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Dedicated to Teachers


Start the Year with Exploration Book Tubs

Help students explore their own interests and find out more about themselves as readers with Exploration Book Tubs. Suggestions for what to include and follow-up guiding questions included.  (continue reading)

ON THE PODCAST: Cultivating Student Agency

What happens when students have the freedom to know themselves as learners, and lean into their agency?  (continue reading)

7 Ways to Get Readers Talking About Books

Learn how to get your K-5 readers talking about books from Debbie Miller and Emily Callahan, co-authors of I’m the Kind of Kid Who: Invitations That Support Learner Identity and Agency.  (continue reading)

What is an Invitation?

What concrete actions can we take to awaken, nurture, and develop learner identity and a sense of agency that already lives within students?  (continue reading)

Planning for Meaningful Work Time

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.  (continue reading)

What If Teaching Focused on Children's Agency?

What happens if we under scaffold a child and he’s not successful? We work with the child to fix it. Everyone—every child in our readers’ workshop, every teacher, every adult, every human—fails and is disengaged at some point.  (continue reading)

Ask Questions, Plan for Instruction.

In her latest book, What’s the Best That Could Happen?, Debbie Miller explores how questions help us look beyond the limitations of what we’ve done and discover powerful new opportunities for teaching and learning.  (continue reading)

Planning for Choice and Possibility

When we plan for work time, we ask: What will children do to get smarter tomorrow? What will they read, write, and talk about? What will they read that’s worthy of what we’re asking them to do?  (continue reading)

Taking Ownership of Our Teaching

Taking ownership of our teaching and children’s learning changes everything. We own it when things go well, and we own it when they don’t.  (continue reading)

What If Our Classroom Environment and Routines Offered Choice?

Choice within routines and environment is essential for instilling agency. Without choice, children are blindly following our rules and expectations.  (continue reading)

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