Teaching Tips

1 year 50 weeks ago
There has been so much conversation lately surrounding Suzanne Collins’ The Hunger Games. Should children read it? If so, how old should they be when they are allowed to? Should they see the movie? If so, how old should they be for that?  I was in an elementary school library the other day and a young sixth-grader came up to the counter to check out one of the few copies of The Hunger... (3)
1 year 51 weeks ago
As a fifth-grade teacher, I strive to provide the strongest instructional supports for my students! This includes providing instruction on reading and understanding texts of various genres. As you likely know, it is a daunting task to plan and pull together materials/resources and implement comprehension instruction that is rigorous. This led me on a search—was there something that would... (2)
1 year 51 weeks ago
I’ve spent the past year working closely with colleagues, literacy coaches, and classroom teachers who are using the SIPPS program as a means to accelerate young readers. My journey has included rich experiences teaching, coaching, and observing lessons, ongoing conversations and deepened thinking about how to support our most struggling readers and how to rigorously push them forward... (3)
1 year 51 weeks ago
from Betsy Fox
How often are you having Check-in Meetings? Do you often wonder what topics you should raise in these short 5–10 minute meetings? Here are a few suggestions based on teachers I know. At this point in the year with the Caring School Community program, Problem-solving or Decision-making Meetings occur about once a week. They introduce a topic, help build understanding or empathy for the...
2 years 20 hours ago
My own significant learning this year, as I support schools and teachers in the implementation of new programs, is the intentional transition of focus from year 1 to year 2, and beyond. In the first year, the focus of implementation was on the teacher learning the program. As teachers become more comfortable with the use of the SIPPS program, then the focus must shift from teacher practice... (2)
2 years 3 days ago
The recent article "Every Child, Every Day" posted in the Educational Leadership section of the ASCD website by Richard L. Allington and Rachael E. Gabriel sparked internal conversation at Developmental Studies Center (DSC). Here are some of the public comments posted on Facebook about it. Linda Rourke (DSC National Consultant)"Here, we outline six elements of instruction that...
2 years 1 week ago
I always say, “They would have called it More School if that was the intention.” We call it   After   school because it should feel different from school and most importantly the programming should be fun and engaging. The folks from the Boys & Girls Clubs of America have some great ideas of ways to just that; here are some practical ideas to make your AfterSchool...
2 years 2 weeks ago
Yes, there is grammar support in Being a Writer—but it’s probably still in its shrink-wrap…. If you are teaching Being a Writer in grades 2–6, did you know that there are Student Skill Practice Books and a Skill Practice Teaching Guide included in your materials? If you are aware of these resources, are you using them or are they sitting on your shelf...
2 years 2 weeks ago
Learning how to read is really not enough any more. The power and magic of reading instruction is not only in teaching children to decipher text but also in having students transfer the joy of comprehension and deep understanding to their personal independent reading lives. To this end, I am so excited to read Doug Fisher and Nancy Frey’s new book Text Complexity: Raising Rigor in Reading (... (6)
2 years 5 weeks ago
An umbrella leans against the classroom door, a yellow poncho hangs from our coat rack, and a pair of yellow rain boots are placed neatly underneath. “So what sort of weather am I expecting?” I ask the students. With great exuberance the hands shoot up in the air. Inferential thinking doesn’t just apply to reading, it applies to our everyday lives. Making Meaning’s unit on... (1)
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