This is kind of an exciting announcement. Maybe a scary one too. My team and I have decided to write a Language Arts (i.e. English) Curriculum. We’re going to start with the middle grades (4-8) and expand from there. With a little luck we hope to have it ready for schools to use a year…
Over the next couple of months, I’m going to be posting some excerpts from Reading Reconsidered here on Field Notes. This is the beginning of Chapter 1, which discusses Text Selection and Text Complexity. Chapter 1: Text Selection One of the most important topics in teaching reading is text selection, the process by which teachers choose…
Over the next couple of months, I’m going to be posting some excerpts from Reading Reconsidered here on Field Notes. This is the beginning of Chapter 5, which discusses how and how much students read. Reading Reconsidered: Chapter 5 Approaches to Reading: Reading More, Reading Better Consider, for a moment, how much reading you were required…
This is the second of a pair of posts by Ben Rogers of Norwich Primary Academy (NPA) in Norwich, England. In his first post, Ben described the tools he and his colleagues have been using from Reading Reconsidered and cognitive science to bolster students’ reading and writing skills. In this post, he reflects on the power of intentionally building students’ background knowledge and vocabulary. By the way, we…
Ben Rogers is a science teacher at Norwich Primary Academy in Norwich, England. He’s also one of the most insightful bloggers we know, especially on the topic of reading, which is fascinating given that he teaches science. (Check his blog out here) He recently shared some reflections about, among other things, his application of some…