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A Teacher's Guide to Writing Conferences: The Classroom Essentials Series

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A Teacher's Guide to Writing Conferences: The Classroom Essentials Series

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How can I get started with conferring or improve my conferences?
How can I fit conferences into my busy writing workshop schedule?
How can conferences help me meet the diverse needs of student writers?

Helping students become better writers is what writing conferences are all about.In A Teacher's Guide to Writing Conferences, Carl Anderson explains the underlying principles and reasons for conferring with students, and how to make writing conferences a part of your daily routine. With clear and accessible language, Carl guides you through the three main parts of a writing conference, and shows you the teaching moves and intentional language that can be used in each one. He helps you understand:
- how to get started with conferring, or improve your existing conferences
- how to use conferences to meet the diverse needs of your student writers
- how to fit conferences into your busy writing workshop schedule.
More than 25 videos bring the content to life, while Teacher Tips, Q&A's, and Recommended Reading lists provide everything you need to help you become a better writing teacher.

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A Teacher's Guide to Writing Conferences: The Classroom Essentials Series

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Amazon.com: A Teacher's Guide to Writing Conferences: The Classroom Essentials Series: 9780325099187: Anderson, Carl, Ray, Katie Wood: Libros

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Culturally Responsive Teaching and The Brain

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Culturally Responsive Teaching and The Brain

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To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation―until now.

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

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Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

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Amazon.com: Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students: 9781483308012: Hammond, Zaretta L.: Libros

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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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Cultivating Meaningful Learning Communities through Literacy

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Lucy Calkins and Colleagues Units of Study

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A Workshop Curriculum - Grades K-8

by Lucy Calkins and Colleagues from TCRWP

Dear Teachers,
I couldn't be more delighted to be sharing this work with you. It is the understatement of a lifetime to say that Units of Study grow out of years of work in thousands of classrooms. This series also grows out of the greatest minds and most beautiful teaching that I've seen anywhere. To write the Units of Study, my colleagues at the Teachers College Reading and Writing Project and I have done what teachers throughout the world do all the time. We've taken all that we know-the processes, sequences, continua, books, levels, lessons, methods, principles, strategies...the works-and we've made a path for children, a path that draws all we know into a cohesive, organic progression. Our hope is that this path brings children along to the place where they can write clearly and skillfully and read flexibly and joyfully-and can live together as caring, thoughtful readers and writers. Lucy Calkins

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Units of Study Reading, Writing & Classroom Libraries by Lucy Calkins

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Lucy Calkins Units of Study Series for teaching reading and teaching writing from the Teachers College Reading and Writing Project.

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The Artful Read-Aloud: 10 Principles to Inspire, Engage, and Transform Learning

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The Artful Read-Aloud: 10 Principles to Inspire, Engage, and Transform Learning

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A Guide to the Reading Workshop, Primary Grades

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A Guide to the Reading Workshop, Primary Grades

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Conferring with Readers: Supporting Each Student's Growth and Independence

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Conferring with Readers: Supporting Each Student's Growth and Independence

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A great reading conference only takes five minutes, but its impact can last a lifetime. That's because conferences are the critical, one-to-one teaching that forms the backbone of reading instruction. Conferring with Readers shows you how to confer well and demonstrates why a few moments with students every week can put them on the path to becoming better, more independent readers.

Conferring with Readers is a comprehensive guide that shows you how to determine what readers have learned and what they need to practice, then provides suggestions for targeting instruction to meet students' needs. It provides explicit teaching methods for use in effective conferences. You'll learn how to: Conferring with Readers presents repeatable frameworks for conferences that focus on six specific purposes of reading instruction:

matching students to just-right books

reinforcing students' strengths

supporting students during whole-class studies

helping students move from one reading level to the next

holding students accountable for previous learning

deepening students' conversations about books in order to deepen their thinking.

What's more, each purpose is bolstered by an appendix of conference transcripts that support your teaching. With all this plus ideas for planning instruction, keeping records of your conferences, and even conducting group sessions, Conferring with Readers will make a big difference in how you teach reading-helping you feel confident and well equipped to foster each student's growth and independence as a reader.

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Conferring with Readers: Supporting Each Student's Growth and Independence

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Amazon.com: Conferring with Readers: Supporting Each Student's Growth and Independence: 9780325011011: Serravallo, Jennifer, Goldberg, Gravity: Libros

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With hit books that support strategic reading through conferring, small groups, and assessment, Jen Serravallo gets emails almost daily asking, "Isn't there a book of the strategies themselves?" Now there is.

"Strategies make the often invisible work of reading actionable and visible," Jen writes. In The Reading Strategies Book , she collects 300 strategies to share with readers in support of thirteen goals-everything from fluency to literary analysis. Each strategy is cross-linked to skills, genres, and Fountas & Pinnell reading levels to give you just-right teaching, just in time. With Jen's help you'll:

develop goals for every reader

give students step-by-step strategies for skilled reading

guide readers with prompts aligned to the strategies

adjust instruction to meet individual needs with Jen's Teaching Tips

craft demonstrations and explanations with her Lesson Language

learn more with Hat Tips to the work of influential teacher-authors.

Whether you use readers workshop, Daily 5/CAFE, guided reading, balanced reading, a core reading program, whole-class novels, or any other approach, The Reading Strategies Book will complement and extend your teaching. Rely on it to plan and implement goal-directed, differentiated instruction for individuals, small groups, and whole classes.

"We offer strategies to readers to put the work in doable terms for those who are still practicing," writes Jen Serravallo. "The goal is not that they can do the steps of the strategy but that they become more comfortable and competent with a new skill." With The Reading Strategies Book , you'll have ways to help your readers make progress every day.

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The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers

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Amazon.com: The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers: 9780325074337: Serravallo, Jennifer: Libros

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100 new and 200 heavily revised strategies

700+ references or links to research studies

Skill progressions for progress monitoring

200 new student-facing charts

New strategies for advanced middle school readers

Recently published mentor texts used in lesson examples

Serravallo brings a practical and proven approach to helping teachers help kids develop as skilled readers. The Reading Strategies Book 2.0 is designed to work in every K-8 classroom, providing strategies and lesson plans for every type of reader.

The user-friendly design of The Reading Strategies Book 2.0 makes it easy to find strategies, prompts, and tips that meet every student where they are now . Save prep time and support readers' progress toward skills mastery with classroom-ready features such as revised lesson language with updated mentor texts, teaching tips with advice for differentiation, and mostly new student-facing charts.

Whether you are looking for powerful and engaging lessons for whole-class teaching, need to supplement your core curriculum with small-group instruction, want to improve the quality of content-area instruction, or need ideas for intervention, The Reading Strategies Book 2.0 will help you connect research to practice.

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The Reading Strategies Book 2.0: Your Research-Based Guide to Developing Skilled Readers

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Amazon.com: The Reading Strategies Book 2.0: Your Research-Based Guide to Developing Skilled Readers: 9780325132679: Serravallo, Jennifer: Libros

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BBC One Christmas 2017 | The Supporting Act

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Hair Love | Oscar®-Winning Short Film (Full) | Sony Pictures Animation

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How Knowledge of First Language (L1) Affects Second Language (L2) Acquisition

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How Knowledge of First Language (L1) Affects Second Language (L2) Acquisition

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In linguistic communities all over the world, literate and non-literate, children at the age of four have developed the essentials of basic interpersonal communication. That is, their pronunciation system is approaching that of an adult speaker, their word formation skills are essentially developed,…

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To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation―until now.

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

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Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

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Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students [Hammond, Zaretta L.] on Amazon.com. *FREE* shipping on qualifying offers. Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

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This is an easy-to-read guide for all teachers looking to meet the needs of Multilingual Learners/English Learners, in particular Newcomers and SLIFE (Students with Limited or Interrupted Formal Education). Educators may feel intimidated admitting that they need to learn more about ways to help their students; here they will find easy-to-implement and non-judgmental support that busy teachers can put into place from the first moment they pick up the book.

How to manage the first days and first weeks to assist their Newcomers in adjusting (academically, emotionally, socially) to their new school and class

Asset-based perspectives on the progress of Multilingual Learners (MLs)

Information that will help teachers academically engage these students, in addition to ways to assess and motivate them

Reflection questions and discussions for each chapter to guide book clubs or conversations in Professional Learning Communities (PLCs)

Ready-to-use resources are provided to support educators as they meet the needs of MLs

This book is designed to be a go-to resource for general education teachers, preservice teachers, administrators, and ESL/ENL teachers who need support in teaching children who are new to the country and have little English. By amplifying the voices of these students, their families, and their teachers, this handbook includes real-life stories to help educators understand these diverse perspectives. This book is practical for educators of all ages who want to best empower their students to succeed.

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Voices of Newcomers: Experiences of Multilingual Learners

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Voices of Newcomers: Experiences of Multilingual Learners [Furlong Ed.D, Denise Ammeraal] on Amazon.com. *FREE* shipping on qualifying offers. Voices of Newcomers: Experiences of Multilingual Learners

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The Importance of Student Choice Across All Grade Levels

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The Importance of Student Choice Across All Grade Levels

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In any environment that requires attendance, there's a significant risk of disengagement. Remove choice and you breed passivity or, worse, defiance.

Compulsory, free public education is one of America's greatest innovations-perhaps its most egalitarian principle-and it isn't going anywhere. But in schools and classrooms across the country, there's a powerful argument to provide more student choice across every grade level: to shake up inflexible social and academic schedules, reduce one-way learning, and place more responsibility firmly in the hands of students.

To some extent, the system itself-with its bell schedules, prescribed curriculum, and testing regimens-creates the habits that are hard to break. But purpose and motivation go hand-in-hand with volition, and when there's too much emphasis on control and compliance, notes a report by the Education Trust, it puts students in a position where they must "relinquish all power and decision making" and compels teachers to rely on power "to control bodies and minds instead of using their autonomy to invite learning." Within the realm of literacy alone, the research on choice provides a powerful illustration: According to a 2012 study, young kids who completed mandatory reading logs turned into desultory readers compared with students who logged their progress voluntarily. And another study, this time of eighth graders, revealed that when students shifted from assigned reading to choice reading, there was "increased reading volume, a reduction in students failing the state test, and changes in peer relationships, self-regulation, and conceptions of self."

Offering students choices-making it a regular dynamic in the school day-isn't a recipe for chaos. It goes almost without saying: Rules and boundaries are a necessary element in schools and classrooms, essential in many ways for keeping kids and adults safe and productive throughout the school day. But by centering choice, educators signal openness to negotiating the middle ground and offer students scaffolded opportunities to practice decision-making, explore their academic identity, and connect their learning to interests and passions. It can be a relatively small but consequential mindset shift-rather than assigning students partners, for example, you might let them choose whether to work alone or with a partner-that, ultimately, acknowledges and respects their humanity and recognizes the fundamental importance of agency.

"Want to know how to engage students, enthuse them, and bring out their best effort?" asks middle school teacher Heather Wolpert-Gawron in MindShift. "Give them a voice in their decisions. In a society that barely listens to each other, listen to your students. In a system that can be a flood of top down, let your classroom be one that allows voices to trickle up."

Here are eight ways to provide children with choices across the grade levels.

Choice in the Early Grades

Give a say via voting: Even at the preschool level, choice can be a powerful motivator. "At my school, we work to give students choices that hold some responsibility within the classroom," writes preschool teacher Oi Ling Hu, who introduces classroom voting early in the school year.

The process starts small-which book to pick for read-aloud, for example-before Hu moves on to bigger topics like which activities to do at the park or which route to take to walk there. The process imbues kids with "a sense of autonomy and responsibility," she says, which serves them well as they advance into upper grade levels. "We have seen that when children feel that they have a voice in how they learn... they do their best to practice self-control and self-regulation as they want to retain their ability to choose."

Prioritize choice time: In spite of competing curricular demands, kindergarten teacher Jessica Arrow follows the research by prioritizing a 30-minute choice time within her literacy block each morning and a 45-minute choice time to wrap up the day. During choice time, students visit thoughtfully designed centers-a math center, a book nook, a sensory table, for example-to play and learn in unstructured ways that are aligned with the curriculum. It's a favorite time of day for her kindergarten students, who get to exercise some degree of choice and independence in a day that's otherwise dominated by "teacher-directed activities and transitions," Arrow writes.

Build ownership with class jobs: When Justine Bruyère reflected on why her second-grade students felt little ownership over their assigned class jobs, she decided to try handing over some responsibility to them. "To foster autonomy, I could relinquish some control of the job chart-my students could identify needs in the classroom and take on roles of responsibility to address those needs," writes Bruyère. With Bruyère's guidance, the class brainstormed a new list of jobs and prioritized them, and then students applied to their favorites and Bruyère made the final matches. The process was hugely popular, garnered buy-in from kids, and gave them a better understanding of what it takes to run the classroom.

Choice in Middle and High School

Consider flexible seating: Middle school English teacher Laura Bradley was already experimenting with flexible seating when her district decided to invest in additional resources like chairs on wheels and wobble stools. Bradley soon discovered that choice was more crucial than new furniture: Some students worked perfectly well standing at bookshelves; others preferred carpet squares, kneeling or sitting at low tables, or folding into nooks created with bookshelves or tables pulled up to a wall.

What's important, she says-again, sounding a note about the balance between autonomy and authority-is to be clear about expectations with respect to how students set up, work, and clean up when they're done. "I can say that the benefits far outweigh any management issues that arise," Bradley writes. "Students respond positively to the freedom and responsibility they are given, and they work hard to keep those privileges."

Cocreate classroom norms: In Bobby Shaddox's seventh-grade social studies class, shared classroom norms-a set of about 10 attributes, like communicative, focused, and serene-is developed by the group at the beginning of the year to guide their behavior and learning.

"By having children themselves create the norms, you are creating a pathway toward belonging for every single child in that class, and they have a role in this learning community that they had a share in building," says Pamela Cantor, MD, founder and senior science adviser of Turnaround for Children, emphasizing the importance of academic identity. It's both a compelling civics lesson and a practice that can have a big impact on classroom management, says Shaddox: "The classes that go really well are the classes when I start off reflecting on the norms and using those norms to articulate how our class will run well."

Make academic choices meaningful: Education researcher and author Robert J. Marzano suggests narrowing academic choice down to focus on three key areas: choice in the tasks that students perform, choice in assessment, and choice in learning goals. "Choice in the classroom has been linked to increases in student effort, task performance, and subsequent learning," Marzano writes in his blog. "However, to reap these benefits, a teacher should create choices that are robust enough for students to feel that their decision has an impact on their learning."

For example, while an oral or written report is often the assigned format, students might instead have the option to use their mobile device to record video or audio reports. Or consider opening up assessment options to include different types of graded products-building models, drawing diagrams, or creating flowcharts-so that all kids, including those who are spatially gifted, have an opportunity to shine.

Upend assigned reading: After years of teaching a set list of novels with study guides, close readings, and a big test at the end, AP literature teacher Brian Sztabnik polled his students to examine what was working and where to improve. The results were eye-opening. "Many had not read a novel cover to cover in their three years of high school.... Many gave up on reading long ago," Sztabnik writes. "Often, when students have no agency over what they read, they stop enjoying it. And this ultimately kills their motivation." After examining the research, Sztabnik upended his approach and gave his students much more reading choice and responsibility. "My students' scores on standardized tests soared," he writes.

For all students, and students of color in particular, regular access to a rich, diverse selection of reading materials is particularly important, says Kimberly Parker, a former high school English teacher and cofounder of #DisruptTexts. "Often, black youth, especially those regarded as in need of remediation, have the least amount of choice in text selection," Parker writes for ASCD. "They are given regimented reading instruction, an abundance of standardized test preparation, and little, if any, time to read works that resonate with them. We know, however, that choice drives reading engagement, and black youth need to be able to choose what they want to read."

Offer recess, even in high school: Unstructured time for play is crucial at all ages. At Montpelier High School in Vermont, there's a daily 15-minute recess period during which everyone is expected to unplug from the school day and engage in a completely different and renewing activity of their choice. Students and faculty come up with the activities-options might include open gym, chess, free art, music jam, or rock climbing, for example-and everyone gets to pick what they'd like to do. "We really make a point to say, 'You have permission and you need to stop what you're doing and do something totally different, something that's mindful, challenging, something that creates community, something that creates generosity,'" says special educator Bill Laidlaw. "It's very powerful."

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The Importance of Student Choice Across All Grade Levels

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When students get to make decisions about their learning, it can be powerfully motivating.

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Engaged Reading as a Collaborative Transformative Practice

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Engaged Reading as a Collaborative Transformative Practice

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Getting Feedback Right: a Q&A With John Hattie

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Getting Feedback Right: a Q&A With John Hattie

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John Hattie has spent his career trying to pick through the "big ideas" in education to find what has the greatest effect on student learning. But the New Zealand researcher said it took him a decade to realize he was looking at one crucial aspect of learning all wrong.

"I used to think giving more feedback and better feedback was the answer [to improving education], and it's the exact opposite: How do teachers and students receive feedback? How do they interpret it?" said Hattie, currently the director of the Melbourne Education Research Institute at the University of Melbourne, in Australia.

Clear, actionable critiques of everything from a student essay to a new discipline policy are essential to continuous improvement, he said, but they are also one of the most common techniques that trip up schools. "Feedback costs. You have to do it again and again, because it wasn't good enough, and people don't want to hear it," Hattie said. "So how do you switch the conversation from giving feedback to helping students receive feedback?" And perhaps the most critical question, he added, is how school administrators can ensure teachers are receiving and acting upon feedback on their own work.

In his newest book, Visible Learning: Feedback, slated for publication in August, Hattie digs into how the culture of both the classroom and its students can affect how feedback works, and what research suggests teachers-and administrators-can do to create a culture in which adults and students encourage each other to keep learning. Education Week sat down with Hattie to talk about what he's found. (This interview has been edited for length and clarity.)

What do people most often misunderstand about feedback?

There's very little research on how students progress; there's a lot more research on how teachers think students should progress. We asked 1,000-plus teachers what they meant by feedback, and it was very much focused on [answering], 'How am I doing? Where am I going?' We asked many thousands of students what they meant and it was simple: 'Help me know what to do now.'

One of the ironies is that students who are above the average are less likely to ask for the 'what now?' feedback because they can usually work it out on their own. The kids who are below average really want that dialogue, want the information-and they're the least likely to get it. They get 'correct, incorrect, you could improve here'-checks and crosses that give them no information.

When teachers spend hours and hours writing comments, if there's no feedback providing concrete steps for the students to improve, students will argue themselves blue in the face that they never received anything. The key question is, does feedback help someone understand what they don't know, what they do know, and where they go? That's when and why feedback is so powerful, but a lot of feedback doesn't-and doesn't have any effect.

Are there differences in how students absorb feedback at different ages?

There are changes over time. Up to around age 10, there's a lot of compliance behavior. Kids think coming to school means, 'Sit up straight, do your work, and watch the teacher work.' ... They want personalization. We know, for example, when teachers give feedback to the whole class, every kid knows it's not about them and they tune out.

By 12, there's a lot more peer involvement and therefore kids welcome feedback much more if it's done privately than they do if it's done publicly. And all of us, regardless of age, welcome praise.

There's been some debate here in the States about the role of praise in teaching students. What do you think?

Teachers, being nice people, have a lot of praise for kids who struggle. The problem with praise is that it has zero-to-negative impact on improving the task or the work. That isn't to say you shouldn't praise kids, because that's the essence of a lot of relationships. But you should separate it, so when you are talking about the work, you should be talking about the work, not the person. If I tell you, 'Here are things you should change to improve,' and then I tell you how good you were, the next day, what do you remember? You'd remember the praise; that dominates.

Praise does make a difference to relationships, and obviously building relationships is critical. But I remind people that the reason to build a relationship is so that you can talk about the errors.

What kinds of feedback are most helpful to teachers early and later in their careers?

The first four or five years of a teacher's [working] life, they are hungry for information about, 'Am I doing it right?' 'Is it good enough?' 'Am I having the kind of impact you expect?'

Unfortunately, many get diverted very quickly into, 'Have you got the right resources?' and 'Is it interesting?' There's one teacher I'm shadowing at the moment who spends all her minutes marking the kids' work and creating resources [for the classroom].

She's going to be exhausted in a few years' time and she's going to say, 'No one supported me,' because she's being taught that the only good teacher is a busy teacher.

But a good teacher is a teacher that has been prepared to have a discussion about the impact [of teaching on student learning.] One of the most effective [instructional practices] is teacher collective efficacy, teachers working to support each other and understand what their impact is. I worry that a lot of the professional learning communities that are being set up to [improve teacher efficacy] are not focusing on [collective improvement], but are focusing once again on curriculum resources and assessment.

In talking with people outside of education, what's the most common thing that they love and think is effective, that is not at all?

We asked 1,000 adults what they wanted most to invest in, in schooling, and it was all negatively correlated [with improving education]. ... It's all the structural things, the things they can see: different kinds of buildings, different kinds of curriculum, different kinds of assessment, academies, smaller class sizes, all these things. If you want a bigger budget to get new computers or to reduce class size, the public would do it; if you wanted to invest that money in building [teacher] expertise, they wouldn't.

We need to be smarter about educating parents about what learning looks like, and how successful many teachers are at acting on learning.

Under ESSA, states are rethinking their assessments and accountability for schools. Is there anything you think they should be considering, to help schools improve?

Every child, no matter where they start, is entitled to a year's growth for a year's input. Here's the irony: Teachers have at their fingertips thousands if not tens of thousands of measures of achievement, but very, very few measures of growth. So I think it's incumbent on the system to provide teachers with the resources they need to do their jobs. ... The whole model here, the psychometric model seems to be, create brilliant tests and then demand teachers use them.

But if teachers don't find value in them, they shouldn't use them. I think for a lot of the tests around today, if teachers weren't required to use them, they wouldn't use them. I'm a strong believer in ... helping teachers have these discussions and when they defend their impact, to be able to use a variety of methods, not just the compulsory method.

Can you think of one clear, low-hanging fruit to help teachers improve their instruction and feedback in the classroom?

[In a study of about 12,000 classrooms in the United Kingdom], we found on average teachers talked about 89 percent of the time; that's not a lot of listening. What we want teachers to do is to interview students about, 'What don't you understand about what I said when I made these comments?'-so we start to focus on how the teacher's comments are being received. I do think the power of teaching is in the art of listening.

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Getting Feedback Right: a Q&A With John Hattie

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Providing students or teachers with actionable critiques essential for any kind of continuous improvement process, says John Hattie.

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Smarter Charts K-2: Optimizing an Instructional Staple to Create Independent Readers and Writers

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Smarter Charts K-2: Optimizing an Instructional Staple to Create Independent Readers and Writers

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"Your charts don't need to be perfect, just thoughtful. You don't even have to be able to draw. Just put the child before the chart."

Marjorie Martinelli and Kristine Mraz

Listen to an with Marjorie and Kristi, the Chartchums, on Education Talk Radio.

Commercially available charts leave you hanging? Want the secret to jump-off-the-wall charts that stick with kids? Trust Smarter Charts.

Did you ever want to know:

Then you'll want to meet Marjorie Martinelli and Kristine Mraz, the Chartchums. They struggled with the same questions, and Smarter Charts shares not only the answers, but the best practices they've discovered as well. Amp up the power of your charts with tips on design and language, instructional use, and self-assessment. Even better, discover surprising strategies that deepen engagement, strengthen retention, and heighten independence-all by involving students in chart making.

Packed with full-color sample charts from real classrooms, Smarter Charts shares simple, brain-based strategies proven to make your classroom an even more active, effective space for literacy instruction and classroom management.

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Smarter Charts K-2: Optimizing an Instructional Staple to Create Independent Readers and Writers

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Amazon.com: Smarter Charts K-2: Optimizing an Instructional Staple to Create Independent Readers and Writers: 9780325043425: Martinelli, Marjorie, Mraz, Kristine: Books