Why do we have to read this? Does that lament sound familiar? It’s a common question and one that teachers should be able to answer if they want students to be motivated to read. Catherine Snow, in Learning to Read with Voices Reading: Both How and Why, asserts that after students have mastered the how of
Read More… from Getting to the Why: Motivating Students to Read
State standardized test scores at Cedarbrook Middle School in the Cheltenham (Pennsylvania) School District had been stagnant for several years and the achievement gap within our school dismayed and disheartened all of us. The teachers and students in the school worked hard every day, yet the results did not reflect their efforts. In the 2007–2008
Read More… from Speaking a Common Language Across the Curriculum
0
Discovering a more caring approach to reading and writing that meets students where they are One of the worst assumptions I made as a young classroom teacher was that each and every student in my class would possess a fully developed framework for reading and writing in my class. Maybe this was because I had
Read More… from Underpinnings of Literacy … Even in Middle School?
0
Audiobooks, eBooks, and print, each play a role in students’ personalization of reading If all my students earned 100% on their reading assessments, but then left my classroom hating reading, I have failed as a teacher. It is not in the Common Core Standards to foster a lifetime love for reading. The standards do not
0
Returning to the text invites deeper learning and understanding Much of the writing we assign our students is public writing—writing to communicate with others. Writing-to-learn is personal writing, writing that helps students increase comprehension of texts—fiction and nonfiction—in all disciplines. Reader response compels readers to interact with the text and makes visible for readers and
Read More… from After-Reading Response: Taking Readers Back to the Book & Sharing What We Read
0
0