Anne Goudvis and Stephanie Harvey have created the Short Nonfiction for American History Series in order to embed reading and thinking strategies into social studies and history instruction, so that comprehension and thinking strategies become tools for learning and understanding content. Throughout the series, Anne and Stephanie show that teaching historical literacy means merging thoughtful, foundational literacy practices with challenging, engaging resources to immerse students in historical ways of thinking.
Welcome to the Heinemann PD Professional Learning Community Series! This month we discuss cultivating literacy-rich classrooms.
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“When we let children see us struggle as we read difficult texts and when we show them the satisfaction that comes from working through that struggle, we teach them that it’s an integral part of learning, not just in reading but all disciplines. Children can then see a path from uncertainty to success and meaning.”
-Ellin Keene in her Heinemann Digital Library article “Getting Kids to Savor the Struggle”
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As adults, we know that reading and writing do not happen by magic. However, kids might not be necessarily aware that this is the case! We need children to see us struggle, not just to learn that this is a part of the work, but that the struggle itself is a joyful part of the process. By observing models of what it looks like and sounds like to struggle and then be successful, our students can begin to “savor the struggle” in their own reading and writing lives.
In this video blog, authors Stephanie Harvey and Anne Goudvis introduce the new lesson book in The Comprehension Toolkit, second edition – entitled Content Literacy: Lessons and Texts For Comprehension Across The Curriculum.
In this video blog, authors Stephanie Harvey and Anne Goudvis share how The Comprehension Toolkit is a flexible teaching resource that—through the gradual release model—allows teachers to make the lessons their own, at any grade level and with any text.