Brandi J. Clark

“10 pillars? Coach Clark what are your talking about? There are five!”

Let me explain! In 2000, the National Reading Panel came out with the five pillars of reading instruction.

They are as follows:

• Phonics
• Phonemic Awareness
• Comprehension
• Vocabulary
• Fluency

Although it has been 20 years, these five pillars continue to be the basis for effective reading programs.

It was interesting then to find an article by Richard Allington suggesting another five pillars to support our readers.  He states, “I believe there are at least 10 pillars of effective reading instructional design. There likely are even more, but I’m going to suggest five additional pillars for which there exists a substantial body of experimental research.”

The five additional pillars the Richard Allington suggests are as follows:

1. Classroom organization

“Effective reading instruction provides a balance of whole group, small-group, and side-by-side lessons every day.” (Allington, 2005)

I would add classroom management to this section. Our classrooms are increasingly diverse and creating a management system that supports whole group, small-group and side-by-side lessons, is a must!

2. Matching Pupils and Text

“…effective reading instruction provides differentiated instruction.” (Allington, 2005)

 “Because children differ, no single text nor any single task can be appropriate for all children in a classroom—much less a grade level.” (Allington, 2005)

I would add digital texts to this section. Digital texts should be considered in a balanced reading diet, in addition to add-ons such as ReadWriteGoogle that allow students to access text that is above their decoding level, but at their comprehension level.

3. Access to interesting texts, choice and collaboration

Allington refers to a meta-analysis by Guthrie and Humenick that looked at the impact of several features of lesson design on outcomes. Allington (2005) said, “Each of the factors they studied—easy access to an array of interesting texts, providing students choices about what to read, and allowing for opportunities to collaborate with other children while reading—produced impacts that were larger than those reported by the National Reading Panel for the presence of systematic phonics instruction.”

I would add nonfiction texts to this section. I love reading nonfiction and writing nonfiction. I have found that our most reluctant readers and writers can be transformed by zeroing in on their most passionate subject matter.  I have found that when students work together through texts, whether reading or writing, there is more engagement and higher levels of motivation.

4. Writing and Reading

“…reading and writing have reciprocal relationships with each other. Composing can enhance comprehension. Spelling can facilitate decoding. And so on.” (Allington, 2005)

I would add annotation to this section. I worked with students as young as grade one demonstrating the importance of “reading with a pencil”. We need to show students how to record the “tracks of their thinking.”

5. Expert tutoring

“Struggling readers benefit enormously from access to tutoring.” (Allington, 2005)

I would add small group intervention to this section. I know that one-to-one intervention is challenging to provide in most schools. I do believe in some type of small group intervention.  Leveled Literacy Intervention has proved impactful at my last three schools. Recently, our school division piloted a grade one reading project focused on developing phonemic awareness skills. Due to Covid, the project ended but there was noticeable improvement with the students in my small groups.

Richard Allington (2005) ends the article stating, “Any design that fails to attend to these 10 pillars of effective reading cannot truly be called research based. I don’t think any reading program design that ignores or under emphasizes any of the 10 pillars can be expected to develop the reading proficiencies of all students, especially the reading of struggling readers.”

What are your thoughts? When you examine your teaching experience is there one or more pillars that you would like to develop further?

It is definitely something to think about. 🙂

Until Next Time,

Love Coach Clark

Reference

Allington, R. (2005). The Other Five Pillar’s of Effective Reading Instruction. Reading Today. 22(6), 3

The Alberta Education Program of Studies includes grade level outcomes and the illustrative outcomes. The illustrative outcomes are examples of how the grade level outcomes manifest in the classroom setting.

The illustrative outcomes are found at this links.

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

For today, let’s look at an example from Kindergarten. (Note this process is the same for all grades – find the outcome – unpack the illustrative outcome.)

Here is an outcome from: 

2.3 Understand Forms, Elements and Techniques

The outcome:

experience a variety of oral, print and other media texts (2.3)

The illustrative outcome:

• After viewing the videocassette (video) The Tender Tale of Cinderella Penguin, the children want to learn about real penguins. They look at some books and watch a videocassette (video) about real penguins. At circle time, the children discuss penguins—what they eat, what they do, where they live, how they care for their babies.

So, let us unpack this illustrative outcome.

1. Students view The Tender Tale of Cinderella Penguin on video.
2. Students read nonfiction books and videos about real penguins.
3. Students talk about what they learned about penguins – what they eat, what they do, where they live, how they care for babies.

How can you live this outcome out through online learning? Note this would not be a lesson for one day, instead it should be divided up over 4-5 days.

 1.  Have students view The Tender Tale of Cinderella Penguin on video.

2. Find other two other videos on the topic of Penguins for students to view.

3. Suggest that the parents use these questions-to have a discussion with their child. What do they eat? What do they do?, Where do they live? How they care for their babies?

Response options:

There are many response options. Here are some ideas. (For more, search: reader response ideas for kindergarten-insert any grade)

No tech:

Parents record information in a chart for their child.

Children draw a penguin picture and their parents label the drawing.

Tech:

Students use the Paint program to make a picture.

Students use a google doc and make a penguin collage using pictures that match to the information they gathered.

Students use an app like Flipgrid to record their response.

I hope this post has been helpful to you!

Please let me know what you think!

Continue reading if you would like some extra information about “text sets.” 

EXTRA INFORMATION to develop similar lessons

NOTE: This illustrative example unpacked in this post, is alluding to “text sets”.  That is, the same topic – penguins – explored with a variety of texts. In this example, a video is mentioned, nonfiction books and a nonfiction video.

I have used text sets in the classroom before by pairing a nonfiction book with a fiction book on the same topic. This is the same set up for BookFlix, where a fiction book is paired up with a nonfiction book.

Teachers have free access to BookFlix through Learn Alberta.

A text set can also be a nonfiction book and a nonfiction movie.  This is how Truelflix is set up

Teachers have free access to Trueflix through Learn Alberta.

Text sets can also be multiple formats and multiple reading levels. Here is more information about text sets.

That’s all for now!

Please let me know what you think!

Love

Coach Clark 🙂