Teaching World and Word Knowledge to Access Content-Area Texts in Co-Taught Classrooms

Kearns, Devin M.; Lyon, Cheryl P.; Pollack, Marney S.

doi:10.1177/1053451220944371

Cited by 5 publications

(6 citation statements)

References 25 publications

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“…For the purposes of monitoring CALI IF fidelity, co-teachers can use an existing fidelity checklist that reflects the use of the practices. See Figure 1 for an excerpt from the world knowledge section (see Kearns et al, 2021) of the fidelity checklist.…”

Section: Planning Tip 1: Monitor Fidelity Of Implementationmentioning

confidence: 99%

“…For example, because co-teachers scaffold the implementation of the CALI IF practices over the year (i.e., see section “Planning Tip 2: Integrate Evidence-Based Practices” for details), co-teachers’ fidelity should be monitored at least once after they have had a chance to implement each practice for a minimum of 3 weeks (e.g., enough time for co-teachers to work out any kinks in their implementation). Co-teachers’ fidelity checks should reflect all the practices that have been introduced up to that point (e.g., world and word knowledge in addition to get the gist; see Kearns et al, 2021; Shelton et al, 2021). Thus, implemented cumulatively, co-teachers may see improvement in practices over time.…”

Section: Planning Tip 1: Monitor Fidelity Of Implementationmentioning

confidence: 99%

“…Step 1: Read through the text and make a list of words that are essential for understanding the text. In Article 2 of this special issue (see Kearns et al, 2021), the authors explain how there can be useful words (i.e., words commonly used across content areas) or text and content-specific useful words (i.e., words that are useful to understand the text but less helpful outside of the content area or text).…”

Section: Planning Tip 4: Select Textmentioning

confidence: 99%

See 2 more Smart Citations

Preparing to Implement Evidence-Based Literacy Practices in the Co-taught Classroom

Wexler

Kearns

Hogan

et al. 2020

Intervention in School and Clinic

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It is essential that middle school content-area and special education co-teachers adopt evidence-based literacy practices that they can integrate into their content-area instruction to address the needs of all of the students in their classes. This article provides co-teachers with four planning tips to improve implementation of the practices they adopt. The planning tips are organized using the acronym FIRST: (a) monitor Fidelity of implementation of the adopted practices, (b) Integrate the practices into daily content-area instruction and across the year, (c) determine the Roles of each co-teacher when planning for and implementing instruction in the adopted practices, and (d) consider specific guidelines to Select Texts for each literacy-focused lesson. The planning tips are illustrated using examples related to the content-area literacy instruction (CALI) instructional framework, which is a set of evidence-based literacy practices and procedures designed to improve the literacy instruction middle school coteachers implement in their content-area classes.

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Section: Planning Tip 1: Monitor Fidelity Of Implementationmentioning

confidence: 99%

Section: Planning Tip 1: Monitor Fidelity Of Implementationmentioning

confidence: 99%

Section: Planning Tip 4: Select Textmentioning

confidence: 99%

See 1 more Smart Citation

Preparing to Implement Evidence-Based Literacy Practices in the Co-taught Classroom

Wexler

Kearns

Hogan

et al. 2020

Intervention in School and Clinic

Self Cite

View full text Add to dashboard Cite

show abstract

“…Text summaries also provide valuable information. Since the text summary answers the purpose question by synthesizing the gist statements, it is a strong indicator of how well the student understood the text, even with peer assistance (see Kearns et al, 2021 for a full discussion of text summary and purpose question). Teachers can compare associate work with individual work to see where there may still be gaps in understanding.…”

Section: Steps To Implementing Student Support Rotationsmentioning

confidence: 99%

Individualizing Literacy Instruction in Co-Taught Classrooms Through a Station Teaching Model

Lyon

Hogan

Kearns

2020

Intervention in School and Clinic

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The Project CALI (Content Area Literacy Instruction) instructional framework is designed to enhance reading comprehension for all students, those with disabilities as well as their typically developing peers, in inclusive co-taught middle school content-area classrooms. For students with and at-risk for disabilities, even well-designed, research-based, and whole-class instruction often leads to inadequate improvement in reading comprehension and thus learning of content material. In CALI, teachers use student data to determine which students need more support and targeted, individualized instruction, and by contrast, which students may benefit from opportunities to extend their learning with more challenging texts and student-managed work. This article provides guidance for designing and implementing customizable lessons using station-teaching to individualize instruction. The Project CALI student support model is the final instructional piece of the CALI instructional framework.

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“…Online learning does not abolish the function of the teacher but rather enhances it (Febriyani et al, 2022). Teaching is still one of the most coveted vocations in the USA (Kearns et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Assessing teachers’ competencies in teaching and learning using distance education

Alomari

2023

MEDITERR J SOC BEH RES

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Educators responded to the corona epidemic period by using virtual education. This article examines the perceptions of first three grade teachers in Jordan toward attaining teaching competencies in the field of distance education. Data were collected using a survey technique and a questionnaire with a reliability coefficient of 0.82. The results suggested competencies linked to online teaching. The results provided insight into the skills and experiences that were possessed to varying degrees: e-course management placed first in terms of relevance with a relative mean (65%), followed by computer applications (50%), networks (47%), and educational materials design (42%). There were no statistically significant differences based on gender and academic qualifications. Therefore, the findings improve teachers’ lack of distance learning professional competencies.

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Teaching World and Word Knowledge to Access Content-Area Texts in Co-Taught Classrooms

Cited by 5 publications

References 25 publications

Preparing to Implement Evidence-Based Literacy Practices in the Co-taught Classroom

Preparing to Implement Evidence-Based Literacy Practices in the Co-taught Classroom

Individualizing Literacy Instruction in Co-Taught Classrooms Through a Station Teaching Model

Assessing teachers’ competencies in teaching and learning using distance education

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