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What does cognitive science tell us about reading fluency, and how can teachers put that research into practice? Join Kyair Butts, Melissa Orkin & Maryanne Wolf on Nov. 3 at 4:30 ET! Register: us06web.zoom.us/webinar/regi…

I *am* marching in this army.

“We have too many people who have low expectations of children”. Hear, hear!

Children are not dandelions. Their learning doesn’t thrive in any old conditions we adults choose to confer on them. They’re more like orchids, flourishing when we adults provide optimal conditions. Natural experiments, such as the one described in this latest episode of #SoldAStory Season 2 bear this out. Outstanding journalism once again from @ehanford 🙌

I've discussed explicit vocabulary routines an abudance of times. You can view the routine in action. I wouldn't consider this a big DI lesson, but there are similarities. I would consider this a small di explicit vocabulary routine. This routine follows the research, but I've tried to enhance it over the years. It is scripted. You can see me refer to the script throughout. You will also see the feedback and discussion with students isn't scripted. How can one script for this? I don't feel I sound like a robot using a scripted routine. I even crack a joke towards the end of the lesson about hair becoming sparse. I mentioned to one of my students that this is his nightmare. He literally has perfect hair and his barber is one of my former students, which I think is quit cool. I hope this video is helpful. I am going to screencast it with on the spot reflections to show where I've made certain decisions, why I stopped at certain points and had students turn and talk and why I didn't stop right then and there and continued with the lesson script. We need more nuanced discussions about teaching and learning. I hope this video provides that. I do thank StepLab and teachers like Pritesh for putting themselves out there and showing lessons with their students. You have given me the courage to do the same. For context, this video was taken on one of the hardest teaching days of the year, Halloween Day. I hope you enjoy or enjoyed Halloween this year.

"Students expressed the urge to be forced to tackle classics they otherwise wouldn’t read, the need to combat frayed attention spans and the desire for an antidote to The Machine. “A lot of what we get out of this class is the human experience,” said a government and neuroscience major “The only way to get anything out of this class is to not use AI.” "At the core of the humanities is, of course, humanity...." wsj.com/lifestyle/harvard-cl…

⏰ The countdown is ON! 3 days until Faster Fluency! Join Dr. Maryanne Wolf, Dr. Melissa Orkin & host Kyair Butts as we explore the science behind reading fluency. 📅 Nov. 3 | 4:30 PM ET 🔗 Register today: us06web.zoom.us/webinar/regi…

Adopting a knowledge-rich curriculum is only the beginning. What happens next? Knowledge Matters Executive Director @mcglynn3 explores why thoughtful implementation is essential to building students’ knowledge and improving outcomes. Read more: kristenmcquillan.substack.co…

What does cognitive science tell us about reading fluency? Join Kyair Butts, Melissa Orkin & Maryanne Wolf for Faster Fluency on Nov. 3 at 4:30 ET. Register: us06web.zoom.us/webinar/regi…

Strategy instruction matters. But strategies can’t replace what a student doesn’t know. Building vocabulary + background knowledge strengthens reading, oral language AND learning across content areas. 🔗: harriettjanetos.substack.com…

Vocabulary builds more than language. It builds knowledge! Knowledge Matters Scientific Advisory Committee member Dr. @SoniaCabell shares how content-rich conversations strengthen vocabulary, knowledge, and comprehension. edweek.org/teaching-learning…

How we teach AND what we teach. @natwexler Wexler offers a thoughtful caution on Sold a Story Season 2: Engelmann’s focus on instruction and Hirsch’s focus on knowledge are both essential. We can’t leave knowledge out of the conversation. nataliewexler.substack.com/p…

🧠 What does cognitive science look like in the classroom? Join Kyair Butts, Melissa Orkin and Maryanne Wolf for Faster Fluency! 📅 Nov. 3 | 4:30 PM ET Explore how fluency supports learning and higher-order thinking. Register: us06web.zoom.us/webinar/regi…

I'm hosting a new series, Lit Talk! I'll sit down with researchers I admire to dig into literacy questions educators wrestle with every day. First up, Oct 14: Dr. Matthew Kraft on instructional time, where it goes and how to make the most of it. Join us: share.inquired.org/4AJjiz9

Want to know more about how Explicit Direct Instruction? Join me and Hannah Solomon in NYC on Oct 23 for a full day deep dive with... of course... lots of video! teachlikeachampion.org/princ…

Come for the Sandlot meme, stay for the argument about why “differentiation” so often misses the mark. Same bar. Better support. More chances to get there. New from Quill and the Classroom: The Differentiation Trap kristenmcquillan.substack.co…

🍂 Fall is officially here! Find a cozy spot, grab something warm, and catch up on Season 2 of the #HistoryMatters Podcast. Six episodes exploring how history builds knowledge and strengthens literacy. 🎧 Listen now: knowledgematters.org/history…

Differentiation is a hot topic. But knowledge-building means keeping content rich while adjusting the support students need to access it. As knowledge, skill & confidence grow, scaffolds come down. From @mcglynn3: kristenmcquillan.substack.co…

“Phonics is necessary but insufficient.” England’s results reinforce a critical truth: reading comprehension depends on knowledge. History, science, literature, geography, art, and music build the knowledge and vocabulary that make comprehension possible. nationalreview.com/2026/09/w…