What Research Has to Say About Reading Instruction - International ...

✓ Notepaper and pen
✓ Learning log
For you:
✓ A text to read aloud (e.g., The Art Lesson by Tomie dePaola)
✓ Several sets of Conditions of Learning cards (one set per small
group; see Appendix)
Session Activities
Initiating learning
A “quick write” (Ellery, 2009; Tate, 2003) allows learners to let their
thoughts flow about a prompt topic, thereby activating background
knowledge.
1. Prompt the group to think about ways to promote readers’
active engagement in learning to read.
2. Ask participants to do a “quick write” for three to five minutes.
3. Working in pairs, group members can briefly share their ideas
and discuss similarities and differences among them.
Interactive group design
1. Choose a picture book in which the story illustrates specific
conditions that enhance learning (e.g., The Art Lesson by Tomie
dePaola or Tomás and the Library Lady by Pat Mora). Read
the book aloud, asking group members to listen to the story
and record any specific conditions that they notice that engage
and enhance characters’ learning. Prompt listeners that the
conditions could be environmental or embedded in interactions
among characters.
2. Ask participants to form table groups of three to five members.
Distribute a set of Conditions of Learning cards to each group.
3. Have groups share and compare their observations from the
read-aloud. Ask groups to read and match the cards to their
notes from the story, and then review using the Conditions of
Learning chart.
From the Professional Development Edition of What Research Has to Say About Reading Instruction
(3rd ed.), © 2009 International Reading Association.
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