While much of the conversation around literacy development has recently focused on revolutionizing the way that we teach reading, much less has been propounded about writing instruction.  Yet, if we were to consider the reciprocal relationship of reading and writing in literacy development, then we must reflect and reevaluate the ways in which we teach writing. 

If we want students to be invested in their learning and value reading as a rich, meaningful, and relevant endeavor, we must be sure that we design instruction in ways that allow for engagement, transfer, and creativity. 

Starting with a quick informational piece can help us get to know our students–what they like to do, where they go, what they’re passionate about and can teach–all while teaching conventions and syntax.

Over the past few years, there seems to be a much-heated debate and quite the divide over how we should be teaching reading in the classroom. In fact, the conversations have become so polarizing that one feels as if we must wholeheartedly, “choose a side.”

While the world adapts to new norms and behaviors for daily life, we as educators must rethink and adapt our approach to literacy instruction in the virtual “classroom.”

This article explores five insights that we wish we had known sooner and strategies that would have proven useful in reaching many students over the years in the classroom.

This article explores how writing about reading can tap into the social media worlds of students. It offers a fresh approach to exploring tools and techniques to engage students in deeper thinking and ways to convey ideas

As classroom teachers, we sometimes approach our teaching in a compartmentalized way.

Who wouldn’t when it’s the daily schedule that seems to dictate and inform what we do rather than the students in front of us?