By Mary Shea, co-author of The FIVES Strategy for Reading Comprehension Writing is an expressive language process that allows us to record thoughts, feelings, knowledge, and inspirations. That expression can be for ourselves or for an audience. Transforming ideas into written words requires considerable effort, making the message clear and interesting enough to hold readers’ attention. […]
By Jacy Ippolito and Rita M. Bean, authors of Cultivating Coaching Mindsets The first weeks of school are behind us, and both teachers and students are settling into familiar routines. This is when our work as coaches really begins. At this point in the year, as we are mapping out our schedules with various teachers […]
By Jacy Ippolito and Rita M. Bean, authors of Cultivating Coaching Mindsets There is much being written about the dire need for better teaching these days. Much of the rhetoric places the burden squarely on teachers’ shoulders. But where are teachers supposed to turn for support and guidance, once they have completed their initial teacher preparation? When […]
By Nancy Roberts, co-author of The FIVES Strategy for Reading Comprehension A “few” years ago, while working as a first grade teacher, it became apparent that students thought reading was something you did… but did not interact with. They had all pretty much cracked the “code” (phonics) and could decode with general success, but that […]
By Nancy Roberts and Mary Shea, authors of The FIVES Strategy for Reading Comprehension Working with students from K-12 and beyond, you will always find students who struggle with reading. Being able to phonetically decipher the words is one thing, but for some, that is where it stops. They connected and cracked the phonemic/phonics “code” […]
Ready to transform your school or district into a powerful 21st-century learning environment?
20 Strategies for Increasing Student Engagement
By William N. Bender
Make this the most engaging school year ever.
The school-year theme kit
that boosts morale & engages
everyone in teamwork.
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