Curriculum refers to the subjects comprising a course of study in a school. When teachers refer to curriculum for reading, there are multiple varieties which they might simultaneously utilize for the most beneficial instruction for their students. A comprehensive approach is the current best practice to teaching reading (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 34). Whole language is a belief system in which a child-centered approach is applied through real and meaningful experiences to better understand the complexities of our language. The experiences are reading, writing, speaking, and listening about things that are important to them. Whole language is considered a top-down strategy. Basal readers are ‘textbooks designed to teach reading in an organized, sequential way” (p. 38). Instruction based on basal readers must be strictly adhered to for effective learning to take place. Basal programs are considered a bottom-up approach to reading instruction.
Classroom conditions for learning include many facets (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 40). Immersion, engagement, expectation, responsibility, response, approximation, use/employment, and demonstration are all essential to creating an atmosphere which is safe, encouraging, and effective for all students to learn. “The best way to become an effective user of literacy is to share and discuss the processes and understandings you are developing with other members of the learning community” (p. 40). Students must communicate with each other to make this happen, and teachers must set up a variety of opportunities on a regular basis to encourage this to happen.
The use of the “language-experience approach (LEA) in combination with other approaches to reading.. is often associated with story dictation, recording the language of students on chart paper and using what they say for the basis for reading instruction” (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 42). Prevalent in the youngest grades but useful in all age groups, teachers can apply strategies such as word banks/walls of known words, creative writing activities, and investigative activities with their current units of study.
With the rising of Common Core State Standards, providing high-quality literature is an important tool. Literature-based approach to reading instruction is easily variable to meet the individual needs of each student (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 43). Students can choose literature based on their interest, and teachers can combine small groups of students based on those interests to create the most meaningful experiences and exposures for all students. “In schools nationwide, teachers are finding ways to include historical documents, speeches, essays, and other nonfiction into the curriculum. The rationale is that an important part of classroom life should be reading” (p 43).
Technology based instruction is a powerful and exciting change in our educational toolbox (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 44). The use of internet and personal computer devices has dramatically changed the process of learning in many ways. The information which can be found through the internet is vast and ever-expanding, as well as easily accessible. Integrating virtual books, videos, tours, and collaboration tools can positively impact student growth. All teachers should open their forward-thinking minds to see the value there is for all subjects through integration of technology into their lesson planning.
The need for individualized instruction is more vital than ever because we know more about how much variety there is in the way each person learns (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 46). While the process of individualizing instruction has been evolving for many years and continues to this day, there are two variations which are most observable within classrooms currently: part of the total program or they are integrated into another reading approach. “Individualization is a process of personalizing teaching to provide instruction that recognizes and responds to the unique learning needs of each child” (p 46).
“An integrated approach to instruction suggests that the best way to teach is to use the best features of all approaches” (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 47). Teachers in training might find this concept daunting at first. Using their training experiences in college, then allowing themselves to grow and change over the course of their experiences in the profession will eventually create this integrated approach should the teacher be open to it. Adaptations need to be made to securely meet the needs of each student we teach.
Directly teaching students what they need to know is known as explicit strategy instruction (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 47). Teachers need to provide opportunities for students to explore the what, expand upon the information, as well as areas for further growth should the student show a passion for the topic. There is no one size fits all structure for teaching, and effective teachers continually assess their own growth as well as the students to reach their best for that unit. Teaching is a process, not a destination. Instructional scaffolding, or taking subjects/tasks one step at a time, supports not only learner development but teacher development as well.
Resources
Vacca, J., Vacca, R., Gove, M., Burkey, L., Lenhart, L., & McKoen. (2010). Reading and learning to read. (Tenth Edition). Pearson.
