These links are interviews with educators, posts from our authors' and friends' blogs, and any interesting, newsworthy item from the past seven days. Check back each week for a new round of finds!
⇔ ⇔ ⇔
Irene Fountas wrote for the Lesley University Center for Reading Recovery and Literacy Collaborative Blog:
My colleague, Gay Su Pinnell, and I have explored the effects of teacher language in facilitating the reader’s construction of problem-solving behaviors in working through a text. The teacher’s “facilitative language” promotes the reader’s thinking. As a reading teacher, we encourage you to eliminate judgmental comments like, “nice work” or “good job” and replace the comments with language that confirms the reader’s precise reading behaviors and enable him to develop new ways of thinking.
When you teach in this way, every time a child reads a book, you have the opportunity to support their construction of an effective literacy processing system. Instead of teaching your student “how to read this book,” your student will learn “how to read.” We refer to this as “generative” reading power.
⇔ ⇔ ⇔
Author Penny Kittle wrote about her meeting with New Hampshire Governor Maggie Hassan:
My passion for public policy has deep roots: I almost majored in political science as an undergraduate. I’ve always believed that we can make lasting change through policies, and I want to have a voice in how those policies are formed. When I met with our previous governor, John Lynch, in 2011, it was to discuss his move to raise the high school dropout age from 16 to 18. I wanted to know why he supported that move yet still allowed kindergarten to be optional. We need both, I urged him.
⇔ ⇔ ⇔
Kylene Beers was on two episodes of the Book Love Podcast
⇔ ⇔ ⇔
At The Educator Collaborative, Gwen Hyman and Martha Schulman wrote about inquiry learning and analytical writing:
When a student asks, “what’s going on in this moment in the text?”, she’s letting everyone see that she doesn’t know the answer. That’s scary enough, in a culture that puts so much emphasis on mastery and achievement. And, she might worry, what if it’s not even a good question? What if it’s an obvious question, or it’s got an obvious answer that everyone else already knows? What if it’s not the topic the professor wants to talk about? All of this can make question asking way too risky.
⇔ ⇔ ⇔
That's it! Be sure to check back next week for another round of links. If you have a link or a blog, be sure to mention them in the comments below. You can also email them to us or tweet at us. We're pretty available over here. Cheers to your weekend!
*Photo by Biegun Wschodni