Students’ ability to read complex text does not always develop in a linear fashion. Although the progression of Reading standard 10 (see below) defines required grade-by-grade growth in students’ ability […]
Yesterday, I opened a conversation about the roles that assessment and intervention play in attending to the needs of struggling and reluctant readers. Would you like to know the most […]
When we first meet a reluctant or struggling reader, sometimes our first impulse is to act in service to this reader. We are teachers. We want to help, and we know […]
I’m wondering what the unintended consequences might be of mandating the removal of any one of these parts from the whole? But I’m also wondering what the unintended consequences […]
When we’re paying attention, we learn things about our students that we’ve never considered before. Over the last three years, I’ve conducted lesson studies in roughly fifty classrooms with over […]
Yesterday, I described the pivotal role that assessment plays in defining the unique needs of readers. Today, I thought I would share a tool that emerged from inquiry work I […]
How do you distinguish reluctant readers from those who struggle? How great is the overlap in the venn diagram that represents these readers as they present in your world? Which […]
Over the last decade, I’ve had the opportunity to facilitate an awful lot of data dialogue inside of many different schools with many different kinds of teachers and leaders. These […]
When I first began learning how groups of teachers might use data to empower practice and serve kids better, most of the models I studied felt very linear and […]
Wellsville Middle and High School English teachers began inquiry work within collegial learning circles three years ago. What they accomplished for writers that year and what they’ve continued to accomplish […]
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