Creating meaningful learning experiences through language arts and mathematical connections Examining the Evidence For centuries, traditional American schooling has taken place in isolated silos of math, language arts, science, and social studies. However, once entering the workforce, students find that the increasingly global and interconnected world does not discriminate between disciplines. Artists, athletes, and authors
Get all students to participate in class discussion by taking advantage of the fun of writing and passing notes Reader response compels readers to interact with the text and makes visible for readers and their teachers the depth of text comprehension. This is the fifth in a series on scaffolding writing-to-learn by teaching a variety
Read More… from During-Reading Response: Notepassing Discussion
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Building community, reading comprehension, and student leadership Tying shoes. A simple activity that’s typically performed one or more times daily. Once people learn how to tie shoes, they can do so almost without thinking. One of my favorite activities to do with teachers and students is to teach them how to tie their shoes in
Read More… from Mixed-Ability and Mixed-Grade Literature Circles
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Embracing diversity and helping students to be biliterate Across the United States, general education classrooms are receiving non-English speaking students at an increasing rate. In comparison, the number of educators who are bilingual or multicultural is on the decline. In many cases, general educators do not have the pre-service training or resources to meet the
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Literacy strategies to transform instruction and deepen learning Social studies instruction requires students to understand complex concepts, read dense primary source documents, and critically consider various perspectives. As a social studies and English language arts teacher, I have found that integrating writing and discussion literacy strategies into social studies can transform the classroom environment and
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Literacy as sustaining practice in every classroom Régine recently decided to plant a flower garden. A friend, who was also a master gardener, volunteered to help. Immediately, this friend began talking about how plants create “themes” in a garden. Would there be a theme of color, height, or texture? That’s when Régine nearly gave up
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