“I like it the way it is.” As a writing teacher, I groan inside when I hear my students say this. It’s the verbal equivalent of that giant, capitalized declaration etched into many of my students’ writing pieces: THE END. Whether uttered or written, whether delivered with a scowl and arms crossed or offered hesitantly, the message is the same: This piece is not changing. This work site is closed, and no renovations will be made. No “revision”—no “reseeing” of this writing—is happening, period.
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.
If you are an educator with some time away from school this summer, hopefully you are using a lot of it to recharge. There are many ways you might choose to do this: gardening, lounging, beach-going, cleaning, socializing and, perhaps reading and writing.
Getting caught up on that stack of novels at your bedside or finally tucking into that personal journal that's been sitting empty can be such pleasures when you finally have the time. Happily, as you nurture yourself as a reader or writer this summer, you can also fuel your teaching.
Gaining knowledge from informational texts is an essential academic skill. Yet for too many English Learners, this skill is not developed sufficiently and as they move from elementary into middle school, the reading gap becomes a knowledge gap. In Reading to Learn for ELs, author Ana Taboada Barber provides models of her instructional framework for reading informational texts so that reading teachers, content-area teachers, and ESL teachers alike can take on the work of teaching English Learners how to succeed and gain knowledge through reading informational texts.
I teach at Cambridge Rindge and Latin high school. Rindge sits in the shadow of Harvard University—one of the best institutions for higher learning in the world. Yet, despite many who insist that my school’s diversity and opportunity are afforded to all students, I know otherwise. Here, students begin the ninth grade on one of two tracks: the (misnamed) College Prep track or the Honors track. The College Prep (CP) track (or “Colored People” track as some students unofficially call it) serves students of color, students with disabilities, students of lower socioeconomic class, and others. The Honors track tends to include students who are white, middle or upper class, and who have parents who are actively involved in their educations.
Students experience education differently depending on their track designation.
During the International Literacy Association convention, all professional books on sale in the booth come with a 30% discount off list price and free shipping. Even if you can't be at ILA, you can still use the discount!
Coupon Code: ILA17
Discount: 30% + free shipping*
*RESTRICTIONS APPLY: 30% off the list price. Online orders only. Discount limited to Professional Books only. Does not include LLI, Benchmark, Classroom Libraries, Units of Study, Toolkit, or other Curricular Resources. Limited to stock on hand. Does not apply to eBooks, preorders, or bundles. Orders must be received by 11:59 pm Eastern Time on Saturday, July 22, 2017. Free shipping by ground, limited to orders shipped in the United States.