Identifying a worthy text is often one of the biggest challenges to overcome when putting together a close-reading plan. Choosing a text that offers opportunities for multiple readings, as well as new, meaningful understandings can be difficult. So how do we know if a book or article will work for close reading?
Below is excerpted from the Introduction in Patterns of Power: Inviting Young Writers into the Conventions of Language (2017) by Jeff Anderson and Whitney La Rocca. It’s a wonderful description—in the authors’ words—of what makes this authentic grammar and conventions instruction through the process of invitation so successful and how it’s used to bridge the gap left by current reading and writing curriculums.
“This book began when our small group started working together to become better teachers—to help the children, each other, and ourselves.”
In the new book, Engaging Literate Minds, we are introduced to seven colleagues who set out to think deeply together about how to create intellectually, socially, and emotionally healthy classrooms. With Peter Johnston and his books, Opening Minds and Choice Words as their guide, they spent the last ten years challenging themselves and each other to hone their instruction and promote a school curriculum that is thoroughly permeable to children’s interests and proclivities. They combined their stories into this professional learning resource. Let’s meet them!
On this week's Teacher's Corner Podcast, we talk to educators, Gravity Goldberg and Renée Houser about how to use their newest resource to conduct one-on-one reading conferences with confidence.
The following is the foreword written by Barry Lane for the new book Writing, Redefined by Shawna Coppola.
Watch this free webinar from the authors of The CAFE Book, Expanded Second Edition, Gail Boushey and Allison Behne and find out how to use The CAFE System to teach responsively using their system of assessment and instruction.
By Gravity Goldberg and Renee Houser
Everyone, no matter their profession or hobby, benefits from tools. Carpenters certainly need them, but so do yoga instructors, painters, chefs, and us teachers. We’ve realized that conferring just doesn’t work when we sit down with students empty handed. We end up talking to students aimlessly and leave them wondering, “Did I make an impact?” Educator Judy Wallis taught us that you are not teaching reading if you don’t have a book in your hand. We can’t really confer with readers in ways that elevate their thinking, talking, and engagement if we don’t have a few key tools at our fingertips.
Katie Egan Cunningham is interested in helping teachers make happiness a priority in their classrooms, so she put together these handy conversation prompts to use with your students. By using these conversation starters, you're showing your students that you're interested in getting to know them as the individuals they are, which will not only help your instruction, but it will create a classroom culture of kindness.
It’s independent reading time. The perfect opportunity to sit down with your students, face-to-face and have a great discussion about their reading that will inform your next teaching moves. You have your notebook ready. You sit down next to the first student on your list and ask, “So what are you thinking about this book?” Shrug. “I don’t know. I like it?” Silence. Now what? Not sure? Kari Yates and Christina Nosek can help.