Instead of modeling and modeling and modeling, now I’m thinking that we don’t want to go overboard—we model a little bit, send kids off to try it, and then through conferring and what we ask them to make and do, we can have a clear picture of exactly where they are.
When it comes to teaching reading, what has changed in the 10 years since the first edition of Reading with Meaning was published? In this video interview, Debbie Miller reflects on how her thinking has changed in key areas such as gradual release of responsibility, how to use learning targets to empower students, and assessments that match up with day-to-day goals:
The full preview of the second edition of Reading with Meaning is available on the Stenhouse website!
Add comment January 2nd, 2013