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News | June 2, 2011

Now Available: IRA's New Teaching Edge Video Series

 

Now you can experience the professional development knowledge of the 2011 Teaching Edge Speaker Series at home.

This new series promises more than just professional development. Teaching Edge connects you with the real superstars of the literacy world. These intensive sessions will boost your knowledge, expand your abilities, and make you eager to return to the classroom to put it all into practice.

 

Pic of Routman

I do it. We do it. We do it. We do it. You do it.
Regie Routman

In this practical, interactive session, Regie Routman will show how to apply an Optimal Learning Model (OLM), a gradual release of responsibility model, to maximize teaching and learning across the curriculum for all students and teachers. Participants will learn how the OLM can become an indispensable tool for thoughtful lesson planning and observation as well as for raising expectations for what's possible as readers and writers.

 

Pic of TynerThe Literacy Jigsaw: Practical Implementation of the Critical Pieces
Beverly Tyner

This session will provide all you need to know to assemble a rigorous literacy curriculum while answering the following questions: What is best taught in whole-group or small-group instruction? Would reading aloud or shared reading be the most powerful venue to grow all readers in the classroom? Which components should be included in small group to differentiate instruction for maximum growth? Learn to address the needs of an ever-increasing wide range of learners and meet the critical components of reading research-based instruction with practical implementation in the classroom.

 

picture of DickResearch Based Principles for Reading at Grade Level
Richard Allington

This session will define why the following principles matter when teaching children to read and how to go about taking care of them as a teacher:

1. Matching difficulty level of texts with kids’ development because kids need lots of high-success reading

2. Ensuring that most of the scheduled reading period has children actually reading and not wasting time on workbooks, test prep, or test taking

3. Allow children to select most of the texts they will be reading

4. Engaging children in daily literate conversation about the texts they are reading