Lucy Calkins shares her thoughts and ideas about reading and writing in a school community in this hour long webinar. I always find her writing and speaking so inspirational. You will need to create a free login to view this webinar.
by Lucy Calkins
Lucy Calkins' response to the "science of reading" discussion that is happening online in so many places these days.
by Richard Allington
Richard Allington's response to the "science of reading" discussion.
ILA - International Reading Association's response to the "science of reading" discussion.
"First, teaching students to read must start with high expec-tations for all students—a belief and understanding that who-ever the students may be or whatever their reading difficulties, there are well-documented and effective instructional practices that help children become successful readers."
"Let’s be honest…we’ve all fallen into this trap of given a child a Told before they appeal or with an incorrect response and no appeal. I know I have! Recognizing the issues with this can help us change to change our mindset."
by Mark Chubb
"The Matthew Effect:
An important piece to this puzzle can be attributed to “the Matthew Effect.” The Matthew Effect was coined to describe the process of cumulative advantage, basically, the rich get richer and the poor get poorer. The idea of the Matthew Effect is that those who start school with a small advantage continue to benefit, while those with a slight disadvantage continue to lose ground. While it might be easy for us as educators to notice the differences between students’ abilities or effort, it is far harder to notice any inequities that our classrooms and schools might be causing."
by Mark Chubb
"While I completely agree that we need to be giving attention to students who might be struggling with mathematics, I believe the first thing we need to consider is what Tier 1 instruction looks like that is aimed at making learning accessible to everyone. Tier 1 instruction can’t simply be direct instruction lessons and whole group learning. To make learning mathematics more accessible to a wider range of students, we need to include more low-floor/high-ceiling tasks, continue to help our students spatalize the concepts they are learning, as well as have a better understanding of developmental progressions so we are able to effectively monitor student learning so we can both know the experiences our students will need to be successful and how we should be responding to their thinking. Let’s not underestimate how many of our students suffer from an “experience gap”, not an “achievement gap”!"
Ideas and links for using choral counting and counting collections in the K-2 math classroom.
This link is just for first grade but there are pdfs of games for grades K through 6.
by Neal Agarwal
Fun website that shows the various animals that live at each depth of the ocean.