Jennifer Serravallo'sThe Writing Strategies Book offers help for all steps in the writing process, and while it is intended for grades K–8, we find ourselves turning to it regularly to find new ways of thinking, refining, and sharpening our own writing. Have you made a goal of writing more over the summer? Is it somewhat daunting? overwhelming? terrifying?
In a video blog below, author Colleen Cruz describes what she believes to be something great happening in schools today: teachers building relationships and working together. We agree—and this is why we look forward to hosting a summer book study!
A year ago, I did not think I would be ready for year two of my research. Who am I kidding, at our Heinemann Fellows meeting in Denver last December, I felt my research faltering. But after an inspiring and rejuvenating three days with my co-fellows where Ellin Keene mentored us through a deep dive into our data, I had a realization: if I was going to move my students, I needed to focus more closely on my own biases and how I enacted those biases in our classroom.
My research question—In what ways does the exploration of personal identity through reading and discourse impact students’ perceptions of themselves as stigmatized readers?—made me look long and hard at my teaching practice.
This week, institute season kicks off at The Reading and Writing Project, as thousands of educators gather at Teachers College in New York City to reflect upon, reinvigorate, and refine their teaching of writing. The workshops, lectures, keynotes, and often informal study groups they will attend will help them to hone their teaching practices so that they begin the next school year in the strongest place yet.
It's been a fantastic year of content, conversation, and camaraderie through our Professional Learning Community Series. Curl up and click on the links below to review our top posts from the year. Enjoy!
“What is Math in Practice?” We get that a lot. It might be more important to first talk about whyMath in Practice.
Sometimes we look back to the “good old days” of teaching math with rose-colored glasses. But did everyone learn and love mathematics in those classrooms? What do you remember about math class when you were the student? What was a typical assignment? What did your classroom look like and sound like? As I listen to teachers across the country, I am struck by the similarity of their experiences as they recall:
lots of memorizing
a teacher telling how to do it
one right answer
one way to get the answer
no group work
We know that one of the biggest changes in the teaching of math is a new definition of proficiency. Computation skills are still important, but it takes more than that. We want our students to understand why math works.