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)
In math, children are solving problems, and the journey to a solution is more valuable than the destination. Conferring in math asks, “Where are you?” and “Where could you go next?” rather than “Where should you be?” or “What would I do next?” (continue reading)
Educators have relied on levels as a valuable tool to help them match students to texts they can read independently with fluency, accuracy, and comprehension. However, the truth is that leveling books and using levels as a tool to match students to texts isn’t as straightforward as we might hope (continue reading)
It is often difficult to imagine how students can move from where they are to the longer papers they will need to write. This book shows the way forward, with invitations wide enough, attractive enough, and manageable enough—that students will, I believe, decide they no longer need to hide. (continue reading)
Understanding Texts & Readers works in conjunction with The Reading Strategies Book, and helps you connect comprehension goals to text levels and reading responses. (continue reading)
The goal of a writing conference is to teach students something about writing that they can use in the future. If you add to students' writing repertoires in every conference, they become better writers over time. (continue reading)
Sometimes it can be hard to imagine how you might infuse deeper comprehension work into your district- mandated curriculum or instructional framework. If this sounds familiar... (continue reading)
In many ways, we still structure our classrooms and speak with students as if we value compliance and the look of engagement more than true engagement. (continue reading)
When Kelly Gallagher and Penny Kittle set out to plan a year of teaching together, they knew they were going to have to take some risks, but that it would ultimately help them write a better book for teachers (continue reading)
In What’s the Best That Could Happen?, Debbie Miller confronts a challenge all teachers face: the feeling of being stuck and the fear of trying something new. She explores how questions help us look beyond the limitations of what we’ve done and discover powerful new opportunities for teaching. (continue reading)
