In this episode, Kate Winn is joined by Dr. Carolyn Strom for a conversation about the reading brain. What are the neural underpinnings of how students learn to read? How can research in this field help us in the classroom?
In this podcast episode, Kate Winn hosts Diana Burchell for a conversation about language learners. Is structured literacy appropriate for multilingual learners? Can early screening and intervention support students in French Immersion? What does research tell us about the language and literacy development of refugees from Syria?
In this webinar, Dr. Mariana Souto-Manning explores justice in early childhood education. Dr. Souto-Manning uses a restorative justice lens, highlighting microaggressions and microaffirmations in educational contexts and their impacts on students.
Joan Sedita reviews the components of writing an argument piece in this short video.
By modeling the use of sophisticated words, educators can promote students’ vocabulary growth and word consciousness. In this article, the research support for this approach is explained, suggestions are provided for how teachers might accomplish this goal, and examples are shared from teachers who have done it successfully. Don’t miss the helpful list of sophisticated…
This is a rubric to support educators in analysing an informational text, and planning for instruction. It is organized around the four categories of qualitative complexity: purpose/meaning, language, structure, and knowledge. Within each category, educators will first analyze the complexity level of each category, drawing from the Literary Text Qualitative Rubric, to determine what makes this…
This is a rubric to support educators in analysing a literary text, and planning for instruction. It is organized around the four categories of qualitative complexity: purpose/meaning, language, structure, and knowledge. Within each category, educators will first analyze the complexity level of each category, drawing from the Literary Text Qualitative Rubric, to determine what makes…
Students must need to understand the role and function of cohesive devices, or cohesive ties, to carry meaning across sentences in a text. Learn about cohesive devices like determiners, pronouns, conjunctions and adverbs.
Dr Timothy Shanahan discusses the features that make a text complex, including background knowledge, organization, and text cohesion.
It is of critical importance that educators learn as much as they can about students’ home language in order to provide both effective and culturally relevant and responsive instruction. ASHA maintains a list of phonemic inventories that support educators in learning more about the structure of languages student speak.
This tool is intended to support educator analysis of anchor texts for both complexity and opportunities for culturally relevant pedagogy to determine whether/how to use a text and to prepare for instruction.
Tier 2 words appear in many different contexts and are often subtle or precise ways to say relatively simple things. Since these aren’t words that will typically be used in a student’s conversations and they aren’t domain-specific, they should be given more focus than Tier 1 and Tier 3 vocabulary. The Academic Word Finder produces…
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