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Post pictures/artifacts and/or reflections below. 👇

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tonya@tonyagilchrist.com

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Douglas Fisher, Nancy Frey, and Nancy Akhavan

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Students learn to read and write best when their teachers balance literacy instruction. But how do you strike the right balance of skills and knowledge, reading and writing, small and whole group instruction, and direct and dialogic instruction, so that all students can learn to their maximum potential?

The answer lies in the intentional design of learning activities, purposeful selection of instructional materials, evidence-based teaching methods, and in strategic groupings of students based on assessment data. Together, these create the perfect balance of high impact learning experiences that engage and excite learners. In this hands-on essential guide, best-selling authors Douglas Fisher, Nancy Frey, and Nancy Akhavan help you define that balance for your students, lighting the path to implementing balanced literacy in your classroom. Their plan empowers you to integrate evidence-based approaches that include:

* Instructional materials comprised of both informational and narrative texts.
*The best uses of instructional delivery modes, including direct and dialogic instruction.
*Grouping patterns that work best to accomplish learning aims for different learners at different stages.
* Instruction in foundational skills and meaning making, including oral language, phonemic awareness, phonics, fluency,
vocabulary, comprehension, and writing.
* Technology used as a tool for increasing learning of a specific literary process.

All the tips and tools you need to realize the goal of balanced literacy learning are included, with classroom videos that show strategies in action. Tap your intuition, collaborate with your peers, and put the research-based strategies embedded in this roadmap to work in your classroom to implement or deepen a strong, successful balanced literacy program. Grow as a reading and writing teacher while leading your students to grow as readers and writers.

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All the tools and tips you need to strike the right balance of high impact learning and realize the goal of balanced literacy instruction in your classroom.

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Tweets by Mrs_Gilchrist

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ILA Reading Research Quarterly - The Science of Reading Progresses

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ILA Reading Research Quarterly - The Science of Reading Progresses

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Nell K. Duke and Kelly B. Cartwright (2021)

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Inquiry, Agency, & Responsive Teaching in International Schools

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Inquiry, Agency, & Responsive Teaching in International Schools

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Join this Facebook group to connect with educators around the world as well as to access articles and resources.

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Jan Burkins and Kari Yates

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These days, it seems that everyone has a strong opinion about how to teach young children to read. Some may brush off the current tension as nothing more than one more round of "the reading wars." Others may avoid the clash altogether due to the uncivilized discourse that sometimes results. Certainly, sorting the signal from the noise is no easy task.

In this leading-edge book, authors Jan Burkins and Kari Yates address this tension as a critical opportunity to look closely at the research, reevaluate current practices, and embrace new possibilities for an even stronger enactment of balanced literacy. cuts through the rhetoric (and the sciencey science) to offer readers a practical guide to decision-making about beginning reading instruction. The authors honor the balanced literacy perspective while highlighting common practices to reconsider and revise-all through a lens of what's best for the students sitting in front of us.

From phonological processing to brain research to orthographic mapping to self-teaching hypothesis, Shifting the Balance

Across six shifts, each chapter

identifies a common instructional practice to reconsider

explores various misunderstandings that establish and keep that practice in play

shares scientific research to support its reconsideration

proposes an instructional shift to apply a new perspective, and

details several high-leverage instructional routines to support implementation of that shift.

By pinpointing gaps and overlaps-as well as common misunderstandings and missed opportunities between the competing lines of thought-Jan and Kari offer busy educators direction and clarification for integrating science and balance into their daily instruction, while keeping meaningful experiences with text a priority.

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Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom

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Buy Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom: Read Kindle Store Reviews - Amazon.com

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Choice Words: How Our Language Affects Children's Learning

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Choice Words: How Our Language Affects Children's Learning

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Peter Johnston

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Throughout this book, author Peter Johnston provides examples of seemingly ordinary words, phrases, and uses of language that are pivotal in the orchestration of the classroom. Grounded in a study by accomplished literacy teachers, the book demonstrates how and what we say (and don't say) have surprising consequences for what children learn and for who they become as literate people. Students learn how to become strategic thinkers, not merely learning the literacy strategies, but adapting them to their lives outside of the classroom.

In addition, Johnston examines the complex learning that teachers produce in classrooms that is hard to name and thus is not recognized by tests, by policy-makers, by the general public, and often by teachers themselves, yet is vitally important. This book will be enlightening for any teacher who wishes to be more conscious of the many ways their language helps children acquire literacy skills and view the world, their peers, and themselves in new ways.

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Choice Words: How Our Language Affects Children's Learning

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Amazon.com: Choice Words: How Our Language Affects Children's Learning: 9781571103895: Johnston, Peter H: Books

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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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Culturally Responsive Teaching and The Brain

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Culturally Responsive Teaching and The Brain

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Zaretta Hammond

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The achievement gap remains a stubborn problem for educators of culturally and linguistically diverse students. With the introduction of the rigorous Common Core State Standards, diverse classrooms need a proven framework for optimizing student engagement and facilitating deeper learning

Culturally responsive pedagogy has shown great promise in meeting this need, but many educators still struggle with its implementation. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

The book includes:

Information on how one's culture programs the brain to process data and affects learning relationships

Ten "key moves" to build students' learner operating systems and prepare them to become independent learners

Prompts for action and valuable self-reflection

With a firm understanding of these techniques and principles, teachers and instructional leaders will confidently reap the benefits of culturally responsive instruction.

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Culturally Responsive Teaching and The Brain

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In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

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Napper and Rao

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Introducing The Power of Agency, a science-backed approach to living life on your own terms. Agency is the ability to act as an effective agent for yourself―reflecting, making creative choices, and constructing a meaningful life. Grounded in extensive psychological research, The Power of Agency gives you the tools to help alleviate anxiety, manage competing demands and help you live your version of success.Renowned psychology experts Paul Napper and Anthony Rao will help you break through your state of overwhelm by showing you how to access your personal agency with seven empowering principles: control stimuli, associate selectively, move, position yourself as a learner, manage your emotions and beliefs, check your intuition, deliberate and then act.Featuring stories of people who have successfully applied these principles to improve their lives, The Power of Agency will give you the insights and skills to build your confidence, conquer challenges, and live more authentically.

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The Power of Agency: The 7 Principles to Conquer Obstacles, Make Effective Decisions, and Create a Life on Your Own Terms

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Introducing The Power of Agency, a science-backed approach to living life on your own terms. Agency is the ability to act as an effective agent for yourself―reflecting, making creative choices, and constructing a meaningful life. Grounded in extensive psychological research, The Power of Agency g...

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Cecilia M. Espinosa and Laura Ascenzi-Moreno

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Dr. Laura Ascenzi-Moreno earned her Ph.D. in Urban Education at the Graduate Center CUNY with a focus on bilingual education. She is currently an associate professor and the bilingual program coordinator at Brooklyn College, City University of New York. Dr. Ascenzi-Moreno's research is focused on the literacy development of emergent bilinguals, the literacy assessment of emergent bilinguals, the development of teacher knowledge, and how these intersect with equity. She is particularly interested in investigating how to shift and reimagine standardized literacy spaces by centering them onf children's multilingual and multimodal practices. Her article, "Translanguaging and Responsive Assessment Adaptations: Emergent Bilingual Readers through the Lens of Possibility," won the National Council of Teachers (NCTE) Language Arts Distinguished Article Award in 2018. Dr. Ascenzi-Moreno's articles can be found in Language Arts, The Reading Teacher, the Journal of Literacy Research, Literacy Research and Instruction, Voices from the Middle, among others.

As an applied researcher, Dr. Ascenzi-Moreno work is deeply connected to the lived experiences of students and teachers. She worked in New York City public school classrooms as a bilingual teacher assistant, a bilingual teacher, a literacy coach, and new teacher mentor. At Brooklyn College, she coordinates the bilingual program and works with pre-service and in-service teachers to support their development as critical practitioners ready to support emergent bilinguals in their classrooms and beyond.

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Rooted in Strength: Using Translanguaging to Grow Multilingual Readers and Writer: Using Translanguaging to Grow Multilingual Readers and Writers

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Buy Rooted in Strength: Using Translanguaging to Grow Multilingual Readers and Writer: Using Translanguaging to Grow Multilingual Readers and Writers: Read Kindle Store Reviews - Amazon.com

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Danling Fu, Xenia Hadjioannou, and Xiaodi Zhou

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Translanguaging for Emergent Bilinguals is a thorough examination of the development, evolution, and current realities of educating emergent bilinguals in U.S. classrooms. Through engaging vignettes, readers follow the experiences of emergent bilinguals in a variety of monolingual settings, tracing the challenges encountered by both the students and the schools that serve them. The authors argue that the future of emergent bilingual education lies in an inclusive translanguaging pedagogy. By embracing home languages and cultures, this approach nurtures the development of multiple literacies, enabling individuals to thrive academically, socially, linguistically, and intellectually. The text begins by showing how the authors evolved from monolingual language educators to translanguaging educators and ends with concrete takeaways for successfully using this approach in different education settings.

"This book offers an uplifting alternative view of the lives and education of language-minoritized students. The authors present here a practice-based approach to translanguaging for all types of teachers of emergent bilinguals."
-From the Foreword by Ofelia García, The Graduate Center, City University of New York

"A fascinating volume offering practical as well as theoretical insights into translanguaging pedagogy."
-Li Wei, UCL Institute of Education, University College London

"Contributes significantly to our understanding of the nature of translanguaging and its potential to transform the education of emergent bilingual students."
-James Cummins, University of Toronto

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Translanguaging for Emergent Bilinguals: Inclusive Teaching in the Linguistically Diverse Classroom (Language and Literacy Series)

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Buy Translanguaging for Emergent Bilinguals: Inclusive Teaching in the Linguistically Diverse Classroom (Language and Literacy Series): Read Kindle Store Reviews - Amazon.com

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Ruth Culham

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Any successful writer will tell you that the key to writing well is revision. Any elementary school teacher will tell you that the real challenge of writing instruction is teaching kids how to revise. Ruth Culham is both a successful writer and a writing teacher, and she's discovered how to teach writing and revision in a way that's accessible to both teacher and students: First read the writing, assess it using the traits of writing, then teach the writers and guide revision decisions using traits as a common language and map.

This book shows you how to assess and teach writing in a way that's practical and doable-and best of all, see results.

Part 1 walks you through the traits of writing and their key qualities, showing step by step how to read students' writing and offer feedback that nudges them forward through the revision process. Chapters will help you address challenges students face within each mode of writing (narrative, expository, persuasive), and provide tools young writers can use to evaluate their own writing and make revision decisions accordingly.

Part 2 dives into instruction, offering specific guidance for how to use what you've learned from reading student writing to design lessons that scaffold students toward making their own craft decisions and revisions. In addition, there's an entire chapter devoted to mentor texts that you can use to model traits and key qualities for your students.

Traits-based revision lies at the heart of this book, as it's been at the heart of Ruth's career in writing instruction. Rethinking revision is what will ultimately help you to teach writing well.
Go Digital with Stenhouse
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 and ebooks.com. View the full list of retailers here.

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

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Any successful writer will tell you that the key to writing well is revision. Any elementary school teacher will tell you that the real challenge of writing instruction is teaching kids how to revise.

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Kelly Boswell

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Sometimes the hardest part about teaching writing is getting students to write at all. Kelly Boswell reminds us that every writer is reluctant to write

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Got/Takeaway: What resonated the most? What will you carry with you?

Want/Burning Question: What would you find most helpful to explore next? —OR— What burning question is on your mind?

Please leave your response below.👇👇

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I wonder how long a unit should last? What if things are taking too long?

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Mid-workshop teaching (living the work) in workshop doesn't have to happen everytime! Use this naturally and when there is time.

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I wonder how we can support students who lack the functional vocabulary needed to express themselves verbally or through their writing. 

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I wonder how we can support students who lack the functional vocabulary needed to express themselves verbally or through their writing. 

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I wonder about best practices to build routines and self efficacy when you have a large number of students with learning needs / IEPs

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I wonder how to create and implement a balanced program (word study, reading, shared reading and writing, writer's workshop, etc.) within 40 minutes per day. 

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I wonder how to create and implement a balanced program (word study, reading, shared reading and writing, writer's workshop, etc.) within 40 minutes per day. 

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Inquiry in the literacy classroom, not just UoI.

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What strategies can I use to incorporate phonics/grammar/word study into writers workshop? Should the explicit teaching of phonics/vocabulary be seperate from writers workshop?

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Celebrate the successes of students. Praise

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Want: How can I create and implement a balanced program in just 40 minutes a day?

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Want: How can I create and implement a balanced program in just 40 minutes a day?

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Examples of teachers tailoring / personalizing units of study to fit the culture of the school / classroom

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Want: What does it all look like in an ESL environment?

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Want: What does it all look like in an ESL environment?

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Got/Takeaway: What resonated the most? What will you carry with you?

Want/Burning Question: What would you find most helpful to explore next? —OR— What burning question is on your mind?

Please leave your response below.👇👇

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Gots: Reframing the teaching point as a question and pre-selecting the number of students to share out.        

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Gots: Reframing the teaching point as a question and pre-selecting the number of students to share out.        

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Like the idea of flipping teaching points into inquiry questions. Also the "Working on" board for the Anchor chart with student names as it gives students agency over their learning.
Want....I find it hard to fit in enough time for small group work / 1 on 1. How long do those meetings usually last?

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Planning with goals in mind. Find spaces throughout the day. UOI, Math, etc.

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Julia B. Lindsey

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The newest addition to Scholastic's "Science of Reading" collection is an early literacy handbook written by a teacher for teachers. This book is about decoding and phonics. Lindsey uses her impeccable body of research to create a powerful translational work interpreting reading science. She employs a scaffolded approach to teaching foundational skills, starting with decoding and oral language, moving through phonemic awareness and sound-spelling knowledge, and ending with fluency. Of particular value is the focus on bridging to practice: activities and lessons presented here can be used immediately in the classroom. The book is predicated on the "Essential Instructional Swap" of substituting ineffective activities for more effective, evidence-based routines. For example, "Fewer Rhymes, More Phonemes" and "Less Pointing to Text in Predictable Books, More Engaging in Shared Reading." The depth of research backing this text cannot be overstated. Lindsey refers to the findings of meta-analyses throughout, and the book sports a beefy and current reference section. VERDICT This title can be used as a handbook for professional educators; its clear organization and focused language will be useful for early literacy teachers.-Jennifer Townesα(c) Copyright 2011. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.

" Reading Above the Fray is a wonderful resource, a book I read from cover to cover. The scholarship is impeccable, citing the central and most impactful studies surrounding foundational skills and their importance to reading acquisition. Authored by a passionate educator, the book is rich in stories, lessons, activities, and ideas. It is a joy to read and will become a well-worn guide for teachers and students of reading!"Book Smart: How to , Julia masterfully connects the deep research base on how kids learn to read to what teachers can do tomorrow in their classrooms. What I love even more about the book is her focus on the joy of helping students develop the tools they need to achieve reading success."

- ANNE E. CUNNINGHAM, Professor, Learning Sciences and Human Development, University of California, Berkeley; author of Develop and Support Successful, Motivated Readers Letter Lessons and First Words: Phonics Foundations That Work

"This book speaks to something near and dear to my heart-the power of early literacy to lead to lifelong learning and immeasurable opportunities. With clarity and precision, Dr. Lindsey cuts through the distracting noise around reading instruction. Her book should be required reading in preservice and inservice programs. With it, we can chart a course forward to literacy for all."

- SHARIF EL-MEKKI, Chief Executive Officer, Center for Black Educator Development

"One of the best books I've read on decoding and phonics. With passion for teaching, Dr. Lindsey interprets reading science in ways that are directly transferable to the classroom. Her book is chock full of techniques, activities, and strategies-a veritable 'go-to' resource. This is exactly the kind of translational work the field needs!"

- SUSANNE NOBLES, Chief Academic Officer, ReadWorks

"Accessible, timely, and easy to use, this is a book that needed to be written for teachers, literacy coaches, and school administrators looking to develop efficient and effective literacy instruction. Dr. Lindsey simplifies the complexities of foundational skills instruction, synthesizes research by bridging it to practice, and provides routines that can be implemented the very next day. I predict it will become a primary resource that educators return to time and again."

- REBECCA MILES, Early Literacy Consultant and Coach Coordinator, Berrien Regional Educational Service Agency

"If you think a professional book about decoding and foundational skills can't be engaging, think again! Dr. Lindsey artfully combines wit, wisdom, and classroom realism with evidence-based routines that we can implement immediately. Most important, she centers each chapter on children, calling us to value and build upon the strengths, perspectives, and cultural assets they bring. This book is a win for educators and, by extension, the children and families they serve!"

- ANNIE PETROZZELLI SPEAR, Literacy Specialist, Consultant, and Author

"Elementary teachers have been waiting for this one! Dr. Lindsey explains not only the 'why' behind the essential elements of decoding, but also provides explicit guidance and routines to help any teacher swap out ineffective practices for more effective and efficient research-based ones. She makes it easy to align instruction to reading science
and teach 'above the fray.'"

- KATHARINE NOONAN, English Language Arts Instructional Coach, District of Columbia Public Schools
- HEIDI ANNE MESMER, Professor of Literacy Education, Virginia Tech; author of Reading Above the Fray

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Reading Above the Fray: Reliable, Research-Based Routines for Developing Decoding Skills (The Science of Reading in Practice)

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Julia Lindsey's evidence-backed routines help young readers decode words efficiently so they can spend more energy on comprehending--and enjoying--what they read! You'll find:1. need-to-know essentials of how kids learn to read.2. principles of high-quality foundational skills instruction.3. teac...

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Got/Takeaway: What resonated the most? What will you carry with you?

Want/Burning Question: What would you find most helpful to explore next? —OR— What burning question is on your mind?

Please leave your response below.👇👇

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Dr. Heidi Anne Mesmer

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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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Intentional Design for Phonics Explorations - TG

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Love the mention of word play. This should be the mindset in all grades when thinking about word learning. Inquiry in language and words!

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https://youtu.be/APSGYIuOu9k

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A Guide for Designed Translanguaging - TG

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Co-planning & Co-teaching to Nurture Plurilinguals

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Co-planning & Co-teaching to Nurture Plurilinguals

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Co-planning & Co-teaching to Nurture Plurilinguals - TG

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EARLY YEARS: One way to monitor and document...

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EARLY YEARS: One way to monitor and document...

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Translanguaging - EY Monitoring and Documenting - TG

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Exploring Your Classroom's Language Ecology and Environmental Print

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Exploring Your Classroom's Language Ecology and Environmental Print

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Classroom Ecology & Environmental Print - TG

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3 Key Takeaways

2 Things I'll Try This Month

1 Question I Still Have

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I think host country teachers are also fit for this session of the workshop and will share the concepts with them!

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I think host country teachers are also fit for this session of the workshop and will share the concepts with them!

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3 Takeaways- trans language, balanced literacy, mini planner

2, things to try- intentional trans language planning, using pinyin and Chinese to support Chinese learners.

1 Question- I have heard in a recent podcast “The Science of Reading” that the ratio of content to skills should be 90’% content, 10% skills. While having a balanced literacy program is important, we know the ingredients, but the amount is important too. What are the “amount” or ratio we should be incorporating?

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3 key takeaways: 1) Be intentional with teaching and actively plan with specific goals or outcomes for children's learning in mind.  2)  Incorporate the environment as the teaching text for developing foundational literacy skills with students.  3) Help students achieve academic success while still validating their native languages and cultural identities.

2 things I'll try this month: 1) multimodal learning and 2) surface, deep, and transfer learning model

1 question I still have: Should we teach students at their reading levels?

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Michael showed G4 collaborative planning on Jamboard

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Michael showed G4 collaborative planning on Jamboard

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Graphic - DRIVE Model of Reading - Cartwright & Duke (2019)

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How might I assess executive functioning skills?

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How might I assess executive functioning skills?

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Assessing Executive Skills through Observations of Reading Behavior (Cartwright, 2023)

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Am I teaching strategies to readers or am I teaching readers to be strategic?

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Am I teaching strategies to readers or am I teaching readers to be strategic?

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What has research shown us so far about teaching strategic readers?

# data[].attributes.subject
What has research shown us so far about teaching strategic readers?

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from the Education Endowment Foundation (2020)

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Burkins, Yates, & Cunningham (2023)

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Self-regulated Learners... (i.e. Living AtL...)

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Self-regulated Learners... (i.e. Living AtL...)