Tag Archives: Lindsey Moses

Your One Stop Shop for Recent Podcast Highlights

Heinemann-Podcast_LOGO_H-podcast-logo-bluerules2400x2400_WHITE

Each week on The Heinemann Podcast we bring you concise, relevant and thought-provoking interviews with Heinemann authors and educators in the field. We know teachers are very busy people and it can be hard to keep up with all of your favorite authors, so, as we wrap up another school year we thought you might enjoy a recap of some recent Heinemann Podcast highlights. Enjoy!  

Continue reading

How to Support Student “Book Shopping” in Your Classroom

sm_E08775_Moses and Ogden_Book Cover_MG5D7280


Managing classroom libraries requires a delicate balance between organization, choice, behavior, and matching children with appropriate texts. Classroom libraries can be organized in many ways– by genre, series, or some other category. Susan Taberski (2000) suggests having bins of unleveled books from which students choose their independent reading selections and bins of books by level for when they need practice with something "just right." Other teachers label their books using the Fountas and Pinnell A through Z gradient. 

Because an "assessed" reading level doesn't always correspond with a student's level of comprehension, it is important that students spend time with more than just independent-level texts. To do this, it is necessary to spend time working with students on independent text selection that supports decoding development, fosters comprehension and thinking, and pique students' interests in reading.

"But How?" you might ask…

Continue reading

The Heinemann Podcast: What Are the Rest of My Kids Doing?

sm_E08775_Moses and Ogden_Book Cover_MG5D7280If you are a K-2 teacher, have you ever asked: “During reading workshop, what kinds of meaningful work can students be doing independently, while I confer one-on-one or with small groups?” Lindsey Moses hears this common frustration among those who work with our youngest readers in her work with teachers around the country. That’s why Lindsey, along with First grade teacher Meridith Ogden, wrote: What are the Rest of My Kids Doing? Their goal is to help you move beyond assigning busy work to providing purposeful learning experiences that build independence over the year and ideally take the anxiety out of reading workshop. 

Continue reading

Play

Five Research-Based Principles for Fostering Independence in Literacy

smE08775_Moses and Ogden_Book Cover_MG5D7271


In Lindsey Moses and Meridith Ogden’s new book “What are the Rest of my Kids Doing?” Fostering Independence in the K-2 Reading Workshop, the authors introduce a set of five research-based principles centered around successful components of early literacy instruction. In addition to the formalized research literature, each principle is one that has been found to be useful for primary teachers when fostering independence with purposeful learning experiences. In their book, Moses and Ogden offer teaching moves based on these specific research-based principles.

Continue reading

The Big 5: Lindsey Moses on the Books That Most Influenced Her Teaching Practice

top5blog-1200x628

Every so often we like to ask our authors about the books that most affected their teaching, the books that served as turning points in their practice or opened their eyes to a new way of approaching their work, thinking about education, or seeing children. In this installment, we bring you the professional book top five of Lindsey Moses, assistant professor of literacy education at Arizona State University, and former elementary teacher. Lindsey is the author of several Heinemann books. Her most recent book, "What are the Rest of my Kids Doing?" Fostering Independence in the K-2 Reading Workshop is now available, and can be ordered hereContinue reading

English Learners in the Reading Workshop

Moses_Webinar_1080_FIN (1)"[As a new teacher], I needed theoretically sound, research-based, instructional ideas to support the students in my classroom. …[and] I needed support for the logistics: getting my classroom workshop ready; ideas for units of student and learning experiences; suggestions for whole-group, small group, individualized instruction and conferring; and ways to use assessment to drive my instruction. However, I needed these logistics to include the necessary linguistic considerations to support my English learners.”    —Lindsey Moses 


Lindsey Moses, author of Supporting English Learners in the Reading Workshop (2015), works with classroom teachers across the country supporting the implementation of effective literacy instruction in diverse settings. Her experience and research reveal extensive knowledge, ideas and examples to guide teachers with facilitating a workshop setting that is just as effective for English learners as native speakers.

Enjoy this clip from her most recent webinar series for a glimpse into this Online Professional Development opportunity.

Continue reading