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Posts tagged ‘Curriculum’

Grandfather Ratoncito Perez and the Apprentice Tooth Fairy

Grandfather Ratoncito PerezTooth fairy? Money? Spanish and English? All the makings of a unique and perfect book for reading —- and learning —- with children! Right away, I was drawn to the clever story and the many potential extension activities that easily build out of this story. No wonder. Look at the author!  Virginia Walton Pilegard. Just recently, I wrote a post about her series of Warlord’s mathematical adventures. She is fabulous. As always, an enjoyable opportunity for teaching and learning.


The original tale of El Ratoncito Perez began 120 years ago, with a small rodent who leaves presents and coins for children under their pillows after losing a tooth. Spanish writer Luis Coloma wrote the story for the eight year old Prince Alphonso (more of the history and original tale). The original story included a moral about helping the poor of the country, but this part of the tale is often forgotten now, as young ones simply know of the mouse who collects teeth in a small red bag. Children in Spain still wait for the Ratoncito Perez after losing a tooth, just as others do all across Latin America and Europe. You will even find a museum for Raton Perez in Madrid, Spain (visit online at The original “home” of Raton Perez was at Calle Arenal #8 near Puerta del Sol in Madrid. Today you can still visit and find a small statue, plaque and gift shop.

El Ratoncito Perez is now known by a variety of names in a variety of locations: el raton de dientes, La Bonne Petite Souris in France, Topolino in Italy, El Ratoncito Perez in Spain and Argentina, el Raton in Mexico, Venezuela & Guatemala. Another opportunity to bring in geography and culture for little ones who want to learn more about the tooth fairies & mice around the world! For more about the original tale and the Spanish Institute for Miguel Cervantes, go to  Centro Virtual Cervantes (Spanish)


Now this story of the tooth mouse actually includes an apprentice tooth fairy – and she needs some assistance with money. Jenny is a young fairy, new to her job delivering money to children who have lost a tooth. She attempts to carry one hundred pennies, only to drop them because it is just too heavy. Among the scattered pennies she discovers a door and a voice – leading her to Grandfather Ratoncito Perez and his grandson, Miguel. Grandfather helps Jenny understand how the one hundred pennies are the same amount of money as four quarters, twenty nickels, and ten dimes. Finally Jenny decides to carry ten dimes in her bag, as this is the lightest option. She flies off to deliver her coins, much to the happiness of young Joshua. When she returns to the fairy Queen, she tells her the poem she composed while flying home.

006Four quarters make one dollar;

Twenty nickles just as well.

Ten dimes are light to carry,

One hundred fairy pennies fell.

This little rhyme is perfect for young ears and will help kids understand pennies, nickels, dimes and quarters. A coffee filter works perfectly for a little round bag like Jenny’s bag in the book, and a little piece of yarn to tie the bag of money – students can practice with their fairy bags of money and Jenny’s poem as well!


5 Beautiful Picture Books About Artists

5 Artist Picture Books

Diego Diegoby Jeanette Winter

Written by Jeanette Winter, this book will captivate you with illustrations and the story of Diego Rivera (in Spanish and English). The story is informative for all ages and conveys Diego Rivera’s celebration of Mexican culture and the people of his country. The story serves as an excellent introduction to his artwork and life. Older students can continue their research to delve more into his childhood and later, his move to Paris and back to Mexico, especially as this influenced his artwork. Students will learn about his murals as well as his passion for social justice.

VivaFridaViva Frida

by Yuyi Morales

Frida Kahlo, Mexico’s celebrated artist and passionate woman is seen through vivid language and poetry – all accompanied by lush, vibrant and colorful illustrations. The poem is told in both English and Spanish, and celebrates Frida with strong verbs and a style that evokes Frida’s artwork. The author’s note includes insight and her own connection to Frida Kahlo. This book is a great jumping off point for learning more about Frida’s life and artwork. (For another great picture book that will teach you more about Frida’s life, check out Frida by Jonah Winter).

The Fantastic Jungles of Henri RousseauFantastic Jungles of Henri Matisse by Michelle Markel

The jungles are living and breathing in the work of Rousseau. This is the story of a self-taught artist who persevered and followed his dream, only beginning to paint at the age of forty. The text is engaging and aptly bring life to the colorful illustrations – which immerse the reader in art just as Rousseau became immersed in his own paintings.  Adults will also appreciate the myriad of historical figures who appear in the illustrations and add depth to the picture book for older readers. Those who know about Rousseau will likely still find new details about his life and work, and children will be inspired by his dedication, perseverance and determination.

The Iridescence of Birds: A Book About Henri MatisseThe Iridescence of Birds by Patricia Maclachlan

Matisse is celebrated with beautiful illustrations inspired by his hometown and the French countryside. The cold, gray village is juxtaposed with light, color, patterns, paint and a home filled with opportunity for art. Young Henri and older Henri are both found in this story, and the reader can see the life story of the artist through the beautiful illustrations. Matisse’s family had pigeons and he would observe the birds, paying close attention how the light would change their colors as they moved – the iridescence of birds. You will also find author’s and illustrator’s notes which bring insight and thought to the story of Henri Matisse and the writing of this picture book.

My Name is GeorgiaMy Name is Georgia by Jeanette Winter

Flowers, nature, the American Southwest, sunset, the deserts of New Mexico. Georgia O’Keefe holds an important place as an American artist. This book appeals to readers of all ages, telling Georgia O’Keefe’s story in a first person narrative. Georgia, as a young girl, was unique in her dress, manners, and focus. At the age of twelve, she knew she would be an artist. With the support of her family she attended art school and forged her own path in the male-dominated art world. She painted the beauty of nature and landscape as she saw it, with her own unique perspective. The illustrations are lovely and will transport you to Georgia’s world. The biography is simple yet interesting. Readers will be intrigued and captivated by Georgia’s life and her intense passion for art.

Of course there are many wonderful picture biographies of artists – these are only five! What are your favorite picture books about artists?

Teaching English Language Learners (Part II)

Language Learners in the English Classroom by Douglas Fisher, Carol Rothenberg & Nancy Frey (Part II)

Now for the second half of the book and Fisher’s discussion of the last two components: fluency and comprehension. If you missed my discussion of the first two components (vocabulary and grammar) go to Part I.ELL

Fluency – More Than the Need for Speed

In order to address fluency, generally recognized as automatic word recognition while reading, Fisher examines what he believes are the three major components of literacy for the English language learner: oral fluency, reading fluency, and writing fluency.

  • Oral fluency. First off, Fisher discusses the importance of not only public speaking, but also private rehearsal and practice. This is especially important for students who may be self-conscious about the mistakes that they make when speaking, and the opportunity for private practice (and listening to their own recordings) allows them to focus on pronunciation in a safe environment. Public speeches in class (with practice!) is also important in developing oral fluency, and Fisher outlines ideas for effective speeches and rehearsals in the classroom.
  • Reading fluency. There are many ideas for improving reading fluency in the classroom. Fisher discusses how repeated readings can improve word recognition and comprehension. Using repeated readings in a variety of ways can help students practice their reading and improve not only their speed, but also voice, inflection, expression, tone and pitch. Readers theater and choral readings are also helpful for English language learners. They have the opportunity to practice aloud but with partners, which can lesson their anxiety about speaking and give them the opportunity for meaningful collaboration. Check out more about readers theater at Reading A-Z. NIM (Neurological Impress Method) is another method which is very effective with ELL students, though this requires planning and time, as teacher and student sit together to read using NIM steps. Read more at ReadStrong.
  • Writing fluency. Sometimes writing fluency is overlooked, yet this is also an important component to address with students learning English. Power writing, using short timed events, sometimes with a specific focus (such as grammar or content) can help students improve their writing and “get the words on paper” – often a struggle for ELL students. Using sentence and paragraph frames (Fisher and Frey discuss this in detail in a previous book, as well as Language Learners for the English Classroom) are also helpful and productive in gaining writing fluency. The frames create a model of sorts, that can readily be used for reference by the ELL student. This is especially helpful with using academic language and text structures that lend themselves to academic writing. Do not miss Fisher & Frey’s discussion of writing frames and strategies.

Comprehension – “The Cooperation of Many Forces”

What is comprehension? Bloom’s Taxonomy comes to mind; a student needs to be able to make meaning, explain, interpret, analyze and discuss. Effective comprehension instruction involves reading comprehension strategies, and the National Reading Panel (2000) identified eight strategies (comprehension monitoring, cooperative learning, graphic organizers, story structure, question answering, question generation, summarization, and multiple strategy instruction) for comprehension. Fisher makes a particular note of the multiple strategies instruction, as teaching students multiple strategies in context (rather than as a stand alone strategy out of context) results in much higher comprehension for the student. Instruction should involve multiple reading strategies and be integrated in an authentic reading situation. Ultimately, students must learn how to apply the reading strategies (think tools) in his or her own reading without the assistance of the instructor – keeping in mind that independence is the goal of all reading comprehension strategies. Fisher recognizes and discusses how metacognitive awareness must be a part of the reading comprehension instructional plan – students must be aware of one’s own learning and how the reading strategies help them make sense of the text. Think-alouds, guided reading instruction in small groups, and reciprocal teaching can all be part of a successful reading comprehension instructional plan that focuses on metacognitive awareness. Read the ASCD Express discussion of comprehension strategies for English language learners.

Gradual Release of Responsibility Model

Planing an instructional lesson with the gradual release method involves thoughtful preparation with the end result of independent reading and writing in mind.  For more about Fisher’s Gradual Release, go here for discussion and images of the instructional model. Using the strategies discussed with the framework of vocabulary, grammar, fluency, and comprehension, you can build your own lessons using the gradual release model – all helping together to achieve the goal of fluency for our English language learners. All four sections of this book work together to give you a more comprehensive approach to teaching English language learners. If you are looking for a book to help you bring together the effective strategies of a reading comprehension program for the ELL students in your class, this is the book you should read.
Have you read Language Learners in the English Classroom? What are your favorite books and teaching resources for working with English language learners?

Teaching English Language Learners (Part I)

Language Learners in the English Classroom by Douglas Fisher, Nancy Frey and Carol Rothenberg (Part I)

Are you interested in learning about English language learners? Language Learners for the English Classroom is a user-friendly text that will help you understand the challenges and complexities of working with English language learners in the secondary classroom and give you practical ideas for how to help them in their quest for fluency.

Why is learning English difficult for adolescent students? Fisher outlines several challenges facing the adolescent English learner, specifically a lack of familiarity with the linguistic code (namely pronunciation, vocabulary, idioms, grammar), difficulty with text structures and features, diverse rhetorical styles (remember that different cultures develop ideas in different manners, leading to a new challenge when learning English and a different structure for writing and developing ideas), and different background knowledge than their English peers who have attended elementary school in the United States.

What are the best practices for English language learners? To develop literacy in the English language, there are three areas that demand focus in the English classroom: teaching language, teaching reading, and teaching writing. (You may want to read the NCTE Position Paper on the Role of English Teachers in Educating English Language Learners for more a comprehensive discussion.) Fisher discusses more about guided instruction, focus lessons and modeling, using the Gradual Release model when planning instruction, and other strategies for planning effective instruction.

ELLAt the heart of this book, Fisher, Rothenberg & Frey discuss four components to a successful program for English language learners, focusing on vocabulary, grammar, fluency and comprehension. For right now, I will discuss vocabulary and grammar (go to Part II for fluency and comprehension).

Vocabulary – Getting the Just Right Word

Vocabulary (not worksheets!) can be fun — and a strong vocabulary is crucial for improving reading comprehension. How can you improve vocabulary with your students? Fisher discusses many possibilities for vocabulary strategies, specifically with the goal of using precise and academic terminology for the classroom in mind. Fisher discusses how the English language learner is challenged in terms of academic vocabulary, and “command of academic language use, both verbal and written, lags significantly behind their conversational skills” (40). Further complicating this issue is how to teach vocabulary in a successful manner, particularly with the realization that “fewer than 10 percent [of the 3,000 to 4,000 words learned per year] could be attributed to direct vocabulary instruction. Instead ….most of the gains in vocabulary were attributed to acquisition with the context of learning, that is, through reading, writing, thinking and speaking about concepts” (41).

Fisher identifies five instructional strategies focusing on vocabulary.

  1. Wide Reading. Silent Sustained Reading (as well as independent reading across content areas) is helpful for students to spend time reading, and increasing their vocabulary knowledge while reading. High-interest, low reading level books are ideal for students learning English. It can be challenging to find fiction appropriate for older English language learners which is at a level suited to their vocabulary, and not too challenging. (I know of a teacher who used the Bluford series  – with high-interest, engaging and current topics in a shorter – lesser than 200 pages – format, often with her ELL and struggling readers at the high school level, with a great deal of success Bluford Series Books) Of course it is not enough to simply have access to books. Teaching contextual analysis is an excellent way to help students maximize the vocabulary they can learn through wide reading. Using context clues to look for the definition, synonym, antonym, general or an example can help your students learn new words. This is also an excellent opportunity to use a special bookmark for “what to do when you don’t know a word” to help students with context clues. For one idea, check out this bookmark at Teachers Pay Teachers here.
  2. Teacher Read-Alouds. Using read-alouds in the secondary classroom can help students build necessary background knowledge while watching teachers model fluent oral reading of texts (especially pronunciation) and model the “think-aloud” process of making connections, clarifying and building comprehension. This is also another opportunity for vocabulary in context and repeated exposures – particularly with new, important words that you are focusing on in class. Students have an opportunity to watch the teacher’s face and notice the expressions, which helps them understand the new words.
  3. Content Vocabulary Instruction. Every content area has its own specific vocabulary, and this is crucial for students developing their vocabulary in the classroom, and building that important “academic vocabulary” for all subjects. Vocabulary journals and word walls can be used effectively in the classroom – particularly with the important words that teachers will want to reference on a regular basis. Keeping an ongoing word wall in the classroom is a fun way for students to add words and be directly involved with their new words. Giving students the opportunity to decide “yes, this is a word we should add to our journal or wall!” is a great source of ownership and engagement.
  4. Academic Word Study. Sometimes teachers may overlook some of the “academic vocabulary” because they assume that students already know the word. Sometimes students may not know the word at all, or have a very limited understanding of the word. Yet these academic words are so important and many texts will not have enough contextual clues for these words, meaning it is very important for teachers to help students access the academic vocabulary through other means than simply context clues. An excellent resource mentioned by Fisher is the Academic Word List (Coxhead 2000) and this list is a good place to start when deciding what words are worthy of individual focus and attention.
  5. Words of the Week. Breaking down words. Quite literally, the word parts are important (think prefix, suffix, and roots) and students do need to learn the parts of the words. Examining word parts will help students discover and understand relationships between words with similar parts; this can also be an opportunity for students to connect their learning with the knowledge of their primary language, as English shares many Latin based affixes and roots with other Latin-based languages. Words of the Week (WOW) is one program that tackles a different affix or root each week, and this may be helpful for your school and classroom in addressing the vocabulary needs of English learners.

Grammar – “It Is Blue?”

Grammar skills are extremely important in communicating ideas in standard academic English and formal grammar instruction should be part of a successful ELL program. There are many possibilities for teaching grammar with your ELL students – ideas that are far more successful and more fun than diagramming sentences and filling in worksheets!

Why is grammar so important for English language learners? First of all, students need to be able to apply the rules of the English language consistently and accurately. Memorizing rules is simply not adequate; this is one of the reasons that it is vital to teach grammar in context. When it is decontextualized, grammar instruction is not effective. Rather, using students’ own writing as the basis for grammar lessons actually results in increased knowledge and understanding for the students. Students then use the rules that they learn in their own writing, cementing their understanding of the grammar. Fisher outlines three instructional strategies to help students improve their grammar in context and using authentic writing as a basis.

  • Generative Sentences

This idea calls for students to generate sentences with a specific strategy in mind. They can expand their sentences and vocabulary in a meaningful that will ultimately help them with their understanding of the English language. Teachers can use specific word placement, word limits and other requirements to help students focus on precise language use and effective sentences. This activity is also effective in vocabulary development, as teachers can use key vocabulary words as part of the generative sentence activity.

  • Sentence Combining

Combining sentences is a creative way to address grammar. What I love about sentence combining is that you can show students how to use rules in authentic writing – not a “canned” grammar activity that is decontextualized and isolated from “real” writing. Sentence combining can help you teach punctuation, compound sentences (the run-on sentence!), subordination, reduction and apposition. Students can use their own writing while they examine individual sentences, looking for effective means of combining and reconfiguring sentences in a way that improves their writing fluency. This can be a time consuming process and it is often best done in teacher-student writing conferences. The benefits of this strategy are huge and you can see the improved writing immediately! Fisher also includes some excellent student examples that help clarify the process.

  • Sentence Syntax Surgery

I love the name of this strategy. Writers are like surgeons, cutting apart sentences and rearranging them in the correct English sequence. Students learn syntax by manipulating the words and creating a grammatically correct sentence. This is especially effective with students at the Expanding and Bridging levels. It is also hands-on, giving students the opportunity to literally move the sentence around, which gives them a different experience than simply a paper and pencil or word processing program. For some students, the ability to pick up the word and move it, then try the sentence out loud, will help them find the correct syntax and further their understanding of the grammatical concept at hand.

Vocabulary and grammar are the first two instructional focuses of this book – and then we move to fluency and comprehension – Post II.

Love, Ruby Lavender — A Map, Questions, and Letters to Discuss

Love, Ruby Lavender —-  A Map, Questions, and Letters to Discuss


Good garden of peas! What a summer! And what a novel! If you haven’t read Love, Ruby Lavender, you really need to start right away. This is the story of just one summer – but it is so much more than just one summer – in Aurora County, courtesy of fabulous children’s author Deborah Wiles. Ruby Lavender is a darling, energetic little girl who loves her grandmother. This book will make you laugh out loud (Miss Eula and Ruby are Chicken Liberators of the Highest Order – and the scene where they “rescue” three chickens is one of my favorites!) and these characters will also teach you a few things about life, finding what is important, friendship, and how to keep putting one foot in front of the other, even when the going gets tough.
This book is excellent for discussion for several reasons. The story is a fun one to read, and we also have some life lessons and important topics that create excellent connections for readers, both young and old. The book also lends itself well to some engaging extension activities, that will hopefully help readers build on those connections while learning more about the characters and the themes of the novel. Readers will be able to make text-to-self connections (especially with the topic of friends, as I am finding 3rd and 4th grade girls have a lot to say about friends and friendship – and all of them have invariably experienced some complications with friends) and also make broader text-to-world connections that will allow for more discussion of topics such grief, loss, friendship, and learning important lessons in life as we grow and change.

Topics for Teaching and Exploration

Grief & Loss

This is an important topic for discussion, particularly how Ruby and Miss Eula and Melba Jane all handle the grief in their lives. Losing Grandpa Garnet is difficult for Miss Eula and Ruby. We also learn that Melba Jane lost her dad in the same accident one year ago. Ruby and Melba Jane each deal with grief differently. Why do they handle this loss differently? What did they learn about each other when they finally connect and talk (after the chicken attack)? Did each of them change by the end of the novel? How did Ruby grow and change? How does Miss Eula handle the loss of Grandpa Garnet? Does Miss Eula change also?


Miss Eula and Ruby exchange letters through their own secret mailbox and later through the US post office while Miss Eula is in Hawaii. Ruby also sends pictures. Why are letters so important to Ruby and Miss Eula? How is this different than calling each other on the telephone? Do you write letters to anyone in your life? Write a letter to someone you know that is far away – send it and see if maybe you get a letter in return!

Words of Wisdom

Miss Eula is a wise woman and gives Ruby several pieces of advice throughout the novel. She is also known for the motto “life goes on.” Why is this so important to Miss Eula? And Ruby? Is this a good motto for life? What are your favorite pieces of advice? Dove also gives some advice – and Ruby likes to offer advice too. Do you agree with the advice that Ruby tells others in the book? Why or why not? Would you give Ruby some advice?


Ruby has some important friends in the story. Even though Ruby and Melba Jane are not friends, they both become friends with Dove. Why? What do you look for in a friendship? What is important in a good friend? Why do you think Ruby and Melba Jane just cannot be friends while both of them are friends with other people? Why do people hold grudges sometimes – and what can we do to help with conflicts in a friendship? What ideas do you have to help friends and people who might hold a grudge? What do Ruby, Miss Eula, Melba Jane and Miss Mattie all teach us about friends?


Look at the different covers for the novel. Why did the illustrator include certain pictures and images? What parts of the story are included on each cover? Which cover do you like the best? Why? If you were to make your own cover, what would you create? What cover do you think Ruby would create if she were to write the story of her summer?


Ruby draws a map of Halleluia, the town in Aurora County where she lives with her family. Why do you think she included certain landmarks and places? How does the map show what is important to Ruby? What would a map of your town/neighborhood look like? What would you include on the map to share with others?

More Online Resources

Deborah Wiles website (Reading Group Guide with Question)

Scholastic website

Deborah Wiles Interview (Harcourt)


Have you read Love, Ruby Lavender? Or other books by Deborah Wiles?

I Read It, But I Don’t Get It: Comprehension Strategies for Adolescent Readers by Cris Tovani

IReadItThis book was classroom-changing for me when I first read it. The timing could not have been better. The book was brand new and I was in my first year of teaching. My master teacher told me that I should read the book I Don’t Get it: Comprehension Strategies for Adolescent Readers.

Right away I was drawn to the practical nature of this book. With classroom snippets and student dialogue, Cris Tovani illustrates her points about reading comprehension issues in the classroom – not at the elementary level but at the junior-high and high school level. This resonated with me as I was teaching four sections of 11th grade students, and most of the them had an independent reading level of 8th or 9th grade. They struggled with our American Literature McDougal Littell textbook. When I foolishly assigned “Sinners in the Hands of an Angry God” as a homework reading assignment, not one of my students was able to write a coherent summary of the reading. I looked at their homework – and they did try – and I was crushed. I knew they were struggling but I was at a loss for how to help them. I knew how to create lessons plans and address the standards. I could write summaries and read to the class but I knew there was more I should be able to do for my students. Cris Tovani showed me exactly what I needed to do to help my students.

So what will you find in this book?

Fake reading. Yep, Cris Tovani discusses what so many teachers see in their classrooms every day. Students “fake” read and make it through the assignments and discussions without actually reading – or comprehending. So what is there to do? First of all, we need to understand the realities of what reading really is and “redefine” our perception of reading. Reading is not just about decoding words. Reading is about constructing meaning and using cueing systems in our to comprehend challenging texts.

Right away, Cris doesn’t want teachers to feel overwhelmed by this information and the thought of teaching cueing systems. She quickly points out two absolutely fundamental ideas that all teachers can do to help their students improve their reading comprehension: 1. Become a passionate reader of what you teach. 2. Model how good readers read. Both of these ideas permeate her book as she discusses specific strategies that will help teachers improve reading comprehension in their classroom.

This leads us to strategic reading. Good readers have a purpose when they read. Having a clear focus on a reading assignment will help students stay focused and cue in to the important information. With a vague purpose (“You will have a test on this chapter tomorrow.”) students have difficulty zeroing in on what the important information and making sense of the concepts in their reading assignment. Thinking aloud and modeling the reading process will help your students see how a good reader makes sense of text, makes connections, and determines important ideas and questions. Marking the text also helps students connect, engage and interact with the text. Following up on marking text, double-entry diaries (as well as other interactive, dialectical journaling) can help students make sense of challenging texts.

What happens when a reader gets confused? First off, we need to teach students how to recognize when they are stuck and confused. Students who struggle with reading don’t always realize the point where they lose track in the reading process. Before they realize it, they finish the entire chapter even though they stopped interacting with the text pages earlier. Helping them identify the point where they first encountered confusion is the first step. Now what? Here is where we encounter fix-up strategies. Rereading is something students are often told, but there are many other fix-up strategies beyond rereading. Cris Tovani will walk you through a multitude of strategies, such as making text connections, making predictions, stopping to think about what you already know and read, asking questions, writing, visualizing, retelling, recognizing patterns in text structure, reading rates, and other ideas that will help your students repair the confusion.

Perhaps most important is Tovani’s discussion of how to teach reading strategies to your students. Not just creating lesson plans that utilize modeling, double-entry diaries, or comprehension constructors. Teaching students how to use these important strategies will help them beyond that particular lesson where you ask your students to make text-to-self and text-to-text connections in a double-entry diary. The strategies will help them become better readers in all of their classes and beyond.

Most of all, Tovani’s book resonates with optimism, energy and enthusiasm for her students and her teaching. When I finished the book, I was energized and excited. I was no longer in despair about my students reading abilities; I had a text in hand (and highlighters – I bought about 100 highlighters in 3 different colors after I read this book – I was so excited to teach my students how to mark and annotate a text!). I had multiple fix-up strategies to add to my reading toolbox. I set off with my highlighters, started posters with reading fix-up strategies and my students and I continued to make amazing improvement over the course of the year. And years later, I still find myself referring back to this book, rereading paragraphs and sections. It is an excellent reminder of the reasons we teach and the possibilities in the classroom, each and every day.

Have you read Cris Tovani’s book? What are your favorite reading comprehension textbooks for the classroom?

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