Category Archives: Heinemann

Starting The Year With Student Thinking

Teaching Talk: A Practical Guide to Fostering Student Thinking and Conversation

Written by Kara Pranikoff, author of Teaching Talk: A Practical Guide to Fostering Student Thinking and Conversation

Educators are granted the incredible gift of revision, a chance to reflect on and refine instruction year after year. Try again. Do over. Make better. At its core, education is a creative process, facilitated by a teacher and constructed by the student community. It’s a meeting of the minds.

In the fall we aim for instruction that will introduce the fundamental concepts we’ll nurture across the year. I’m dedicated to creating a classroom where student ideas and voices are the foundation of our daily discussions.

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Dive into the Fall 2017 Heinemann Catalog

Dive into the brand new Heinemann Fall 2017 catalog! You'll find the latest resources from Thomas Newkirk, Patricia Vitale-Reilly, Amy Ludwig Vanderwater, Ilana Horn, and more. You'll also discover Fountas & Pinnell Classroom and the new Units of Study for Teaching Reading: Middle School Grades. Visit the online catalog here.

Below, you can read the catalog's letter from Heinemann's General Manager Vicki Boyd. 

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Rozlyn Linder on Lee Heffernan’s new Back and Forth

 

The following is Rozlyn Linder's foreword from Lee Heffernan's new book, Back and Forth: Using an Editor's Mindset to Improve Student Writing


 

Guilty as charged. I can recall numerous times when I asked a student, “Are you ready to publish your writing?” I swiftly sent them off to rewrite, type, or illustrate their work. That writing was then retired to a class bulletin board, or even worse— my desk. Done. That was the end of that piece. It now belonged to me. Lee Heffernan has shown me the error of my ways.

Lee’s book speaks to the idea of student empowerment, accountability, meaningful writing, revision, and publishing. Her work essentially shows us how to move students from fake writing (writing that is just for the teacher) to writing that has purpose and passion. Lee manages to marry process and product in a way that will inevitably set a new standard for writing instruction for teachers everywhere. Her work breaks ground with tenets that shift our writing instructional norms and inspires students.

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Tom Newkirk on Internalizing the “We Can do This” Voice

Book_Product photoNo one escapes embarrassment. Both students and teachers face it every day in school and its influence affects our willingness to take risks. How might our fear of failure, of not living up to expectations, be holding us back?  How can our fear of embarrassment affect how we learn, how we teach, and how we live?

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PLC Series: Advocacy, Not Neutrality

Welcome back to the Heinemann Professional Development Professional Learning Community (PLC) series. We are excited to present a new format for the 2017-2018 year! 

Each month, we'll share 2 posts designed to provoke thinking and discussion, through a simple framework for utilizing mini-collections of linked content into your professional development time. 

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This month, our posts will support critical thinking, self-examination, and crucial discussion about our responsibility as educators to strive for social justice. 
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PLC Series 9.18.17 Friere

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Exploring the meaning of the words “duty” and “neutrality” in the context of your role in education will call upon you to examine and articulate your belief systems. Make a list of what comes to mind when you consider your definition of duty in education. Make a list of instances where you find yourself seeking a “safe zone” of neutrality.

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The 6 Comprehension Strategies Every Reader Must Learn

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Kids’ thinking matters. When students begin to understand that their thinking matters, reading changes. Throughout the school day, kids are actively questioning, discussing, arguing, debating, responding, and generating new knowledge. We can’t read kids’ minds, but one way to open a window into their understanding is to help them bring their thinking to the surface by talking and writing about it.

The Primary and Intermediate Comprehension Toolkits emphasize responsive teaching with lessons that explicitly teach the language of thinking. With this metacognitive scaffolding, teachers are able to gradually release to kids the responsibility for comprehending the wide variety of nonfiction texts they encounter. Toolkit lessons strengthen the specific kinds of thinking proficient readers use: six comprehension strategies that research has shown are part of an effective reader’s mental toolkit. The Comprehension Toolkit guides you through the explicit instruction of these six comprehension strategies:

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