When I first started as a reading teacher, I was shocked by the amount of errors my students made without self-correcting. I’m not talking about not being able to pronounce an unknown word or struggling with sounding one out. I’m talking about students saying that “The dog meowed” and not stopping to figure out what the heck just happened. And while that might be a slight exaggeration, it really was astonishing to me. I quickly
I have always been of the mindset that it’s important to use formal names for things with children. They’re capable of learning them and it can continue to strengthen their vocabulary skills in other ways. In most aspects of my day, I stay true to this philosophy. I use “schema” with my students; I explicitly teach comprehension strategies and expect students to use their formal names. I teach content vocabulary and expect students to use
I’ve spent the last 15 years teaching in 1st, 2nd, and 3rd grades, and working beside elementary classrooms as an instructional coach and resource support. I’m passionate about math, literacy, and finding ways to make teachers’ days easier. I share from my experiences both in and out of the elementary classroom. Read more About Me.
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