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Reading groups — homogeneous or heterogeneous?

As teachers, we know that small-group instruction can be extremely powerful. It allows us to work with just a handful of students at time, to differentiate our instruction to specific student needs, and can help students listen to and learn from one another. An often taken-for-granted assumption is that we should group our students according […]

Does leveled reading create life-long readers?

Imagine you’re in the library, looking for a new book to read. You see the covers and spines of many books with intriguing titles and related to topics about which you care deeply or desire to learn more. Your excitement mounts as you take in the seemingly boundless possibilities. But then, upon closer inspection, you […]

What’s in those leveled book boxes?

Recently, I was reading an article called “The Character of Our Content” in an archived issue of Rethinking Schools. In this piece, a concerned mother critiques representations of gender and race in a basal anthology that her daughter was reading at school. The article got me thinking how incidents such as these are likely very […]