Educational Leadership

can give students the choice of showing their understanding by either writing a paragraph or drawing a diagram. They can allow students to choose a partner to work with in a text-based project. They may give students 10 minutes to discuss a text with a partner anywhere in the classroom. Such options do not dilute the curriculum, undermine the teacher, or reduce the students’ cognitive responsibilities. On the contrary, such choices during a lesson increase students’ investment in performing well. Making a choice is its own reward, but it also enables students to make reading relevant to themselves.

Students Can Master
Informational Text
As part of the Concept-Oriented
Reading Instruction (CORI) project at
the University of Maryland, we have
trained middle school teachers to use
these five essential practices. We have
found that when teachers implement
the practices fully for at least four
weeks, students increase their moti-
vation to read informational texts as
well as their achievement.

References

Chinn, C. A., Anderson, R. C., & Waggoner, M. A. (2001). Patterns of discourse in two kinds of literature discussion. Reading Research Quarterly, 36, 378–411.

Duckworth, A. L., Peterson, C., Matthews, M., & Kelly, D. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087–1101.

Guthrie, J. T. (2011). Best practices in motivating students to read. In L. Morrow & L. Gambrell (Eds.), Best practices in literacy instruction (4th ed., pp. 177–198). New York: Guilford.

Guthrie, J. T., Wigfield, A., & Klauda, S. L. (2012). Adolescents’ engagement in academic literacy. College Park, MD: corileaning.com.

Hulleman, C., Godes, O., Hendriks, B.,

& Harackiewicz, J. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102, 880–895.

John T. Guthrie ( jguthrie@umd.edu) is professor emeritus and Susan Lutz Klauda ( susan3@umd.edu) is a postdoctoral research associate, Department of Human Development and Quantitative Methodology, University of Maryland, College Park.

Continues

the Revolution

First published in 2001, Classroom Instruction That Works
revolutionized teaching by linking classroom strategies to
evidence of increased student learning. Now this landmark
guide has been reenergized and reorganized for today’s
classroom with new evidence-based insights and a refined
framework that strengthens instructional planning.

Included in this new edition is a completely rethought
Instructional Planning Guide that makes it easier
for you to know when to emphasize each of the
instructional strategies.

Get an authors’ video, sample chapters, and more online! Use the QR reader on your smartphone or tablet to go to a webpage with special features about Classroom Instruction That Works, 2nd Edition.