Annotate Based on the Reading Purpose

Posted on February 25, 2019

Giving students highlighters to identify important information can often lead to them marking nothing or painting everything. The solution to transforming "painters" to selective highlighters is to define the reading purpose

Go Beyond Highlighting--Expect Why-Lighting

Posted on February 18, 2019

Often annotation is reduced to little more than a set of codes and symbols that students are required to use while reading. This is a great first-step to annotating. However, using only codes and symbols is not enough.

Synthesize & Cite Evidence From Multiple Sources

Posted on December 03, 2018

Students must read multiple texts in order to write an extended response citing evidence for all (or most) of the texts provided. This is going to require an extra level of organization during the reading, note-taking, and pre-writing processes.

Troubleshoot Evidence Errors in Reading Responses

Posted on November 26, 2018

Students' early attempts at evidence-based responses often require some fine-tuning. Troubleshoot these three-common "evidence errors" within your reading instruction and comprehension discussions.

Balance Evidence v. Elaboration in Reading Responses

Posted on November 19, 2018

After reading multiple texts on a standardized assessment, students are asked to synthesize ideas and generate a long, extended response. Each idea or reason needs to be developed into its own paragraph with supporting details from the text.

Compare Vocabulary Study to Dating

Posted on October 15, 2018

To master an essential vocabulary word, students require repeated exposure to the word over time. This supports the 4-14-40 research by leading expert Dr. Robert Marzano.

Take Advantage of Root-Word Instruction

Posted on September 17, 2018

Teaching students every word in the English language is impossible. But teaching students how words work leads students to unlocking many other words.

Enhance Learning with Active Instruction

Posted on August 13, 2018

In her book Activate, Katherine Mills Hernandez describes student engagement as more than merely doing something. She raises the bar and expects students are doing something that facilitates learning.

Identify the Skill First & the Text Second

Posted on May 06, 2018

The reading standards outline the skills students need to master; they do not require certain texts be read. This puts the emphasis on teaching reading, not teaching texts. Teachers should first identify the comprehension skill to teach.

Discern 3 Types of Syntheses

Posted on March 09, 2018

Often teachers identify a synthesis as an aha readers experience after combining multiple thoughts and thinking beyond the text. And this is accurate. However, there are actually three different types of syntheses.