Tuesday, May 29, 2018

Getting Better Through Authentic Feedback


Have you ever collected feedback from your students, either through anonymous surveys or otherwise? The feedback you collect from your students can be a powerful tool — not only for measuring your success this year, but also as a way to inform how you’ll set up your classroom and structure your lessons for the new school year next fall. Maybe the student data will confirm that you’re on the right track. Perhaps it will inspire you to shift your practice a little or forge a completely new learning path next year. No matter the outcome, student voice is an important piece of teacher reflection, so make sure you really think about what you want to learn. 

It does require, as Teacher Laureate Sean McComb reflects, you "as the adult, to have the courage to be vulnerable." Watch how McComb runs student-led focus groups as a way to really encourage students to share their honest feedback in this video at the Teaching Channel.

Here's the feedback form he used: Focus Group Feedback Form

Monday, May 14, 2018

If You Aren’t Frustrated, You Aren’t Learning: 

Flipping the “I Do, We Do, You Do” Strategy

This article really challenged my thinking about scaffolding... it made me think about those projects where I scaffolded TOO much and ended up receiving 100 identical projects or papers. Would love to hear your thoughts about this strategy... when you would use it, when you wouldn't. And if you're not familiar with the "I Do, We Do, You Do" Strategy, check out the embedded video to see an example of this strategy in action.

Monday, May 7, 2018

Call for Submissions

We invite you to consider submitting an article for publication in our 2019 Primer Calendar: Literacy Instruction: Sharing Strategies for Success. Topics may include, but are not limited to cultural literacy, visual literacy, critical literacy, disciplinary literacy and other facets of reading and language arts.
Deadline for Submissions is September 1, 2018.
Please submit articles to: Jo Ann Thompson.
Sample Primer Calendar Article

Manuscript Submission Guidelines:
  • Manuscripts are limited to 650-750 words including reference and other materials (tables, charts, etc.)
  • Manuscripts must be double-spaced in 12-point font and should be saved as Microsoft Word Documents
  • Manuscripts must be prepared according to the style specified by the most recent edition of the Publication Manual of the American Psychological Association (APA).
  • Each manuscript must include a cover sheet containing (a) the manuscript title, (b) the author’s name, affiliation, position, preferred mailing address, email address, telephone number(s), and fax number. No identifying information should appear elsewhere in the manuscript

Friday, April 13, 2018

Class Discussion Strategies

15 formats for structuring a class discussion to make it more engaging, more organized, more equitable, and more academically challenging. If you’ve struggled to find effective ways to develop students’ speaking and listening skills, this is your lucky day.

Tuesday, April 3, 2018

Frickin' Packets

Please take the time to read this pointed critique about a common educational practice - we’ve all been there - and suggestions for how to do better. 
In this Cult of Pedagogy article, Jennifer Gonzalez shares a video of a student going off on his teacher about the “packets” she has students doing. 
If you feel she might be talking to you, listen up!


I echo the challenge the author issues at the end of the article!

Here’s a taste of what you’ll find...

Thursday, March 22, 2018

6 Principles for Teaching English Learners

Six principles can help guide decisions around teaching and learning for English-language learners, according to the TESOL International Association.

  • Know Your Learners
  • Create Conditions for Language Learning
  • Design High-Quality Lessons for Language Development
  • Adapt Lesson Delivery as Needed
  • Monitor and Assess Student Language Development
  • Engage and Collaborate within a Community of Practice

Click here to read more.

Wednesday, March 21, 2018

Poetry Resources

“It can’t be paraphrased. It can’t be translated. 
The great poetry I love holds the mystery of being alive. ”
—Marie Howe, Academy of American Poets Chancellor 

It's National Poetry Month!

Why Teaching Poetry Is So Important: The oft-neglected literary form can help students learn in ways that prose can't. Article from The Atlantic.

Here are some great resources to introduce or deepen your students' appreciation and love of poetry.
Please add your own links to resources you have found useful in the comments below!

Resources from Scholastic

Poetry Out Loud

Poetry Foundation: Source for poems online and educator resources (click on Learn)

MassLEAP: Massachusetts Literary Education and Performance Collective. Platform for young people, artist-educators and organizers to foster positive youth development through spoken word poetry forums.

Poetry 180: A Poem a Day for American High Schools, Hosted by Billy Collins, U.S. Poet Laureate, 2001-2003

Louder Than a Bomb: Originally started in Chicago, it is the largest poetry slam festival in the world, with over 120 schools and 1000 young people participating over the course of several weeks every year. Boston Slam April 7-28!

Button Poetry: Videos of poetry performances (warning: some not appropriate for school viewing)

Mass Poetry: Resources for Readers, Writers, and Teachers of Poetry, with tons of links to additional sources, including Tools and Tips for Teaching Poetry, Poetry Programs in MA, and Publications, Programs, and Contests for high school students.
Poetry in the Classroom Calendar

Poets.org: Poem-a-day, Resources for Educators

Tweetspeak: The Best in Poetry and Poetic Things, including Cut ‘n Color Poets for Take your Favorite Poet to School Week, Coloring Page Poems, Poetry Writing Prompts, Teaching Tools

5 Ways to Celebrate Poetry: During National Poetry Month and all year long, try these fun exercises with students of all ages to encourage a love of poetry.

In an interview on the podcast "On Being with Krista Tippett," poet Naomi Shihab Nye says this about poetry:

"People used to ask me a lot, when I was younger, “Why do you write about common things, normal, regular, little things?” And I said, “Well, what do you have in your life? I’m not living in Star Trek. I have common things in my life. What else do I have?” But I don’t think that the things are, themselves, common. I think it’s a miracle that anything works. I still — thinking about Flint, Michigan a lot these days, I think about the miracle of plumbing a lot and all the mysteries we don’t see under the soil — the pipes, the wires, the wireless connections now — just thinking about everything that’s going on, kind of like when you’re a child, fascinated by all the stuff that’s going on inside your body, and you didn’t have to tell it to do that. Like I used to think, “My stomach is — I’m digesting right now. I didn’t have to tell it to do that. It just did it. That’s incredible.” Or the heart beating, or the blood rolling through the veins, and you think, wow, all this stuff goes on. That’s not commonplace to me. That’s miraculous. It’s amazing. And so writing is a way that we’re continually — continuously restored to that. And reading other people’s work, being restored to that, how could you ever feel too old or too dull in a world like that?"



Monday, March 12, 2018

New Resource for Listening Standard

Why practice listening? 
Because listening comprehension is fundamental to literacy.
Research shows that if you are not a good listener, you won’t be a good reader. And since students can generally listen 2-3 grade levels above what they can read, we can use the power of listening to introduce more complex language, vocabulary and topics.
Listenwise is a resource with compelling podcasts for English, Social Studies, Science and ESL that you can use in the classroom. 
Check out how it works at

Tuesday, March 6, 2018

2018 Mass Reading Association Conference


Massachusetts 49th Annual Conference: Literacy Ignited 
  April 8 -10, 2018

Wednesday, February 28, 2018

Fostering Academic Language Development in Primary Grades

Newest Post from our friends at Keys to Literacy: 

Language skills and literacy achievement are highly correlated. 
All students, but especially those with limited language exposure, benefit from classroom instruction that is designed to accelerate language learning and growth in the use of academic language.
Although this article is focused on primary grades, there are some good strategies that we can use at the secondary level too, especially in Everett.

Key Use WIDA Can Do Descriptors

Find the WIDA Can Do Descriptors 
by Language Domain (Reading, Writing, Speaking, and Listening), Proficiency Level, 
and Key Use of Language (Recount, Explain, and Argue) 

Find the WIDA Can Do Descriptors 
by Language Domain (Reading, Writing, Speaking, and Listening), Proficiency Level, 
and Key Use of Language (Recount, Explain, and Argue) 

Friday, February 16, 2018

Bloom's Taxonomy Question Stems

Bloom’s Taxonomy provides an important framework for teachers to use to focus on higher order thinking. By providing a hierarchy of levels, this taxonomy can assist teachers in designing performance tasks, crafting questions for conferring with students, and providing feedback on student work. You can also begin to teach students how to develop their own good questions and how to determine whether a question is lower level or higher level.

Here are 2 lists of question stems to help you develop questions at progressively higher levels on Bloom's Taxonomy. Use the keywords as guides to structuring questions and tasks.


Being an English-Language Learner Is Hard. Here Are 5 Ways Teachers Can Make It Easier

Being an English-Language Learner Is Hard. Here Are 5 Ways Teachers Can Make It Easier.

Some suggestions for the Classroom

Thursday, February 15, 2018

Making Thinking Visible Routines

The idea of visible thinking helps to make concrete what a thoughtful classroom might look like. At any moment, we can ask, "Is thinking visible here? Are students explaining things to one another? Are students offering creative ideas? Are they, and I as their teacher, using the language of thinking? Is there a brainstorm about alternative interpretations on the wall? Are students debating a plan?"

Even if you haven't taken the Making Thinking Visible PD, you can easily incorporate some of the routines published on their website that make thinking visible, like these:

What Makes You Say That? Interpretation with justification routine
Think Puzzle Explore A routine that sets the stage for deeper inquiry
Think Pair Share A routine for active reasoning and explanation
Circle of Viewpoints A routine for exploring diverse perspectives
I used to Think... Now I think... A routine for reflecting on how and why our thinking has changed
See Think Wonder A routine for exploring works of art and other
interesting things
Compass Points A routine for examining propositions
Connect Extend ChallengeA routine for connecting new ideas to prior knowledge
Explanation Game A routine for exploring causal understanding
Headlines A routine for capturing essence
Question Starts A routine for creating thought-provoking questions
*Think Pair Share A routine for active reasoning and explanation
*Think Puzzle Explore A routine that sets the stage for deeper inquiry
*What makes you say that? Interpretation with justification routine
3-2-1 BridgeA routine for activating prior knowledge and making connections
Colour, Symbol, Image A routine for distilling the essence of ideas non-verbally
Generate, Sort, Connect, Elaborate A routine for organizing one's understanding of a topic through concept mapping
Peel the Fruit A map for tracking and guiding understanding


Tuesday, February 6, 2018

MCAS Resource

MCAS Resource shared by Ben Francavilla
with scoring rubrics, released items, and answer keys

Tuesday, January 16, 2018

Action Research Scholarship Money from the MRA

Sylvia D. Brown Scholarship

Do you have a plan for conducting ACTION RESEARCH in your educational setting?  The Massachusetts Reading Association invites you to submit a proposal for the Sylvia D. Brown Scholarship. Please read all information carefully. Proposals are due by February 10, 2018, and must be submitted electronically to the Sylvia D. Brown Committee Chair, Terrie Marr. Don't miss out on this opportunity to enhance, enrich, and expand your understanding of literacy. Detailed information may be found here: Application and Guidelines

Thursday, January 11, 2018

WAIT TIME!

Tips for giving students more time to respond
Tips for giving students more time to respond

Some research shows that teachers pause for 0.9 seconds after asking a question. Giving students several seconds to think after asking a question—and up to two minutes for some questions—improves their learning. In this blog post, John McCarthy, an education consultant and advocate for student voice, makes a case -- and offers tips -- for providing more processing time when asking questions.

Words to Use instead of "Very"

Tuesday, January 9, 2018

Aiding Reading Comprehension With Post-Its

Aiding Reading Comprehension With Post-Its

A simple, low-stress strategy that helps students engage with, understand, and remember what they read.

Tuesday, January 2, 2018

Teaching Introverted Students: How a 'Quiet Revolution' Is Changing Classroom Practice


Teaching Introverted Students:
How a 'Quiet Revolution' Is Changing Classroom Practice
Inspired by Susan Cain's 2012 book, Quiet: the Power of Introverts in a World that Can't Stop Talking, teachers in New York City and elsewhere are developing learning environments that give a voice to silent students. Read more.