Archive for February, 2019

What’s Happening at TALE 2019 in Waco, TX!

Heading to Waco, TX this weekend? Don’t miss these wonderful Stenhouse authors doing what they do best: sharing their professional knowledge to lift teaching expertise! Here’s who is presenting and when you can come meet them at the Stenhouse booth.


Stephanie Harvey presenting:

Elementary Featured Session:
Friday, 3/1, 8:30-9:30, Chisholm Hall
From Striving to Thriving: How to Grow Confident, Capable Readers

Richard Gentry presenting:

Elementary Featured Session:
Friday, 3/1, 9:45-10:45, Bosque Theater
The Spelling Connection for Reading in 2-6: Bridging the Gap between Science and Classroom Practice

Primary Featured Session:
Friday, 3/1, 11:00-12:00, Bosque Theater
The Spelling Connection for Reading in K-2: Bridging the Gap between Science and Classroom Practice

Jan Burkins & Kim Yaris co-presenting:

Primary Featured Session:
Friday, 3/1, 1:30-2:30, Chisholm Hall
Who’s Doing the Work? Unteaching Learned Helplessness Grades PreK-2

Primary Featured Session:
Saturday, 3/2, 1:00-2:00, Chisholm Hall
Who’s Doing the Work? Unteaching Learned Helplessness Grades 3-5

Whitney La Rocca presenting:

Friday, 3/1, 1:30-2:30, Bosque Theater
Patterns of Power: Exploring Grammar & Conventions through Author’s Purpose & Craft

Mark Weakland presenting:

Friday, 3/1, 2:45-4:45, Texas South 118
How and Why Transformed Spelling Instruction Helps Students Read (And Improves Their Writing, Too!)

Kari Yates & Christina Nosek co-presenting:

Elementary Featured Session:
Saturday, 3/2, 11:30-12:30, Chisholm Hall
Moves That Matter: Conferring with Confidence and Joy

Debbie Diller presenting:

Primary Featured Session:
Saturday, 3/2, 1:00, Bosque Theater
Growing Independent Readers


Friday, March 1:

12:15 – 12:45 p.m.
Richard Gentry, author of Brain Words

2:45 – 3:15 p.m.
Jan Burkins & Kim Yaris, co-authors of Who’s Doing the Work? Lesson Sets

3:15 – 3:45 p.m.
Whitney La Rocca, co-author of Patterns of Power

Saturday, March 2:

9:45 – 10:15 a.m.
Mark Weakland, author of Super Spellers Starter Sets

10:15 – 10:45 a.m.
Debbie Diller, author of Growing Independent Learners

12:45 – 1:15 p.m.
Kari Yates & Christina Nosek, co-authors of To Know and Nurture a Reader

2:15 – 2:45 p.m.
Jan Burkins & Kim Yaris, co-authors of Who’s Doing the Work? Lesson Sets

Add comment February 28th, 2019

Opening Minds and Enlivening Classrooms

“There is a crucial missing link that metaphorically we refer to as ‘building the dictionary in each child’s brain.’”
From Brain Words

Expanding Readers’ Horizons

Preview: Brain Words

The new Brain Words: How the Science of Reading Informs Teaching explores how children’s brains develop as they become readers and describes ways you can promote their development. Richard Gentry, co-author with Gene Ouellette, reflects on the topic here. Check out a preview and order here.


The Central Role of Comprehension

Listen to Trevor Bryan, author of the new Art of Comprehension, as he discusses using art to build comprehension. He describes his “What is it? What does it mean? How do you connect with it?” process that draws in students at all levels.

Free and Low-Cost Ideas for Classroom Libraries
“The classroom library is the backbone of literacy instruction,” notes Kari Yates, co-author of To Know and Nurture a Reader. If you’re looking to build an abundant, diverse, and ever-expanding classroom library, find her 21 no- or low-cost tips here.

Strategies for Engagement, Excellence, and Equity

In this “Truth for Teachers” podcast, Regie Routman shares her strategies to promote student engagement, promote equity in the classroom, and achieve excellence. For the host, interviewing Routman was “like a tennis player getting to interview Serena Williams.”

Teaching Phonemic Awareness
For Mark Weakland, it’s all about the phoneme—the sounds of words. “When it comes to early phonemic awareness instruction, get the most bang for your buck by focusing on instruction that teaches children how to segment, blend, and manipulate phonemes,” he writes in his blog.

Workshop: Who’s Doing the Work?
Learn how to give students the practice they need to apply new learning independently. Join this one-day workshop with the authors of Who’s Doing the Work? in Hagerstown, Md., on March 23. Check out registration information here.

Preview: SDE’s National Conference
Known as “the educator conference of choice,” SDE’s lively and popular conference (July 8-12 in Las Vegas) will feature top Stenhouse authors among the more than 100 presenters. Check out registration information so you can meet the likes of Jeff Anderson, Jan Burkins & Kim Yaris, Debbie Diller, and Mark Weakland.

Writing Challenge Starts March 1!
Stacey Shubitz, author of several Stenhouse books about writing and co-host of the Two Writing Teachers website, invites writers of all ages to join the 12th annual Slice of Life Writing Challenge. Find out more about it here.

Alive with Mathematics

What Math Class Should Look Like

The moment when you “get it” in math is life-changing, observes Tracy Zager, author of Becoming the Math Teacher You Wish You Had. “Once [teachers] know what the story arc of doing mathematics feels like–we want our students to have that experience for themselves.” See more photos here.


Number Sense Tips
Jessica Shumway, author of the popular Number Sense Routines, Grades K-3 and the new Number Sense Routines, Grades 3-5, offers her tips on how to get started and navigate tricky moments.

Rave Reviews

Necessary Conditions: Teaching Secondary Math with Academic Safety, Quality Tasks, and Effective Facilitation
Take a look at this review of Geoff Krall’s book, from Chris Luzniak, math teacher and author of a forthcoming Stenhouse book.

Powerful Book Introductions
The way teachers introduce a new book has a dramatic impact on how students engage with reading. Illinois Reading Council Journal reviewers found Powerful Book Introductions to be chock-full of helpful resources, plans, and transcripts of actual conversations—all conveyed with “clarity and passion.” Read the review here.

Add comment February 28th, 2019

Welcome to Writing Workshop: An Invitation from Stacey Shubitz & Lynne Dorfman

Stacey Shubitz and Lynne Dorfman believe that writing workshop is the best approach to teaching writing, and they want every teacher to discover the same. In their new book, Welcome to the Writing Workshop: Engaging Today’s Students with a Model That Works they invite both new and veteran teachers to embrace the writing workshop through simple, easy-to-use tools, and resources.

Here’s what they had to say about this exciting new resource in a recent interview.

Q: What’s inside your new professional resource, Welcome to the Writing Workshop?

Lynne: Welcome to Writing Workshop is a very friendly overview of the key components of the workshop approach. Inside you’ll find everything you need to do a workshop. We talk about conferring, we talk about minilessons, shared sessions, small-group instruction, etc. We talk about reflection and assessment and we do it in a friendly way so when teachers are reading this book they will feel like Stacey and I are sitting next to them, having a conversation about a workshop approach, and what that looks like in classrooms.

Stacey: There are a whole bunch of goodies in this book. There are many helpful reproducibles, as well as over 30 video clips of teachers, principals, curriculum directors—different people talking about different aspects of writing workshop. But you also hear the kids talking, whether it’s in a conference with their teacher, participating in the active engagement of a minilesson, or just talking about why writing matters to them. You hear lots of different voices and I think that is what makes this book really unique.

Q: What inspired you to write Welcome to the Writing Workshop?

Stacey: In many places where we consult, we noticed that teachers were being handed a writing program to implement, but they didn’t understand the fundamentals of writing workshop. We wanted to create this book to help teachers understand the basic principles and building blocks of writing workshop so they can go forth and use whatever program or curriculum their district has for them and implement it in a meaningful way.

Lynne: There isn’t a book out there like this right now that’s current. Whether or not you’re a teacher in a school that already has a writing program or a school that has absolutely no writing program, this book provides a solid routine, a structure, practical tips, and resources that can be used to do a writing workshop in whatever situation, and I think that’s really important.

Q: Do you think this book will be most helpful for new teachers or veteran teachers?

Stacey: I think that this book can be helpful to new teachers, as well as teachers who have been teaching for 5, 10, 15 or more years, but they’re new to writing workshop. Another group of people this book is meant for are pre-service teachers—people in school for an undergraduate or graduate program studying to become a teacher.

Lynne: This book can also be used by the cooperating teachers—the classroom teachers who are mentors for either pre-service teachers, brand new first-year teachers, or teachers within an induction program. Literacy leaders of the school could also read this book and use it as a study group or as a way to have a conversation with these new teachers as they are trying it out in their classroom.

Q: What do you hope teachers will learn from Welcome to the Writing Workshop?

Lynne: I think teachers are going to learn that writing workshop is the best approach to the teaching of writing. It’s the most doable approach and it’s the one that I believe is going to lead every child in their classroom to the success that teachers are all hoping for. Teachers want to help kids think, “I am a writer.” Writing workshop raises each and every student in your classroom to believe, “I am a writer and when I write, other people are going to listen to me. I’m going to have a voice.” And that is very powerful.

Stacey: This book will also help teachers understand how to create a community so they are able to run a really efficient, beautiful writing workshop where kids are writers. We tried to infuse community throughout the book because community matters. Writing workshop is just so different than anything else and I think that’s what makes it so lovely.

To learn more about how to bring Stacey and Lynne’s ideas into your writing instruction, go HERE to preorder Welcome to the Writing Workshop.

Add comment February 28th, 2019

Seven Steps to Super Spelling

Excerpted from Super Spellers: Seven Steps to Transforming Your Spelling Instruction by Mark Weakland.

“In literature and lore, seven is a magic number. There are seven dwarfs, seven seals, seven deadly sins, Seven Wonders of the World, and so on. Although some might claim it takes magic to help our kids become better spellers, readers, and writers, I’ve found that it really just takes a bit of time and effort. But the results may seem magical! Thus, I present the overview of how to transform spelling instruction as seven ‘magical’ steps:

  1. Understanding Theory and Practice. The first step asks us to understand that spelling is developmental, that specific types of instruction lead to greater amounts of growth, and that teaching children how to spell includes teaching them to be strategy users. We must also understand that sounds, patterns, and meanings lie at the heart of spelling instruction, that poor spelling and poor reading are connected, and that because spelling is at the heart of the reading process, the most effective spelling instruction teaches children to read.
  2. Assess Spelling Knowledge. Assessing spelling knowledge starts at the beginning of the year with spelling inventories, writing sample analyses, and reading assessments. It continues through the year with weekly spelling quizzes and tests, notes on word study activities, and the regular examination of writing samples. Assessment is essential for understanding where students are developmentally as well as for differentiating instruction. When instruction and assessment work together, such as during test-study-test cycles, retrieval practice, and instant error correction, greater learning occurs.
  3. Focus Scope and Sequence. A focused scope and sequence helps students achieve spelling and reading mastery. To focus, slow the rate of movement through your spelling sequence, narrow the scope of what you teach, and reteach information as necessary, especially for students in the early stages of spelling development who must master the essential skill of matching letters to sounds. Focus also means creating word lists that support instruction by taking previously published lists and modifying them to create new ones.
  4. Bring More Words. To create more effective instruction, bring many words to your lessons. These words are built from the sounds, patterns, affixes, roots, or conventions that you picked for your refocused lessons and spelling lists. Bringing in more words enables you to teach a wider variety of word-study activities, use a wider variety of assessment techniques, and more easily differentiate for two or three groups of students.
  5. Teach Strategies. Spelling strategies are crucial if children are to learn how to spell rather than what to spell. Thus, teach children how to self-monitor and be metacognitive, as well as how to use strategies while writing, reading, and taking a test. The strategies you teach can include using sounds and letters, using mnemonics, using meaning, using visualizing, and using patterns (analogy), including the seven syllable types.
  6. Teach Activities. Teach spelling through activities that show how sound, pattern, and meaning are at the heart of spelling, as well as activities that can incorporate a variety of developmental stages, from sound-letter matching to etymology and morphology.
  7. Build Opportunities. Finally, build opportunities to connect spelling to reading, from presenting decodable sentences to giving students the chance to read in as many places and in as many ways as possible. Also, build opportunities to connect spelling to writing, especially in authentic writing situations, from journal writing to digital platforms, such as writing apps and online blogs.”

To learn more about how you can use your spelling instruction to lead your students to greater reading proficiency, pick up a copy of Super Spellers: Seven Steps to Transforming Your Spelling Instruction and the new classroom resource that helps you bring these ideas to life, Super Speller Starter Sets.



Add comment February 25th, 2019

Creating a Space for Writing Success

Jennifer Jacobson believes that writers’ workshop is the answer to a thriving writing classroom where students start an assignment asking, Who is my audience? Or How can I best approach this subject? Rather than the dreaded, How long does it have to be?  In order to have a successful writers’ workshop, however, you need to start by creating a space that sets the tone, supports student stamina, and—most importantly—inspires.

Think of your classroom as studio space—an environment that supports the experimentation and utilization of many tools, models, and ideas.” –Jennifer Jacobson

Based on her experience teaching successful writers’ workshops in communities across the country, Jacobson shares what she’s learned in her new book, No More, “How Long Does It Have to Be?” Fostering Independent Writers in Grades 3–8. Here are some of her tips on creating a space that sets the stage for writing success.

The Meeting Area (Where Writers Huddle)

The meeting area is a means for modeling writing. It is an inviting space for students to come together to collaborate with comfortable, flexible seating, such as carpet or carpet squares, beanbags, pillows, etc. Have an easel ready with paper for saving anchor charts and ask the students to occasionally be the scribes. The meeting area should also be near shelves with mentor texts ready to reference when you want the students to look at examples of author craft. “During the writing time, the meeting area transforms to the place for perusing mentor texts for examples and inspiration or perhaps it becomes an isolated spot for peer conferences,” (Jacobson 2019).

Conference Area

For conferences, Jacobson recommends setting up a designated conference area for students to come to the teacher, rather than the teacher circulating around the room dropping in on them while they write. Students might spend more time anticipating the arrival of the teacher and preparing what to say, rather than writing. “Writing requires concentrated thinking, and that requires turning inward,” (Jacobson 2019). Consider setting up a sign-up sheet for students to schedule time to come to you. Set up a small table with some chairs and the following supplies: your writer’s notebook, an assessment binder with a divider for each student, sticky notes, and mentor texts.

Supply Area

When setting up a supply area, you might want to first decide if you want students to write longhand on paper, or on a digital device. Many teachers are split on this topic. Jacobson has a list of pros and cons of using only paper or only technology in No More, “How Long Does It Have to Be?” You may want to give students a choice. Other supplies to consider are: extra paper, sticky notes, graphic organizers, scissors and tape, editing pens and pencils, highlighters, egg timers, rubrics, USB drives, and other reference resources, such as a thesaurus, topic grids, etc.  

 This is only a fraction of the wonderful ideas from Jacobson’s book that you can use to support writers as they discover their voices and take charge of their own learning. For more about how to start successful writers’ workshops that foster independence, go here to pick up No More, “How Long Does It Have to Be?”

If you’re looking for ideas about how to foster independent reading in your primary students, check out Jacobson’s previous title, No More, “I’m Done!”


Jacobson, Jennifer. 2019. No More, “How Long Does It Have to Be?” Fostering Independent Writers in Grades 3-8. Portland, ME: Stenhouse.


Add comment February 25th, 2019

REVIEW of Geoff Krall’s Necessary Conditions

Author and educator, Geoff Krall, has devoted his career to creating a coherent approach to secondary math pedagogy.  In his new book, Necessary Conditions he has provided just that. Chris Luzniak, math teacher and author of the upcoming Stenhouse book, Up for Debate! Exploring Math through Argument, 6 – 12, has recently discovered how the ideas in Krall’s book can enhance his and his colleagues’ professional learning. He shared his thoughts with us.

“I just finished the first two chapters of Geoff Krall’s Necessary Conditions, and I’m so excited to share it!! I paused my reading long enough to go order a dozen copies for my math department. We are going to spend the next year or two exploring and discussing all the great ideas in this book. This is the first book I’ve seen that brings together so many great ideas about secondary math pedagogy. I don’t know anything like it!”

To preview and/or buy Necessary Conditions, go HERE.

Add comment February 15th, 2019

Sparking Freer Thinking

“Quick writes integrate social emotional learning with literacy as students write to explore their beliefs, understandings, and perceptions as well as appreciate and accept the divergent thinking of others.”

-Paula Bourque, author Spark! Quick Writes to Kindle Hearts and Minds in Elementary Classrooms

The Gateway to Literacy

Freeing Up Student Creativity

For Paula Bourque, author of the just-released Spark! Quick Writes to Kindle Hearts and Minds in Elementary Classrooms, “quick writing” is akin to “improv on paper.” This “low stakes, low risk” technique helps free up student thinking and creativity. Hear more from Bourque in this short video.


Developing Young Writers
Jeff Anderson, co-author of Patterns of Power, showcases his methods during this spirited student discussion of grammar and conventions. Check out a sampler of the forthcoming Patterns of Power Plus: Extension Lessons for Young Writers, for grade 1-5 ELA teachers.

Using Art to Invite Engagement
Mary Howard showcases five “gifts” from Trevor Bryan’s newly published The Art of Comprehension. Bryan’s “immense wisdom” and tools “swing a comprehension door wide open so that we can invite our children to enter a supportive thinking space where all ideas are welcome,” Howard notes.

Eight Ideas for Diverse Readers
Kari Yates and Christina Nosek, authors of To Know and Nurture a Reader, share their ideas in this blog post for managing students’ needs in a diverse class of readers. “It’s an ongoing journey of recognizing what’s going on, reevaluating what’s working, and adjusting as needed.”

Study Guide for Literacy Essentials
Find ways to deepen your understanding and application of Literacy Essentials: Engagement Excellence, and Equity for All Learners, by Regie Routman, with this new Study Guide. Consider forming a study group to stretch your thinking and raise new questions.

Five-paragraph Essay: “Two-edged Sword”
The formulaic five-paragraph essay gives Cathy Fraser pause. In this blog post, the author of Love the Questions: Reclaiming Research with Curiosity and Passion weighs in on the deleterious effect the formula has on student writing and reading complex texts.

Close Reading for Young Readers
In her new book, Little Readers, Big Thinkers, Amy Stewart shows primary grade teachers how to use close reading to help young students see that reading can be both meaningful and fun. Learn more in this Q&A.

Invitation to Mathematics

Quick Math Routines
Incorporating quick five-, ten-, or fifteen-minute number sense routines into each math class can help your students become more engaged and develop number sense that will last a lifetime. Jessica Shumway, author of Number Sense Routines, shows us how. Read more in this blog post.

Making Change Last

Ways to Train Your Brain


If your New Year’s Resolutions haven’t quite taken hold, Lisa Lucas, author of Practicing Presence has some tips. Read her blog to discover five strategies for making change last. “Make more of your desired behavior automatic by establishing routines,” she advises.


*Don’t miss our special offer of an additional 10% discount on all professional books, on top of the 25% educator discount, and FREE SHIPPING! (Offer expires February 28, 2019.)

Add comment February 14th, 2019

Number Sense Routines Tips from Jessica Shumway

Do you practice number sense routines in your classroom? Or are you new to number sense routines? Jessica Shumway, author of the popular book Number Sense Routines, Grades K-3 and her newest follow-up Number Sense Routines, Grades 3-5 has offered up her expertise to provide guidance on how to get started or navigate any of those sticky points you might come across in your instruction. Here are a few tips you might find handy!

How do you decide which number sense routine to do?

Knowing which routine to do really depends on your class, where you are, and your purpose. For example, I often start with dot cards at the beginning of the school year. I think that the dot cards are a great platform to get kids talking about math, valuing each other’s ideas and understanding that they can learn from each other, that they can really start to expand their own concepts and notions of number by listening to other people’s ideas.

What if students have difficulty explaining their mathematical thinking?

Some students have difficulty explaining their mathematical thinking, especially in the beginning of the school year or if students are not used to justifying their solutions. Here are some strategies to consider when students have difficulty explaining their thinking or when you know they have an answer but don’t know how to explain what they know:

  • Break it down. Help students step back and be metacognitive about what they’re doing. Ask, What was the first number you saw? What was the first thing you thought about? What did your brain tell you to do next? Just helping them break it down helps makes it easier for them.
  • Turn and Talk. Turn and talk is a strategy where students voice their understanding with a partner. This strategy helps students talk out their ideas and then when they come back to whole group, they’re able to voice what they notice and what they are trying to explain.
  • Work together. Sometimes students will start an idea that they don’t know how to justify, so we have all the students build on that idea together. Through working as a community, you build that knowledge together. When students realize they play a really important role in these discussions, the better they get at it. The more opportunities they have to turn and talk, the more opportunities that they have to justify their thinking.

How do you get students to listen and learn from each other?

Listening and learning from each other is key. That’s where students really start to expand their own notions of number and can really learn a lot from other students. Small groups are where I really get that math talk and get those conversations going. It’s a way to help them listen to one another’s ideas. I ask them questions like, Stop your own thinking for just a minute and let’s really make sense of what this other person is saying, or, Did you understand what Jimmy was saying? Can you explain it in your own words? At the beginning of the year, you often see that kids are still trying to be creative, still trying to get their ideas out there, and there’s a place for that. But by asking these questions and using strategies such as turn and talk, you’ll eventually help them to tune into each other’s ideas and make sense of each other’s thinking. It’s a beautiful moment when that starts happening.

What skills do teachers need to facilitate mathematics discussions around a number-sense routine?

Find ways to deepen your own content knowledge. The more you know about mathematics, number sense, problem solving, and reasoning about numbers, the more you can pinpoint those pieces to highlight and then move everybody’s number sense forward. Knowing your content is a major piece in being able to facilitate those discussions.

Teacher questioning strategies is another skill to have when you’re using these number-sense routines. One way to start is to ask questions such as, Why? or ask them to explain their thinking. Not just, Oh, yes, you’ve got the correct answer but how do you know that? Instead ask, Can you justify your thinking? Prove it to us. Convince us that this is what comes next in the sequence. Slowly build your questioning strategies over time and you’ll see your students’ discussions grow.

Do you use routines for formative assessments?

Number-sense routines are a really effective formative assessment. You learn so much about where your students are in their thinking when you have these discussions about relationships among numbers. For example, when you highlight a big idea to the class and ask them who understands, but no one responds, that lets me know that I need to set up some experiences where the big idea can be highlighted in a way that’s more accessible to everybody. And then we can follow up on that idea let it emerge in other situations.

Want to learn more about Number Sense Routines and how to bring them to your classroom? Download this brochure and start planning how to use these dynamic routines to deepen number sense in your students.

Add comment February 14th, 2019

Digging into Literacy and Math

“Expert teaching cannot be downloaded. No teacher ever became excellent without deep and ongoing study and refection.”

Regie Routman, Literacy Essentials: Engagement, Excellence, and Equity for All Learners

Literacy: A Life-Changer

Literacy Essentials: Review, Reflections
Regie Routman’s Literacy Essentials is “one of the most important books of the decade,” says middle school literacy coach Jacob Chastain in this review. He calls attention to Routman’s thoughts on equity–“the real meat of this work.”

A font of literacy strategies, Routman shares her ideas in the CCIRA blog in the run-up to its conference next week. Routman, a featured speaker at the conference, weighs in on “Equity Matters” and offers nine steps to take to ensure equity for all.

“Writing—more than anything we teach—has the power to change students’ lives,” notes Routman in this MiddleWeb blog post “10 Surefire Ideas to Remove Writing Roadblocks.” Check out her tips on making writing “doable, effective, and gratifying.”

Using Think Time
Mark Weakland’s new blog post offers ideas on ways think time can enrich discussion, build vocabulary and language, and engage students. He describes the instructional technique, the “real reason to use it,” and provides examples from various age groups.

Uncovering the Mysteries of Language
Unlock the promise of Jeff Anderson and Whitney La Rocca’s Patterns of Power with the new Patterns of Power Plus: Extension Lessons for Young Writers. You’ll find lessons to teach grammar authentically and with flexibility—without worksheets! Order your free lesson sampler here.


Review: “Powerful Impact”

“I struggle to even put into words how I value this book.” So begins this review of Tracy Johnston Zager’s Becoming the Math Teacher You Wish You Had. Nationally known mathematics consultant Michelle Rinehart calls the book “refreshing, empowering, and community building.”

Making Numbers Matter

Fans of Making Number Talks Matter can now discover new ways to dig more deeply into “tricky, problematic, or just plan hard” issues in math instruction. The vignette-rich sequel Digging Deeper: Making Number Talks Matter Even More also features extensive online video.


Add comment February 11th, 2019

Don’t Miss Stenhouse Authors at RRCNA in Columbus, OH!  

It’s the time of year! The Reading Recovery® Council of North America (RRCNA) annual literacy conference starts this weekend, and some of your favorite Stenhouse authors will be presenting. Below is their presentation schedule. If you haven’t already signed up to see these amazing authors and speakers, be sure to mark them on your schedule!

Katherine Beauchat & Katrin Blamey co-presenting:

Sunday, 2/10, 1:30-3:00 p.m. “Word Walk: An Engaging Vocabulary Strategy for Young Children” Explore an instructional procedure for explicit vocabulary instruction in the context of storybook reading.

Lynne Dorfman & Diane Dougherty co-presenting:

Tuesday, 2/12, 8:30-10:00 a.m. “Everyone is a Teacher: The Power of Writing Conferences” Conferring is the heart of any writing workshop. Video clips of conferences in action, record keeping, and management techniques, and a bibliography of professional resources are provided.

Kari Yates presenting:

Sunday, 2/10, 1:30-3:00 p.m. “Taking Action to Ensure Readers Thrive All Year Long – Even in Summer!” Preventing summer reading loss starts today. Explore teacher actions starting immediately to ensure all readers stay engaged and thrive all through the calendar year.

Monday, 2/11, 8:30-10:00 a.m. “Nurturing Thriving Reading Lives from the Start: Conferring with Readers in the K-2 Classroom” Explore tools, teacher moves, and practices to help you make the most of time spent conferring with youngest readers.


Add comment February 8th, 2019

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