TCM Blog

Summer of Strategies: Using Text Evidence in Writing

By: Melissa Cheesman SmithPosted 07/27/18
Summer of Strategies: Using Text Evidence in Writing

Using evidence from a text with informational or argument writing is a crucial skill for our students as their writing develops. Teaching this can be a taxing responsibility to take on! But, with these simple tips, students can become prolific and critical writers.

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Summer of Strategies: Using Text Evidence in Reading

By: Melissa Cheesman SmithPosted 07/13/18
Summer of Strategies: Using Text Evidence in Reading

Reading a text and answering questions has been part of literacy instruction for ages. However, using text evidence to prove answers, whether literal or inferential, is a must-have skill for the 21st century.

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Summer of Strategies: Close Reading for Word Meaning

By: Jessica HathawayPosted 06/29/18
Summer of Strategies: Close Reading for Word Meaning

Close reading is part of a well-balanced curriculum in language arts and the content areas. Check out our blog for a close reading strategy that helps students determine word meaning from any text that they read!

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How To Help All Students Access Complex Text!

By: Erick HerrmannPosted 03/03/16
How To Help All Students Access Complex Text!

With renewed emphasis on Text Complexity in state standards, teachers must find ways to help students access text that is written above their current reading level, or at or above grade level. When and how should we introduce Complex Text to students? What exactly makes text complex?

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Maintaining Interest During Close Reading...or Help! I'm Losing Them

Close Reading requires rereading. Students will need to reread text several times with specific purposes in mind. “Not Again!” I bet you can anticipate the groans, "But, we've already read this." So, what can you do to keep students' interest during several Close Readings of the same text? Here are a few suggestions!

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The Right Text

By: Dona Herweck RicePosted 01/23/15
The Right Text

Helping children find material to engage them and to have meaning for them are worthy objectives. Today, appropriateness of a text for a reader is often indicated by its designated reading level. Does the push for leveling deter children from finding the books that engage them?

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