- Shaking, Sanitized Hands: Building New Student Relationships while Grieving Old Ones - November 19, 2020
- Class Divide in Emergency Learning: A Crisis Overseas - September 10, 2020
- Practicing Self-Care in the Midst of Chaos - August 31, 2020
- Do the Work: Equity Symposium for Teachers - August 23, 2020
- Universities Collaborate on the Biggest Experiment in Higher Ed: Reopening - August 3, 2020
- The Day of Teacher Self-Care is Happening August 1, 2020 - July 21, 2020
- Do the Work: A Conversation Around Anti-Racist Teaching in K-12 Schools - June 14, 2020
- My Daughter Has Found Her Passion Using Getty Unshuttered - May 11, 2020
- Dear Teachers of the Arts: The World Still Needs You - April 30, 2020
- Urban Districts Warn That 275,000 Teacher Jobs Could Be At Risk Due to COVID-19 - April 30, 2020
2. What’s the Word? Decoding Skills in Reading by Lori Rice
To teach your students to read you must know where they are. It is important to understand their current instructional reading level (accuracy and comprehension combined) as well as their fluency level. If you are unsure how to test your students and gather this data, check out my recent article, “See Jane Read.” Students below grade level might struggle for three reasons: fluency (how quickly they read words correctly), decoding (how they attack unknown words), and/or comprehension. This is the third article in a series about reading instruction. The second article focuses on how to increase fluency with students. Students at grade level need meaningful work to practice their reading skills and push their comprehension. They can, however, struggle with decoding. If you notice students at grade level often skip words, ask for words, or mispronounce words you will want to check their decoding. Students above grade level need extension activities and ideas to stretch their comprehension into the upper levels of knowledge.
To read more, click here.
To read article number one, click here.