All students, those that gravitate toward nonfiction and those that don’t, need opportunities to engage with nonfiction not just during nonfiction reading units, but all year long. (continue reading)
As students move up the grades and further in their history educations, they will be expected to write about it in increasingly sophisticated ways. (continue reading)
Because of the myriad ways writing workshop and oral language development are linked, it’s hard to tell where one ends and the other begins. (continue reading)
Readers who read strictly for plot nearly always remain stuck in literal interpretations of text, and typically struggle with more complex reading skills. (continue reading)
A study written up by the Association for Psychological Science on factors that affect learning. Which traits help students to do well in school? (continue reading)
Think of the possibilities as graphic novels provide readers who might not be able to tackle higher-levels of text an inroad for high-level thinking work. (continue reading)
There are two key considerations when planning a curriculum that supports success with ELA exams: time and level of text complexity. (continue reading)
This is part of the beauty of the Units of Study: the specificity and precision of the Unit books juxtaposed with the flexibility of the If…Then…Curriculum book. (continue reading)
The kinds of readers that enter our classrooms are vast. Some read voraciously, and benefit from help tailoring reading plans to push their thinking to more nuanced levels. Some slog through books, wi (continue reading)
