I recently sat down with a reader to discuss the “clarifying” reading strategy with a student. We’d just started learning about the strategy and variations thereof in mini-lessons and shared reading. I noticed she was not fond of identifying new, unfamiliar, or interesting words in
It started with a question: Why do some strategies work better for some teachers than others? Or more specifically, why is that three teachers can implement the same strategy, lesson plan, or instructional materials, and get different outcomes with students? As an example, let’s stay
The beginning of the new school year offers equal doses of excitement, tempered with a bit of trepidation. “I can’t wait to meet new people!” and “I hope they like me…” seem to compete simultaneously for attention. And we’re talking about the teachers! We don’t