Many instructional techniques that are appropriate for 1st and 2nd graders demand underlying cognitive skills that younger children do not yet possess. However, early childhood educators can use instructional techniques that are appropriate for their young learners and still enable them to cover important literacy concepts. The authors identify several techniques and resources, included scaffolded writing. Some critics argue that urban schools should stick with basic skills, basal readers, and scripted instruction. But three schools in Chicago implemented the Junior Great Book reading program as a way for students and teachers to mine a wide range of literature on themes of fairness, justice, cleverness, greed, love, friendship, respect, revenge, and good and evil.
Students read literature, take notes, and discuss their ideas in a group.
Schoolwide adoption of the program required many teachers to change their beliefs about pedagogy and student learning, but teachers and administrators soon discovered that all students welcome the opportunity to read, to think, and to share their ideas. We Guarantee It Craig Wheaton and Stephen Kay Oct. 1999, Vol. In 1998, four California elementary schools formed the 1,000 Days to Success School Network. Although the schools originally focused on K-2 children, they found that reform spread beyond those grades. By using Web-based electronic discussion capabilities, teachers can easily communicate with one another, which promotes school improvement and student achievement.