Category Archives: Conferring

Using Pre-Assessment to Ease into Reading Differentiation

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The research is compelling: When teachers differentiate reading instruction, students learn more. But teachers are too often given the expectation of differentiation without the details on how to make it work. In No More Reading Instruction Without Differentiation, Lynn Bigelman and Debra Peterson offer a framework that adapts instruction based on individual students' needs and interests.

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Heinemann Fellow Tiana Silvas on Fostering Empathy and Understanding Among Students

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From the depth of need and despair, people can work together, can organize themselves to solve their own problems and fill their own needs with dignity and strength.—Cesar Chavez

After a long day of teaching I walk around the classroom picking up pencils and scraps of paper. Some pieces of paper have scribble notes that make me smile. Students exchange jokes or attempt to create meaningful emojis. Other times the scribbles make me stop, wonder, and worry. One note shows two stick-figure drawings with one image’s face scratched out. Other scraps of paper have words like “I don’t like . . .”  What did I miss today? How will I handle this?

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Take The Heinemann Teacher Tour From Home!

20232849_10154703637846892_8382909063338438088_oOn Saturday, July 29th, Heinemann celebrated its fifth annual teacher tour.  Each year we invite teachers from all over to join us at our home office to learn from our authors, share in thinking and learning together, and tour the historic mill building that we call home. This year, we were pleased to host authors Ralph Fletcher, Grace Kelemanik, Valerie Bang-Jansen, Mark Lubkowitz, and Cornelius Minor. Each author led a forty minute PD workshop session for the tour participants. 

Were you unable to make it to this year's teacher tour? Fear not! We recorded each session LIVE for Facebook, and you can watch all of the videos below, along with the day's tweets and some presenter materials. 

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Online Discount for The Heinemann Teacher Tour Now Through August 5th!

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Gear up for the year ahead!

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During The Heinemann Teacher Tour and through Saturday, August 5th, enjoy a 30% discount off list price of all professional books. Even if you can't be at The Teacher Tour, you can still use the discount!

DETAILS

Coupon Code: TOUR17

Discount: 30% off original list price

*RESTRICTIONS APPLY: 30% off the list price. Online orders only. Discount limited to Professional Books only. Does not include LLI, Benchmark, Classroom Libraries, Units of Study, Toolkit, or other Curricular Resources. Limited to stock on hand. Does not apply to eBooks, preorders, or bundles. Orders must be received by 11:59 pm Eastern Time on Saturday, August 5th, 2017

 

Online Discount for ILA 2017 Now Through July 22nd!

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During the International Literacy Association convention, all professional books on sale in the booth come with a 30% discount off list price and free shipping. Even if you can't be at ILA, you can still use the discount!

DETAILS

Coupon Code: ILA17

Discount: 30% + free shipping*

*RESTRICTIONS APPLY: 30% off the list price. Online orders only. Discount limited to Professional Books only. Does not include LLI, Benchmark, Classroom Libraries, Units of Study, Toolkit, or other Curricular Resources. Limited to stock on hand. Does not apply to eBooks, preorders, or bundles. Orders must be received by 11:59 pm Eastern Time on Saturday, July 22, 2017. Free shipping by ground, limited to orders shipped in the United States.

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What Does Research Say Adolescent Readers Need?

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A Preview from A Guide to the Reading Workshop: Middle Grades

by Lucy Calkins and Mary Ehrenworth

Over decades of research (1977, 2002), Richard Allington has returned often to the three key conditions readers need to thrive:

  1. time to read,
  2. access to books they find fascinating, and
  3. expert instruction.

The first condition, time to read, means examining middle school schedules to make sure students get time to practice. Allington argued, and many other researchers have argued, that above all, students need time to engage in reading in order to get better at reading. Arguing for time for independent reading in schools, Donalyn Miller (2015) likens the situation of students needing to read in order to get better at reading to learning a sport or an instrument. No one ever asks the coach why his players are practicing on the field, and no one asks the music teacher why students are playing instruments during practice times. The only way to get better at doing something is to practice doing it. 

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