Heinemann Blog

I’ve been asking myself, “How can I create writing curriculum that is accessible to all learners, one in which they are truly motivated to uncover new stories they are driven to share?” I want my students to grow their ideas about different perspectives in the world and discover insight into their own identities.

At this week's TCRWP Twitter Chat, phonics gurus and co-authors Natalie Louis and Rachel Rothman will lead a discussion previewing this exciting new series.

There is no perfect way to live as a skilled teacher, but there are some strategies that will support you as you evolve- no matter where you are along your teaching journey.

Consider how to use writing to push professional thinking deeper discussions from Heinemann Fellows and authors.

The practice of building mathematical arguments, including informal justifications, is not always at the center of mathematics instruction, particularly in K–8 grades. With this book, we hope to help you incorporate argumentation into your own teaching.

When teaching whole-class novels, Roberts continually asks two questions to determine if her teaching practice truly has students' interests in mind:

Today, Heinemann is pleased to announce a new cohort of Fellows, the 2018–2020 class, selected from over 400 applicants. They are:

If you're looking for specific information about how Comprehension Toolkit lessons correlate with TEKS, look no further. Download the TEKS correlation guide for each Comprehension Toolkit today!

Today on the Heinemann podcast: how do we create strong learning communities where students can feel confident in their mathematical abilities? In their new book Thinking Together: 9 Beliefs for Building a Mathematical Community, Rozlynn Dance and Tessa Kaplan celebrate student-centered strategies that empower students to take risks, ask questions, and grow as learners.

My theory as a writing teacher this past year was this: getting my students to reflect on and talk about the revisions they were trying—to ask them to “get a little ‘meta’”—would help foster these identities and build a culture of revision in my classroom.

At this week’s TCRWP Twitter chat, Katy Wischow and Audra Robb will lead a discussion on recharging your workshops after testing. If you or your students are experiencing post-testing slump, don’t miss our experts chatting about how to combat that in fresh, exciting ways.

I'm hearing from lots of people whose schools are launching or preparing to launch Units of Study in reading, writing or phonics—and I’ve been getting many requests for advice on how to make sure the work is successful. Here are my thoughts.

Tammy and Clare show us that classroom libraries and book¬rooms are more than just storage places—they should be dynamic and kinetic. They show us that books are more than materials—they are the lifeblood of our classrooms.

Lucy Calkins and her colleagues have developed a new Units of Study for Phonics for K-1 that will release early this summer. This new resource will help early educators provide an accessible introduction to phonics.

Each year, educators from across the country travel to Boothbay, Maine, to work with colleagues and literacy experts on issues of reading and writing.

This week on the Heinemann Podcast, we're talking with Harvey 'Smokey' Daniels, author of The Curious Classroom, about Student-Directed Inquiry.

Once students are comfortable with the idea that mistakes are great, it is important that they begin to notice them on their own. As with self-correcting while reading, we want our students to notice when they are making a mistake and make attempts to remedy it.

Stephanie Harvey & Anne Goudvis explain how The Intermediate Comprehension Toolkit is a resource, not a program. It can be adapted to and integrated with any instructional approach.