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Bray and McClasky

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how to personalize learning: a practical guide for getting started and going deeper (corwin teaching essentials)

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personalized learning; universal design for learning; udl; blended learning; personalization

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How to Personalize Learning: A Practical Guide for Getting Started and Going Deeper (Corwin Teaching Essentials)

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Amazon.com: How to Personalize Learning: A Practical Guide for Getting Started and Going Deeper (Corwin Teaching Essentials) (9781506338538): Barbara A. Bray, Kathleen A. McClaskey: Books

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Bill and Ochan Powell

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Making the Difference: Differentiation in International Schools

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Information released online from January 20, 2009 to January 20, 2017. Note: Content in this archive site is not updated, and links may not function. External links to other Internet sites should not be construed as an endorsement of the views contained therein.

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Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection Andrea Honigsfeld, Maria Dove

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Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection Andrea Honigsfeld, Maria Dove

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"Supporting one of the fastest growing segments of the nation's student population can be challenging, particularly when educators work in isolation. Maria Dove and Andrea Honigsfeld show us how to support English learners through collaborative practices that work. This must-have book draws from the most current research and provides multiple practical examples, protocols, and essential questions to guide us in making collaborative practices a reality in our own particular settings." -- Dr. Debbie Zacarian, President Published On: 2017-06-28 -- Denise Gonez-Santos, Executive Director Published On: 2017-07-11 -- Susan Brown, English Learner Specialist Published On: 2017-07-11

"Dr. Dove and Dr. Honigsfeld articulated it very clearly when they presented to our teachers of ELLS in Western New York: ′You cannot have successful co-teaching without co-planning.′ Their new books continues the much-needed conversation on how to co-teach by looking carefully at the relationships and the school-based opportunities required for success. All teachers have the need to refine new practices in our profession that lead our students effective academic outcomes. Dove and Honigsfeld have a unique ability to define with ease the why and the how of tackling effective co-teaching for ELLs. We must change the ways we have always done our work as teachers. There is no going back when we know more because of the work of these two important researchers."

"Dove and Honigsfeld have captured the essence of co-teaching through the recommended practice of collaborative teamwork using Model 7: Multiple Groups Two Model/ Teach. One example of this model demonstrated how both teachers are engaged in small group instruction and plan for independent activities where students explore grade level content with the scaffolding of and modifications to age appropriate readings. To ensure success when using this co-teaching model, the research shared by the authors demonstrated the necessity of students to be involved in highly engaging activities while discovering new information. This hands-on learning approach allows English learners to develop new language skills through the application of speaking, reading, and writing tasks."

"As a large and diverse urban school system, our district needed to create a service model structure to meet the needs of over 15,000 English Learner students (ELs), representing over 120 languages. We selected co-teaching as one of the service models because this model allowed students to remain in the content class with their native English-speaking peers while receiving their required EL services. Co-teaching is an ideal model for our district because it allows for students at all levels of English language proficiency access to the complex grade-level content, tasks, and standards while acquiring productive and receptive language skills. With the support of Dr. Dove and Dr. Honigsfeld, our district is in our second year of implementing the EL co-teaching model. We started by analyzing the data and grouping students based on their language needs and allowing the EL teacher to co-teach in sheltered ELD/English Language Arts classes. In this classes, we saw over 2 years growth as evidenced by text level assessments. At the middle and high school level, co-teaching expanded to content classes to support English learners through an integrated approach alongside the content teacher. Both models proved to be successful for our district as we added another 29 EL co-teachers this school year. Dr. Dove and Dr. Honigsfeld′s new book provides a deep dive into the advantages and challenges of each co-teaching model along with low-prep strategies for the partners. This is essential in helping the content and EL teacher select the appropriate model for their setting and to implement high-yield strategies in the integrated language and content setting. The authors highlight the importance of collaboration among EL teachers and content teachers to have shared accountability for the academic, linguistic and social emotional success of ELs."

-- Molly Stovall Hegwood, Director of EL Services Published On: 2017-07-11

"This important follow-up volume is just what we need, just in time! It will invigorate co-teachers of English Learners while urging them to refocus their attention from ′just co-teaching′ to the truly effectual work of teacher collaboration throughout the entire instructional cycle. At the same time, best practices for student engagement and focused English language development are clearly described within a deep analysis of the seven co-teaching models. Co-teachers will return to this volume again and again for the practical tips and authentic examples to mix and match models to the benefit of their English Learners."

-- Debra Cole, MELL Instructional Specialist Published On: 2017-07-11

"From the get-go, Dove & Honigsfeld present a clear call to action. We have an obligation to provide the best, most consistent, and aggressive support to a growing population with very specific needs. And what better way to do that than by collaborating and co-teaching with intentionality and precision? Offering structures and strategies for each of 7 key models of co-planning and co-teaching, the authors have given us all we need to meet our common goals in a compelling, detailed, and inescapably helpful resource. The rest is up to us."

-- Pete Hall, Former School Principal Published On: 2017-07-11

"Working in a very large, linguistically diverse school board, where top priorities include the goals of ensuring equity and high expectations for all students, it's exciting to find a text which commits on practically addressing the complexity of co planning, co teaching and co assessing to support the success of English learners, through and through. It is with respect of educators of the field that the authors have truly demystified how successful partnerships unfold honoring the power of the whole collaborative planning cycle. By providing in depth illustrations and real life scenarios with several variations to highlight a variety of contexts, this book allows for multiple entry points. Honestly, in all my roles in education over the last 22 years, including ESL/ELD teacher, classroom teacher, resource teacher and even now as a leader supporting over 250 schools to address the needs of ELs, I have never found a resource that does what Dove and Honigsfeld have achieved here. This book is ideal for school teams, teachers with their administrators, ready to roll their sleeves up. I have always believed that supporting linguistically diverse students to achieve academic should not be beyond our reach and would wonder why many districts share the experience that they cannot get there effectively. Dove and Honigsfeld have revealed where the link has been broken. Their research is focused on intentionally orchestrating conditions in classrooms for students to learn the content while acquiring the language of instruction this to happen in tandem. Now that is true rocket science!"

-- Zaiba Beg, Instructional Coordinator of ESL/ELD Programs Published On: 2017-07-11

Maria G. Dove, Ed.D , is currently a Professor in the School of Education and Human Services at Molloy College, Rockville Centre, New York. Prior to working in higher education, she spent over thirty years as an English-as-a-second-language teacher in public schools and adult English language programs. She is well-known for her professional development work across the United States, focusing on culturally and linguistically diverse students. Dove′s work has led her to publish books, articles, and chapters on collaborative teaching practices and instructional strategies for English learners. In collaboration with Andrea Honigsfeld, she has co-authored four best-selling Corwin Press books including Collaboration for English Learners: A Foundational Guide to Integrated Practices (2019).

Andrea Honigsfeld, EdD , is a TESOL Professor in the School of Education and Human Services at Molloy College in Rockville Centre, New York. She teaches graduate courses in linguistics, TESOL methods, and cultural and linguistic diversity. Before her current position, she was an English-as-a-foreign-language teacher in Hungary (Grades 5-8 and adult) and an English-as-a-second-language teacher in New York City (Grades K-3 and adult). She also taught Hungarian at New York University. Andrea earned a doctoral fellowship at St. John′s University in New York, where she conducted research on individualized instruction. She received a Fulbright Award to lecture in Iceland in 2002. Over the past 20 years, Andrea has presented at conferences in multiple countries, including the United States, Canada, China, Denmark, Great Britain, Italy, the Philippines, Sweden, Thailand, and the United Arab Emirates. She frequently offers staff development, primarily focusing on effective differentiated strategies and collaborative practices for both English-as-a-second-language and general-education teachers.

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Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection

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Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection [Dove, Maria G., Honigsfeld, Andrea] on Amazon.com. *FREE* shipping on qualifying offers. Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection

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Shelley Moore

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I am revising my initial review. Although, it came damaged, Amazon customer service was quick to respond and give me a partial refund.

I'm so glad that I purchased this book. Shelly does an amazing job of defining inclusion and universal designs. "When you see students in your class, do not look at them as a category. Look at them as people who need support. Think about supports in layers that are designed for specific students, but that everyone has access to." She also writes about how important it is for educators to create connections and assume competency in all students. I enjoyed how she shares her personal experiences, both lessons and failures. I highly recommend for all educators, paraprofessionals, and administrators.

Initial review: I treat my books like cherished possessions, always telling my daughter to not bend covers and pages because books are our friends. I received "One Without the Other" today and am disappointed. It came in a padded envelope, but it is warped and has crease marks on the cover. I am still excited to read and this review is not an indication of the content.

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one without the other: stories of unity through diversity and inclusion (reimagining inclusion: the one series book 1)

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teaching of students with different educational needs

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inclusive education; special education; canada; education teacher; teaching to diversity; schooling; introduction to inclusion; what is inclusion?; diverse classrooms; universal design for learning; special needs; 21st century learning; diverse learners; resource teachers; cognitive disabilities; books every teacher should read; books for new teachers; learning environment; antiracist; race; racism; antiracism; paraeducators; inclusive classroom; professional development; homogenize; strategy; transferable; standardize; homogeneity; general education teachers; motivating; behaviours; sensory; integration; passion for teaching; collaboration; teacher should read; career and personal; pro d; changes lives; works with children; educational; management; positive communication; paying; solution based; helping students; simplistic; communication skills; engage children; tools to help; autism spectrum; connections

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One Without the Other: Stories of Unity Through Diversity and Inclusion (Reimagining Inclusion: The ONE Series Book 1)

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Buy One Without the Other: Stories of Unity Through Diversity and Inclusion (Reimagining Inclusion: The ONE Series Book 1): Read Books Reviews - Amazon.com

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Group 1: Personalization vs. Differentiation vs. Individualization - Google Jamboard

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Group 1: Personalization vs. Differentiation vs. Individualization

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Group 2: Personalization vs. Differentiation vs. Individualization - Google Jamboard

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Group 2: Personalization vs. Differentiation vs. Individualization

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Group 3: Personalization vs. Differentiation vs. Individualization - Google Jamboard

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Group 3: Personalization vs. Differentiation vs. Individualization

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Bray and McClaskey 2017

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Your Students, My Students, Our Students: Rethinking Equitable and Inclusive Classrooms

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Your Students, My Students, Our Students: Rethinking Equitable and Inclusive Classrooms

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Jung, Frey, Fisher, Kroener

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Lee Ann Jung is the founder of Lead Inclusion, a clinical professor at San Diego State University, and a consultant to schools worldwide. She provides support to schools in the areas of inclusion, standards-based learning and grading, designing individualized goals and interdisciplinary supports, and measuring progress. Before entering higher education, Jung worked in the roles of special education teacher and administrator in Alabama. Although her background is special education, she no longer considers herself a special educator; she is an inclusive educator. Jung has written numerous publications in the areas of inclusion and assessment and is the author of the ASCD book From Goals to Growth: Intervention and Support in Every Classroom. She is a recipient of the Outstanding Paper Award from the American Educational Research Association for her research in classroom assessment.

Nancy Frey is a professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. Before joining the university faculty, Frey was a special education teacher in the Broward County (Florida) Public Schools, where she taught students at the elementary and middle school levels. She later worked for the Florida Department of Education on a statewide project for supporting students with disabilities in a general education curriculum. Frey is a recipient of the Christa McAuliffe Award for Excellence in Teacher Education from the American Association of State Colleges and Universities and the Early Career Award from the Literacy Research Association. She has published many articles and books on literacy and instruction, including Better Learning Through Structured Teaching, How to Reach the Hard to Teach and All Learning Is Social and Emotional.

Douglas Fisher is a professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. He is a member of the California Reading Hall of Fame and is the recipient of a Celebrate Literacy Award from the International Reading Association, the Farmer Award for Excellence in Writing from the National Council of Teachers of English, and a Christa McAuliffe Award for Excellence in Teacher Education from the American Association of State Colleges and Universities. Fisher has published numerous articles on improving student achievement, and his books include The Purposeful Classroom, Building Equity, and Intentional and Targeted Teaching.

Julie Kroener is chief of human resources and relations at Health Sciences High & Middle College. Her role includes coordinating all support services for students with and without disabilities. Kroener is a credentialed special educator and administrator in California. She collaborates with a team of general educators, special educators, and parents to ensure that students with disabilities are full members of their school and community.

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our students: rethinking equitable and inclusive classrooms

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inclusion; special education; special educators; iep; students with disabilities

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Your Students, My Students, Our Students: Rethinking Equitable and Inclusive Classrooms

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Amazon.com: Your Students, My Students, Our Students: Rethinking Equitable and Inclusive Classrooms (9781416628095): Jung, Lee Ann, Frey, Nancy, Fisher, Douglas, Kroener, Julie: Books

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The Responsive Writing Teacher: A Hands-on Guide to Child-Centered, Equitable Instruction

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The Responsive Writing Teacher: A Hands-on Guide to Child-Centered, Equitable Instruction

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Meehan & Sorum

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We Got This: Equity, Access, and the Quest to Be Who Our Students Need Us to Be

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We Got This: Equity, Access, and the Quest to Be Who Our Students Need Us to Be

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Cornelius Minor

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Teaching In Today's Inclusive Classroom: A Universal Design for Learning Approach

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Teaching In Today's Inclusive Classroom: A Universal Design for Learning Approach

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Gargiulo & Metcalf

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Teaching in Today's Inclusive Classrooms: A Universal Design for Learning Approach

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Amazon.com: Teaching in Today's Inclusive Classrooms: A Universal Design for Learning Approach (9781305500990): Gargiulo, Richard M., Metcalf, Debbie: Books

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Lucy Calkins

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Now Available Separate from the Units of Study for Teaching Reading!
The Guide to the Reading Workshop, first introduced as a part of the Units of Study for Teaching Reading, is now available for separate purchase. The Guide can be an essential manual for principals, curriculum coordinators, coaches, and others who are supporting implementation of Units of Study -or for anyone wanting to learn more about reading workshop.

The Guide to the Reading Workshop offers a comprehensive but concise introduction to:

The Units of Study Series: mission, background, history, relationship to state standards including CCSS

The essentials of reading instruction

The big picture of a reading workshop

The architecture and principles that inform minilessons

Classroom management in reading workshop

Effective conferring and small-group strategies and resources

Ways to launch and teach into book clubs

Using read-alouds to teach the skills of proficient reading

The special importance of nonfiction reading

Supporting all learners: RTI, using data to drive instruction, supporting ELD

A Guide to the Writing Workshop: Primary Grades
A Guide to the Writing Workshop: Intermediate Grades
A Guide to the Writing Workshop: Middle School Grades
A Guide to the Reading Workshop: Primary Grades

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A Guide to the Reading Workshop: Intermediate Grades

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Now Available Separate from the Units of Study for Teaching Reading! The Guide to the Reading Workshop, first introduced as a part of the Units of Study for Teaching Reading, is now available for separate purchase.

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The Next Frontier: Inclusion in International Schools

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The Next Frontier: Inclusion in International Schools

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KristenPelletier, Kevin Bartlett, William Powell & Ochan Kusuma-Powell

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The Literacy Teacher's Playbook: Four Steps for Turning Assessment Data into Goal-Directed Instruction

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The Literacy Teacher's Playbook: Four Steps for Turning Assessment Data into Goal-Directed Instruction

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"Instead of glancing quickly and drawing a single conclusion, we can lean in and look with the same spirit of curiosity and interest that our youngest students have taught us to have."

-Jennifer Serravallo

"I wanted to write a book that helps you really see your students," writes Jennifer Serravallo. From a kindergartner's loops and pictures to a second grader's reading log, her Literacy Teacher's Playbook details exactly how she comes to understand them deeply and meet everyone's literacy needs-and the standards.

"My I-wish-I-knew-then-what-I-know-now experiences are the main inspiration for this book," writes Jen. So her workshop-in-a-book shares a powerful approach to assessment, planning, and teaching. Go beyond curriculum to develop differentiated reading and writing goals then plan targeted instruction with her four-step assessment protocol:

collect data-student work and everyday assessments-that will be the most useful to you

analyze the data to understand deeply what kids know and can do

synthesize data from multiple assessments to create learning goals

develop instructional plans and follow-ups to monitor progress.

"What you can pull out of a child's messy seat pocket is data." So Jen provides downloadable assessment packets from real children representing two puzzling types of young learners. Spread Marelle's packet out and let Jen model how she analyzes little kids' work. Next try a guided practice with Emre's work. Then you'll be ready to try it with your own students.

"My goal," writes Jen, "is to help you understand your students with the depth that allows you to tweak your units and ensure you're giving every student opportunities for success." Follow the play tens of thousands of teachers have succeeded with: trust Jen Serravallo and feel the confidence that comes from making winning instructional decisions based on powerful assessments.

Preview a sample chapter from the Literacy Teacher's Playbook, K-2.

NEW Printable Materials

word pdf Blank Reading Log Levels D-I

word pdf Blank Reading Log Levels J-M

word pdf Blank Reading Log Levels L+

word pdf Blank Re-reading Log Levels D-I

word pdf Blank Reading Interest Survey K-2

word pdf Blank Reading Interest Survey 3-6

word pdf Blank High-Frequency Word List

word pdf Blank Engagement Inventory

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The Literacy Teacher's Playbook, Grades K-2: Four Steps for Turning Assessment Data into Goal-Directed Instruction

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Amazon.com: The Literacy Teacher's Playbook, Grades K-2: Four Steps for Turning Assessment Data into Goal-Directed Instruction: 9780325053004: Serravallo, Jennifer

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Connect with educators around the world!

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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sarah@erinkentconsulting.com
Twitter: @srvshannon

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Please feel free to leave your email to continue discussion and collaboration.

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Please feel free to leave your email to continue discussion and collaboration.

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What's the BEST That Could Happen? New possibilities for Teachers and Readers

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What's the BEST That Could Happen? New possibilities for Teachers and Readers

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Debbie Miller

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Introduction: We Can Do This

Asking Beautiful Questions

Paying Attention to What Doesn't Feel Right

Asking, "What If?": Creating Space for Possibility

Chapter One: What If Each Day's Teaching Focused on Children's Agency?

Finding Our Way to a Beautiful Question: The Disengaged Child

What's the Best That Could Happen? Agency Fosters Engagement

Imagining New Possibilities for a Child

Conferring to Support Access and Choice

Paying Attention During Independent Work Time

Conferring to Inquire and to Offer Community

Postscript

Chapter Two: What If We Made What Children Make and Do Our Priority?

Finding Our Way to a Beautiful Question: Workshop Planning

What's the Best That Could Happen? Meaningful Work

Planning for What Children Will Do First

Planning for What Teachers Will Do During Work Time

Figuring Out What to Teach

Playing with the Sequence

Taking Ownership

Chapter Three: What If Our Classroom Environment and Routines Offered Choice?

Finding Our Way to a Beautiful Question: Frustration over Supplies

What's the Best That Could Happen? Managing Their Own Work

Being Intentional in Our Language

Cocreating Routines

Designing Agentive Environments

Chapter Four: What If We Owned the Units We Are Asked to Teach?

Finding Our Way to a Beautiful Question: The Units We're Given

Are These the Right Goals?

Which Texts Work Best?

How Will We Know When We're Done?

How Can This Happen Within Daily Workshop?

What's the Best That Could Happen? Perfection in Imperfection

Chapter Five: What If Read-Aloud Sustained Children's Independent Thinking?

Finding Our Way to a Beautiful Question: The Wisdom in Children's Thinking

Expecting Brilliance

Finding Time for Read-Aloud

Reading Aloud for Joy

Teachers and Children Thinking Aloud

What's the Best That Could Happen? Being Inspired to Act

Conclusion: In Pursuit of Beautiful Questions

We all have difficult moments in our teaching, and without a question to drive us forward, we can get stuck. But that difficult moment might be the question we need to ask ourselves. Questions can bring a positive attention, creating a presence in the moment. When I ask children, "Are you the kind of kid who...?", I'm inviting them to imagine a new possibility for themselves, one in which they have more power than they did before. I want those new possibilities for teachers, too. Are you the kind of teacher who is ready to try something new, something that will make your students stronger, more joyful readers and bring you greater joy in your work? I think you are.

Asking questions leads to opportunities-it's about growth, openness, and a willingness to change, which top-down models don't allow. It's a way for us to focus our thinking and be present in the lives we've chosen to live. Asking the question is the essential behavior of teaching. It's not a perfect call-and response but a messy business of wondering, stumbling, and figuring things out. It requires bravery and commitment, but that's what teaching is. It's a joyful, creative, purposeful profession. If you feel you've lost even some of your passion for teaching, I would love to help give it back to you. So, in this book, we'll talk about creating beautiful questions about the teaching of reading. To help you take on the process of asking beautiful questions, I'll share how I got to some beautiful questions about teaching reading and what I did with them as I worked with teachers in classrooms across the country.

This book is about owning our teaching and making decisions based on who we are and what's best for the children in our classroom today. That all sounds ambitious and brave... and the work is-teaching is-but it happens in so many small and simple ways. My wish is for you to think about what you do and ask your own beautiful questions, so that you and your children can thrive and view yourselves and each other as valuable, idea-filled, creative, and contributing humans who own your teaching and learning. Be open and receptive to possibilities! Think: "What if we did it this way?"

"A one-of-a-kind book, full of wisdom and heart. Debbie Miller inspires educators to step back and question everything-challenging us to rethink and reinvent the ways we teach. What's the best that could happen? Read this book and it will help you find your own answer to that beautiful question."

-Warren Berger, author of A More Beautiful Question and The Book of Beautiful Questions
"Debbie Miller is a magician with children, and in What's the Best That Could Happen? she hands us her magic wand. With honesty, humility, and optimism, she shares her thoughts and actions about teaching and learning. Run-don't walk-to conjure up this essential book!"
-Stephanie Harvey, coauthor of The Comprehension Toolkit series, From Striving to Thriving, and Strategies That Work
"Debbie Miller is suggesting something revolutionary. She is suggesting the way to ensure all students learn is to intentionally and persistently expect not just capability but brilliance from them."
-Gretchen Morgan, author of Innovative Educators: An Action Plan for Teachers

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"One of the great joys of teaching is anticipating children's brilliance." In What's the Best That Could Happen?, Debbie Miller confronts a challenge all

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Intervention Reinvention: A Volume-Based Approach to Reading Success

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Intervention Reinvention: A Volume-Based Approach to Reading Success

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Harvey, Ward, Hoddinott, Carroll

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Intervention Reinvention | The Scholastic Teacher Store

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Expanding on the research, theory, and practice featured in From Striving to Thriving, this book builds a case for voluminous independent reading as a vital component of all children's growth pathways. The authors offer an easy-to-use guide that begins with foundational actions for increasing volume and, from there, diagnostic questions, instructional options, and targeted practices for launching students into the virtuous cycle of reading success.

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Tim Shanahan Blog

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Awhile back, I posted an opinion piece calling for the explicit teaching of sentence comprehension. With schools aiming to expose kids to complex text, it would seem that such instruction would be de rigueur. Texts are often complex because they include complicated sentences and experience tells me that students often fail to grasp the meaning of individual sentences - undermining their ability to identify main ideas, make inferences, draw conclusions, or answer any of the other question types. Given that comprehension lessons tend to focus on "prior knowledge," vocab...

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Literacy Education | Shanahan on Literacy

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Awhile back, I posted an opinion piece calling for the explicit teaching of sentence comprehension. With schools aiming to expose kids to complex text, it would seem that such instruction would be de rigueur.

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Valentina Gonzalez

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Serving Multilingual Learners of All Ages

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Please join me in my journey through blogging to improve instruction for students who are adding English as an additional language through listening, speaking, reading and writing in all content areas k-12.

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Please join me in my journey through blogging to improve instruction for students who are adding English as an additional language through listening, speaking, reading and writing in all content areas k-12.

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Timothy Rasinski Website

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Biography

Timothy Rasinski is a professor of literacy education at Kent State University and director of its award winning reading clinic. He has written over 200 articles and has authored, co-authored or edited over 50 books or curriculum programs on reading education. He's published numerous best-selling books with Teacher Created Materials and Shell Education, and has also authored books for Scholastic. His scholarly interests include reading fluency and word study, reading in the elementary and middle grades, and readers who struggle. His research on reading has been cited by the National Reading Panel and has been published in journals such as Reading Research Quarterly, The Reading Teacher, Reading Psychology, and the Journal of Educational Research. Dr. Rasinski is the first author of the fluency chapter for the Handbook of Reading Research.

Dr. Rasinski served a three year term on the Board of Directors of the International Reading Association and was co-editor of The Reading Teacher, the world's most widely read journal of literacy education. He has also served as co-editor of the Journal of Literacy Research. Dr. Rasinski is past-president of the College Reading Association and he has won the A. B. Herr and Laureate Awards from the College Reading Association for his scholarly contributions to literacy education. In 2010, Dr. Rasinski was elected into the International Reading Hall of Fame.

Prior to coming to Kent State, Timothy Rasinski taught literacy education at the University of Georgia. He taught for several years as an elementary and middle school classroom and Title I teacher in Nebraska. Tim is a veteran of the US armed forces.

Professional Development Areas of Expertise

Working with Struggling Readers

Developing Foundational Reading Skills in Young Readers

Effective Teaching of Phonics and Word Study

Teaching Fluency: The Neglected but Necessary Goal of the Reading Curriculum

Contact
E-mail: trasinsk@kent.edu
Phone: 330-672-0649
Twitter:@timrasinski1

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Timothy Rasinski is a professor of literacy education at Kent State University and director of its award winning reading clinic. He has written over 200 articles and has authored, co-authored or edited over 50 books or curriculum programs on reading education.

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Teaching Literacy in the Visible Learning Classroom

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Teaching Literacy in the Visible Learning Classroom

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Fisher, Frey, Hattie

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BUNDLE: Fisher: Teaching Literacy in the Visible Learning Classroom, Grades K-5 + Fisher: Visible Learning for Literacy

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The question always arises for teachers: How do I influence students' learning-what's going to generate that light bulb Aha-moment of understanding? The bundle of Teaching Literacy in the Visible Learning Classroom, Grades K-5 and Visible Learning for Literacy, Grades K-12 helps you answer that question by sharing structures, insights, and tools that have high-impact on learning.

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Personalize Learning: Transform Learning for ALL Learners 

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Personalize Learning: Transform Learning for ALL Learners 

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Barbara Bray & Kathleen McClaskey

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Personalize Learning, LLC is in the process of restructuring, and the company's founders,
Barbara Bray and Kathleen McClaskey, will be separately expanding on what they do best.

The Personalize Learning, LLC website will continue to be available with existing resources and blog posts, upcoming events, and contact information. For more information regarding the founders' services, please refer to their contact information below:

Barbara Bray
Email: barbara.bray@gmail.com
Cell: 510-593-7835
Office: 510-635-0585
Website: Rethinking Learning at http://barbarabray.net

Kathleen McClaskey
Email: khmcclaskey@gmail.com
Cell: 603-494-0346
Office: 603-424-4534
Website: kathleenmcclaskey.com

What does it mean to Make Learning Personal?

The term "Personalized Learning" is very controversial and confusing. We created this site to dispel some of the myths about personalized learning and for you to:

learn about the latest research on personalized learning.

follow the thought leaders in the field of personalized learning.

hear from teachers and learners who are personalizing learning.

use strategies and tools to support changing teacher and learner roles.

Each learner...

is unique and is on their own personal learning journey.

follows their passion so they discover their purpose.

has the skills to drive their learning.

owns their learning that happens anywhere at anytime.

Our Mission

Core Beliefs

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Personalize Learning, LLC is in the process of restructuring, and the company's founders, Barbara Bray and Kathleen McClaskey, will be separately expanding on what they do best. The Personalize Learning, LLC website will continue to be available with existing resources and blog posts, upcoming events, and contact information.

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Join us on Wednesday, September 13, at 6:30 p.m. CT, when Laura Stewart, Chief Academic Officer and Anella Wetter, Chief Sales Officer, will showcase a different approach to assessment and intervention instruction that eliminates the 'now what'.

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Literacy Webinars for Teachers and Educators | 95 Percent Group

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Our literacy webinars for teachers and educators can help drive change in your school or district. Dive into our recorded literacy webinars here.

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Setting the Stage for Impact: Meta-Strategies

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Setting the Stage for Impact: Meta-Strategies

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Bill and Ochan Powell

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Setting the Stage for Impact: Meta-Strategies

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Revisiting Your Library: Decolonizing, Not Just Diversifying Zaretta Hammond

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Revisiting Your Library: Decolonizing, Not Just Diversifying Zaretta Hammond

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RBT February 2020 Newsletter - Guest Zaretta Hammond: Revisiting Your Library: Decolonizing, not Just Diversifying

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Add to my toolbox of high impact strategies to support teachers in my role as a coach.

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I am hoping to learn/relearn high leverage strategies that I can bring back to my teachers as they aim to support all learners through a workshop model. Tangible practices that I can model and co-teach with teachers to help them feel confident and comfortable.

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Hoping to have better understanding of differentiated learning and practical tools to use in the classroom (homeroom).  In particular, finding strength(s) in all students and finding ways to highlight those and ultimately empower student(s).

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Finding ways to make the mini lesson meaningful for all learners in a school with few to no "middle" kids. Gaining more strategies to make the full class time meaningful for all students.

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To develop or extend strategies to facilitate joyful and meaningful learning for all students in the classroom. 

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To develop or extend strategies to facilitate joyful and meaningful learning for all students in the classroom. 

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I am hoping to gain a deeper understanding of high-impact strategies to support the various learners at my school and provide support in helping teachers with strategies that they can implement in their classrooms to reach the needs of all of their learners.

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I am hoping to understand diverse learnings and help diverse students to reach their goals and improve their literacy skills.

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Explore and learn ways teachers can meet the needs, challenge and extend all learners in their classroom.

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Helping each student of my ELA class move along in their journey to become readers and writers. Learning strategies that will help the student stake ownership and find joy in their learning

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I am hoping to deepen my teaching practise as next year I have a very diverse set of students with modifications and individualised needs. I am hoping to find ways to manage and include all learners in the teaching moments meaningfully and purposefully.

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Got: What inclusive education is and how we might begin to strengthen our school's journey toward creating a more inclusive school

Want: More specific strategies that could be used in literacy, tools to support teachers and team in launching the new school year (maybe some self assessments or reflective tools) to launch thinking around inclusive classrooms and inclusive practices

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I appreciated the time spent identifying the qualities of defining differentiation, individualization and personalization.  It gave me a more thorough grounding of these terms.

Wants: Specific strategies and tools that can be used to support inclusive practices in my classroom.

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Got - Lovely language for these concepts of bending the curriculum to meet students. Lovely reminders of importance of small language choices.

Wants - I really enjoyed the activity regarding the differences between personalization, individualization, and differentiation. I would like to have seen that grounded in a "so what" concept, rather than just as definitional. Now that we have determined the differences, how can I use that in my classroom?  You used quite a bit of "and" language later in the lesson ( personalization, individualization, and differentiation), but the chart made it seem much more like gradations of the same concepts.

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Got:  The differences between PDI and how each of these plays into an inclusive classroom.  Enjoyed this discussion.

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Got:  The differences between PDI and how each of these plays into an inclusive classroom.  Enjoyed this discussion.

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Want: More strategies for shifting the mindset and language so that our school culture is more inclusive. Additional strategies for empowering student to own their own learning.

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Got -  big picture thinking about inclusion and important definitions

Want - what does this look like in practice in the classroom.

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Questions to Drive Our Thinking: Writing

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Questions to Drive Our Thinking: Writing

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Questions to Drive Our Thinking: Writing

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Case Study Breakout Room Discussion Points

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Case Study Breakout Room Discussion Points

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Information Writing Digital Toolkit 2022

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3rd Grade Elaboration Demo Notebook Example

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3rd Grade Elaboration Demo Notebook Example

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"We have never seen teachers work harder than we do now. These tools inspire kids to work as hard as we are."
-Kate Roberts and Maggie Beattie Roberts

What's DIY Literacy? It's making your own visual teaching tools instead of buying them. It's using your teaching smarts to get the most from those tools. And it's helping kids think strategically so they can be DIY learners.

"Teaching tools create an impact on students' learning," write Kate Roberts and Maggie Beattie Roberts. "They help students hold onto our teaching and become changed by the work in the classroom." Of course, you and your students need the right tools for the job, so first Kate and Maggie share four simple, visual tools that you can make. Then they show how to maximize your instructional know-how with suggestions for using the tools to:

make your reading and writing strategies stick

motivate students to reach for their next learning goal

differentiate instruction simply and quickly.

Kate and Maggie are like a friendly, handy neighbor. They offer experience-honed advice for using the four tools for assessment, small-group instruction, conferring, setting learning goals, and, most important, helping students learn to apply strategies and make progress without prompting from you. In other words, to do it themselves.

"It is our greatest hope," write Kate and Maggie, "that the tools we offer here will help your students to work hard, to hold onto what they know, and to see themselves in the curriculum you teach." Try DIY Literacy and help your readers and writers take learning into their own hands.

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diy literacy: teaching tools for differentiation

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teaching methods & materials - reading & phonics

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education / teaching methods & materials / reading & phonics

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education/teaching methods & materials - reading & phonics

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literacy - study and teaching (elementary)

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teaching methods & materials - reading & phonics

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education / teaching methods & materials / reading & phonics

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education/teaching methods & materials - reading & phonics

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DIY Literacy: Teaching Tools for Differentiation, Rigor, and Independence

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Amazon.com: DIY Literacy: Teaching Tools for Differentiation, Rigor, and Independence (9780325078168): Roberts, Kate, Roberts, Maggie Beattie: Books

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Introduction
A Very Brief Introduction to Principles, Research, and Theory, and How to Use This Book
The idea for a book of writing strategies exists many times over. This one is possible only because of the great books that have come before it. There are books suggesting writing strategies meant for professional writers and college students, such as those by Noah Lukeman, Roy Peter Clark, and Janet Burroway, among others. There are countless examples of excellent compilations of writing strategies in books written for teachers of writing, such as Fletcher and Portalupi's Craft Lessons Series, Barry Lane's After "The End" (1993), Carl Anderson's Strategic Writing Conferences series (2008-2009), Donald Graves' many books, Katie Wood Ray's Wondrous Words (1999) and other titles, Katherine Bomer's books, Georgia Heard's books, Nancie Atwell's In the Middle (2014) and other resources, Lucy Calkins' Units of Study series, and many more. My aim in this book is to offer my favorite, most useful collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. I want to offer you a little bit of everything. I streamlined the language and examples, and I present the strategies in a format that is organized so that the busy teacher can find just the right strategy at just the right moment. Of course, you'll elaborate on the streamlined language and make it your own.

But wait-before you dive in, I'm so glad you're taking the time to spend a few moments with this "Getting Started" introduction. In this introduction, you'll gain a helpful overview of the thinking that undergirds this book's ideas as well as an overview of its organization. You'll learn about strategies and all the aspects that I chose to include to elaborate on them-mentor texts, prompts, lesson language, teaching tips, and more. You'll learn how to navigate the pages of the book so you can find what you're looking for quickly and easily, for this is not a read-every-single-page kind of book (unless you want it to be). You'll get a quick crash course on some important terminology and concepts that will help you use this book to its fullest- thoughts about writing as a process, and modes and genres of writing, for example. And finally, you'll learn how to adapt what's in the book to fit your students' writing time in the classroom, no matter what form that time takes.
Click here to download more of the introduction of this book.
Goal 1: Composing with Pictures

Strategy Go back to your picture(s). Point to the part or picture that teaches something important about your topic. Touch or turn to the next part. Tell what new fact about your topic this part of the picture or this page teaches.

Lesson Language If I wrote or drew to teach, then when I read my writing back I'm going to make it sound like a teaching book. I'm going to tell my reader the facts I wrote about. Let me show you. I drew a picture of a big T. rex. I know a lot about them so I added a lot of details in my picture. I'm going to touch one part and teach what that part says. "The T. rex had very large jaws with big sharp teeth." Now I'm going to touch a new part and teach what that part says. "The T. rex had very short arms. It would only run using its hind legs."

Goal 2: Engagement - Independence, Increasing Volume, and Developing a Writing Identity

Strategy First, identify the problem you're having. Then, check the spot in the room, a resource, or a friend that might help you solve the problem. Try a solution. If it doesn't work, try something else.

Teaching Tip This strategy, like "Use the Room" that appears earlier in this chapter, assumes that there are things in the room that can be helpful, and that you've taught children how to use them. For example, in a primary classroom a word wall may help a writer to spell high-frequency words. If you've introduced and used mentor texts, then having these available for children to reference on their own could help them. Sometimes the problem might be that they need to work in a new spot in the room because of the amount of distractions at their current spot. Brainstorm possible problems with your students, and come up with a list of resources and solutions. Or, this strategy can be like a culmination of past teaching from this and other chapters.

Goal 3: Generating and Collecting Ideas

Strategy Decide on a new place to visit. Go there with no more than a notebook and a set of listening ears and observing eyes. Let yourself pick up on conversation and details of the person. Jot down what you observe, and also what you imagine, about the people you see.

Teaching Tip This strategy will take you outside of the classroom, so it would work well as a whole-class lesson followed by a field trip, or as a suggestion to a student, group, or class for independent writing outside of the school day.

Goal 4: Focus/Meaning

Strategy Think about a memory and all the events that are part of that memory. Think about what's important about that memory, or the big idea the memory leaves you with. Identify the one part of the memory that feels the most important. Write some ideas about what's important about it, and why it's important. Try to write just that one smaller part of the larger moment. Tell it bit by bit.

Teaching Tip The amount a writer will be able to reflect on the overall significance of a small moment will depend on her maturity level and experience with writing. For younger children, you may want to suggest choosing a small moment that will make a good story, rather than one imbued with a deep or heavy significance, or simply encourage them to narrow down the window of time

Goal 5: Organization and Structure

Strategy Before beginning to draft, visualize the shape of what you're going to make. Create some sort of quick visual, in pictures or in words, to represent the overarching structure. As you write, check back to see where you are in your plan.

Teaching Tip This is going to be most helpful after students have learned a variety of ways to structure their pieces and have been introduced to a variety of graphic organizers that would help them to organize, or shape, the information into a structure.

Goal 6: Elaboration

Strategy Think about the subtopics for which you'll want to collect information. Write each of your subtopics as a heading on a notebook or booklet page. As you find new information for your topic, think, "What page in my notebook should this go on? Which subtopic does it provide details for?"

Lesson Language I just found this interesting fact: Ballerinas really wear out their shoes. Many go through as many as 2-3 pairs per week! I'm going to look across the pages of my booklet to see where this would best fit. Would it belong in the section called "Types of Ballet Positions?" No, that's not about the positions. Would it go in the section called "Famous Ballets?" No. "What Ballerinas Wear?" Well, I do talk about pointe shoes in this section, so it might be cool to add this fact about how many pairs of pointe shoes the average ballerina needs. I'll keep the fact here.

Goal 7: Word Choice

Strategy Find all the action verbs in your piece. Focus on any that you think aren't as clear, precise, or exact as they could be. List several options for what might replace that word (use a thesaurus if you need it!). Choose the word that best matches your meaning.

Teaching Tip For this strategy to work, children will need to understand what an action verb is, so identification of verbs is a first step in this strategy. Many teachers weave in some instruction during other balanced literacy components such as word study, read-aloud, and/or shared reading. You could also plan to teach direct minilessons to the class or small groups for those who do not understand parts of speech.

Goal 8: Conventions - Spelling and Letter Formation

Strategy When trying to spell a word, try to visualize where you've seen it written and how you've seen it written before. It may help to close your eyes. Then, in a margin or on a piece of scrap paper, write how you think it's spelled. Try it a second or maybe even third way. Look back at what you've written and ask yourself, "Which of these tries looks right to me?"

Prompts

Check off the parts that look right to you.

Write the word as you think you've seen it before.

Which parts look right? Which part looks off?

Do you think there are some letters missing?

What part of that word is tricky for you?

The part you're trying to spell is also in the word _______. Does that help?

Goal 9: Conventions - Grammar and Punctuation

Strategy Find two sentences that talk about the same topic. Think about the relationship between those sentences. Choose a connector word and try combining the sentences into one. Reread and decide if you like the combined way or original way better.

Lesson Language Here's one spot in my draft where I have two sentences that I
think go well together. I wrote: "A dog is something that can keep you company. A dog
can cheer you up." What's the relationship between those two sentences? They both have
to do with something that is positive about owning a dog, so I think they are related. I'm
adding more information on. I'll try using and to combine those sentences: "A dog can
keep you company and cheer you up." Here's another spot: "I would love to have a dog.
My mom won't let me have a dog." What's the relationship between those two sentences?
The second sentence gives more information that feels in contrast to the first. I'll combine
them with however: "I would like to have a dog, however my mom won't let me." The
new sentence I made seems clearer and more to the point.

Goal 10: Collaborating with Writing Partners and Clubs

Strategy Talk with your partner about your goals (for the writing period, for the week, and/or for writing work to take place at home, and so on). Discuss together how you might get that work done. Write the goal, and make the promise...then check in with your partner soon.

Teaching Tip Reflect on your own life and goals you've set out to accomplish. Now think about how successful you've been and whether or not you made your goals public ahead of time. I know that when I share my goals with my partner, my friends, my colleagues, my editor, I am more likely to get things done. The built-in accountability, the opportunity to celebrate together, the lifeline of support in case something does not go according to plan-these are invaluable.

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Writing Strategies Book by Jennifer Serravallo.

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Collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. Organized so the busy teacher can find just the right strategy at just the right moment.

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Got: The discussion about PDI was enlightening. It gave some clarity about how each of these tasks have a place in the inclusive classroom. The role of a warm demander in an inclusive classroom

Wants - Specific strategies that will help the student take ownership and find joy in their learning

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Design Principles that Support Translanguaging

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Design Principles that Support Translanguaging

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I appreciated looking at questions that we could ask to be responsive to our students needs based on the lens of thinking -domains of responsiveness. I think this will be very handy when working with students. I look forward to looking through the demonstration notebook examples. I also appreciated the examples and dialogue about translanguaging.

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Got: Further clarity on what inclusive teaching might look like in a writing classroom
Want: How might we stretch native English speakers to play with language or add additional languages they are learning into their writing? Perhaps to increase intercultural understanding?

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Questions to Drive Our Thinking in the Inclusive Reading Classroom

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Questions to Drive Our Thinking in the Inclusive Reading Classroom

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Questions to Drive Our Thinking: Reading

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choosing and using decodable texts: practical tips and strategies for enhancing phonics instruction

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education / teaching methods & materials / language arts

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education / teaching methods & materials / reading & phonics

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education/teaching methods & materials - language arts

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education/teaching methods & materials - reading & phonics

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language arts & disciplines / reading skills

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language arts & disciplines/reading skills

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teaching methods & materials - language arts

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teaching methods & materials - reading & phonics

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phonics; phonemic awareness; phonics instruction; decodable text; decodable readers; reading; early reading; emergent readers; science of reading; reading instruction; phonics lessons; reading lessons

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education / teaching methods & materials / language arts

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education / teaching methods & materials / reading & phonics

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education/teaching methods & materials - language arts

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education/teaching methods & materials - reading & phonics

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language arts & disciplines / reading skills

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language arts & disciplines/reading skills

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Choosing and Using Decodable Texts: Practical Tips and Strategies for Enhancing Phonics Instruction

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Amazon.com: Choosing and Using Decodable Texts: Practical Tips and Strategies for Enhancing Phonics Instruction (9781338714630): Blevins, Wiley: Books

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The Reading GPS gives teachers information about whether students are moving toward the goal of proficient reading.

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Flyleaf Publishing - Online Materials Portal

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For Students - Flyleaf Publishing - Online Materials Portal

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If you're not sure how phonics fits within your daily instruction, or crave a more effective process for teaching phonics, Heidi Anne Mesmer is here to help. In Letter Lessons and First Words, Heidi Anne provides a research-based vision of what lively, engaging phonics instruction can look like, along with practical, classroom-tested tools to make it happen in your classroom.

Heidi Anne provides a one-stop shop for phonics instruction, including a clear scope and sequence of what to teach, a quick assessment to differentiate instruction, a simple lesson framework, and three activity-filled units matching key developmental milestones.

More than twenty classroom videos bring the content to life, showing children working with letters, words, and books at various stages of learning. Additional resources include:

A "know the code" chapter explaining English spelling (and online glossary)

Answers to common questions

Guidance about choosing books for readers at different stages

new info about how children cognitively store words and why inductive tension is important.

Isn't it time to re-imagine how you teach phonics? Letter Lessons and First Words will show you the way toward joyful instruction for today's classrooms.

Read Heidi Anne's Blog post Developmentally Responsive Phonics Instruction: A Research-Based Approach

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Research-based strategies for lively, engaging phonics instruction with young children. - Heinemann

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3 Things I Learned
2 Things I want to Try
1 Wondering I Have

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Article with lenses for planning for translanguaging

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https://docs.google.com/document/d/1T_RAb2YlUi1u9v14zuHBNcbHnMFVeU0fgMdL3YoE3vg/edit

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-How am I already fostering flexible use of languages?
-What ideas am I interested in trying?

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Cooperative Children's Book Center (CCBC)

The CCBC is a unique and vital gathering place for books, ideas, and expertise in the field of children's and young adult literature. The CCBC is a noncirculating examination, study, and research library for Wisconsin school and public librarians, teachers, early childhood care providers, university students, and others interested in children's and young adult literature. The CCBC is part of the University of Wisconsin-Madison School of Education, and receives additional support from the Wisconsin Department of Public Instruction. More about the CCBC.

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The Cooperative Children's Book Center (CCBC) is a unique and vital gathering place for books, ideas, and expertise in the field of children's and young adult literature.

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Got - going deeper into the four areas of responsiveness, and how we might use these to support our learners.

Want - The discussions in the breakout rooms have been good, but since we are a smaller group, it would be nice to have a few more whole-group reflections or conversations.  I know time flew by yesterday, but I wish we had had a little more time to unpack the demonstration notebooks and progressions a little more in detail, as I feel those are things that could really support me in the classroom and in planning.

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Burkins and Yaris

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Following up on Reading Wellness, Jan Burkins and Kim Yaris explore how some traditional scaffolding practices may actually rob students of important learning opportunities and independence. Who's Doing the Work? suggests ways to make small but powerful adjustments to instruction that hold students accountable for their own learning.

Educators everywhere are concerned about students whose reading development inexplicably plateaus, as well as those who face challenging texts without applying the strategies they've been taught. When such problems arise, our instinct is to do more. But when we summarize text before reading or guide students when they encounter difficult words, are we leading them to depend on our support? If we want students to use strategies independently, Jan and Kim believe that we must question the ways our scaffolding is getting in the way.

Next generation reading instruction is responsive to students' needs, and it develops readers who can integrate reading strategies without prompting from instructors. In Who's Doing The Work?, Jan and Kim examine how instructional mainstays such as read-aloud, shared reading, guided reading, and independent reading look in classrooms where students do more of the work. Classroom snapshots at the end of each chapter help translate the ideas in the book into practice.

Who's Doing the Work? offers a vision for adjusting reading instruction to better align with the goal of creating independent, proficient, and joyful readers.

Learn more about Who's Doing the Work? Lesson Sets.

Learn more about Who's Doing the Work? Independent Library Collections.
eBook Available Through Major Retailers
We offer ebook editions for most of our print titles so you can access on your computer, tablet, or e-reader from several major retailers including Amazon, Barnes and Noble, OverDrive, and ebooks.com. View the full list of retailers here. For eBook purchases of 10+ please email us for a quote. Purchases of 20+ qualify for a bulk discount.

If you previously purchased an ebook from Stenhouse.com, they will remain available in your digital library.

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Following up on Reading Wellness, Jan Burkins and Kim Yaris explore how some traditional scaffolding practices may actually rob students of important learning opportunities and independence. Who's Doing the Work? suggests ways to make small but powerful adjustments to instruction that hold students accountable for their own learning.

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On Twitter
Cornelius Minor

@MisterMinor

Pernille Ripp

@pernilleripp

Colby Sharp

@colbysharp

Jason Reynolds

@JasonReynolds83

The National Ambassador of Young People’s Literature.

Kwame Alexander

@kwamealexander

Linda Sue Park

@LindaSuePark

Kelly Yang

@kellyyanghk

On Instagram:
Charnaie Gordon
@hereweeread

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Unite for Literacy provides free digital access to picture books, narrated in many languages. Literacy is at the core of a healthy community, so we unite with partners to enable all families to read with their young children.

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USBBY- Outstanding International Books List

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USBBY- Outstanding International Books List

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The United States Board on Books for Young People (USBBY) serves as the U.S. national section of the International Board on Books for Young People (IBBY), which was founded to promote international understanding and good will through books for children and adolescents.

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The United States Board on Books for Young People (USBBY) serves as the U.S. national section of the International Board on Books for Young People (IBBY).

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A 501(c)(3) nonprofit, WNDB aims to create a world where every reader can find themselves in the pages of a book. To reach this goal, we've created programs to mentor diverse writers and illustrators, support diverse publishing professionals, and provide books to classrooms nationwide.

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Colegio Maya (which will be doing an extended PD this fall with Jenny, Maria-Patricia, Vanessa and Natashya from Erin Kent's Consulting) in Guatemala

tadrian@cm.edu.gt

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It was nice to meet all of you.
This is my email address. Let's keep in touch.
angela.ko@capcl.edu.hk