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Inspired by Ted Lasso’s mantra, “Stay curious, not judgmental,” Julie Cox provides three questions she asks herself and students to remain innovative.
Jodie Bailey encourages us to use “What if” questions in all content areas to give students the space to use their innate curiosity to engage in meaningful learning.
Gretchen Schroeder reminds us of the importance of checking in with students and gauging how they are feeling—and then responding with authenticity and joy.
Katie Linder reminds us of the importance of writing lessons to be predictable, efficient, and student-centered.
Plagiarism is an age-old issue, but with the emergence of AI tools, it’s plaguing our classrooms again. Vivian Chen offers three practical (and essential) approaches when working with writers.
Julie Cox offers three actionable ideas to fight frustration and take small steps to beat overwhelm.
Matt Renwick defines three archetypes of personalities he has observed who have incomplete understandings about the science of reading. Matt offers approaches to each person, and notes that no one person neatly fits into a simple archetype.
Dana Murphy, a reading specialist, guides all teachers in ways to develop a notetaking system that works perfectly because it is personalized.
Leigh Anne Eck reflects on the importance of anchor charts and the way they help students be more independent.
Becca Burk guides us in using self-portraits as an assessment tool for early writers. Becca shares a rubric, self-portrait samples, and practical next steps for her kindergarten writers.
Mandy Robek uses picture books to help her students build their identities as mathematicians. Mandy shares the process and a book list.
Katie Linder reminds us of the importance of listening to (or ignoring) our own inner voices when delivering whole-group instruction. Katie guides us in using our inner voices to make in-the-moment decisions that sharpen lessons.
Stella Villalba noticed her students were so busy writing quickly, they were not paying attention to crafting language. A student, Gabriela, turns to a book and asks for help to make her writing sound like the book. Stella uses this moment to slow down the class and create space to be inspired to write in beautiful ways.
Julie Cox deconstructs craft moves—literally and figuratively—with her high school writers. If you are looking to move conversations about craft beyond “The author used a lot of good details,” then you’ll want to try Julie’s suggestions.
Gretchen Schroeder considers the positive ways AI will influence her high school English classroom.
David Pittman offers practical and timesaving tips for using AI to help make instructional plans. Need a rubric or discussion questions? David shows how using AI offers a springboard in creating tools for elementary literacy instruction.
Jen Court gets creative with using materials for more than one skill to layer in additional phonics instruction and practice. Jen provides a guide to think critically about reusing resources throughout the day and across content areas. Download the Planning Tool for Phonics Lessons.
Dana Murphy reminds us that having a teaching toolbox makes planning efficient and effective. In this second installment of a two-part series, Dana offers two additional approaches to delivering strong reading instruction.
Dana Murphy names two practices that made a big difference in her work as a reading specialist. You may be surprised at the simplicity and smallness that led to powerful gains in her readers.
Every now and then we make the classic teaching mistake: assign rather than teach. Dana Murphy curated her favorite teaching tools that help her stay inspired to continually teach students. This is part one of a two-part series.
Gretchen Schroeder questions whether the protagonist’s gender influences her students’ engagement with a text. Using the dystopian novel Legend, which has two protagonists of different genders, Gretchen gathered feedback from her students. What she discovered was that a reader’s engagement with a text has more to do with empathy than with gender. You’ll love Gretchen’s new way of selecting whole-class texts for her students.
Stella Villalba guides us to expand the counter-narrative texts we use in our classrooms. Counter-narrative texts challenge the stereotypes often seen about a group of people, and counter-narrative texts celebrate the joy and resilience of a community. Stella provides a list of critical questions that allow us to deeply explore texts, as well as suggestions of books to read.
Gretchen Schroeder shares a powerful approach to reading response to help students consider their positionality in a scene. Your identity, your thoughts, and your experiences influence the way that you relate to a text. This is your positionality as a reader, and it’s important to consider your positionality within a text because it explains how and why we come to certain conclusions as we read.
Jen Court considers whether creating class books is a valuable use of time for today’s young students. As she teases out this question, she realizes class books are a relevant and essential instructional strategy.
Students often question how long a piece of writing needs to be. Gretchen Schroeder shares a strategy that changed the focus of writing projects from length to meaning.
Becca Burk reflects on creating a classroom where everyone wants to write. She offers timely advice for creating a community of writers.
When Julie Cox moves into a smaller classroom, she realizes that to make it a room where students learn and thrive, she needs to shift her mindset. Rather than simply putting things where they fit, she asks three questions to make intentional decisions that will support learning.
Jodie Bailey approaches setting up her math classroom as a blank space with an invitation for students to engage in establishing identity, creativity, and collaboration.
Tara Barnett and Kate Mills outline the steps to involve students in defining how to progress as readers and then set goals. They offer a practical plan for empowering students to take ownership of their learning.
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