What happens when we stop asking, “How can I help students understand this text?” and instead ask, “What do readers do when a text is difficult, ambiguous, or unfamiliar—and how can I teach students to do that work themselves?” Students become better readers, writers, thinkers, and communicators when they have authentic reasons to read, write, talk, and think. Join this session to explore how we can move ELA instruction beyond completing assignments toward developing increasingly independent readers, writers, and thinkers.
