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February 24, 2015

Priority Standards: The Power of Focus

In order for teachers to effectively teach everything on their list, they must use the priority standard approach. Here's how to do it.

November 28, 2014

Fostering Literacy In One Fell Stroke...

Literacy Coach Lisa Dolan, today's guest blogger, learned a lot more about the power of literacy when her 7 year old son suffered a stroke.

October 14, 2014

The Global Read-Aloud: The Perfect Place to Start

Empowering students and teachers is vitally important, and the Global Read Aloud is just one way to do that.

April 04, 2014

This Assessment...Not That Assessment

There is a big difference between the capital A Assessment of high stakes testing, and the lower case a of classroom assessment.

January 23, 2014

10 Critical Issues Facing Education

When it comes to education, there are numerous critical issues that need to be addressed in 2014, and these are ten of them.

October 19, 2013

A Community Effort to Improve Literacy

When it comes to literacy, everyone has a stake in how well our students read and use language, and some citizens are trying to collectively figure out how they can improve literacy in their communities.

August 28, 2013

Should All Kindergartners Know Their Letters by Halloween?

In this interview, Dr. Richard Allington gives some advice on how teachers can better provide literacy instruction and he talks about what needs to change about schools.

May 26, 2013

Not All Reading Has to be Assessed!!!

In these days of high stakes testing and increased accountability, teachers are at risk of trying to assess every part of a child's day.

January 28, 2013

Act Your Age! A Schoolwide Readers' Theatre

Readers' theatres are great ways to offer students a literacy enriched environment but school-wide readers' theatres can help improve the school culture.

January 20, 2013

The Myth About Computer-Based Reading Software?

Computer-based literacy programs may not as successful as schools think they are.

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The opinions expressed in Finding Common Ground are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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