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Ben’s Habits of Discussion ‘roll out�� slide.

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A week or so ago I shared on Twitter a really great slide that Ipswich Academy (Ipswich, England) uses to support teachers in helping them implement one of the most important but challenging techniques in the TLAC toolbox.

The technique��Habits of Discussion–involves building a set of habits and norms that cause students to listen actively and talk to (rather than past) each other.

In Habits of Discussion students reference preceding comments and build off of them, typical using phrases like:

“I understand why you’d say that, but …”“I’d like to share another example of that …”“Something that argument may not take into account is …”“I want to build on what you said …��

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In each of these examples students begin by framing a relationship between their present comment and the previous one. In so doing they shows respect for previous speakers and weave their comments together with their classmates to form more cohesive discussions.

It’s beautiful when done well but not always easy to installing such norms. That’s why the slide I shared was popular. It laid out for students (and teachers) exactly what the norms were in a collaborative discussion.

Here it is:

That’s GOOD��. but GREAT would be a video showing a teacher using this template to introduce and instill the key habits. So I am very happy to tell you I have just such a video.

Here, in a video worth its weight in gold, is Ben Hall of Ipswich Academy using Habits of Discussion for the first time with his students.

Some key points:

Notice the moves Ben employs before he even begins the class discussion: first students review their notes so facts and research are in their working memory. Next they Turn and Talk to rehearse and share ideas. Now everyone is likely to have something to say.

Next Ben explains the different roles students can play in discussion. The process is transparent to them: someone will open. He’ll ask others to support or challenge. He’ll Cold Call so everyone should be ready to weigh in. They should be listening carefully because a few people will be asked to summarize.

Ben also points out the sentence starters that are so useful in helping students learn to connect their ideas. They’re visible to students throughout and perhaps for this reason they use them consistently.

Actually they use and adapt them. That’s one of the great things about sentence starters like these. Students may begin copying them but over time they learn to adapt and apply them in unique ways.

The discussion ends on a high point, at least for me personally. Katie, asked to summarize, dos a heroic job. She starts by saying “most people think�� but corrects that. “A lot of people think…�� she says, “…but some people also say��.�� The discussion has made her keenly aware that the room is divided and she tempers her characterization and ably describes both opinions.

Thanks to Ben and his students for modelling how Habits of Discussion can be “rolled out�� with a clear model so students experience initial success and form a foundation of listening and speaking skills that will grow and develop throughout the year!

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We’re incredibly happy to announce that we’re welcoming a new Chief Operating Officer at Team TLAC this morning. Cherry Thompson joins our team today and we couldn’t be more excited!

Cherry was most recently Regional Vice President at Teaching Channel, an organization we admire and appreciate. In fact we had the pleasure of working with Cherry extensively on a variety of projects and would often leave meetings saying, “You know, we really need someone like Cherry Thompson around here…�� And now we’re lucky enough to have THE Cherry Thompson.

As Chief Operating Officer, Cherry will help us chart our strategic direction and manage resources so we pursue the right projects as productively as possible. She’ll help us refine our organizational structure and take a special interest in helping us grow our Reading Reconsidered Curriculum. We’re in good hands, in other words, and looking forward to serving teachers and schools as well as possible for the foreseeable future.

In addition to her five years at Teaching Channel, Cherry has been a teacher and Assistant Principal at Austin (TX) ISD and has also worked as an auditor with a major accounting firm so she brings broad experience and a top skill set to the team- not to mention the positive energy we love at Team TLAC. Welcome, Cherry.

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Building an inclusive community…now more than ever.

We are happy to announce that our TLAC Online modules have been fully revised and updated to align with Teach Like a Champion 3.0. In the modules, as in 3.0, we tried our best to focus on the impact each technique has on students, supporting educators in using the techniques strategically, to serve students and help them achieve.

Meanwhile Omicron has brought a new wave of challenges. As part of our to support you in this challenging time, we are releasing all of our modules on Cold Call for free usage for the next 6 weeks. This includes our guidance for use of Cold Call in both brick and mortar and remote settings.

We’ve always believed that Cold Call, when used in a warm and predictable way, can be a teacher’s most powerful tool in creating an inclusive classroom.�� Research out of Northwestern University supports this observation.

In a 2019 study about increasing gender equity during class discussions, Elise Dallimore, Julie Hertenstein, and Marjorie Platt found that “Cold Call increases the number of men and women who participate voluntarily…in high Cold Calling classes, women answer the same number of volunteer questions as men.�� Additionally, increased cold-calling did not make either group uncomfortable.�� However differences were observed between men and women in low Cold-Calling environments where women answered fewer questions than men.��

These findings build on an earlier 2013 study by the same team which revealed that, regardless of gender, students�� reported comfort participating in class discussions increases in classes with high Cold Calling.

If you’re looking for online adaptation, we’ve found that the “Chat Appreciative Cold Call,�� is a particularly useful application in remote settings. The Chat Appreciative Cold Call involves asking students to respond to a question at the outset of class (the sooner the better!) using the chat function.�� Give them a minute or two to respond and use Cold Call as a way to show your interest in especially thoughtful responses.�� “Oh, Sherise. I love that you used the phrase ‘conservation of matter.�� Can you say more about that?�� And then perhaps “And, David your point about states of matter was really interesting. Can tell us why you were thinking that?��

Inviting students to expand on an idea aloud is a warm and efficient way to let students know they are seen through the screen �� and to send the clear message that though we are learning remotely, this will be a class that demands your active thought and participation.�� Classes that build in Chat Appreciative Cold Calls within the first 3 minutes of instruction are particularly effective at resetting expectations for remote learning and making sure students stay involved throughout.

We will be opening our 6 modules on Cold Call for free usage for the next 6 weeks.�� They are:

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Whether you use these as part of a school-wide PD or to support an individual teacher, we hope they provide you with meaningful framing and clear action steps to use Cold Call to invite all students into the classroom conversation.

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This autumn we’ve been sharing free resources schools can use to get them through what we all recognize is a very challenging time.

​​The news is full of stories that describe what many teachers already know: Kids are struggling- often socially and emotionally and often at schools that are short-staffed and stressed for other reasons, meaning more needs and fewer resources to help. Maintaining a positive school culture and supporting character development are critical to students�� well-being and success, so we’re happy to share some tools that we think can help schools respond to student needs and ensure they rejoin the school community and navigate daily challenges successfully.

A few weeks ago, we had the pleasure of interviewing Brennan Steele, Dean of Social and Emotional Learning, from Believe Memphis Academy in Tennessee. Brennan and his staff utilize TLAC’s within their social emotional learning block each day. Brennan shared, “we have seen an increased ability [by students] to manage the many emotions that they experience as middle schoolers.��

Believe Memphis Academy –and schools from Sacramento, California to Plymouth, England currently pilot the, a curriculum that we launched in January 2021. The curriculum consists of 63 student facing lesson plans which were created to serve a variety of needs for deans, educators, and leaders in pursuit of developing their students�� character in the face of challenging situations. While our curriculum is written for grades 5-8, we think our lessons have broader applicability for grades 4-10.

The Dean of Students Curriculum can be used to:

Proactively teach virtues and values to support student character development.Develop students�� critical thinking, writing, and character development through carefully curated activities broken up by topic.Help students reflect on challenging situations, their actions, and learn replacement behaviors for counterproductive actions.Help students understand how their actions impact themselves and others.

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We are excited to share that we are offering free access to seven lessons from each of our seven units:

Compassion>Defining Compassion��Courage>Peer Pressure Vocabulary��Gratitude> Benefits of Gratitude��Integrity> Integrity in the Emperor’s Seed��Perseverance> Achieving Despite SetbacksResponsibility> The Power of An Apology��Respect> Social Media Tips for Teens��

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Each lesson engages students through reading and writing. Our lessons are adaptable and can be completed within a class period, using various means of participation, or can be completed over the course of several days.

We hope you find our curriculum lessons useful in whichever setting you wish to use them.

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If you have a question about the materials or want to learn more about the curriculum email us at [email protected].

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Just before a rich conversation��

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One of the key changes in the 3.0 version of TLAC is the inclusion of Keystone Videos �� longer more complex videos that illustrate how teachers combine and decide among techniques.

We see great value in Keystone videos to support not just better teaching generally but better execution of curriculum—including our own Reading Reconsidered Curriculum, so we wanted to share this new “Keystone�� of Hasan Clayton from Nashville Classical Charter School with all teachers- and our Reading Reconsidered curriculum users especially.

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In this clip you’ll see Hasan start class in his post-pandemic classroom with a Do Now and discussion in preparation for the day’s reading of To Kill A Mockingbird.�� Throughout the clip Hasan makes a series of decisions that create a Strong Start to class. And for our curriculum users, you may also notice how his incredibly strong pacing (not rushed but focused) sets the stage for reading success.

How to improve pacing is a question we get a lot with our reading curriculum.�� It is the mountain both new and experienced teachers often struggle to climb in a knowledge rich lesson. So much to do; so little time.

As soon as his 8th graders are seated, Hasan wastes no time sending students into Silent Solo work with a simple “You got this. Get busy,�� followed by a scan from the corner to check that all students have started.�� With his timer running, he walks the aisles with minimal narration, allowing the students to stay focused on the task in front of them.

It struck us that there are four actions he uses to build his routine & be able to assign independent written work knowing that students will engage in it fully, with energy, starting right away & working for a sustained period of time.

The four actions are

Encourage. As in, “You got this�� and “Can’t wait to see those answers.”Appreciate. As when he reads a student’s answer and tells her “Ooh I like this idea�� or “good thinking here”�� or even the praise he gives X for using the aristocrat.Tacit Accountability. As when he watches carefully and makes it clear that he will notice if students are on task. His circulation and quiet pauses to look over students�� shoulders help too.Explicit Accountability. As when he directly reminds students of what he expects and that they must do it: “Pencils moving…�� “Be sure to write in complete sentences…��

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His success you could argue is about the balance and synergy between and among these four tools.

As Hasan continues circulating you can see he has a set path which allows him to observe students�� writing without hindering their progress.�� He makes a series of decisions that might seem invisible at first glance.�� One moment he pauses to jot a note on his clipboard.�� Next, he pauses by a student, asks a clarifying question and whispers a pre-call prompt, “I’m going to ask you to share that out.”�� Moments later he’s inviting a student in the front row into the conversation with a data-driven pre-call, “I love that word that you used. I am going to ask you to add on to another student’s response.��

We see the impact of this pre-calling in the efficiency of the discussion that follows. Hasan starts his discussion by Cold Calling a student who he knows has a high quality answer because he saw it on her paper.�� He then calls on another student and says, “He used a word I want you all to hear.�� There is no fumbling for the paper or searching for the answer.�� The student is prepared to speak thanks to the pre-call and the rest of class is busily writing down the word if they missed it.�� Hasan then pushes students to elaborate on the answer.

As students speak, Hasan is writing notes on the board- charting the insights they offer so the class can remember them. ��Over and over, listening is as critical as speaking. Students are expected and reminded to listen to one another and jot down what they might like to add from their classmate’s response.

Hasan fosters this collegial atmosphere by reminding students to “Tell the class�� gesturing for students in the front to turn towards the rest of the room.�� And, he ends the review on question number three which he says (and knows from his active observation) was tough.�� Here he chooses to takes hands from students who felt ready for the challenge.

We’re grateful to Hasan and the other # of teachers who are piloting our Reading Reconsidered Curriculum. We want to learn from you and your videos! If you’re able to send us video of you teaching the Reading Reconsidered Curriculum in action, please send them to [email protected].

And if you’re piloting Reading Reconsidered and interested in getting access to more Reading Reconsidered Keystone videos, we encourage you to sign up for our .

If you’re not yet piloting our curriculum, you can learn how ! Feel free to reach out with any questions or inquiries!

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If you’ve read TLAC 3.0 you know we’re big on knowledge organizers and retrieval practice over at TLAC Towers, so it was with great excitement that members of our team met up with Art Worrell, Uncommon Schools�� Director of 5-12 History, this week to look at footage of how history teachers were using and applying retrieval practice.

The work Art and his colleagues have done blew us away with its richness, variety, depth and intentionality. I’m going to share a few examples. The first of which–today–comes from Neha Marvania’s 6th grade classroom at North Star Academy Vailsburg Middle School in Newark.

I love the application of retrieval practice she’s using here: putting key events in chronological order.

I’ve heard History teachers occasionally dismiss dates and chronologies as trivial and lower order but, as you can hear in the video, it’s anything but. “You have to use chronological order to show how [and idea] led to something else,�� one scholar reminds us in the video. And doing that causes some pretty rich conversations: How Locke’s Theory of Natural Rights inspired the American Revolution, which spread to Haiti, which inspired Simon Bolivar and so moved to Latin America. So we get the recall and the application.

I asked Art for a few of his observations about the video and some of the things he’d want teachers he works with to notice about it.�� He shared these observations:

Neha clearly assigns roles and reviews the task so students are clear on what they are doing and why. This roll out doesn’t need to happen every time, but it is extremely important the first few times that students complete this activityThroughout the exercise, Neha clearly connects the task to the historical thinking skill (causation and chronological reasoning), making it clear why students are doing this task and how it connects to their daily historical thinking. Students are able to articulate the purpose behind and the value of this knowledge retrieval activityNeha circulates and responds to data.�� She affirms the correct answer for round 1, but has students revise using their Knowledge Organizers when they didn’t “get it�� in Round 2. Knowledge organizers are leveraged as tools to keep the rigor high and the think ratio tipped towards the students.There is just SO much joy! Students are doing rigorous thinking, but they are also enjoying the sense of challenge embedded in the activity. Neha does a fantastic job of celebrating student thinking and the room has a culture of collaborative sense making.

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I agree with all of Art’s observations and would add that it’s a great example of something Daniel Willingham describes about effective retrieval practice in this interview (

Effective retrieval practice Willingham notes, begins with studying for the purpose of directly learning a body of knowledge but progresses over time to “take the form of using��old material in the course of studying some new material. For example, students will initially study the terms��isthmus��and��delta to master their meanings, and will later practice these meanings as they use the terms in their continued study of geography....�� or students will use their understanding of key events in the development of democracies to build a timeline showing how ideas about natural rights spread and grew.

Here we know that students have already memorized core facts because Neha tells them not to use their Knowledge Organizers. They know what’s on them. The activity is about applying as they retrieve and enriching or elaborating on their understanding.

We also get students who are proud of their knowledge and see how it serves them. I sometimes think there’s a narrative among teachers that we shouldn’t teach and build memory of facts because students will find it boring. But it’s anything but here. Suddenly students are armed by their knowledge of facts to construct for themselves a larger narrative about the role of natural rights in political movements across the Western Hemisphere.

And even when they struggle we see constant support for the hard work of memory building from Neha who is supportive and smiling and upbeat.

Thanks to Neha and Art for sharing this great example!

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The Gift of Focus

We are continuing do our best to support teachers and leaders during what is an immensely challenging time for educators. Previously we offered for English teachers and . You can find all of the resources on our . Today we’re offering free access to an abbreviated Plug and Play Professional Development session designed to support teachers in creating space for students to do “deep work.��

Background: In a recent conversation, a colleague shared how hard it is for us, even on our remote team, to find time to do deep work. In his book Deep Work, Cal Newport studies the role of attention in establishing the conditions necessary to produce world-class knowledge work. The key to mastering complex material with speed and flair, Newport writes, is the ability to sustain states of unbroken attention and deep concentration. In other words, if we want to produce work that shows great thought or awesome learning, we need to be able to concentrate for sustained periods of time.

Organizing time so teachers and leaders can have uninterrupted periods of work time while in a school building is highly challenging in the best of times; given the staffing crises and COVID protocols so many schools are juggling, it is nary impossible now.

This idea of Deep Work is even more important when we think of our students, many of whom spent the two years of COVID in front of a screen, attention pulled away by competing devices and understandable distractions. If we want our students to be able to sustain their attention on the meaningful and challenging work we are putting in front of them, we owe them a distraction free environment in which they can start to build their ability to sustain focus and to work, deeply.

In order to support you install this academic system in your school and support your students�� ability to engage in deep work, you will find an abbreviated version of our Plug and Play training on a classroom system called Silent Solo. For access to the abbreviated Silent Solo Plug and Play, .

The training is designed to support teachers in creating a distraction-free space and time in which students strengthen their ability to focus for sustained periods of time.�� We selected Silent Solo because we think the system supports a habit that will not only increase students�� ability to think deeply, but also will improve their writing. We also know it’s a relatively accessible system to teach in classrooms in which the classroom culture may be a bit rocky at this point in the year.�� You may want to consider using the PD to support a post winter-break reset of independent work expectations.

The training contains several video examples; supporting slides, tips and facilitator notes; a section on trouble-shooting challenges; and a brief practice. We’ve designed it to take 60-75 minutes to complete.

We hope that providing this training may provide leaders with a bit more space in which to do your own creative intellectual work. And we hope even more that it creates space for your students to manifest their great potential and engage in creating beautiful academic work.

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Coach the decision, not the outcome

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One of the most important and challenging aspects of coaching young people, is coaching them to focus on things that will cause them to succeed over the long run and ignoring the pressing distractions of the short run.

It’s a topic I wrote about a bit in The Coach’s Guide to Teaching. A developing athlete, I tried to point out, has to understand the difference between what he or she tried to do and how it worked out. And the coach’s job is to help identify (the right decision) amidst the noise (all of the distractions of the immediate game).

So my ears pricked up when Luke Gromer started talking about giving feedback that was “Not Attached to Outcome�� at one of his recent book clubs. (Luke offers a variety of great content for coaches on his site, , including book clubs for Coach’s Guide to Teaching, I’m humbled to say). His topic was a exercise he’d picked up from the crew over at PGC Basketball. It emphasized shot selection–the decision–as much as shot outcome–whether it went in.�� It was a competitive game (4v4 say) in which points were based on shot selection, often regardless of whether the shot went in.

Here’s a video of Luke at the book club describing the game and how to use it.

Some key points:

There’s a numerical scale of shot quality. The players learn it and get quizzed on it. This causes them to understand the tactical priorities. Lay-up=good. Uncontested three=good; off-balance mid-range jumper=bad. The scoring system internalizes the game model.But of course what matters is not just the game but how you use it, so I love Luke’s notes about creating psychological safety: “We tell them. We’re not going to take you out of the game if you miss a nine.�� What matters is the decision- playing the game right. That’s what you’re most accountable for.Loved Luke’s point about the necessity of self-discipline for coaches. “If a kid takes a seven [ie the shot we want him to take] I can’t pout with my body language. If a kid misses a breakaway lay up I have to think: That’s a nine!��

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It’s all gold so make sure to listen to the clip. Also Luke has promised to send some video of the actual game so watch this space for an update.

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Friedman (in simpler, maskless times)

Over the past month, we’ve been sharing resources that we hope have provided teachers and leaders with support in tackling many of the challenges of schooling right now. We’ve also been doing some learning ourselves, reaching out to partners in the field to understand how they’ve been approaching this unique time. We’re grateful to Charlie Friedman, Founder and Head of School at Nashville Classical Charter School, for providing his insight and we’ve shared his thoughts below. We’ve partnered with Charlie and his teachers for the past three years as valuable piloters of our Reading Reconsidered Curriculum. We’ve learned a ton from working with him and you’ll see why from his insights below, shared with us in a conversation with Hannah Solomon and shared on to you in the hopes that they will provide you with ideas and perspective to get through difficult times. We’re grateful to Charlie for sharing his wisdom, especially at a time when there aren’t many clear answers.

What challenge has most surprised you since the start of this school year?

I think that emotional complexity of the school year has been the biggest challenge.�� One example: we all agree that school should be open and every kid should be in school, but there is a true emotional tear when there is a positive case, when there’s been exposure, when there is a need to quarantine. It reminds you of the complexity of, on the one hand, knowing the right thing to do, but on the other it’s not simple to do it.

What I did not anticipate is that you get notified of a positive COVID case on a Friday afternoon or a Sunday morning �� not normal business hours. Then you have to spring into action Sunday at 3pm and it’s just different. It feels like you are on call all the time as a school leader, which isn’t entirely usual for this position.�� Many of us have families and other commitments, so we had to make some adjustments to try to preserve our balance.

It has taught us how important it is to have a team of people to make these decisions about how to proceed. One lesson learned is that we don’t need 100% consensus (from the four leaders involved in process decisions like this at Nashville Classical) because we don’t want you to have to drop everything to get on a phone call while you are spending time with your kids.

What was an “aha�� moment that helped you reframe how you’re approaching the year?

Two things, and I’m being a little vulnerable and transparent. ��First, seeing our achievement data when we returned in person. We have an economically and racially diverse school community and our Black and Hispanic students fell significantly further behind than before the pandemic. There was 5-6% gap in achievement in fall of 2020 and that grew to 16% by the time we returned to school.

We had a pretty good virtual program and we worked really hard to do everything we could to support it. So this data, which was really hard, made me realize that we should be going all in on accelerating learning for kids who are in school. We need to view this as a multi-year journey to fill and address those gaps. If kids need to miss days (because they are sick or because quarantine) then we can’t ask teachers to drop everything and become hybrid teachers. We need them to focus their energies on in-person learning and acceleration, because the data say that the virtual program was not effective.

What tips or strategies have been the biggest game-changer for you (or for the teachers you support) this year?

We had three people resign in the first 30 days which felt a little outside of the norm for us. ��I think this was both because we hired virtually, so they didn’t know us as well, and also as a result of how high stress things were at the time of re-opening. ��Two of the three worked with kindergarten kids, and those kids are less used to school while their parents are also experiencing a lot of pressure and anxiety about what their children missed.

Then, because of symptom monitoring, 50% of our teachers took at least one day off because of a COVID system. Combining these two factors with normal staff absences, we had to rethink coverage and expand our sub pool dramatically.

Lizzie Eisen, our School Principal, and Arshia Saiyed, our Director of Talent and External Affairs came up with an effective and creative solution. We brought in a cohort of parents, some volunteered and others we recruited, and did a four hour training on Strong Voice, Positive Framing, and What To Do Directions.�� Literally we asked ourselves “what are the essentials to help them teach and cover�� and we told them it would probably help them parent too! We mostly use them for pre-planned absences.�� It can’t be the only arrow in your quiver, but it’s been really successful.

We’ve also worked hard to limit complexity whenever possible.�� We haven’t tried to pre-think and prepare for every possible version of every scenario; we haven’t tried to do hybrid teaching. Instead, we try to anchor ourselves in our purpose.�� The purpose of this year is for our school to remain open and for us to begin the long and important process of accelerating learning for all of our students.

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Two weeks ago we wrote about how .�� The challenges and pressures of returning to the classroom combined with unprecedented staff shortages have put everyone under intense pressure.

Perhaps the most powerful action schools can take right now is to invest in providing teachers with a meaningful curriculum that engages students and leads to academic gains. That means infusing lots of background knowledge and carefully crafting writing activities and the like. That’s hard work but when done well a good curriculum can reduce teacher workload by lessening the time needed to prepare highest quality lessons. This time can be spent working individually with students, covering for colleagues or just maybe making dinner for one’s own family.

Great curriculum- rich, detailed, carefully planned but not “scripted�� is a win/win.

With that in mind, we’re offering a sample unit adapted slightly from our Reading Reconsidered Curriculum free to all teachers. It includes four short stories and three poems and, we hope, can yield a meaningful and rich learning experience for students across the broadest range of grades. (Our curriculum is written for grades 5-8, though schools use it from grades 4-10 and we think these lessons have broad applicability too.)

The sample unit consists of about five weeks�� worth of full of carefully crafted daily lessons, with student materials included as well. We’ve taken those lessons in part from our unit on Narrative Short Stories, in part from our unit on Science Fiction Short Stories, and in part from our unit on Poetry.�� In it students will read the following short stories and poems:

“The Stolen Party,�� by Liliana Heker“Marigolds,�� by Eugenia Collier“Robbie,�� by Isaac Asimov“There Will Come Soft Rains,�� by Ray Bradbury“The Weary Blues�� by Langston Hughes“Dreams�� by Langston Hughes“Harlem�� by Langston Hughes

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Each lesson is designed for a 90-minute reading block with opportunities to adjust based on your school schedule�� which also means you could easily get more than five weeks of still-valuable and knowledge rich, less-than-90 minute lessons from it!.

The lessons were originally written for 7th and 8th graders but again we think could easily work for ��6th and 9th graders and perhaps beyond, especially if you made small adaptations (they’re in MS Word so that’s easy to do).

The materials are aligned to TLAC 3.0 and Reading Reconsidered and include student packets complete with embedded non-fiction and lesson plans containing time stamps, questions, teacher facing key ideas, possible means of participation and Break It Down questions. ��There’s explicit vocabulary instruction, various types of writing prompts (formative, developmental and supplemental), as well as Do Nows, Exit Tickets and optional homework assignments. ��We also provide the Knowledge Organizers from each of the original Reading Reconsidered Units in order to support students�� knowledge building.

Though we recommend that you use these lessons as a unit, they can also stand alone if you are in a pinch and need a few days of (really good) materials.

We hope that these resources give you back some time, and make this challenging year a bit more manageable.

Click here��/�� to download the Reading Reconsidered Sampler Unit.

If you have a question about the materials or want to learn more about the curriculum email us at ��[email protected]

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