and feedback to adjust learning strategies, goals, or next instructional steps (National Research Council, 2012).
SCHOLASTIC LITERACY FRAMEWORK EXECUTIVE SUMMARY 10
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