Category Archives: Early Childhood Education

Walking the Beach Like a Scientist

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Written by Valerie Bang-Jensen, and Mark Lubkowitz, authors of Sharing Books, Talking Science

Sand castles in all their summer glory whisper the cross cutting concepts. 

A beach walk this week provided Valerie with a perfect opportunity to take a look at sand castles through the framework of the crosscutting concepts. Read on to see how she’s vacationing like a scientist!

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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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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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How Do I Use Math In Practice With Other Math Programs?

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Math in Practice can be used with nearly any math program or approach.  To help you match your instruction with the books, we've created crosswalks to several commonly used math approaches and programs. These crosswalks are available for each grade level, and cover:

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10 Lessons Teachers Taught Me About Good to Great Teaching

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With each tick of the instructional clock, we can lift students to great heights of learning or hold them cognitive hostages in an instructional dead end. Great work doesn’t happen by chance. It’s a conscious choice we make using a new mind-set that forever alters our thinking. — From Good to Great Teaching: Focusing on the Literacy Work That Matters, pg. 96

In August 2012, Good to Great Teaching: Focusing on the Literacy Work That Matters was published (Heinemann). As my fifth anniversary approaches, I am reminded of the impact this experience had on me personally and professionally. Bringing Good to Great Teaching to life in the company of dedicated educators launched a collaborative exploratory journey that still lingers five years later.

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Looking at the new ESSA, New Issues in Education and the Newest Work in the CCSS: The Good and the Bad

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by Anna Gratz Cockerille

The author of Improving Schools from Within, Roland Barth, claims that one can measure the health of a school by the number of elephants in the room. By this he means that when there are whispered conversations in parking lots and behind closed classroom doors, and when there is a feeling of “us-against-them,” and when one new initiative comes down the pike after another before the last ones were understood or embraced, a school’s health suffers. But when there is openness and frank conversation about what is truly best for the children of a school, the school’s health can grow. 

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