in this book. The same logic applies to our treatment of the other forty-two elements: we provide reading-specific strategies for each element of the general The New Art and Science of Teaching framework.
Table I.3: Elements Within the Ten Design Areas
| Feedback | Content | Context |
| Providing and Communicating Clear Learning Goals 1. Providing scales and rubrics 2. Tracking student progress 3. Celebrating success Using Assessments 4. Using informal assessments of the whole class 5. Using formal assessments of individual students | Conducting Direct Instruction Lessons 6. Chunking content 7. Processing content 8. Recording and representing content Conducting Practicing and Deepening Lessons 9. Using structured practice sessions 10. Examining similarities and differences 11. Examining errors in reasoning Conducting Knowledge Application Lessons 12. Engaging students in cognitively complex tasks 13. Providing resources and guidance 14. Generating and defending claims Using Strategies That Appear in All Types of Lessons 15. Previewing strategies 16. Highlighting critical information 17. Reviewing content 18. Revising knowledge 19. Reflecting on learning 20. Assigning purposeful homework 21. Elaborating on information 22. Organizing students to interact | Using Engagement Strategies 23. Noticing and reacting when students are not engaged 24. Increasing response rates 25. Using physical movement 26. Maintaining a lively pace 27. Demonstrating intensity and enthusiasm 28. Presenting unusual information 29. Using friendly controversy 30. Using academic games 31. Providing opportunities for students to talk about themselves 32. Motivating and inspiring students Implementing Rules and Procedures 33. Establishing rules and procedures 34. Organizing the physical layout of the classroom 35. Demonstrating withitness 36. Acknowledging adherence to rules and procedures 37. Acknowledging lack of adherence to rules and procedures Building Relationships 38. Using verbal and nonverbal behaviors that indicate affection for students 39. Understanding students’ backgrounds and interests 40. Displaying objectivity and control Communicating High Expectations 41. Demonstrating value and respect for reluctant learners 42. Asking in-depth questions of reluctant learners 43. Probing incorrect answers with reluctant learners |
Source: Marzano, 2017, p. 8.
Appendix A (page 165) presents an overview of the entire The New Art and Science of Teaching framework featuring the categories, design areas, and elements. This can serve as an advance organizer while reading this book.
The Need for Subject-Specific Models
General frameworks like The New Art and Science of Teaching certainly have their place in a teacher’s understanding of effective instruction. However, a content-specific model of instruction can be a useful supplement to the more general framework in The New Art and Science of Teaching. The content-specific model should fit within the context of the general framework, but it should be based on content-specific research and should take into account the unique challenges of teaching a particular content area. For reading, such a content-specific model should address important aspects of reading and reading instruction, such as concepts of print, word recognition, fluency, vocabulary, comprehension, grouping strategies, the role of culture, and the unique needs of English learners and struggling readers, among others. A content-specific model for reading should address these aspects in depth and relate back to the general framework of instruction. We designed this book to provide just such a model. Specifically, in the following chapters, we address the three overarching categories—(1) feedback, (2) content, and (3) context—with their corresponding ten categories of instruction and the embedded forty-three elements that feature specific strategies expressly for reading.
Although this text predominantly provides suggestions to support lesson planning around reading instruction, we encourage readers to explore the foundational book The New Art and Science of Teaching (Marzano, 2017). In doing so, they will likely infuse their content areas and grade levels with additional strategies.
This Book
To orient readers, we begin in chapter 1 with an overview of how reading research and instruction have progressed since the middle of the 19th century, followed by a research-based description of how skilled reading develops. Then, we present our reading-specific model of instruction that features five elements—(1) foundational skills, (2) word recognition, (3) fluency, (4) vocabulary, and (5) comprehension—and describe the research supporting each element.
In chapters 2 through 11, we situate that reading-specific model within the broader context of The New Art and Science of Teaching framework. Part I, focused on feedback, begins with chapter 2, which describes how teachers can articulate the content to be learned in the reading classroom using learning progressions (called proficiency scales) and use those scales to track students’ progress and celebrate their success. In chapter 3, we explain how to assess students’ current status relative to the content articulated in the proficiency scales.
Part II addresses content. In chapters 4, 5, 6, and 7, we articulate instructional strategies for teaching the reading content that students need to learn. Chapter 4 focuses on conducting direct instruction lessons, chapter 5 on conducting practicing and deepening lessons, chapter 6 on conducting knowledge application lessons, and chapter 7 on using strategies that appear in all types of lessons.
Part III, concentrated on context, reviews reading-related issues pertaining to student engagement (chapter 8), rules and procedures (chapter 9), building relationships (chapter 10), and communicating high expectations to all students (chapter 11).
