"The question of whether to include phonics instruction has been resolved. The answer is yes." Read the full article by A Fresh Look at Phonics author Wiley Blevins, published by the International Literacy Association.
Read this article from ILA's "Literacy Across Disciplines" by Douglas Fisher & Nancy Frey, authors of Comprehension. Inside, the authors discuss their vision for not only deepening students' understanding of complex texts, but energizing and inspiring students to read passionately.
In this article by Caitlin Krause, author of Mindful by Design, she provides five research-grounded practices to help educators embrace vulnerability as a strength.
In this article from The Wall Street Journal, Girls Without Limits author Lisa Hinkelman offers her comments on the social and emotional effects of the COVID-19 pandemic on adolescent girls.
Read this article published by ASCD in which Comprehension authors Doug Fisher and Nancy Frey present a three-pronged framework can help students not only learn meaning of texts, but also gain motivation and purpose from them.
The authors of The Distance Learning Playbook, Grades K-12, discuss in this ILA article, three critical takeaways they have learned while distance learning, including how to accelerate learning, managing reading volume, and the infusion of social and emotional learning strategies.
"For decades, phonics instruction has been the topic of conversation and debate. It is often treated like a long-lost relative showing up for Thanksgiving dinner—sometimes welcomed, sometimes relegated to the kiddie table, and often misunderstood. But the research is clear: Phonics instruction matters, and it is essential for students to understand the alphabetic principle to learn to read." Read the full article by Wiley Blevins, author of A Fresh Look at Phonics, in the Nov/Dec 2020 Issue of NAESP Magazine.
"The best approach to student discipline is a proactive approach. The more energy a new leader invests in developing systems that support the communication of school expectations, the fewer behavioral interruptions will occur during a typical school day. The fewer disruptions, the less instructional time is wasted, giving students more time to engage in learning and more opportunities to grow." Read more in this article by Scott Trungadi in NAESP's 2018 March/April Issue of Principal.
"As a former public elementary school principal who believes in taking care of students’ emotional and social needs as well as their academic needs, I was happy to see this book that can be part of an administrator or teacher’s toolkit to help lower suspension rates." Read the full review of Don't Suspend Me! by Mary Langer Thompson on Middleweb.
"Skills that students develop in social and emotional learning—empathy, collaboration, and so on—are closely connected to standards in many academic subjects." Read the full article by Mauric Elias, author of The Other Side of the Report Card, on Edutopia.
"When students engage in PBL, they should gain skills that will help them solve a wide array of problems, not just the problem at hand." Read the full article by Michael McDowell, author of Developing Expert Learners, on Edutopia.
"As students gain content knowledge, their next step should be applying it to new problems and across academic disciplines." Read the full article by Michael McDowell, author of Developing Expert Learners, on Edutopia.