Model Positive Connections to Literacy

Overview

By sharing their own reading and writing, teachers can create a literacy community that supports students in finding meaning in their own work. When teachers share their own enthusiasm for various aspects of reading and writing, they can increase student Motivation and foster a positive learning environment. This strategy also supports the practice of culturally responsive teaching and can be used with other strategies that allow representation of all learners in the curriculum.

Use It in the Classroom

Teachers can share their own delight of reading by including a list of favorite books as part of the classroom. This original list can be used as a starting point to be expanded as students add their own favorites.

Design It into Your Product

Developers can incorporate ways for teachers to share what they read or write with students. This can help create a positive Literacy Environment in the physical classroom and the virtual classroom.

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Resources

Below are additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.

Academic Emotions

Subtopic that includes research on students' emotions related to learning on Digital Promise's Research Map

Literacy and Positive Learning Environments

Research-based intervention strategies for adolescents

Self-Efficacy

Subtopic that includes research on the factors that lead people to develop self-efficacy on Digital Promise's Research Map

Shared Reading

Using shared reading at the middle school level

Shared Writing

ReadWriteThink strategies for teachers to use their own writing in the classroom

Teacher/Student Relationships

Subtopic that includes research on the characteristics of positive teacher-student relationships on Digital Promise's Research Map

Teachers Share Writing

Reading Rockets video on why and how teachers can share their own writing

Factors Supported by this Strategy

Literacy

Cognition

Inhibition & Self-regulation

Student Background

Literacy Environment

More Teacher Modeling & Support Strategies

Accessible Syntax

Teachers can support language development by using and providing Syntax that is appropriately leveled (e.g., short, simple structure for young students).

Accessible Vocabulary

Teachers support language development by using and providing Vocabulary that is appropriately leveled (e.g., using [word wall][1] words).

Brief Instruction Steps

Content that is provided in clear, short chunks can support students' Working Memory.

Discussing Emotions

Teaching students how to label, identify, and manage emotions helps them learn Inhibition & Self-Regulation skills.

Encourage Student Self-advocacy

Overtly encouraging all students to seek support and ask questions creates a safe space for risk-taking and skill development.

Feedback on Writing

Providing constructive feedback supports students' writing development by letting them know how to improve their writing.

Foster Growth Mindset

Teachers can help students understand that learning involves effort, mistakes, and reflection by teaching them about their malleable brain and modeling their own learning process.

Growth Mindset Feedback

Attributing results to controllable aspects (strategy and effort) fosters students' beliefs in self.

Incorporate Students' Cultural Practices

Learning about students' cultures and connecting them to instructional practices helps all students feel like valued members of the community, which improves Motivation.

Model the Assignment or Skill

By talking through their thinking at each step of a process, teachers can model what learning looks like.

Predictability: Environment & Structure

Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.

Read-alouds

Reading aloud regularly exposes students to new and familiar Vocabulary and texts.

Read-alouds: Deliberate Topics

Reading aloud books about skills children are learning provides another model for their development.

Student Choice

Providing students a voice in their learning is critical for making learning meaningful.

Wait Time

Wait time, or think time, of three or more seconds after posing a question increases how many students volunteer and the length and accuracy of their responses.

Model Positive Connections to Literacy

Overview

Use It in the Classroom

Design It into Your Product

Resources

Factors Supported by this Strategy

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