Turn & Talk is a celebration of Heinemann’s 40th anniversary, hosting conversations between authors who have written for Heinemann since its early years, and those who are newer authors, bringing their unique perspectives to the table. (continue reading)
when a teaching community comes together in a shared study of a topic, they become a community of learners. They become more open to not having all of the answers, and to letting go of old ways of thinking. (continue reading)
Developing lifelong reading begins with books and we, as educators, have the power to make a school’s book supply seem endless in the eyes of its readers. (continue reading)
Just as conferring is one part of the readers’ and writers’ workshop and could not be implemented in isolation, conferring in mathematics must take place on a broader instructional stage. But if tasks in the classroom don’t demand deep thinking, we’re left with thin conversations about answers. (continue reading)
If you’re an experienced workshop teacher, the book will help you imagine new possibilities for getting started. If you’ve ever longed for beginning writers to show more independence during units of study across the year, then this book is for you. (continue reading)
How do we encourage students to genuinely engage with challenging or difficult texts?
Today on the Heinemann Podcast, Marilyn Pryle, author of “Reading with Presence” suggests a method of writing and sharing reading responses, which differ from the usual short essay answer. (continue reading)
There are six identifiable processes that support the development of numerical fluency. these processes are not unique to numerical fluency−in fact, the same processes are essential for the development of spatial sense, algebraic reasoning, and other big ideas in mathematics. (continue reading)
Confident readers know how to choose books. Which is not to say that we are immune to error. Every avid reader has experienced book droughts where nothing you pick up has what you are looking for. (continue reading)
Most reading workshop experts suggest that students spend no more than 10% of their reading time writing about reading. During the other 90% of reading time, students should be reading, engrossed in books they can read with a high level of accuracy in order to achieve the kind of reading volume that leads to maximum growth. (continue reading)
