Talk has a purpose—and that purpose is to tackle the unknown—to strategize, to innovate, to problem-solve, to construct understanding. This use of talk “in the wild” frames the “why” behind purposeful talk in the classroom—our rationale for designing teaching and learning that’s dialogic in nature. (continue reading)
The Comprehension Toolkit series offers robust instruction to encourage students to develop the reading comprehension skills that lead to lifelong learning. See what's inside in this unboxing video! (continue reading)
When the reader stands in his or her own worldview, unable to see or conceive of any other perspective, a book can be a bridge. The right book, at the right time, can span the divide between where the reader stands in this moment and alternate views, new ideas, and options not yet considered. (continue reading)
The teaching of phonics is a means to an end. Children need to decode in order to independently read and write. Phonics shouldn’t feel like an interruption or detour away from these authentic experiences. Phonics should be the building of a curiosity. (continue reading)
We want to build a bridge for children—a bridge between what we are doing in class and the lives that they lead outside of class. We want to be able to show kids how each skill we teach in class makes life right now better outside of class. (continue reading)
An Assessment Conference offers you a little time to study a reader along a number of different dimensions, considering a variety of possible goals. (continue reading)
In the online resources for A Teacher's Guide to Reading Conferences, you will find a variety of note-taking forms and other documents that will help you get started implementing—or refining—reading conferences right away in your classroom. (continue reading)
The classroom library is the home of a class’ reading community. Like any remodeling project, it is best to make a plan that is real but achievable for the situation at hand. We always advise not to take on more than you can finish in the amount of time you have to do it. (continue reading)
I still believe that conferring is where the magic happens—it’s the heartbeat of the literacy block. It’s an essential time for teachers to meet with students, tailor instruction to their individual goals, provide them with meaningful feedback, and grow relationships. (continue reading)
We already accept notetaking as a part of classroom life, so let’s welcome sketchnotes into the notetaking family! Notetaking as a practice stands the test of time, and for good reason. Research suggests that taking notes in real time and thinking about those notes later boosts student learning. (continue reading)
