Students may be struggling with word study, fluency, vocabulary, comprehension — or even motivation. It’s key to figure out where students are with their literacy skills, what kinds of support they need, and to see them as individuals.
Students often think they understand a body of material and, believing that they know it, stop trying to learn more. But come test time, it turns out they really don’t know the material very well at all. Can cognitive science tell us anything about why students are commonly mistaken about what they know and don’t know? Are there any strategies teachers can use to help students better estimate what they know?
Teachers often find the Holocaust to be an overwhelming subject to approach with their students. While the Holocaust offers important lessons to today’s students, it can be a difficult to find the appropriate amount of information to share with young learners. This article highlights the importance of the Holocaust in today’s classroom, and offers suggestions for integrating historical fiction into the unit of study.
This policy brief from the Alliance for Excellent Education asserts that it makes little sense to create a strong foundation of reading in grades K-3 if there is no plan to build upon the foundation in later grades. The Alliance offers a series of federal policy recommendations, including the expansion of the Reading First program (K-3) to the upper grades, increased funding to help states use assessments with open-ended writing and analytic reading items, and increased flexibility for schools to schedule more time for reading and writing instruction.
From a former White House speechwriter: a middle grade series following two First Daughters who team up with historical presidential children to save the nation.
Marissa and Clara’s mom is the newly elected president of the United States, and they haven’t experienced much freedom lately. While exploring the White House they discover a hidden tunnel that leads to an underground clubhouse full of antique curiosities, doors heading in all directions―and a mysterious invitation to join the ranks of White House kids. So they sign the pledge.
Suddenly, the lights go out, and Marissa and Clara find themselves at the White House in 1903. There they meet Quentin, Ethel, Archie, and Alice, the irrepressible children of President Theodore Roosevelt. To get back home, Marissa and Clara must team up with the Roosevelt kids “to help the president” and “to make a difference.”
Living in America’s most famous residence might seem glamorous at first—it’s the most fun place any kid could live! There’s a bowling alley in the basement, chefs are always available to prepare whatever you’re craving, and sometimes presidential aides will even help you with your homework! But life isn’t always easy for the youngsters who call the White House home. They’re always in the spotlight, and those pesky Secret Service agents are always around. For every perk, there’s a problem. From Washington to Obama, see the White House through the eyes of the children and grandchildren. Filled with wacky, weird, and wonderful stories, it shows what it’s like to call the president Dad (or Granddad or Uncle). Find out what schools they went to, what mischief they caused, and what pets they had. There are first-person accounts from letters and interviews, fascinating photos, original illustrations, and even a section that follows the children after they left the White House.
Seventeen-year-old Morgan is a Black teen triumphantly figuring out her identity when her conservative town deems depression as a lack of faith, and blackness as something to be politely ignored.
