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Text Sets - SUNY Genesco Library

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Have students explore the origins of words to help discover their meanings.

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Etymonline - Online Etymology Dictionary

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The online etymology dictionary (etymonline) is the internet’s go-to source for quick and reliable accounts of the origin and history of English words, phrases, and idioms. It is professional enough to satisfy academic standards, but accessible enough to be used by anyone.

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Achievethecore.org :: Academic Word Finder

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Languages across the world have unique phonemic systems. For individuals learning English as a second language, it is common for the phonemic system of their first language to influence the production of sounds in English.

Resources listed below are intended to contribute to foundational awareness of potential cultural and linguistic influences. There are variations within cultures, and regional and dialectal variances exist in all languages. Therefore, a single chart/page on cultural and/or linguistic features is not meant to provide a comprehensive overview. Clinical judgment, client/patient/student and caregiver input, and additional research are needed to ensure culturally responsive services.

How Can I Use This Information?

Speech-language pathologists can use this information to:

Identify sounds in a client's phonological system for languages other than English.

Determine phonemic influences of a client's native language on English.

Identify sounds from the client's first language that may not exist in English or identify sounds in English that do not exist in someone's native language.

Recognize that even if there are similar sounds across two languages, they may not be used the same way. For example, in some languages a sound may only be used at the ends of words and not as a word-initial sound.

Audiologists can use this information to:

Correlate the client's audiogram and the sounds of the client's language(s).

Recognize and respond to amplification needs.

Identify the effect of the individual's phonemic system on speech audiometry assessment.

Modify materials and procedures during speech audiometry assessment.

Phonemic Inventories and Cultural and Linguistic Information

ASHA has compiled resources on the phonemic systems for the following languages:

Amharic

Arabic

Bosnian

Burmese

Chinese

English

English Phonemic Inventory [PDF]
Dialect
Haitian Creole

Hindi/Urdu

Hmong

Japanese

Korean

Navajo

Pashto and Persian

Polish

Russian

Spanish

Somali

Somali (Portland State University)

Tagalog

Vietnamese

Refugee Profiles/Information
ASHA's policy documents state that SLPs and audiologists must consider the sound systems of all the languages used by a client in order to provide appropriate assessment and treatment services.
Websites with Phonemic Inventories

If you have any questions, please contact ASHA's Office of Multicultural Affairs at multicultural@asha.org.

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Phonemic Inventories and Cultural and Linguistic Information Across Languages

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A list of phonemic inventories across multiple languages

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Morphology Instruction Lesson Planning Template

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Morphology Instruction Lesson Planning Template

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Use this step-by-step template for helping students recognize morphemes and apply that to learning new words.

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Download a Step-by-Step Morphology Lessons PDF for Teachers

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Help students break down words and boost vocabulary with our morphology lessons tool. Learn strategies that enhance word power through morpheme analysis.

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This Frayer Model template helps students define terms, explore examples and non-examples, and connect words to their characteristics.

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Page 7: Building Vocabulary and Conceptual Knowledge Using the Frayer Model

Within a unit of study are many vocabulary terms that students must learn. Within that list of terms are a few representing key concepts. For example, in a science unit about rocks, the terms in the table below are commonly taught.

Though students may learn these vocabulary terms independently, they still must understand the relationships between them and thus develop a deeper understanding of the main ideas. Within this vocabulary list, there are three terms that form the foundation for the entire unit: igneous rocks, sedimentary rocks, and metamorphic rocks. Because these terms are central to any substantial understanding of the chapter's content, teachers might need to spend more time making sure that students really grasp them. In cases like this, using a graphic organizer such as the Frayer Model can be helpful. When used appropriately, the Frayer Model allows teachers to incorporate the elements of vocabulary instruction discussed on previous pages (i.e., selecting words, explicitly defining and contextualizing the term, helping students actively process the word, providing multiple exposures to term).

Introducing and Teaching the Frayer Model

When they introduce this model, it is helpful for teachers to explain why it is useful for building vocabulary and conceptual knowledge. Then they can explicitly teach students what information should go in each section.
Click to enlarge Frayer Model
Click here to see a Frayer Model completed for one key concept in the science unit above: sedimentary rocks.
Frayer Model - Completed (Close this panel)
Initial instruction about the Frayer Model is heavily teacher-directed and requires teacher modeling. Teachers should demonstrate how to complete the graphic organizer by talking through what they are doing and how they are coming up with the information they enter into the different sections. Teachers should teach students how to use textbooks and other subject-matter materials to generate and discuss the information for each section.

The Frayer Model is not intended to be used as a worksheet for homework, something that would be no more effective than asking students to simply look up the definitions for a list of assigned words. Discussion is an important element of this practice. By filling out the Frayer Model with their classes, teachers help students to apply some of the practices discussed earlier in this module, such as contextualizing terms, actively processing information, and experiencing multiple exposures to terms.

For Your Information

It is not necessary to complete the entire Frayer Model in one lesson. Teachers may use the definition portion to first introduce a term to students. Then they can return to complete other sections of the organizer after students have built some conceptual knowledge by reading the text, seeing demonstrations, or working with associated content.
Click here for a pdf template of the Frayer Model for classroom use.
Examples of Frayer Models from Content Areas

Click on the links below for examples of completed Frayer Models.

Guided Practice with the Frayer Model

Once students are familiar with using this graphic organizer, they are ready for guided practice. After they've discussed the definition as a group, teachers can guide students as they complete the characteristics, examples, and non-examples sections. Watch the video below to see how a math teacher guides her students to generate characteristics of the term dilation and to distinguish examples and non-examples of this word. During this process, students learn to relate dilation to previous lessons and to review their knowledge of other words as they deepen their understanding of the new term (time: 2:05).

Used with permission from the Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin, copyright © [2010].

Transcript: Guided Practice with the Frayer Model

Teacher: I would like for you to use these characteristics to determine if this slide I am going to show you is an example or a non-example of a dilation.

Narrator: The teacher incorporates technology, displaying figures and asks students to use interactive clickers to vote on whether the figures are examples or non-examples of dilations.

Teacher: I just asked you to "Vote A" if it was an example of a dilation or "B" if it was a non-example of a dilation, and here are our results. So most of you voted "B," which is a non-example. Raise your hand if you can tell me why it's a non-example. Nicole?

Nicole: Because the shapes are not similar.

Teacher: The shapes are not similar.

Nicole: Because it stretches horizontally but not vertically.

Teacher: Good!

Narrator: The teacher calls on students to explain how they use the characteristics of dilations recorded on their Frayer Model to make their decisions.

Teacher: We just voted that this image is an example of a dilation. Now I want to know who can tell me what type of dilation this is. Raise your hand if you can tell me. Anthony?

Anthony: Enlargement.

Teacher: It's an enlargement. Very good, yes! And how did you know that?

Anthony: It's greater than one.

Teacher: Okay, it's an enlargement because it has a scale factor greater than one. And I see that you're looking at your Frayer Model and the characteristics. What about the other characteristics? Do they apply?

Anthony: Yes

Teacher: Tell me which ones do.

Anthony: The figures are similar.

Teacher: The figures are similar. Good.

Anthony: The size changed but not the shape.

Teacher: Good! That's a true statement. The size did change but not the shape. What else, Anthony?

Anthony: The figure doesn't rotate or flip.

Teacher: Good. You're right. The orientation stays the same. The figure did not rotate or flip. So those characteristics fit into as to why this is a dilation.

Narrator: As the class discusses, the teacher adds examples and non-examples to the class Frayer Model. Next, the students will work with partners to practice creating examples and non-examples on their Frayer Models.
(Close this panel)
Independent Practice with the Frayer Model

Once students have sufficient experience with the Frayer Model, they should be able to complete sections in class without teacher guidance (i.e., independently, in pairs, or in small groups). When doing so, they should still be required to explain their rationale for the characteristics, examples, and non-examples they chose. It is helpful to ask students to show how they used information from their text or other curricular materials to complete sections. Click on the video to see how small groups of students explain how they came up with examples and non-examples for the vocabulary term dilations (time: 2:07).

Used with permission from the Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin, copyright © [2010].

Transcript: Independent Practice with the Frayer Model

Narrator: Eighth-grade students in Alma Perales' class have been using a Frayer Model to increase their understanding of math vocabulary and concepts. In this video, students practice creating examples and non-examples of dilations.

Student 1: So what shapes should we do?

Student 2: Rectangles.

Student 1: Rectangles.

Student 2: Yeah.

Student 1: Okay.

Student 2: We should do a smaller one, 1 x 2.

Student 1: 1 x 2. Make it bigger?

Student 2: Yeah, we should go to an enlargement.

Student 1: Enlargement? Okay.

Student 2: Yes, 2 x 4.

Student 1: Let's check the characteristics.

Student 2: The size changes but not the shape. A scale factor greater than one is an enlargement. The figure does not rotate or flip. A five...I mean a scale factor between zero and one, creates a reduct.

Student 2: My bad. The figures are similar so square, I mean rectangle and rectangle are similar and the size changes but not the shape, so...

Student 1: It's an enlargement.

Student 2: Yes. And then non-examples.

Student 1: What should we do on non-example? What shape?

Students 2 & 3: Rectangle.

Student 1: We keep that. And let's check the characteristics. The size changes but not the shape. This is a non-example, because it's not that. It's wrong.

Student 2: Yes, this is rectangle, and this is a square.

Student 1: Yes.

Student 2: It went from a rectangle to a square. That's why it's a non-example, because the shape changed.

Narrator: The teacher calls the class back together and gives students an opportunity to share their explanations of examples and non-examples. Later, she wraps up the lesson by restating the primary focus.

Teacher: Our main objective today was to generate similar figures using dilations, including enlargements and reductions. And we incorporated the Frayer Model to help build our understanding of the word dilation. And we will continue to use the Frayer Model to increase our understanding of other math concepts in this class.
(Close this panel)
Now listen as Deborah Reed talks about how much of the Frayer Model students can complete on their own (time: 2:50).

Deborah K. Reed, PhD
College of Education, University of Iowa
Director, Iowa Reading Research Center

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View Transcript
Transcript: Deborah K. Reed, PhD

In terms of how much of the Frayer Model students should complete or which particular squares they could complete on their own, it depends on a few things. First of all, it depends on their understanding of the format and the function of the Frayer Model. The other thing it depends on is their familiarity with the content of what you're using the Frayer Model to address. If it's the first time that students are experiencing that target term that you're putting in the center of the Frayer Model, and you know that you haven't taught anything about this concept yet, I'm not sure how students would come up with the information in the squares all on their own. That would be the same thing as assigning the list of words on Monday that the students look up in the glossary or the dictionary and then we take the test on Friday. The purpose of the Frayer Model is to go deeper with the words. If you're using it to introduce for the first time, it's incumbent upon the teacher to provide the student-friendly definition. Kids don't have enough information yet to give you any sort of definition.

Now, you could be going through a text together in which the definition is somewhere embedded in that text, and so it might be a guided instructional activity where we find the definition embedded within this text that we could include on the Frayer Model. And then maybe later on in the reading we'll find some characteristics. So as we read we'll pull out these characteristics, and we'll put them into that square of the Frayer Model and then maybe later on, or while they're giving us characteristics perhaps, they'll also show us some examples of the application of it, and so as we read we'll find those and pull those out and put them onto the Frayer Model. If you've covered some instruction in this concept and you're using the Frayer Model as kind of a cumulative review of what they've learned then it's possible that students could complete more of the Frayer Model on their own, including the definition. By then they've built background knowledge, they've done some work, they've had these multiple exposures and different contexts, they've been discussing this in class, and so by then the expectation might be that they should be able to identify, or come up with the definition, be able to list all the important characteristics that will help us recognize this concept, and generate some examples and non-examples. That would be much later in the lesson. Earlier in the lesson, it would be much more teacher-directed.

In the next section of this module, you will learn about reading comprehension, another essential component for developing knowledge in content areas.

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IRIS | Page 7: Building Vocabulary and Conceptual Knowledge Using the Frayer Model

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Within a unit of study are many vocabulary terms that students must learn. Within that list of terms are a few representing key concepts. For example, in a science unit about rocks, the terms in the table below are commonly taught.

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Here are many examples of exceptional and thoughtful books for use in social studies classrooms.

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TeachingBooks | Notable Social Studies Trade Books for Young People, 2015-2025

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Resources for the titles recognized by this list since 2015 -- honoring exceptional books for use in social studies classrooms

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Great for all ages to model a type of writing, such as travel writing or diary entries, that you would like students to engage in.

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Picture Books to Expand Thinking in the Social Studies Classroom - Social Studies

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Social Studies Picture Books to Expand Thinking in the Social Studies Classroom

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Use this checklist and template while planning to ensure meaningful integration of vocabulary, morphology, and authentic writing tasks.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Explore strategies to build vocabulary and engage students in meaningful language learning. A few great episodes about vocabulary are:

8 Ways to Grow Students' Vocabulary

Language-Affirming Classrooms

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1:09:55 Guest(s): Amanda Morin, Emily Kircher-Morris

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The Cult of Pedagogy Podcast | Cult of Pedagogy

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Teaching strategies, classroom management, education reform, educational technology -- if it has something to do with teaching, we’re talking about it.

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Possible Transitions for Argument Writing

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Structured Academic Talk: Partner & Whole Group Possibilities

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Email:

LindseyAHagen@gmail.com

LinkedIn: Lindsey Hagen

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Over the past two days, we’ve explored how language shapes thinking, identity, and learning—and how we, as teachers, can cultivate classrooms where every student feels seen, heard, and capable of expressing complex ideas.

Use this Padlet to reflect, celebrate, and capture next steps. You can add text, images, or examples from your work—whatever helps you represent your thinking.

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Know Better, Do Better: Comprehension | The Scholastic Teacher Store

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In this timely book, the Libens explore what kids truly need to comprehend texts. Focusing on vocabulary, knowledge building, and language structures, they offer ideas to put into action now.

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The Knowledge Gap: The Hidden Cause of America's Broken Education System--and How to Fix it

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The Knowledge Gap: The Hidden Cause of America's Broken Education System-and How to Fix it [Wexler, Natalie] on Amazon.com. *FREE* shipping on qualifying offers. The Knowledge Gap: The Hidden Cause of America's Broken Education System-and How to Fix it

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"In Shifting the Balance, 3-5 , Cunningham, Burkins, and Yates go beyond the science of reading being only phonics. Taking a deeper dive into vocabulary, comprehension, fluency, and word identification for upper elementary students, this book helps teachers understand what is needed in their instruction through easy-to-read case scenarios. Thanks to these authors for once again bridging hearts and minds."

Donna Hejtmanek Retired Educator and Creator of the Science of Reading-What I Should Have Learned in College Facebook Group

" Shifting the Balance, 3-5 brings the Science of Reading from theory to direct application. This new take on literacy instruction brings forth the hope of long-lasting knowledge and continued growth for students. It is not only a thorough approach but is realistic and best of all, attainable!"

Clorasteen Wilson , Structured Literacy Instructor, Associate/OGA

"Teaching reading can sometimes feel like an impossible task. Our classrooms are filled with diverse groups of learners that present all different levels of instructional need. Shifting the Balance, 3-5 gives teachers tools they need to incorporate reading instruction that is purposeful and student-centered. With data driven techniques and lessons, this book will set up any upper elementary school classroom with success."

Michaela Durr , New York City Teacher

"While many of the big conversations about the Science of Reading (SOR) research have focused on the foundational skills in primary grades, upper elementary teachers no longer need to feel left in the dark. With this gem, Cunningham, Burkins, and Yates skillfully supply six scientifically-sound shifts―answering the big questions & providing high-leverage instructional routines, while weaving in all five pillars of reading. No matter where you are on your SOR journey, this sensational book is a must-read for all!"

Michelle Sullivan of The Colorful Classroom & Elementary Literacy Coach

"Cunningham, Burkins, and Yates clarify misunderstandings, summarize the research in an accessible way, and provide suggestions for what they call high-leverage routines to help teachers enhance their instruction and support students' growth as readers. Thoughtful, well-researched, and teacher-friendly, this book is an invaluable resource for anyone who wants to explore how to implement effective literacy instruction for readers beyond grade two."

Lisa Maucione , Reading Specialist, Dartmouth Public Schools, MA

"As the field of reading instruction continues to reinvent itself, so many of us elementary educators find ourselves in need of a road map. The authors of this second volume of Shifting the Balance step in, validate our good intentions, and offer to guide us as we reflect on, reconsider, refine and reimagine our practice. I look forward to referencing the ideas and resources in this edition (and online) as I continue striving to equip my students for meaningful reading experiences, now and in the future."

Katie McAlister , First Grade Classroom Teacher

"With all the noise in the world about reading instruction, Cunningham, Burkins, and Yates discuss a practical, research-driven, and student-based way to shift our reading instruction into balance and clarity. They've done the hard thinking in order to zoom in on what is necessary to teach intermediate readers to succeed."

Jeff Anderson , Lead author of the Patterns of Power series (PreK-12)

"The science of reading isn't just for the primary grades! In their clear and readable style, Cunningham, Burkins, and Yates examine the research and show teachers of grades 3-5 exactly how to apply it. With zero judgment and endless encouragement, the authors will inspire teachers to rethink current practices and make research-based decisions to help every student."

Anna Geiger , M.Ed., Host of the Triple R Teaching podcast and creator of The Measured Mom website

Dr. Katie Egan Cunningham is committed to supporting teachers in making learning joyful, purposeful, and evidence-based. She is an Associate Professor of Teacher Education at Sacred Heart University where she teaches literacy methods and children's literature courses. Her other work includes Start with Joy: Designing Literacy Learning for Student Happiness and Story: Still the Heart of Literacy Learning .

Dr. Jan Burkins is a full-time writer and literacy consultant dedicated to helping teachers and those who lead them negotiate the competing tensions in our field. Her favorite work is conducting literacy audits with schools and districts. Her other books include Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom (K-2) , co-authored with Kari Yates, and Who's Doing the Work: How to Say Less So Readers Can Do More , co-authored with Kim Yaris.

Kari Yates is an author, speaker, and consultant with a passion for helping busy literacy educators thrive. Her other works include Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom (K-2) co-authored with Jan Burkins, To Know and Nurture a Reader Conferring with Confidence and Joy , co-authored with Christina Nosek, and Simple Starts: Making the Move to a Reader-Centered Classroom .

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Shifting the Balance, Grades 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom

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Amazon.com: Shifting the Balance, Grades 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom: 9781625315977: Cunningham, Katie, Burkins, Jan, Yates, Kari: Books

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Just Tell Them: The Power of Explanations and Explicit Teaching

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Just Tell Them: The Power of Explanations and Explicit Teaching

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Just Tell Them: The Power of Explanations and Explicit Teaching

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This book reaffirms the enduring importance of effective explanations at a time when “teacher talk” is often undervalued. Drawing on the science of learning, Zach Groshell explores essential techniques for showing, telling, demonstrating, modeling, and presenting so that even the most complex concepts become accessible

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Do middle and high school students need fluency instruction and what counts as instruction?

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Do middle and high school students need fluency instruction and what counts as instruction?

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Do middle and high school students need fluency instruction and what counts as instruction? | Shanahan on Literacy

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This blog responds to a teacher’s question concerning the need to teach older students to read fluently. It explains why fluency matters at those levels and why fewer and fewer students require fluency instruction each year.

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Sold a Story: How Teaching Kids to Read Went So Wrong

There's an idea about how children learn to read that's held sway in schools for more than a generation - even though it was proven wrong by cognitive scientists decades ago. Teaching methods based on this idea can make it harder for children to learn how to read. In this podcast, host Emily Hanford investigates the influential authors who promote this idea and the company that sells their work. It's an exposé of how educators came to believe in something that isn't true and are now reckoning with the consequences - children harmed, money wasted, an education system upended.

Sixty years ago, Marie Clay developed a way to teach reading she said would help kids who were falling behind. They'd catch up and never need help again. Today, her program remains popular and her theory about how people read is at the root of a lot of reading instruction in schools. But Marie Clay was wrong.
Sold a Story is an independent investigative journalism project from American Public Media. We rely on your donations to support this kind of rigorous reporting.
The controversial educational publishing company has sold instructional materials and professional resources in almost every state, earning at least $1.6 billion over a decade. Explore a map of school districts.

More states are now requiring districts to adopt curriculum that adheres to the science of reading. Look up the policy in your state.

At least 15 states have passed laws about how schools teach reading since the Sold a Story podcast was released in 2022, but there is pushback.

Here's a reading list put together by Emily Hanford.

This discussion guide, created by a teacher, invites educators, parents, community members and kids to have a conversation about the podcast.

Emails and voice messages poured in from people who listened to Sold a Story.

We'll let you know when we release new episodes of the podcast. Enter your address below.

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Sold a Story: How Teaching Kids to Read Went So Wrong

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There's an idea about how children learn to read that's held sway in schools for more than a generation - even though it was proven wrong by cognitive scientists decades ago. Teaching methods based on this idea can make it harder for children to learn how to read.

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Natalie Wexler, education journalist and author of "The Knowledge Gap," hosts the inaugural series of our new podcast, Reading Comprehension Revisited.

In six short (~30-minute) episodes, Natalie tackles crucial questions such as, why do students from low-income backgrounds typically score lower on reading tests? Why do improvements in the early grades fade out as students advance to higher levels? And most significantly, why haven't substantial investments in education reform delivered expected results?

The answer lies in a longstanding misunderstanding about reading comprehension itself, and how students learn to make meaning from texts. Over six episodes, you'll learn what research tells us about how children really learn to read, and you'll hear from educators from around the country as they share their experiences of embedding knowledge-building into their literacy instruction, and the powerful effects this change has had on their students.
Episode 1: "Kids were bored to death"
June 28, 2023 - Despite substantial investments in education reform, the US remains in the grip of a decades-long reading crisis. But why? With the help of teachers and researchers, host Natalie Wexler introduces the urgent need to revisit our approach to reading comprehension.
Episode 2: "A simple way of looking at a complex problem"
June 28, 2023 - Thanks to tireless efforts by researchers, advocates, and educators, the importance of systematically teaching decoding is finally being recognized. But, as you'll hear, there's far more to reading than decoding, and more we need to do to help our kids become truly literate.
Episode 3: "That cloud looks like an anvil"
July 5, 2023 - Abby Boruff, Deloris Fowler, and Kyair Butts teach different ages and subjects, in different parts of the country. When their schools adopted knowledge-building curricula they were skeptical, but the dramatic results they saw in their classrooms helped change their minds.
Episode 4: "Now they had something to write about"
July 12, 2023 - It's hard to read about a topic you don't have knowledge about, but it's virtually impossible to write about it. By having students write about content they're learning about, knowledge-building curricula boost both writing ability and learning in general.
Episode 5: "Everything was in silos"
July 19, 2023 - To become fully literate, many students need a curriculum that builds knowledge in a logical, coherent way across grade levels, and only a leader can put that kind of system in place. Meet Brent Conway and Dr. LaTonya Goffney, two leaders who did exactly that.
Episode 6: "Think what a better society we'll have"
July 26, 2023 - American education has a number of serious problems - and our failure to start building kids' knowledge early is a fundamental one. But there are ways to ensure that the growing trend toward knowledge-building curriculum takes root and spreads.

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Natalie Wexler, education journalist and author of "The Knowledge Gap," hosts the inaugural series of our new podcast, Reading Comprehension Revisited. In six short (~30-minute) episodes, Natalie tackles crucial questions such as, why do students from low-income backgrounds typically score lower on reading tests?

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(writing framework)https://thinksrsd.com/about-srsd/

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think SRSD (self-regulated strategy development)

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Understand the key characteristics of SRSD that make it a deeply structured and evidence-based approach to teaching writing. Transform your classroom today.

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More is more when it comes to students' vocabulary knowledge, and in The Vocabulary Playbook, educators in K-12 get ideas for transforming all children into curious, capable word learners. The key? Put away the word-list mindset, and embrace active modeling, peer work, and independent practice.

Five modules offer direct instruction and effective routines that show how to:

Select and teach only the most high-utility, transferable words that are ripe for discussion

Use direct instruction to model word-solving in each content area

Teach morphology in ways that invite students to apply understandings in reading, writing, talk, and listening

Turn academic word-learning into a relevant experience with peer collaboration activities

Create a culture of word consciousness by emphasizing concepts, modeling curiosity, and offering "low-risk" routines that make it okay to not yet know

Intentional vocabulary instruction is critical in every grade, and in every content area. With The Vocabulary Playbook, your approach is now tactical, transparent, and fun. Whether you are an administrator executing a school-wide plan or a teacher eager for practical strategies, this is the book that will help students build academic success-word by word.

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Students develop vocabulary when teachers make it a priority-it’s that simple. This resource abounds with dynamic word-learning activities...

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" can be a tool to inform early and late career educators seeking foundational knowledge about classroom vocabulary instruction. The historical footing paired with critical issues such as linguistic diversity, multilingual students, and intentional materials selection offers an empirically-based yet approachable guide for teachers to strengthen vocabulary instruction within their classrooms. As stated by Hiebert, 'Long-lasting changes in the complex contexts of classrooms are made through steady application of small changes' (p. x). With Teaching Words, educators can develop effective, meaningful vocabulary instruction one small change at a time."

- Teachers College Record

"Hiebert's (2020) latest volume, Teaching Words and How They Work: Small Changes for Big Vocabulary Results, addresses the complexity and necessity of vocabulary instruction from a pragmatic perspective and offers educators both the opportunity to learn more about the relationships among words and discover practical pedagogical techniques to implement in the classroom."

- Journal of Language and Literacy Education

"This book is a must-read for teachers who want to move their instruction beyond the weekly word list. By integrating small, specific changes, Hiebert helps you develop lasting improvements in your curriculum. She has created a viable process that can make a significant, long-term impact in the vocabulary development of your students without overwhelming you in the process. It should be on every educator's bookshelf." -Melanie Kuhn, Jean Adamson Stanley Faculty Chair in Literacy, Purdue University

" Teaching Words and How They Work stands to make a significant contribution to the field. Teachers are expected to juggle numerous priorities and supporting children's word learning is often the ball that gets dropped. This book provides teachers with small but powerful suggestions for including vocabulary instruction through already-established classroom practices so that teachers can address multiple objectives at once. By making the small changes Hiebert suggests, teachers can make a big difference in children's vocabulary and thereby support children's learning throughout their school years."
-Rebecca D. Silverman, Stanford Graduate School of Education

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Foreword by Carol Ann Tomlinson Chapter 1. Literacy Within the Disciplines The Problem With Reading Strategies Unpacking Disciplinary Literacy Deeper Learning and Disciplinary Literacy Disciplinary Literacy and Standards The Role of the Teacher Disciplinary Reading, Writing, Inquiry, and Collaboration Suggestions for Further Reading Chapter 2. Reading Within the Disciplines The Benefits of Reading Within the Disciplines Shifts for Reading Within the Disciplines Reading Within Science Reading Within Math Reading Within History and Social Studies Reading Within ELA Questions (and Answers) About Reading Within the Disciplines How to Get Students Reading in Every Discipline Every Day Suggestions for Further Reading Chapter 3. Writing Within the Disciplines Benefits of Writing Within the Disciplines Shifts for Teaching Writing Within the Disciplines Writing Within Science Writing Within History and Social Studies Writing Within Math Writing Within ELA Questions (and Answers) About Writing Within the Disciplines How to Get Students Writing Within the Disciplines Suggestions for Further Reading Chapter 4. Inquiry Within the Disciplines Inquiry and Disciplinary Literacy Shifts for Implementing Inquiry Within the Disciplines Inquiry Within Science Inquiry Within History and Social Studies Inquiry Within Math Inquiry Within ELA Questions (and Answers) About Inquiry Within the Disciplines How to Get Students Inquiring Within the Disciplines Suggestions for Further Reading Chapter 5. Collaborative Learning The Power of Collaboration Collaborative Learning by Any Other Name Vocabulary: The Tool of Disciplinary Talk Shifts for Implementing Collaborative Learning Within the Disciplines Collaboration Within Science Collaboration Within Math Collaboration Within History and Social Studies Collaboration Within ELA Questions (and Answers) About Collaboration Within the Disciplines Activities for Collaborative Learning Within the Disciplines Suggestions for Further Reading Chapter 6. This Is Disciplinary Literacy Enter: Food Lit Literacy Alive Campfire: Literacy and Food A Student Perspective Collaboration and Community Class Meals: A Metaphor for Community Service-Learning at Home Cross-Culture Connections An Administrative Perspective Students as Learners, Students as Presenters The Power of Disciplinary Literacy References Index

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This Is Disciplinary Literacy helps content area teachers put into action the key literacies of their specialties-taking students from superficial understanding to deep content expertise.

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Acknowledgments About the Authors INTRODUCTION What to Expect From This Book CHAPTER 1: DISCIPLINARY LITERACY AND COLLABORATIVE PROFESSIONAL LEARNING: A PARTNERSHIP THAT WORKS Literacy Initiatives and PLCs: What Went Wrong? Collaborative Disciplinary Literacy Learning: A Story of Success Meet Our Disciplinary Literacy Learning Community Benefits of Collaborative Disciplinary Literacy Professional Learning Fostering Disciplinary Literacy Dialogue Resources for Continued Learning CHAPTER 2: UNLOCKING DISCIPLINARY LITERACY What Is Literacy in the 21st Century? Content Area Literacy Versus Disciplinary Literacy Disciplinary Literacy Instruction in Action Fostering Disciplinary Literacy Dialogue Resources for Continued Learning HOW TO CREATE A SCHOOL-WIDE CULTURE OF DISCIPLINARY LITERACY CHAPTER 3: CREATING A SCHOOL-WIDE CULTURE OF DISCIPLINARY READING Why Read in Every Discipline? Wide Reading in All Disciplines: There's No Downside Reading Strategies: When and How Vocabulary: The Key to All Content Reading Fostering Disciplinary Literacy Dialogue Resources for Continued Learning CHAPTER 4: CREATING A SCHOOLWIDE CULTURE OF DISCIPLINARY WRITING Exploring Disciplinary Writing Writing to Learn in the Discipline Areas Following the Pros: Disciplinary Mentor Texts Feedback: From Master to Apprentice Fostering Disciplinary Literacy Dialogue Resources for Continued Learning CHAPTER 5: CREATING A SCHOOL-WIDE CULTURE OF DISCIPLINARY THINKING Learning to Think in Disciplinary Ways Curiosity Drives Disciplinary Thinking Students and Teachers: Thinking Like Insiders Together Making Disciplinary Thinking Visible Fostering Disciplinary Literacy Dialogue Resources for Continued Learning HOW TO SUSTAIN A SCHOOL-WIDE CULTURE OF DISCIPLINARY LITERACY CHAPTER 6: BUILDING DISCIPLINARY LITERACY (DL) LEARNING COMMUNITIES The Problem With PLCs Fixing the Problem Through DL Learning Communities Tips for Creating Interdisciplinary Common Subject Literacy Learning Communities The All-Important First Meeting Supporting DL Learning Communities Moving Toward Collective Efficacy Sustaining DL Learning Communities Fostering Disciplinary Literacy Dialogue Resources for Continued Learning CHAPTER 7: WHAT MATTERS MOST IN A DISCIPLINARY LITERACY (DL) LEARNING COMMUNITY Collective Inquiry Autonomy and Authority Meaningful Collaboration Fostering Disciplinary Literacy Dialogue Resources for Continued Learning CHAPTER 8: FROM TEACHER LEARNER TO TEACHER LEADER Disciplinary Literacy Develops Deep Leadership Disciplinary Literacy Leadership Roles The Power of Disciplinary Literacy Leadership Fostering Disciplinary Literacy Dialogue Resources for Continued Learning CHAPTER 9: LEADING THE DISCIPLINARY LITERACY CHARGE Administrative Leaders as Learners Disciplinary Literacy Coaching: The Glue That Holds It All Together Fostering Disciplinary Literacy Dialogue Resources for Continued Learning Coda Appendix A: Disciplinary Literacy in English Language Arts Appendix B: Disciplinary Literacy in Math Appendix C: Disciplinary Literacy in Science Appendix D: Disciplinary Literacy in Social Studies Appendix E: Disciplinary Literacy in Art Appendix F: Disciplinary Literacy in a World Language Appendix G: Disciplinary Literacy in Health Appendix H: Disciplinary Literacy in Music Appendix I: Technology or Digital Literacy Appendix J: Disciplinary Literacy in Physical Education References Index

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How do you get content area teachers on the same page about literacy? By trusting that discipline-specific literacy skills will naturally arise-or will they? With this book, you get a professional learning plan to assure they do. Field-tested for more than a decade, this is ready made PL at its best, sure to instill innovative reading and writing schoolwide.

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The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades by Judith C. Hochman and Natalie Wexler, published by Jossey-Bass/Wiley Buy this book from: You may need a writing revolution in your classroom. Here's how to lead it. Expectations about student writing have changed dramatically in recent years.

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Authors Jeff Anderson, Travis Leech, and Melinda Clark lead a vibrant approach to grammar instruction in Patterns of Power, Grades 6-8: Inviting Adolescent Writers into the Conventions of Language. Here, young, emergent writers are invited to notice the conventions of the English language and build off them in this inquiry-based approach to instructional grammar. The book comes with standards-aligned lessons that can be incorporated in just 10 minutes a day. Patterns of Power's responsive, invitational approach puts students in an involved role and has them explore and discuss the purpose and meaning of what they read. Students study short, authentic texts and are asked to share their findings out loud, engaging in rich conversations to make meaning. Inside you'll find:

Ready-to-use lesson plan sets that include excerpts from authentic and diverse mentor texts curated for grades 6-8

Real-life classroom examples, tips, and Power Notes gleaned from the authors' experiences that can be applied to any level of writer

Resources, including a Patterns of Power Planning Guide and musical soundtracks, to use in classroom instruction or as handouts for student literacy notebooks

Patterns of Power, Grades 6-8 provides a simple classroom routine that is structured in length and approach, but provides teachers flexibility in choosing the texts, allowing for numerous, diverse voices in the classroom. The practice helps students build cognitive recognition and provides a formative assessment for teachers on student progress. With these short lessons, students will gain confidence and move beyond limitation to produce effortless writing in your class and beyond. The Patterns of Power series also includes Patterns of Power, Grades 1-5: Inviting Young Writers into the Conventions of Language; Patterns of Power en Español, Grades 1-5: Inviting Bilingual Writers into the Conventions of Spanish; Patterns of Power, Grades 9-12: Teaching Grammar Through Reading and Writing; and Patterns of Wonder, Grades PreK-1: Inviting Emergent Writers to Play with the Conventions of Language.

Acknowledgments

Introduction: Wired to Be Inspired
Part 1: Getting Started with the Patterns of Power Process
1. Into Planning: What Do You Need to Do Before Teaching the Invitations?

2. Into the Classroom: How Do You Teach Conventions with the Invitation Process?

3. Into Application: How Do You Nudge Writers to Apply Conventions?
Part 2: Into the Lessons with the Patterns of Power Process
4. How Do Writers and Readers Use SENTENCES?

5. Why Do Writers and Readers Need COMPOUND

6. How Do Writers and Readers Use COMPLEX SENTENCES?

7. How Do Writers and Readers Use PHRASES and CLAUSES?

8. What Does the MOOD of a VERB Do for Writers and Readers?

9. How Do Writers and Readers Use VERBALS?

10. What Does PUNCTUATION Do for Writers and Readers?

11. What Do PRONOUNS Do for Writers and Readers?

12. How Do Writers and Readers Continue Using CAPITALIZATION?

13. What Other Amazing Things Can Writers and Readers Do?

Conclusion: Connection over Correction

Appendix A: The Patterns of Power, Grades 6-8 Soundtrack

Appendix B: Patterns of Power Instruction in Remote Learning Environments

Professional Bibliography

Young Adult Literature Bibliography

Index

Biography

For over thirty years, Jeff Anderson has inspired writers and teachers of grades K-8 with the power and joy of the writing and grammar. He has written eight books for Stenhouse Publishers. He also writes middle-grade novels.

Travis Leech, coauthor of Patterns of Power: Inviting Adolescent Writers into the Conventions of Language, is currently a middle school instructional coach in Northside Independent School District in San Antonio, TX. He has thirteen years of experience in education, including teaching middle school English Language Arts and as a gifted and talented specialist. He has presented about engaging literacy practices and technology integration at the district, regional, and state levels.

Melinda Clark, coauthor of Patterns of Power: Inviting Adolescent Writers into the Conventions of Language, is currently the Academic Program Coordinator at John Jay High School in San Antonio, Texas. She has 31 years experience in education, including teaching middle school and high school English Language Arts, instructional coaching, independent consulting, and presenting at the district, regional, and state levels.

"For years, students have been handed sets of "I said so" rules as the standard means of learning language conventions. Patterns of Power moves beyond prescriptive rules to offer a series of steps that, instead, help students to recognize and internalize language conventions in a way that makes them better readers, writers, listeners, and speakers. Notice the patterns in sentences. Compare them with others. Try them yourself. Apply them. Edit them. I love how this book teaches students to really think about language."

- Kelly Gallagher

"Patterns of Power will free you from the tyranny of old school grammar instruction and show you a process to guide adolescents toward joyful exploration and experimentation of crafting, creating, and conveying meaning. Whether you're a grammar "phobe" or an expert sentence diagrammer, you will love this book."

- Cris Tovani

"In a Patterns of Power classroom, the conventions of language become possibilities. Here, rules are replaced by invitations as our "wired to be inspired" middle school learners engage in honest inquiry, asking themselves and each other What can this convention do for me as a writer?"

- Lisa Thibodeaux, Director of Secondary Curriculum, TX

"Jeff Anderson is going to make me return to teaching middle school English Language Arts. This is the kind of book that would have made me feel like I could provide concrete, meaningful writing instruction to my students. I am grateful, however, that as an administrator I have the power to put this tool in the hands of all my teachers and allow the work of these authors to reach thousands of students."

- Chad Everett, Middle School Principal

"Patterns of Power, 6-8 is a must-have for every teacher who longs to get their adolescents hooked on grammar. It gives middle grade teachers a simple, student-centered process that showcases what grammatical patterns do for readers and writers and how they lead to stellar writing."

- Jodi Ramos, Middle School Teacher, Department Chair, and New York Times education contributor

"Jeff Anderson, Travis Leech, and Melinda Clark have crafted a gift for middle school literacy teachers and their students. Patterns of Power, 6-8 provides abundant lesson ideas for engaging student readers and writers in ways that improve comprehension, communication and self-expression, as well as a deeper look at why this approach works. Through students' observations of authentic texts and focused exploration of writers' craft and language use, you can increase their reading and writing confidence and skill. Clear, empowering, and effective!"

- Donalyn Miller, Texas educator and author

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Patterns of Power, Grades 6-8: Inviting Adolescent Writers into the Conventions of Language

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Authors Jeff Anderson, Travis Leech, and Melinda Clark lead a vibrant approach to grammar instruction in Patterns of Power, Grades 6-8: Inviting Adolescent Writers into the Conventions of Language. Here, young, emergent writers are invited to notice the conventions of the English language and build off them in this inquiry-based approach to instructional grammar.

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Such a great account to follow for learning new words, etymology, and language!

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Welcome back to Instagram. Sign in to check out what your friends, family & interests have been capturing & sharing around the world.

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The Morphology Project - The Grammar Project

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In 2022, three educators and a speech pathologist from Rivergums Primary School, Serpentine Primary School and Fremantle Language Development Centre collaborated on a series of morphology lessons for Grades 3-6. This project is a bank of explicit, direct instruction style PowerPoint lessons that align with the Reading Science in Schools (RSiS) morphology scope and sequence created by Jasmine Shannon.

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Each year, the National Science Teaching Association produces a list of outstanding Science trade books that can be used to support K-12 Science instruction.

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Outstanding Science Trade Books for Students K–12

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NSTA, in conjunction with the Children’s Book Council, is pleased to announce the list of Outstanding Science Trade Books for Students. Representing the best science trade books published in 2025 for students in kindergarten through 12th grade, the books featured on the list include captivating stories, compelling characters, and beautiful illustrations.

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In many schools, writing is largely reserved for English and social studies classes, which limits students' ability to get writing practice across the curriculum. When students do write in math and science classes, they're often asked to summarize what they've learned-they're not given tasks that guide them to further learning through the process of writing. This can ultimately affect their ability to become strong, versatile writers-a basic proficiency in the modern working world.

Cross-curricular writing isn't a novel concept, and research has consistently shown that by writing about connections between their lives and what they learn in science classes, students become more invested in the subject and achieve greater academic results.

"There is a common misconception that science is all about hands-on activities with writing embedded at the end to form a conclusion.... This could not be farther from the truth, as writing is part of every step in scientific inquiry," writes Gina Flynn, a kindergarten teacher in Minnesota, in Literacy Today. When students document the entirety of their science experiences through writing, Flynn adds, "they are able to emulate real scientists by recording their ideas, observations, predictions, data, and findings."

Here are three ways to foster authentic writing opportunities that allow students to think critically and learn deeply in science classes.

Assign Science Notebooks and Journals

When students write down their ideas, thoughts, and questions while learning a new concept, "they begin to make predictions and form a hypothesis, which can be represented using pictures or words in their science notebooks," writes Flynn. Actively processing what they've learned through writing, she adds, motivates them to "think more deeply about what they are seeing, hearing, feeling, and smelling."

Young students might find it exciting to record their observations and thinking in drawings or pictures, but that doesn't mean they can't jot observations down in words in their notebooks as well. "Even at third grade, you could have students write lab reports," writes Tammy DeShaw, an upper elementary teacher in Michigan, who adds that these notebooks don't have to be as detailed as the ones high school students keep-these young students can learn a lot by writing the outline of a lab report.

Former middle school teacher Jeremy Hyler used notebooks and journals in his science classroom. He asked his students to get a composition notebook or sketchbook large enough to use throughout the year, and encouraged them to carry it wherever they went. "This would include when they do labs, experiments, are taking notes in the library, or when we go out on school grounds for certain lessons," writes Hyler. At first, his students saw this as just one more thing to do, but they came to "see the notebook as a valuable anchor tool for all the things we do in science," he adds.

Provide Low-Stakes Writing Prompts

A summary of scientific concepts is useful when students need to review the material, but writing about their process of acquiring that knowledge can reinforce and deepen students' understanding of the subject as they're learning.

When DeShaw was teaching a unit on plant life, for example, she had students write about what they learned using the RAFT (role, audience, format, topic) formula. Her students would pretend to be one of the structures of the plant (roots, leaves, stem, flower, or seed) and write to another part of the plant about any topic. Her students ended up with plenty of imaginative scenarios, such as writing an email to explain the work they do and to request a vacation, or writing a speech about why they should be voted "Most Important Plant Part." "The kids love the creativity, and I can evaluate whether they understand (in this case) the parts and functions of the plant. Plus, it gives them practice at different writing formats," she explains.

James Kobialka, a seventh-grade science teacher in Maryland, also uses low-stakes writing to foster students' critical thinking. "The most important thing about it for me is that it's not censored, and it's not too highly structured," he says. To open a unit on conservation of mass, for example, Kobialka didn't define that term-he showed students a picture and asked them to write about these questions: "What do you notice about the atoms on both sides? How can you explain that?" Thinking those questions through, in writing, prepared the students for a long discussion.

Get Creative and Interactive

Once writing becomes an integral part of the learning process in the science classroom, there are numerous ways to make it an even more meaningful and productive experience for all students.

To get kids to write more in her classroom, DeShaw often starts off a lesson with a warm-up activity called "Science Picture of the Day": She provides students with an everyday picture-like a butterfly or a girl jumping over a puddle-and asks them to write down all the things they observe about it, list any questions they have and things they infer, and finally list any science they see. "I love this activity because it makes students start to notice the science that is around them in their everyday lives, all while thinking critically, inferring, using reading skills, and writing skills," DeShaw writes.

In middle and high school, traditional notebooks have a lot of benefits, but pivoting to digital versions has helped teachers open up more opportunities for students to be more creative and collaborative with peers, teachers tell us. In her high school biology class, for instance, Lee Ferguson requires students to submit digital notebooks to showcase their learning, and the response has been largely positive-students mention that they can personalize their online notebooks by adding in resources they selected and collaborate with peers, especially during asynchronous learning and on homework. They also like the fact that the digital notebooks "could easily be taken with them to be used in future biology classes," Ferguson writes.

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Creating Authentic Writing Opportunities in the Science Classroom

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Encouraging students to write more frequently in science classes helps them become strong, versatile writers and deepens their scientific thinking.

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Museum websites are a great tool for allowing students to explore real-world informational writing.

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Best Museum Apps and Websites for Students | Common Sense Education

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Best Museum Apps and Websites for Students is a list of 19 apps, games, and websites curated by Common Sense Education editors.

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Supplemental Advanced Word Study Intervention Example (FREE!)

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Supplemental Advanced Word Study Intervention Example (FREE!)

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This reading intervention was developed and tested by Dr. Jessica Toste and colleagues at The University of Texas at Austin. The program materials were redesigned for open access by the Toste Team in October 2022. We are excited for you to use the Word Connections program! We look forward to continued feedback from teachers and students.

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

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Achievethecore.org :: Instructional Practice Guide: Academic Word Finder

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This guide is a practical tool that teachers, and teacher-trainers, can use (and re-use!) in order to build fluency with the Common Core State Standards (CCSS).

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Here are some favorite websites for finding grade level texts connected to classroom learning:

ReadWorks

Dirigible balloon (poetry)

Wonderopolis

Commonlit

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From Shifting the Balance

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Multi-Year Morphology Plan Example - The Six Shifts    .pdf

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Tip Sheet for Student Friendly definitions

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Tip Sheet for Student Friendly definitions

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The Learning Network from NYTimes posts photos each week to inspire visual thinking, communication, and making inferences.

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Free Resource Archives | Can Do Kids Academy

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We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking “Accept All”, you consent to the use of ALL the cookies. However, you may visit “Cookie Settings” to provide a controlled consent.Cookie SettingsAccept All

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Copy of Morpheme Magic Greek Combing Forms 

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Achieve the Core Text Set Project

American Library Association (annual book lists of high quality texts)

LEXILE book search (search by text for level or by level for text)

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Read Works

Common Lit

Derigible Balloon (poetry)

Academy of American Poets (poetry)

Lit2Go (pdf and audio)

Learning for justice (texts for teaching tolerance)

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PBS Kids

TED Talks

Kids Discover Infographics

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Read Alouds as a High Leverage Strategy with Molly Ness

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Here are some extra resources we didn't touch on during our sessions, but full of great resources and materials.

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Text sets are intentionally grouped collections of texts and media resources focused on a specific topic, and are a research-based way to grow vocabulary and knowledge for all students. This collection of text sets intentionally elevates culturally relevant content and pedagogy. You might use a culturally relevant text set to fill a gap in relevance, perspectives or representation in your instructional materials, center student interests, or enhance an existing unit.

Each culturally relevant text set:

Centers on a single topic (e.g., women of the Montgomery Bus Boycott; the sun, moon, and stars)

Is designed to elevate connections to counternarratives, current events, student identities/languages, multiple perspectives and/or social justice

Contain a variety of open source resources (i.e., articles, videos, websites, art, music) at a variety of complexity levels

Purposely orders resources to support students in building vocabulary and knowledge through a volume of reading

In this resource, we wanted to amplify ways to focus on building knowledge and vocabulary through text sets that center culturally relevant pedagogy and students, particularly students who are often marginalized by schools. We focused on the question: How might we design text sets that elevate connections to counternarratives, current events, student identities/languages, multiple perspectives and/or social justice?

Our deepest appreciation to our educator co-designers for their collaboration, guidance, and brilliance: Ifetayo Abdus-Salam, Crystal Graham, Tanya Hill, Tawana Jordan, Tempest NeuCollins and Islah Tauheed.

We hope to expand on this set of prototypes and welcome your feedback on any of these resources by using the "Send Feedback" button at the bottom left hand side of the page.
Explore more:

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Creating Text Sets to Support Culturally Relevant Instruction

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Text sets are intentionally grouped collections of texts and media resources focused on a specific topic, and are a research-based way to grow vocabulary and knowledge for all students. This collection of text sets intentionally elevates culturally relevant content and pedagogy.

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Motivation for the Growing Brain, With David Yeager, PhD