This past year TLAC’s reading team partnered with a group of Reading Reconsidered Curriculum teachers and leaders from across the country to study reading fluency. Fluency – as we share in our new book, The TLAC Guide to the Science of Reading – is an overlooked prerequisite to comprehension. It is defined, most simply, as “the…
Reading aloud both to and WITH students is one of the most important things teachers can do in reading class. Doing so helps build accuracy and automaticity in a way that silent reading can’t. And when students are socialized to read with a bit of prosody, to capture the intended meaning in their expression–we get…
Yesterday I shared an overview of the topics in the forthcoming book on reading I’m writing with Colleen Driggs and Erica Woolway: seven key principles of reading instruction that should inform what we do in k-12 classrooms. (Note we’ll be discussing these principles at our Nashville workshop Dec. 5 & 6) Today, I’m going to…
Our colleague Ben Rogers at Paradigm Trust, which runs seven school in London and Ipswich, England sent us some video recently of a really well design lesson by Kris Shukla. In the course of a lesson on scientific writing, Kris used four Turn & Talks. Each one was a little different and each one was carefully…
My colleagues Erica Woolway, Sadie McCleary, Hannah Solomon and I have been working on the TLAC 3.0 Field Guide to support the new 3.0 Teach Like a Champion this fall. It’ll be out in a few months, but it’s a bit different from previous Field Guides in that it focuses on “keystone” videos–longer clips of 8…