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April 15, 2018

Four Dichotomies in Education Worth Interrogating

Language can be limiting; it can also be liberating. With that in mind, I wanted to look at some of ways we categorize people and ideas in education, and how they might represent false dichotomies that need to be opened up.

January 06, 2018

Try a Simple Speaking Assessment to Close the Semester

Around the end of the semester, I like to use a simple speaking activity that accomplishes several things at once.

December 06, 2017

How Teams Can Work Together to Improve Student Reading

Reading is a skill necessary in pretty much any academic subject, so we all need to teach it. The eye rolls, however, remind us that we can say this all we want, but that doesn't make it clear how we should go about it, especially when content area teachers are struggling with their own content, pacing calendars, and the same staggering diversity of readers that challenge us in the ELA classroom. And that PD in June? It didn't help teachers make actionable plans, and it hasn't been discussed since. I've witnessed a version of this cycle in every school I've taught in.

March 15, 2017

What Do We Do About the Whole-Class Novel?

The debate around the use of novels in English classes of all age groups is at least twenty years old, but it remains unresolved, continually bubbling up in blog posts and conversations among a wide range of concerned educators: what do we do about the whole class novel? In this post, I analyze the state of current teaching trends with regard to novels, and offer two propositions for moving the debate forward.

January 17, 2017

Understanding Students With Broken Relationships to Reading

Many of our struggling readers did not grow up with a consistent reading ritual at home; instead, they were exposed to books mostly in school. What was that context like for them?

October 18, 2016

Help Students Toward Reading Complex Texts Independently: No More Training Wheels!

How exactly do we help students to be able to read complex texts on their own? Do we give them texts that are well above their reading levels and apply as much scaffolding as we need to get students through it? Or do we meet readers where they are with more accessible text selections first and build their independent reading skills?

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The opinions expressed in Teaching for the Whole Story 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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