I don’t have to be forced to read. I don’t have to be told to read. I just go on my own and read ’cause I want to, not just ’cause I need to. – Julianna, 8th grader Reacting to data we know too well (two-thirds of eighth graders read below proficient levels (NAEP, 2022),
Read More… from Engaging Readers: The Missing Strand in the Science of Reading
Today’s middle schools are energetic, dynamic environments, as administrators and teachers strive to incorporate the range of abilities of their students into the increasing demands of advanced curriculum in all subject areas. As I’ve traveled around the country talking with teachers about their classroom experiences, I’ve noticed that many teachers who work with middle school
Read More… from Key Features of Effective Reading Intervention for Middle School Students
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Middle school English Language Arts (ELA) education is a critical phase in a student’s academic journey, as it plays a pivotal role in shaping their language skills, cognitive development, and critical thinking abilities. In recent years, the landscape of middle school ELA teaching and learning has witnessed significant transformations due to advancements in technology, shifts
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The first time Valerie Minor truly felt the power of disciplinary literacy was when she introduced her AP biology students to the book The Immortal Life of Henrietta Lacks by Rebecca Skloot. “I was able to tie it in to what we were learning in class, and quickly realized that adding the cross-curricular literacy piece
Read More… from The Power of Disciplinary Literacy: How AVID Weekly Brings Subjects to Life
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There are approximately 5 million English learners, or Emergent Multilingual Learners (EMLs), in the United States today. Yet, even in schools where nearly the entire student body speaks a home language other than English, EMLs may feel like a minority—like their needs and unique skill sets have been discounted in favor of native English speakers.
Read More… from 4 Ways District Administrators Can Help English-Language Teachers
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When I first began teaching 48 years ago, I believed that the right type of motivation could encourage middle level learners to respond to any reasonable task. I didn’t wish to be insincere because students in middle school do not respect a teacher who uses the bad-tasting prescription medicine approach to addressing curriculum: “It’s really
Read More… from “I’m a Poet”: Motivating Students the Write Way
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