The heart and soul of reading workshop is independent reading time. This is the time in which students head off with books they can read well to practice skills they’ve learned. It is also the time in which what is often the best instruction takes place: the targeted, differentiated instruction that occurs during conferences and small group work. Continue reading →
Research shows that students who have positive home support for homework activities not only find the homework experience more rewarding but get more out of it. Parents, in most cases, are eager to help their children do the homework necessary to augment their classroom learning, but conflict can enter the picture when kids push back— which is often the case. Many students view homework negatively, but there are several simple practices parents can put in place to help mitigate the negativity and influence the homework experience for the better.
On October 13, Heinemann author Sue O'Connell hosted Elementary Math Chat (#ElemMathChat) on Twitter. The focus of the conversation was on helping students move math facts beyond memorization only. Some of the questions discussed were:
What criteria do you look for when choosing activities to promote math fact fluency?
How can you help students see the link between facts like 9 x 2 and 2 x 9?
What is the benefit of exploring math facts through real contexts?
No matter how long you have been teaching reading workshop, it’s likely that Lucy Calkins' Units of Study for Teaching Reading series will help you to charge up the level of reading teaching and learning in your classroom. The series is chock-full of tips, advice, and suggestions collected from scores of reading experts, staff developers, and teachers. When implementing a series as robust as the Units of Study, there is much to consider. Classroom set up, resources, and scheduling have a huge impact on the success of the units themselves.
TCRWP Twitter Chat: Getting Great Books into the Hands and Lives of Your Readers
by Anna Gratz Cockerille
As Lucy Calkins says, "The truth is, the kind of readers that you build will grow to match the libraries that you build. Lucy challenges us to "nourish our children with books that will make them into the readers, writers, and citizens that we long for them to become.”