While we want students to fall in love with reading through text choices that excite them, says literacy consultant Sarah Tantillo, teachers must also address challenging skills and content and make sure students grow their background knowledge base. Tantillo shares ideas about finding the balance.
Teaching experts Annette Breaux & Todd Whitaker contrast the typical characteristics of effective and ineffective classrooms using two simple but compelling bullet lists. Excerpted from the 2nd edition of their bestselling book Seven Simple Secrets with new teachers especially in mind.
While most students understand how to operate smart phones, they understand far less about what they see on their digital devices. Learning visual literacy in school is a vital skill today, says Frank W. Baker.
In this helpful how-to article Judith Wencel, founder of SUCCESS in the Middle, distills 20 years of experience effectively recruiting and preparing community tutors and mentors – dispelling the myth that “nobody will volunteer in middle schools.”
During the ISTE 2014 Conference in Atlanta GA, we posted a sampler of tech-oriented MiddleWeb articles, blog posts and reviews that we believe might add a little something to your digital toolbox. Passionate learning? Connected students? We got it!
Brief encounters with academic vocabulary can add hundreds of words to a student’s collection every year. How to find the time for those short lessons in a busy school day? Marilee Sprenger shares ten possibilities in this guest article.
Close reading isn’t just for printed texts anymore. To help students meet Common Core standards related to close observation and effective questioning, media literacy consultant Frank Baker suggests ways to engage them with a range of visual content.
Bringing online conversations around books into the schoolhouse can prepare our students for what reading looks like today and tomorrow, says K-5 principal Matt Renwick. He highlights the development of his school’s first student digital book club.
Standards-driven reading lessons often force students to “take” rather than “make” meaning from complex texts, says educator Dorothy Barnhouse. To deepen understanding, she recommends letting students first “notice” and think about the textual layers.
In our lives beyond school we expect understanding, trust, and a sense of fair play. We want our concerns validated and taken seriously, and we want our voices to be heard. Our students are entitled to the same, says veteran teacher Elyse S. Scott.