The most influential educational leaders are the principal and superintendent, and their leadership is inextricably linked to student performance. This article looks at the basics of good leadership and offers practical suggestions.
Drawing on research-based principles of vocabulary instruction and multimedia learning, this article presents 10 strategies that use free digital tools and Internet resources to engage students in vocabulary learning. The strategies are designed to support the teaching of words and word learning strategies, promote students’ strategic use of on-demand web-based vocabulary tools, and increase students’ volume of reading and incidental word learning.
Children’s magazines are a wonderful supplement to classroom instruction. Students are exposed to a wide variety of texts and lots of interactive content. From stories, poems, and action rhymes to nonfiction, crafts, puzzles, and games, kids’ magazines can offer an abundance of high-interest content to support your curriculum.
Early education expert Rebecca Palacios and offers information on the following components of a pre-K ELL program: language instruction, curriculum, professional development, and family outreach.
Acclaimed authors and illustrators for young people — Jeannine Atkins, Ekua Holmes, Rita Williams-Garcia, Heather Lang, and Katherine Paterson got together to talk about women and girls in fiction and nonfiction books — and what makes a heroine.
Bilingual speech-language pathologist Elsa Cárdenas-Hagan discusses effective assessment and instruction strategies for English language learners with learning disabilities, as well as ways to help encourage the active involvement of parents of ELLs with LD in their children’s schools.
Inspire young readers to practice every day. Hosted by Deborah Norville, this episode explores the ability to decode quickly and achieve fluency — and how early testing and intervention can help struggling readers.
In addition to the unique gifts and interests that autistic students bring to the classroom as people, their responses can serve as an early warning system for pedagogical problems that are happening in the classroom as a whole.
Hours of test preparation, especially in underperforming schools, has left little time for electives or even some of the un-tested basic subjects. Adding time to the school day and year has helped some schools improve their scores and flesh out their curriculums.
Kindergartners are just beginning their journey as readers, yet they are actively absorbing language and experiences to make sense of the world around them. Encourage your child to think and talk about shared oral stories and books that are read aloud. You can also help by exposing your child to lots of interesting words — vocabulary is key to comprehension.
Writing allows children to express their thoughts, creativity, and uniqueness. It is a fundamental way in which children learn to think critically, organize and communicate ideas, and make thinking visible and permanent. And learning to write well helps children to be better readers!
Students often think they understand a body of material and, believing that they know it, stop trying to learn more. But come test time, it turns out they really don’t know the material very well at all. Can cognitive science tell us anything about why students are commonly mistaken about what they know and don’t know? Are there any strategies teachers can use to help students better estimate what they know?
Libraries today have changed in a number of ways to meet the demands of our modern society, but their underlying purpose for children is still to help them discover the joy of reading. As summer peaks, many local libraries advertise special summer reading programs and activities to keep children enthusiastic about reading.
First graders are learning to think actively as they read. They use their experiences and knowledge of the world, vocabulary, a growing understanding how language works, and reading strategies to make sense of what they’re reading.
Second graders are learning to think actively as they read. They use their experiences and knowledge of the world, vocabulary, a growing understanding how language works, and reading strategies to make sense of what they’re reading.
In addition to explicit phonics instruction, teachers need to support students’ ability to understand complex text and build background knowledge. Teachers also deserve access to high-quality curriculum materials — a thoughtfully arranged, comprehensive, sequential curriculum that embeds standards, the science of reading, and key instructional shifts.
Writing allows children to express their thoughts, creativity, and uniqueness. It is a fundamental way in which children learn to think critically, organize and communicate ideas, and make thinking visible and permanent. And learning to write well helps children to be better readers!
