Chapter 3 - Question 4

The discussion of modeling higher-order reading is fascinating.  Is there a way that such reading might be taught on a regular basis in your classroom?  It is the foundation for the Junior Great Books series - feel free to check them out of the leveled book room for use with your classes!

Chapter 3 - Question 3

How can you balance Marilyn Burns' caveat - p 59 - that the teacher should "stop, deal with the confusion and move on only when all students are ready" with the differentiated classroom?  What do you do with the most capable students?

Chapter 3 - Question 2

What do you feel are the pros and cons of using basal reading texts as the primary form of literacy instruction?  What is the balance between extended reading and reading of selections?  Do you think that allowing - no, requiring - extended reading may improve test scores in both reading and extended writing?

Chapter 3 - Question 1

Do you agree that effective teaching is  like Archimedes' lever?  Can effective teaching methods really move the world for yourself or for your students?

Chapter 2 - post 3

Discuss the importance of standards and why so often there are so many, poorly written standards.

Chapter 2 - Post 2

Why have Conley's four intellectual standards - p. 38 - been so rarely a part of curriculum and instruction in most schools?  How could we ensure that they are frequently and consistently implemented?

Chapter 2 - post 1

Discuss why content is essential to critical thinking?  And why is critical thinking essential at all?

Chapter 1 - Question 2

Feel free to comment - quote from p. 11

  "These three elements [what we teach, how we teach, authentic literacy] , if even reasonable well-executed, would have more impact than all other initiatives combined.

Chapter 1 - Question 1

Why are educators diverted toward ineffective practices before ensuring the implementation of the most essential proven principles and practices?

Introduction - second question

What in your school experience affirms the importance of coherent, content-rich curriculum; abundant amounts of purposeful, extended reading and writing; and structurally sound lessons?  Why should these be our "jealously guarded priorities?"

Introduction - pp 1 - 5

From the study guide:
What in your life and work affirms the need for simplicity - the need to focus on only one thing or very few things at a time?  What in your experience affirms the need to focuss on certain fundamental priorities before pursuing other interesting, but less worthy, pursuits?