Heinemann Blog

I’ve been teaching and learning how to be a more effective teacher for most of my adult life. One thing I know for sure. Of all the factors that predict how well K-12 students do in learning to critically read, write and think, ongoing professional learning is the most vital. In fact, student learning and teacher expertise are inseparable.

To honor our commitment to protect our authors’ voices and expertise, we are therefore updating the copyright pages of our books and products to include the following:

When students write Reading Responses about a text, they have something to say in class. It may be a minor point, or it may be a major point, but it is a concrete thought and it is tied to a specific part of the text.

In this third Turn and Talk discussion, Ellin is joined by Linda Rief (The Quickwrite Handbook) and Sara Ahmed (Being the Change) as they share their stories of their teaching journeys, teacher autonomy, and student inquiry.

Read an excerpt from Chapter 7 of Lucy Calkins' new book for school leaders. In this chapter, you’ll find: ways to make time for teachers to plan together, tips to ensure collaborative groups go well, ways to anticipate and dissipate resistance, and more.

In The Six Academic Writing Assignments, author Jim Burke aims to help better understand that nature of the academic writing assignments we give our students through the examination of these six different types of assignments we already give in one form or another.

At this point in the year, it’s important to take stock of how your students are progressing toward independence and whether it would be helpful to shine a light on this all-important focus.

Feedback is key to student learning. Since writing conferences are conversations between students and teachers, they provide opportunities for two types of feedback: student to teacher, and teacher to student.

We call it 'workshop' for a reason; the learning time is about the work children do. Children need to make connections from one day's learning to the next; it's the story of their meaningful work and the how, what, and why of their learning.

In a special read-aloud edition of the Heinemann podcast, Cornelius Minor reads from the introduction of his new book; We Got This: Equity, Access, and the Quest to Be Who Our Students Need Us to Be.

In Teaching English By Design, Peter Smagorinsky outlines a way to plan a conceptual unit of instruction: a period of classroom time that you devote to a particular topic.

Whether before school, embedded in the school day, after school, or at home, games offer engaging, active learning, and meaningful math practice. Here are some quick tips for successfully implementing math games!

This PLC Series we're examining stereotypes as an enemy of equity, featuring Cornelius Minor.

Supporting independence and helping students to become true, life-long writers also takes a certain kind of flexibility and willingness on teachers' parts to let go of the reins.

Learning never occurs in a straight line. Lisa Cleaveland and Katie Wood Ray, co-authors of Getting Started with Beginning Writers, know that this is especially true when it comes to learning to write.

Sketchnoting can add some fun and variety to the otherwise routine practice of note taking, but let's delve deeper into the why and not just be enamored with the how.

In a world marked by histories, doctrines, policies, and beliefs that can sometimes drive us apart, what we do is vital. Mathematics, history, arts, sciences, writing, and reading matter immensely. But these disciplines are not the entirety of our work. They cannot be.

You've decided to engage in culturally relevant teaching, but you're probably wondering what that will look like in your classroom. If you're like most teachers, you want some clarity. But before identifying strategies and tools, it's important to develop mindsets that allow you to do the work.