Podcast appearances and mentions of jennifer serravallo

In this 2023 episode, Jennifer Serravallo explores how The Reading Strategies Book 2.0 is organized to support skill progression and responsive teaching. Learn how the book's “if-then” paths help teachers quickly identify the right strategies based on individual student needs—whether in small groups, whole-class lessons, or intervention settings.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

The conversation explores the implications of AI in education, particularly in writing. It features educators discussing foundational skills necessary for writing, the evolving nature of these skills, and the potential role of AI as a tool for enhancing learning. The participants express diverse perspectives on whether AI can support or hinder the development of essential writing skills, emphasizing the need for careful technology integration in the classroom. The discussion highlights the importance of critical thinking, collaboration, and the human element in teaching and learning. Follow us on Twitter: @JSerravallo @jeremybballer @MelanieMeehan1 @heymrsbond @T_F_Berger @JonHarper70bd @BAMRadioNetwork Chanea Bond is a North Texas English and literacy teacher, scholar, and activist. Her areas of interest and advocacy include diversifying literacy curriculum to better represent the lived experience of her students and their communities. Tom Berger is the Managing Editor, Contributor, and he is a former high school and college English teacher. As an editor and writer, he has covered travel, world news, and community economic development, and I'm excited to now be back in the world of education, working on high-quality content that's of value to teachers. He is a former high school and college English teacher. As an editor and writer, he's covered travel, world news, and community economic development, and he is excited to now be back in the world of education, working on high-quality content that's of value to teachers. Melanie Meehan is the Elementary Curriculum Coordinator in Simsbury, Connecticut. She develops curriculum and assessments, coaches teachers, and works with students to help them become confident, competent writers. Melanie has written several books about writing instruction, co-authored the popular blog Two Writing Teachers, and co-hosted its companion podcast. Additionally, she consults with school districts and educational companies and tutors writers worldwide. Jeremy Hyler was a middle school English teacher for almost 22 years. Currently, he works as a Manager of Educational Partnerships for the nonprofit Center for the Collaborative Classroom, where the science of reading is a key component of the literacy programs. He is also a teacher consultant/leader for the Chippewa River Writing Project. Jeremy has co-authored the best-selling book Create, Compose, Connect! Reading, Writing, and Learning with Digital Tools (Routledge/Eye on Education, 2014) with Dr. Troy Hicks, along with From Texting to Teaching: Grammar Instruction in a Digital Age (2017), and Ask, Explore, Write: An Inquiry-Driven Approach to Science and Literacy Learning. Jennifer Serravallo is a New York Times bestselling author, award-winning educator, literacy consultant, frequent invited speaker at state and national conferences, and former member of the Parents Magazine editorial board. Jen is best known for creating books (including The Reading Strategies Book 2.0) and resources rooted in research that help make responsive, strategic, differentiated literacy instruction possible for all educators.

Send us a textJennifer Serravallo specifically focuses on ideas from her latest book, Teaching Reading Across the Day. Her books utilize research-supported practices, translated for everyday classroom teaching. Jen is known for her work in the areas of reading and writing strategies, individualized literacy support for students, and teacher professional development in literacy. She is a New York Times Bestselling author of teacher professional resources including The Reading Strategies Book 2.0 and The Writing Strategies Book. You can connect with Jen and her work at her website www.jenniferserravallo.com, on Twitter @jserravallo, on Instagram @jenniferserravallo, or by joining The Reading and Writing Strategies Facebook Community.To cite this episode: Persohn, L. (Host). (2025, Feb. 11). Another conversation with Jennifer Serravallo (Season 5, No. 7) [Audio podcast episode]. In Classroom Caffeine Podcast series. https://www.classroomcaffeine.com/guests. DOI: 10.5240/F889-5592-600B-3925-4EAE-3 Connect with Classroom Caffeine at www.classroomcaffeine.com or on Instagram, Facebook, Twitter, and LinkedIn.

Sometimes, teachers can struggle to "fit it all in" when it comes to reading. What a relief it is to hear reading instructional leaders like Jennifer Serravallo talk about the artistry of teaching, how to overcome the challenges of teaching reading, and teacher autonomy and responsiveness. Jennifer also reflects on where the research is "fuzzy" in reading instruction needs more work and discusses where we go next (including the challenges of teaching children with changing attention spans). If you teach reading, Jennifer's show is a must-listen. Episode Highlights:  Effective Lesson Structures: Step-by-step plans for read-alouds, shared reading, phonics, and close reading. Art Meets Science: How structured lessons allow teachers to bring creativity and adaptability into their reading instruction. Emerging Research Areas: What's next in reading comprehension, engagement, and the role of executive functioning in literacy? Tune in to get inspired and equipped with tools to make reading instruction more engaging, manageable, and impactful. Perfect for teachers, administrators, and anyone passionate about literacy education. Show notes: https://www.coolcatteacher.com/e868

In this episode of Blessing the Book: A Framework for Building Student Engagement, Sharon Callen explores actionable strategies to ignite a passion for reading in the classroom. Drawing from Linda Gambrell's Rules of Engagement, Sharon emphasises the importance of creating opportunities for sustained reading, offering choice, and encouraging social interaction around texts. The concept of "blessing the book" is a key strategy for guiding striving readers toward accessible and engaging texts, fostering ownership in their choices.Sharon introduces independent reading time as an essential practice for cultivating sustained engagement, urging teachers to make this time intentional and focused on building students' relationships with their books. She shares insights on helping students tackle appropriately challenging books, ensuring growth without overwhelming them.The podcast also highlights tools like the Engagement Inventory, adapted from Jennifer Serravallo, to track students' focus during reading sessions, revealing patterns of engagement and disengagement. This data-driven approach informs tailored strategies to help students stay engaged.Listeners gain valuable classroom tips, from implementing peer discussions after reading to incorporating reading logs that encourage reflection and build agency. Sharon concludes by reminding teachers that engagement doesn't happen by accident—it is nurtured through intentional, supportive practices. By implementing these strategies, teachers can help students not only improve their reading skills but develop a lasting love for reading, empowering them to take ownership of their learning.TEACHIFIC RESOURCESSeven Rules of Engagement by Linda GambrellMotivation to Read Profile by Linda GambrellReading Calendars 2024 - TeachificTEACHER'S TOOLKIT PODCASTSGenevieve Kruyssen: New Release Books 2022, Latest Release Books 2023, Invitation to New Books 2024 Part 1Part 2Rebecca Bird: A Book Lover's Story 2020, Great Books for High School 2021, New Books to Inspire 2022,Giselle Pulford: Picture Books for Older Readers 2021, Information Books in My Classroom 2021,Motivation: Key to Reading Success with Sharon CallenTantalising Texts and Classroom Libraries with Sharon CallenJENNIFER SERRAVALLOEngagement inventoryTEXTS (AMAZON)No More Reading for Junk by Barbara Marinak and Linda GambrellBest Practices in Literacy Instruction by Lesley Mandell Morrow and Linda B GambrellJOIN TEACHIFIC NOW AND SAVE!Join Teachific  today. Access thousands of resources and a growing number of 'anytime' courses within your membership.FURTHER INFORMATIONTune in to "Teacher's Tool Kit For Literacy," a free podcast where accomplished literacy educator Sharon Callen and her team share valuable insights and tips. With over 30 years of experience, they provide strategic learning solutions to empower teachers and leaders worldwide.  Subscribe on your favourite platform for exclusive literacy learning content.  Apple, Spotify,  Google, YouTubeRead our insightful blogs, which make valuable connections between resources, podcasts and courses.Visit our Cue Learning website and sign up for the Teacher's Toolkit Weekly newsletter to stay updated on resources, events and discover how Cue can support you and your school.Explore Teachific, our vast collection of PDF resources, to enhance your teaching toolkit. And get even more support from our growing number of 'anytime' online courses.Connect with the latest news and other educators by joining our Teacher's Toolkit Facebook groupExplore upcoming live or online webinar  eventsHave questions or feedback? Reach out to us directly at admin@cuelearning.com.au

Join us on Teach Me, Teacher as we delve into the critical topic of teaching reading across all subjects with Jennifer Seravallo, author of the groundbreaking book “Teaching Reading Across the Curriculum“. In this episode, we explore the research-backed strategies that truly enhance literacy skills, contrasting them with the flood of ineffective programs schools often invest in. Together, we uncover why these programs fail to deliver and discuss practical solutions for educators feeling overwhelmed. If you missed part one, listen here.  Tune in for an insightful conversation that promises to empower teachers with actionable insights to foster a culture of reading in every classroom. If you enjoyed this episode, check out my other talks with Jen here and here.

Shannon and Mary chat with Jennifer Serravallo, whose literacy work they have long admired.   Jennifer shares how her view about reading instruction have evolved over time.     Jennifer's written a new book showing teachers different structured models for responsive teaching called Teaching Reading Across the Day, and she gives us many ideas from us the book about how teachers can apply the art of teaching to set up their literacy blocks to best meet their students' needs.RECOMMENDED RESOURCES AND ONES MENTIONED DURING THE EPISODETeaching Reading Across the Day, Grades K-8: Methods and Structures for Engaging, Explicit Instruction by Jennifer Serravallo *Amazon affiliate linkThe Reading Strategies Book 2.0 by Jennifer Serravallo *Amazon affiliate linkThe Writing Strategies Book: Your Everything Guide to Developing Skilled Writers by Jennifer Serravallo *Amazon affiliate linkA Systematic Review of the Research on Vocabulary Instruction that Impacts Text Comprehension by Tanya S. Write and Gina N. CervettiSci-Hub (to find reference articles)Re:Thinking with Adam Grant (podcast mentioned)Using Vocabulary Strategies for Independent Word Learning (blog on Jennifer's website and podcast discussion with Freddie Hiebert)Effects of Fluency Oriented Instruction on Motivation for Reading of Struggling Readers by Gene Mehigan Jennifer's websiteJennifer's podcast Jennifer on Twitter/X: Join us at Educate and Rejuvenate July 2024Get a free Green Chef box using our link.Comic Boom - Comics in EducationAn education podcast exploring the use of comics in education. Each episode I'll be...Listen on: Apple Podcasts SpotifySupport the Show.Get Literacy Support through our Patreon

Join us on Teach Me, Teacher as we delve into the critical topic of teaching reading across all subjects with Jennifer Seravallo, author of the groundbreaking book "Teaching Reading Across the Curriculum". In this episode, we explore the research-backed strategies that truly enhance literacy skills, contrasting them with the flood of ineffective programs schools often invest in. Together, we uncover why these programs fail to deliver and discuss practical solutions for educators feeling overwhelmed. Tune in for an insightful conversation that promises to empower teachers with actionable insights to foster a culture of reading in every classroom. If you enjoyed this episode, check out my other talks with Jen here and here. 

Jennifer Serravallo - Teaching Reading Across the Day: Methods and Structures for Engaging, Explicit Instruction. This is episode 685 of Teaching Learning Leading K12, an audio podcast. Jennifer Serravallo is a NYT bestselling author of more than 15 books and resources, an award-winning educator, a literacy consultant, a frequent speaker at state and national conferences, and a former member of the Parents Magazine editorial board. In 2023, she launched her podcast To the Classroom: Conversations with Researchers and Educators. Jen is best known for creating books and resources rooted in research that help make responsive, strategic, differentiated literacy instruction possible for all teachers. Her books are used around the world and several have been translated into French, Chinese, and Spanish, and will soon be available in Italian. Jen holds a BA from Vassar College and an MA from Teachers College, where she has also taught graduate and undergraduate classes. Follow Jen on Twitter (@jserravallo) and IG (@jenniferserravallo), learn more from her website/blog: www.jenniferserravallo.com, and join the Reading and Writing Strategies Facebook Community. Our focus today is Jen's latest book - Teaching Reading Across the Day: Methods and Structures for Engaging, Explicit Instruction. Remember to share with your friends, colleagues, peers, family, and everyone else. Before you go... You could help support this podcast by Buying Me A Coffee. Not really buying me something to drink but clicking on the link on my home page at https://stevenmiletto.com for Buy Me a Coffee or by going to this link Buy Me a Coffee. This would allow you to donate to help the show address the costs associated with producing the podcast from upgrading gear to the fees associated with producing the show. That would be cool. Thanks for thinking about it.  Hey, I've got another favor...could you share the podcast with one of your friends, colleagues, and family members? Hmmm? What do you think? Thank you! You are AWESOME! Thanks so much! Connect & Learn More: http://www.jenniferserravallo.com https://podcasts.apple.com/us/podcast/to-the-classroom-conversations-with/id1671184358 jserravallo@gmail.com https://twitter.com/JSerravallo https://instagram.com/jenniferserravallo Length - 44:51

My guest today is Dr. Leigh Patel who is a transdisciplinary scholar whose research focuses on both the ways schooling delivers inequities and how education can be a tool for liberation. She is the author of Decolonizing Educational Research. We'll be discussing an essay she published last fall on decolonizing.net. In the second part of the episode I'm joined by my colleague Shawna Coppola, author of the new book Literacy For All. **For a transcript and more information about the podcast and host Jennifer Serravallo: www.jennniferserravallo.com/podcastRead Dr. Patel's Essay here.Learn more about Shawna's book here.**About Dr. Leigh Patel:Dr. Leigh Patel is an interdisciplinary researcher, educator, writer, and is the Associate Dean for Equity and Justice in Education at the University of Pittsburgh. She works extensively with societally marginalized youth and teacher activists. Patel is a recipient of the June Jordan Award for scholarly leadership and poetic bravery in social critique and is a national board member of Education for Liberation, a long-standing organization dedicated to transformative education for and by youth of color. She is the author of Youth Held at the Border and Decolonizing Educational Research. Connect with her on Twitter at @lipatel.Support the show

Today's guest is the brilliant Zaretta Hammond, author of Culturally Responsive Teaching and the Brain. We'll talk about the science behind her recommended “six core design principles” that she calls “culturally responsive brain rules”. Later, I'm joined by my colleague Jerry Maraia for a continued conversation about practical takeaways.  ***To learn more about Jennifer Serravallo: www.jenniferserravallo.comTo read a transcript of this episode: www.jenniferserravallo.com/podcastLearn more about Culturally Responsive Teaching and the Brain, Zaretta Hammond's book***Zaretta Hammond is a former classroom English teacher who has been doing instructional design, school coaching, and professional development around the issues of equity, literacy, and culturally responsive teaching for the past 18 years.  She teaches as a lecturer at St. Mary's College's Kalmanovitz School of in Moraga, California.In addition to consulting and professional development, she has been on staff at national education reform organizations, including the National Equity Project and the former Bay Area School Reform Collaborative (BASRC).  She has trained instructional coaches in reading development, especially targeted at students of color and English learners.  She has also designed national seminars such as the three-day Teaching with A Cultural Eye series for teachers and school leaders. She is regularly invited to present at regional and national conferences. She has authored articles that have appeared in publications such as Phi Delta Kappan.Along with a focus on culturally responsive teaching, Ms. Hammond has a strong research agenda around literacy, vocabulary development, and equity. She has designed culturally responsive tutor training programs aimed at volunteer reading tutors for a variety of non-profit organizations. She currently designing a literacy program to accelerate low reading skills among high school students. She holds a Masters in Secondary English Education.She also writes the popular ready4rigor.com blog.  Zaretta is the proud parent of two young adult children, both of whom she taught to read before they went to school. She resides in Berkeley, CA with her husband and family. Support the show

The Reading Strategies Book 2.0 by Jennifer Serravallo is designed to meet every type of reader, and today we are noting the one-year anniversary of this book.We're revisiting a podcast conversation from early 2023 between Jen and our former colleague, Jaclyn Karabinas. Jen talks about why she wanted to write this new edition, its timeliness, the detailed research process, and what new features readers will find. She shares her insights and hopes about how educators can incorporate this versatile resource into their classrooms. Since this episode aired, Jen also published the Reading Strategies 2.0 Companion Charts, and later this spring, Jen is publishing the Writing Strategies Companion Charts.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Today's guest is none other than THE Dr. P David Pearson. Usually I approach guests with a topic in mind, but because Dr. Pearson had just written on just about every topic there is to write about in the field of literacy education, I asked him what he wanted to discuss. He said: "how to design an ideal literacy block aligned to research." I love the topic and I hope you will too. As always, I'm joined by colleagues in the second half of the episode today. It's Gina Dignon and Macie Kerbs to talk about practical takeaways for the classroom. It's a long episode, but worth every minute.****Click to read a full transcript of this episode, and learn more about the show, and Jennifer Serravallo. ****P. David Pearson is an emeritus faculty member in the School of Education at the University of California, Berkeley, where he served as Dean from 2001-2010. His current research focuses on literacy history and policy. He also holds an appointment as a Professor of the Graduate School and is the Evelyn Lois Corey Emeritus Chair in Instructional Science.Prior to coming to Berkeley in 2001, he served as the John A. Hannah Distinguished Professor of Education in the College of Education at Michigan State and as Co-Director of the Center for the Improvement of Early Reading Achievement. Even earlier, he was Dean of the College of Education, Co-Director of the Center for the Study of Reading, and Professor of Curriculum and Instruction at the University of Illinois.  His initial professorial appointment was at the University of Minnesota in Minneapolis from 1969-1978.He has been active in professional organizations, serving ILA and  NCTE in many capacities (including the IRA Board of Directors and currently Chair of the Research Panel), both the NRC and NCRE as President, and the American Association of Colleges of Teacher Education as a member of the Board.  Awards include the 1989 Oscar Causey Award for outstanding contributions to reading research from the NRC and the 1990 William S.Gray Citation of Merit. for his contributions to theory, research, and practice from the IRA. In 2004, he received the Alan Purves Award from NCTE for the Research in Teaching Englisharticle most likely to influence practice, and in 2005, the Albert J. Harris Award from IRA for scholarship on reading difficulties.  In 2006, the University of Minnesota honored him with the Alumni Outstanding Achievement Award, the highest non-academic award given at the University, for his contributions to educational research and practice. In 2010, he received the AERA Distinguished Contributions to Research in Education Award.  In 2003, he was elected to membership in the National Academy of Education (NAE) and in 2009 to membership as a Fellow of the AERA.  In 2012, the Literacy Research Association (formerly the NRC) created the P. David Pearson Scholarly Influence Award to honor scholarship that impacts literacy practice. His 300+ books, articles and chapters, written with over 300 co-authors, appear in a range of outlets for a wide range of audiences—teachers, scholars, and policy makers.Professor Pearson received his B.A. in History from the UCBerkeley, after which he taught elementary school in California and went on to complete his Ph.D. in Reading Education at the U of Minnesota.  He completed post-doctoral study at the U of Texas, Austin and Stanford University. Special thanks to Alex Van Rose for audio editing this episode. Support this showSupport the show

My guest today is Dr. Elizabeth Sulzby whose research focus is on early language and literacy development in Pre-Kindergarten. She talks about research studies she did with preschoolers in NYC years ago where teachers do repeated readings of storybooks—even those with complex language and story structure—and study children's rereadings and retellings. These studies formed the basis for her emergent reading classification scheme. We also talk a bit about emergent writing development in prekindergarten and its parallels to reading development. Later, I'm joined by my colleagues Gina Dignon and bilingual educator Clarisa Leal for a conversation about practical takeaways for young children and multilingual learners.****Read a full transcript of this episode and learn more about Jennifer Serravallo.AccessEmergent Literacy: Writing and ReadingMore on Dr. Sulzby's KLP Literature ProgramThe Reading Strategies Book 2.0****More about this episode's guest:Elizabeth Sulzby is best known for her pioneering work in emergent literacy. Prior to coming to the University Michigan in 1986, Sulzby was associate professor with tenure at Northwestern University. During 1996-97, she was a visiting professor at Leiden University, the Netherlands, where she collaborates with A.G. Bus and Marinus H. Van IJzendoorn in studies of attachment and emergent literacy. She received her Ph.D. from the University of Virginia and her M.Ed. from the College of William and Mary. She did post-B.A. study in philosophy at Harvard University after receiving her B.A. in philosophy and English from Birmingham-Southern College. Sulzby is the author, with W. H. Teale, of Emergent literacy: Writing and Reading, and has published her research on children's emergent reading and writing development in numerous journals.  Her studies of emergent bookreading and emergent writing have been conducted with diverse groups of children aged 2-7, including African American, Spanish-English bilingual immigrant, Appalachian, and European American children.Research in emergent literacy has led Sulzby in a number of related directions. She has studied the transition from emergent to conventional literacy, designing techniques for assessing literacy from toddlers to early elementary grades in a manner consistent with emergent literacy insights. Her studies, with Bus, van IJzendoorn, Teale, and Kaderavek have bridged the parent-child intervention studies and children's independent emergent readings. Her research has been funded by the Spencer Foundation, NIE/OERI, the Research Foundation of NCTE, and by various computer and software companies, including IBM, Apple Computer, and Jostens. Sulzby is a Fellow in the APA and NCRLL and has served on many editorial and research review boards. Recently, she served on OERI's advisory group for a center for early literacy agenda, NCEE's New Standards Primary Literacy Panel and was a member of the National Academy of Sciences/National Research Council's Committee on the Prevention of Reading Difficulties in Young Children (Snow, Burns, & Griffin, 1998). Special thanks to Alex Van Rose for audio editing this episode. Support this show:(https://www.buymeacoffee.com/TotheClassroom) Support the show

Today's guest is Dr. Tim Rasinski. We'll talk about his newest book, Artfully Teaching the Science of Reading, along with several of his recently published studies that offer ways to support students' fluency development through the use of poems and Reader's Theater. This conversation is packed with ideas you'll be able to use right away. After my converstion with Dr. Rasinski, I'm joined by four of my colleagues – Darren, Lainie, Macie, and Gina – where we'll share our responses, ideas, and further questions. ***For more information about Jennifer Serravallo, to read transcripts of any episode, or to learn about inviting Jen's colleagues to work in your school or district, visit her website: www.jenniferserravallo.comFor more information about Tim's Book, Artfully Teaching the Science of Reading, click here.***About this episode's guest:Timothy Rasinski is a professor of literacy education at Kent State University and director of its award winning reading clinic. He has written over 200 articles and has authored, co-authored or edited over 50 books or curriculum programs on reading education. He's published numerous best-selling books with Teacher Created Materials and Shell Education, and has also authored books for Scholastic. His scholarly interests include reading fluency and word study, reading in the elementary and middle grades, and readers who struggle. His research on reading has been cited by the National Reading Panel and has been published in journals such as Reading Research Quarterly, The Reading Teacher, Reading Psychology, and the Journal of Educational Research. Dr. Rasinski is the first author of the fluency chapter for the Handbook of Reading Research.Dr. Rasinski served a three year term on the Board of Directors of the International Reading Association and was co-editor of The Reading Teacher, the world's most widely read journal of literacy education. He has also served as co-editor of the Journal of Literacy Research. Dr. Rasinski is past-president of the College Reading Association and he has won the A. B. Herr and Laureate Awards from the College Reading Association for his scholarly contributions to literacy education. In 2010, Dr. Rasinski was elected into the International Reading Hall of Fame.Prior to coming to Kent State, Timothy Rasinski taught literacy education at the University of Georgia. He taught for several years as an elementary and middle school classroom and Title I teacher in Nebraska. Tim is a veteran of the US armed forces.***Special thanks to Alex Van Rose for audio editing this episode.Support the show

Today's guests are Drs. Laura Steacy and Don Compton, researchers who explore and write about the skill Set for Variability. You'll hear them talk about this new area of research which offers an explanation for how students self-correct pronunciations of words when reading, and may have interesting implications for how we learn to remember spellings of irregular words. After my interview, I'm joined by my colleagues Macie Kerbs and Lainie Powell for a discussion about takeaways for the classroom.Learn more about Jennifer Serravallo and read a transcript of this episode.Twitter @LMSteacyTwitter @Don_ComptonThe Self Teaching HypothesisSet for VariabilityMore about this episode's guests:Dr. Laura Steacy is an assistant professor of SpEd and research faculty at the Florida Center for Reading Research. Her research interests include early reading development, early predictors of reading achievement, and interventions for students who have or are at-risk for reading disabilities. Prior to her doctoral studies, she was a classroom teacher with experience teaching grades K-6. Up to this point, her research interests have focused on three broad strands relating to identification and intervention for struggling readers: (1) modeling the stability of early reading subtypes of children at-risk for reading difficulties, (2) child- and item- factors that predict individual differences in word reading skills, and (3) future directions for interventions for children with and at-risk for reading difficulties. These strands serve her overarching goal of identifying and serving students with the highest needs in the area of reading.Dr. Compton is Professor of Psychology at Florida State University/Florida Center for Reading Research. He was formerly Professor and Chair of Special Education and a John F. Kennedy Center Investigator at Peabody College, Vanderbilt University. He earned a Ph.D. from Northwestern University's School of Communication Sciences and Disorders, with a specialization in learning disabilities. While working on his Ph.D., and for several years after its completion, he was employed as a learning disabilities resource teacher in Skokie, Illinois. Compton then worked for four years as an assistant professor in the department of Curriculum and Instruction at the University of Arkansas, Fayetteville. He then accepted a NICHD post-doctoral research fellowship at the Institute for Behavior Genetics, University of Colorado. From there he accepted a position at Vanderbilt University that he held until the spring of 2015 when he transitioned to FCRR. He has over 75 peer-review publications and is on the editorial boards of the Journal of Educational Psychology, Journal of Learning Disabilities, Scientific Studies of Reading, and Exceptional Children. Compton is the past President of the Society for the Scientific Study of Reading and currently serves as associate-editor of Scientific Study of Reading.Special thanks to Alex Van Rose for audio editing this episode.Support this show: https://www.buymeacoffee.com/TotheClassroomSupport the show

Catch the video of this interview right now on Patreon by supporting the show directly. Click here to become a Patron of Teach Me, Teacher.  Welcome back to the podcast as we kick off another exciting season! If you missed part one, check that out here. We're thrilled to have Jennifer Serravallo back with us. In this episode, Jennifer dives into her latest masterpiece, the Reading Strategies Book 2.0. But it's not just about the book; we explore the complex world of educational research and the challenges it presents in gaining valuable insights. We also take a deep dive into the reading wars, discussing how they have both aided and hindered the pursuit of high-quality literacy instruction in the United States. Jennifer shares her evolving journey and how her work has transformed over the years, offering valuable insights for teachers. Tune in as we unravel the intricacies of education, literacy, and the passion that drives Jennifer's invaluable contributions to the field. It's a conversation you won't want to miss!

You can listen this episode in it's entirety right now on Patreon, by supporting the show directly. Click here to become a Patron of Teach Me, Teacher.  Welcome back to the podcast as we kick off another exciting season! We're thrilled to have Jennifer Serravallo back with us, following her incredible debut in season 5. She's among the esteemed guests like Donalyn Miller, Penny Kittle, and Kelley Gallagher who have set the tone for our school year. In this episode, Jennifer dives into her latest masterpiece, the Reading Strategies Book 2.0. But it's not just about the book; we explore the complex world of educational research and the challenges it presents in gaining valuable insights. We also take a deep dive into the reading wars, discussing how they have both aided and hindered the pursuit of high-quality literacy instruction in the United States. Jennifer shares her evolving journey and how her work has transformed over the years, offering valuable insights for teachers. Tune in as we unravel the intricacies of education, literacy, and the passion that drives Jennifer's invaluable contributions to the field. It's a conversation you won't want to miss! If you are not a Patron and do not want to support the show (link above), part two will release as usual, next Monday. 

My guests today are three authors of a recent article in The Reading Teacher about Maximizing Small Group Instruction: Dr. Kristin Conradi-Smith, Dr. Steve Amendum, and Tammy Williams. They'll share essential recommendations for forming and conducting effective group lessons for readers. After our conversation, I'm joined by my colleagues Emily Strang-Campbell, Clarisa Leal, and Cristy Rauseo for a conversation about practical takeaways. ****Learn more about Jennifer Serravallo and read a full transcript of this episode at www.jenniferserravallo.comDr. Steve Amendum on Twitter @SteveAmendumDr. Conradi-Smith on Twitter @KConradiSmithRead the article Maximizing Small-Group Reading Instruction****More about this episode's guests:Dr. Steve AmendumDr. Steve Amendum is a professor specializing in literacy education and Interim Director of the School of Education at the University of Delaware. He teaches courses related to literacy research, assessment, and instruction at both the undergraduate and graduate levels. His research areas include early reading intervention, literacy development and instruction for multilingual learners, and evidence-based classroom instruction, as well as professional development for teachers in each of these areas.Dr. Conradi-SmithKristin Conradi Smith is an associate professor of reading education at William & Mary. She has taught both pre-service and in-service teachers, on various literacy topics, for over a decade at W&M, NC State, and the University of Virginia (where she completed her master's and doctoral degrees in Reading Education). In addition to two co-edited books, she has published over 25 articles on topics such as better understanding students who struggle with reading, text complexity, and reading motivation. Kristin also serves on three editorial review boards.Special thanks to Alex Van Rose for audio editing this episode. Support this show: https://www.buymeacoffee.com/TotheClassroom Support the show

Jennifer Serravallo, a renowned best-selling author in the education world, has left a profound mark with her previous works, "The Writing Strategies Book" and "The Reading Strategies Book," which have provided invaluable guidance to countless educators seeking compelling reading and writing strategies. In Episode 250 of Class Dismissed, Serravallo discusses another of her great works, "Understanding Texts & Readers," aimed at helping teachers unravel the mysteries of reading comprehension. In this book, Serravallo equips educators with the tools to assess a student's grasp of a book, even if the educator is unfamiliar with the specific text the student is immersed in. The Question of "Getting It" Serravallo's mission is to demystify the often perplexing concept of comprehension. The world of comprehension is vast, with various theories, such as the Rosenblatt Reader Response Theory and Proficient Reader Research, perplexing some educators. She poses the critical questions educators grapple with: What am I looking for? What does comprehension indeed entail? What are the telltale signs that a child has truly grasped the essence of a text? With an engaging blend of stories, illuminating charts, and practical examples, "Understanding Texts & Readers" swiftly guides educators in assessing whether their students are truly "getting it." Within the pages of this book, Serravallo introduces remarkable qualities of the response mechanism. This mechanism empowers teachers to examine students' responses and discern if the student requires additional support. For instance, if a "level R" text is known to contain a flashback, teachers can employ this insight when assessing comprehension. Serravallo explains, "If a child reading a 'level R' text is asked to retell the story but narrates events solely in sequence, it may indicate they are missing crucial elements within the text." Ultimately, the goal is to infuse joy into reading and cultivate lifelong readers. Serravallo eloquently sums it up: "If comprehension is lacking, then where is the delight in reading? I believe that a significant portion of disengagement with reading stems from a lack of understanding." To delve deeper into Serravallo's insights and discover strategies for implementing similar approaches in your school, tune in to Episode 250 of the Class Dismissed Podcast, available on your preferred podcast platform or the Apple Podcasts App. All Rights Reserved. Class Dismissed Podcast 2017-2023

Welcome to Teach Me, Teacher – the premier podcast for educators! We're thrilled to be an award-winning show that's dedicated to bringing you insightful conversations with some of the brightest minds in the world of education. Our roster of distinguished guests includes luminaries such as Eric Weinstein, Kelly Gallagher, Donalyn Miller, Secretary Miguel Cardona, and Alfie Kohn. At Teach Me, Teacher, we're passionate about preserving the integrity of education. We believe that it should be shaped by educators and learners, not corporate interests. That's why we've launched our Patreon page – to empower our dedicated listeners and supporters to help sustain the show without resorting to advertising deals with companies that don't belong in the education space. By becoming a patron, you'll not only support our mission but also gain exclusive benefits. You'll enjoy early access to full episodes before anyone else, access to video interviews, and a host of exciting perks we have in store for you. Join us in our journey to celebrate and enhance the world of education. Together, we can keep the conversation focused on what truly matters – quality learning experiences for all. Thank you for being a part of the Teach Me, Teacher community! Click here to support the show and get early and exclusive access to our Season 8 opener with Jennifer Serravallo on Reading Strategies 2.0 and Educational Research. 

Today my guest is Dr. Margaret McKeown. We'll start our conversation discussing vocabulary development and explicit vocabulary instruction, including how to choose words for instruction, how to teach words so students understand them deeply, and how to help students build connections between words. Our conversation then shifts to the Questioning the Author instructional intervention, which focuses on developing comprehension through conversation and can be used to foster independence and discussion amongst students. Later, I'm joined by my colleagues Gina Dignon and Rosie Maurantonio for a conversation about how we'll bring what we learned to the classroom. ****Read a full transcript of this episode and learn more about the show and Jennifer Serravallo at JenniferSerravallo.comBringing Words to Life: Robust Vocabulary Instruction ****More about Dr. Margaret McKeown:Margaret G. McKeown, PhD, is Clinical Professor Emerita of Education at the University of Pittsburgh. Before her retirement, she was also a Senior Scientist at the University's Learning Research and Development Center. Her work addresses practical, current problems that classroom teachers and their students face. She has conducted research in the areas of learning, instruction, and teacher professional development in reading comprehension and vocabulary. Dr. McKeown is a recipient of the Outstanding Dissertation Award from the International Literacy Association, is a Fellow of the American Educational Research Association, and was inducted into the Reading Hall of Fame. She is coauthor of books including Bringing Words to Life, Second Edition; Creating Robust Vocabulary; Robust Comprehension Instruction with Questioning the Author; and Vocabulary Assessment to Support Instruction.Special thanks to Alex Van Rose for audio editing this episode. Support this showSupport the show

Jennifer Serravallo shares her New York Times bestselling, The Reading Strategies Book, helping listeners implement goal-directed, responsive instruction in every classroom. Jen is a frequent speaker at national and regional conferences and travels throughout the US and Canada to work with teachers and students creating engaging, productive and joyful classrooms.   Resources: Check out our episode sponsor, Activate Learning, for Investigation-Centered, 3-Dimensional Learning           Aligns with Next Generation Science Standards (NGSS)           Flexibility to meet ALL State Standards           Literacy Focus: reading, writing, talking, and -science discovery Instructional Design with Teachers in Mind           Teacher Edition: lesson plans, discussion questions, differentiation strategies,                      and background information            Interactive Digital Edition that integrates with leading LMSs            Embedded Content and Pedagogical Support Learn More: Unlocking Young Minds: The Power of Phenomena-Based Science Learning for K-5 Students Unlocking Young Minds: How to Teach Engineering to K-5 Students and Make it Stick Unlocking Young Minds: Giving K-5 Students a Jump Start on STEM Careers   Jennifer Seravallo Connect with Jennifer Serravallo and her store of free stuff! Order The Reading Strategies Book and explore an example strategy page and learning progressions along with the full list of research references Find all of Jennifer Serravallo's books and resources MORE free resources from Jen Jen's own podcast interview with Maryanne Wolf can be found here. Maryanne Wolf's The Power of Reading   Micro Professional Learning ExPLorations - fun and free, 1-hour digital Professional Learning for teachers from all content areas and grades levels EdCuration's Blog: Learning in Action EdCuration's upcoming Online Events       

Today I welcome Dr. Gholdy Muhammad. She'll teach us about the importance of including qualitative research, her studies of the Black Literary Societies of the 1800s, and how that research has inspired her instructional framework which includes identity, skills, knowledge, criticality and joy. In the second half of the episode I'll be joined by my colleagues Angie, Emily, Lea, and Jerry for a conversation about practical strategies and takeaways for the classroom. ***To learn more about Jennifer Serravallo, find transcripts, and learn more about this podcast: www.jenniferserravallo.comUnearthing Joy, Dr. Muhammad's newest bookCultivating Genius, Dr. Muhammad's first book"What do we have to lose: toward disruption, agitation, and abolition in Black education"About this Episode's Guest:Dr. Gholnecsar (Gholdy) Muhammad is an Associate Professor of Language and Literacy at Georgia State University. She also serves as the director of the GSU Urban Literacy Collaborative and Clinic. Dr. Muhammad's scholarship has appeared in leading educational journals and books. Some of her recognitions include the 2014 recipient of the National Council of Teachers of English, Promising New Researcher Award, the 2015 NCTE Alan C. Purves Award (honorable mention), the 2016 NCTE CEE Janet Emig awardee, the 2017 Georgia State University Urban Education Research Awardee, the 2018 UIC College of Education Researcher of the Year and the 2018 Emerald Literati Award.Audio editing by Alex Van Rose. Thanks, Alex!Support the show

Today's guest is Dr. Edmund Adjapong, a scholar whose work focuses on engaging youth through culturally responsive and sustaining pedagogies centered around embracing Hip Hop culture in the classroom. In the second half of the episode, I'm joined by my colleague Elisha Li, and Eric Royo, elementary educator and founder and director of Hip Hop Building Blocks, for a discussion of ways to bring what we learned from Dr. Adjapong to the elementary and middle school ELA classroom.  **To learn more about this podcast, see the first season's guests, read full transcripts and blog responses from listeners, and read more about Jennifer Serravallo and her work, visit www.jenniferserravallo.comMore on Dr. Adjapong's work:https://edmundadjapong.comhttps://www.shu.edu/profiles/EdmundAdjapong.cfmNew article published April 2023 "For White Folks who Teach Hip Hop--and the Rest of Y'all Too: Interrogating the Positionality of Hip-Hop Educators and Researchers" (full text): https://www.tandfonline.com/eprint/KEWAKWHD9IWWQVFBXI9T/full?target=10.1080/10665684.2023.2200208More on Eric Royo's work:https://hiphopbuildingblocks.com/**More about this episode's guest:As a product of New York City Public schools, Dr. Adjapong is committed to promoting equitable practices in STEM classrooms, especially in urban settings. Dr. Adjapong believes that every student has the ability to learn and does so differently. He also believes that engaging urban youth with media and utilizing youth culture–despite its unconventional method–is an effective means to educate. Dr. Adjapong is the co-founder and director of the Science Genius Program, a program that engages urban students in the sciences through Hip-Hop, and the director of The Science Genius Academy, a program that encourages and prepares students to pursue STEM careers while providing mentoring and support. Dr. Adjapong is a contributing writer for The Huffington Post and The Good Men Project, where he writes and speaks about issues of race, diversity, social justice and education.Special thanks to Scotty Sanders for audio editing this episode. https://www.scottysandersmedia.com/Support the show

Today I welcome Dr Carla España and Dr. Luz Yadira Herrera for a conversation about supporting bilingual and multilingual students in monolingual or dual language classrooms. We discuss culturally and linguistically-affirming and sustaining practices, their advice for choosing texts to use for literacy lessons, and they share examples of some lessons we can use in classrooms right away. In the second half, I'm joined by my colleagues, bilingual educators and consultants, Cristy Rauseo, Clarisa Leal, and Angie Forero to discuss what we'll bring to the classroom right away.***To learn more about this podcast, see the first season's guests, read full transcripts and blog responses from listeners, and read more about Jennifer Serravallo and her work, visit www.jenniferserravallo.comLinks to resources referenced in this episode:En Comunidad CollectiveEn Comunidad: Lessons for Centering the Voices and Experiences of Bilingual Latinx StudentsTranslanguaging Collections: Affirming Bilingual and Multilingual Learners***About this episode's guests: Carla España, Ph.D. Carla is a teacher, literacy consultant, researcher, author, and co-founder of the En Comunidad Collective. Her love of stories and teaching comes from her roots in Chile and has been nurtured by hundreds of teachers and students across schools in New York City and beyond.She has a BS in communication studies from New York University, an M.Div. from Princeton Theological Seminary, an MA in childhood education with a bilingual extension from Hunter College (City University of New York), and a Ph.D. in urban education from the Graduate Center (City University of New York). Dr. España's teaching journey began in Harlem, New York with bilingual sixth graders and continues with teaching language arts in a middle-grade summer program. She is currently an Assistant Professor of Bilingual Education, Puerto Rican/Latinx, and Latin American Studies at Brooklyn College, City University of New York.Her teaching, research, coaching and writing live at the intersection of critical literacies, children's literature, and bilingual education. Dr. España is co-author of En Comunidad: Lessons for Centering the Voices and Experiences of Bilingual Latinx Students with Dr. Luz Yadira Herrera. Find her on Twitter @ProfesoraEspana.  Luz Yadira Herrera, Ph.D.Luz Yadira is a teacher, researcher, author, and co-founder of the En Comunidad Collective. She has over fifteen years of experience in the education of emergent bilinguals in both mainstream and bilingual settings. She has a BA in international development studies and Portuguese from UCLA, an MA in TESOL from Pace University, and a Ph.D. in urban education from the Graduate Center (City University of New York). She started her teaching career in New York City public schools, teaching emergent bilinguals in K-6 in Harlem. Also, she taught undergraduate and graduate courses at the City College of New York, Long Island University, and Brooklyn College. She is currently an Assistant Professor of Bilingual Education in the School of Education at California State University, Channel Islands.Dr. Herrera's teaching and research are in culturally and linguistically sustaining pedagogy, translanguaging, critical pedagogies, and bilingual education policy. She is the co-author of En Comunidad: Lessons for Centering the Voices and Experiences of Bilingual Latinx Students with Dr. Carla España. Find her on Twitter @Dra_LuzYadira.Special thanks to Scotty Sanders for audio editing this episode. Support the show

Today I welcome Debbie Reese to talk about her scholarship focused on Native representation in children's literature, her AICL resource, and advice for teachers about selecting texts to use in the classroom. Later, I'm joined by my colleagues Lainie Powell, Angie Forero, and Molly Wood to discuss practical takeaways. **To learn more about this podcast, see the first season's guests, read full transcripts and blog responses from listeners, and read more about Jennifer Serravallo and her work, visit www.jenniferserravallo.com**About this episode's guest:Deb Reese is tribally enrolled at Nambé Owingeh, a sovereign Native Nation. Born at the Indian Hospital in Santa Fe, she grew up on Nambé's reservation, went to Nambé's Day School and later, to public school. She got a teaching degree from the University of New Mexico and taught elementary school in Albuquerque before moving to Oklahoma to work on a Master's degree in school administration. She taught at Riverside Indian School in OK, Santa Fe Indian School in Santa Fe, and Pojoaque Elementary School in Pojoaque.In the early 1990s she moved to Illinois to work on a doctorate in Curriculum and Instruction. At the time, the University of Illinois had a stereotypical Indian mascot. She worked alongside Native students and allies, and helped establish the Native American House at the University, and soon after that, launched an American Indian Studies program. A few years later, the university's mascot was discontinued.During graduate school at Illinois, she reviewed for Horn Book. She has written for library publications such as Horn Book Magazine and School Library Journal, and educational publications like Language Arts, published by NCTE. She served on the Multicultural Advisory Board for Reading is Fundamental, and the board for Reach Out and Read American Indian/Alaska Native. In 2018, she was selected to deliver the American Library Association's 2019 May Hill Arbuthnot Honor Lecture.  Special thanks to Scotty Sanders for audio editing this episode. https://www.scottysandersmedia.com/Support the show

Today I welcome Dr. HyeJin Hwang to talk about her recently published study on the bidirectional relationship of knowledge and comprehension in monolingual and multilingual readers. In this conversation we talk about different types of knowledge, ways to support knowledge building, the use of informational and narrative texts in the classroom, and frameworks that can help us think about comprehension. Later, I'm joined by my colleague Gina Dignon about practical takeaways.***To learn more about this podcast, see the first season's guests, read full transcripts and blog responses from listeners, and read more about Jennifer Serravallo and her work, visit www.jenniferserravallo.com/podcastLinks to articles mentioned in this episode:Hwang, Cabell, & Joyner (2022): https://www.tandfonline.com/doi/abs/10.1080/10888438.2021.195400Hwang, Lupo, Cabell, & Wang (2021): https://drive.google.com/file/d/1ytBxun1Uew_QRvNnWWdJkISL_HSm-5tG/viewHwang (2019): https://www.sciencedirect.com/science/article/pii/S1041608019301189 Reading Research Quarterly article:https://ila.onlinelibrary.wiley.com/doi/full/10.1002/rrq.481  ***About this episode's guest:HyeJin Hwang is a President's Postdoctoral Fellow at the Department of Educational Psychology at University of Minnesota. She is known for her work in the area of literacy development in K-12 settings, particularly in multilingual students. Specifically she focused on developmental processes of comprehension and content knowledge and instructional approaches to support comprehension and content knowledge. She has authored or co-authored publications that appear in peer-reviewed journals such as Reading Research Quarterly, Scientific Studies of Reading, Learning and Individual Differences, and AERA Open. Her work has been funded by organizations such as American Educational Research Association and American Psychological Association Division 15 Educational Psychology. She received Ph.D. in Literacy, Language, and Culture from University of Michigan. Special thanks to Scotty Sanders for audio editing this episode. https://www.scottysandersmedia.com/Support the show

Today's guest is Dr. Tanya Wright whose research and writing focus on vocabulary and knowledge-building, and comprehension. She'll help us think about how to infuse vocabulary instruction into before, during, and after reading activities to move from passive word learning such as just parroting back a dictionary definition, to active processing where readers really engage with words to understand them more deeply. We'll talk about what research says about explicitly teaching word meanings, and what research has shown about effective strategy instruction for vocabulary development. Later, I'm joined by my colleague Macie Kerbs for a discussion of how we can bring this research to the classroom.**To learn more about this podcast, see the first season's guests, read full transcripts and blog responses from listeners, and read more about Jennifer Serravallo and her work, visit www.jenniferserravallo.com/podcastCheck out Dr. Wright's most recent professional book for teachers about vocabulary instruction here.** About this episode's guest: Tanya S. Wright is an associate professor of Language and Literacy at Michigan State University. Wright is a former kindergarten teacher whose research and teaching focus on curriculum and instruction in language and literacy during the early childhood and elementary years. Her research examines instructional practices that promote oral language, vocabulary, and knowledge development for young children. Wright is co-author of several books for teachers and parents. Her work has been published in many scholarly journals, has been funded by the multiple foundations. In 2012 she was the winner of ILA's Outstanding Dissertation Award in 2012, and is now the Senior Editor of The Reading Teacher. She's the lead author of the open access SOLID start curriculum and the leader of 55 open access PD videos at literacyessentials.org. Special thanks to Scotty Sanders for audio editing this episode. https://www.scottysandersmedia.com/Support the show

Today's guest is Dr. Rachael Gabriel. We'll talk about the newly published book, How Education Policy Shapes Literacy Instruction, which includes chapters she authored and co-authored and which she edited. Specifically, we'll explore the history of studies relating to teacher quality and instructional materials, and what research shows makes the biggest difference in supporting early literacy growth.  Later, I'm joined by my colleagues Macie Kerbs and Molly Wood for a conversation about practical takeaways.***To learn more about this podcast, see the first season's guests, read full transcripts and blog responses from listeners, and read more about Jennifer Serravallo and her work, visit www.jenniferserravallo.com/podcastMore information on How Education Policy Shapes Literacy InstructionRead the Annenberg report about considerations for high quality professional learning (link to actual studies can be found within this report).***About this episode's guest: Rachael Gabriel is Professor of Literacy Education at the University of Connecticut. She is author of more than fifty refereed articles, and author or editor of six books for literacy teachers, leaders and education researchers, including the newly published How Education Policy Shapes Literacy Instruction which we'll be talking about today. Rachael currently teaches courses for educators and doctoral students pursuing specialization in literacy.  She serves on the editorial boards of journals focused on literacy, education research and education policy, and has served on the boards of the International Literacy Association and Reading Recovery Council of North America. In addition to experience as a classroom teacher and reading specialist, Rachael holds graduate certificates in both quantitative and qualitative research methods.  Rachael's research is focused on: literacy instruction, leadership and intervention, as well as policies related to teacher development and evaluation.  Her current projects investigate: supports for adolescent literacy, state literacy policies and discipline-specific literacy instruction. Special thanks to Scotty Sanders for audio editing this episode. https://www.scottysandersmedia.com/Support the show

Today I welcome Dr. Gabriel DellaVecchia, who has reviewed decades of research about retention to answer the question: on the whole, do third grade retention laws—which are on the books in some form in 27 states in the US – help or harm literacy outcomes? Later, I'm joined by my colleagues Darren Victory and Lea Mercantini Liebowitz to discuss practical takeaways.***For full transcripts, blog responses, and more information about the podcast and other guests, as well as information about Jennifer Serravallo, go to www.jenniferserravallo.comLearn more about the Don't Leave Us Behind campaign www.dontleaveusbehind.orgRead Dr. DellaVecchia's The Reading Teacher piece which includes discussion of  reading laws https://ila.onlinelibrary.wiley.com/doi/10.1002/trtr.2149*** About this episode's guest:Gabriel DellaVecchia earned his PhD in Educational Studies with a concentration in Literacy, Language, and Culture from the University of Michigan. He has a Master of Arts in Teaching from the University of Portland and a BA in Psychology from Goucher College. At various times in his career as an educator, Gabe has been an in-school reading tutor, a Peace Corps volunteer providing teacher professional development, a math and science paraprofessional, and an English teacher in Japan. Prior to starting his doctoral program, Gabe was a third-grade classroom teacher.Gabe coordinates the Don't Leave Us Behind campaign, a group of concerned citizens focused on raising awareness about, and eventually amending, Michigan's “Read by Grade 3” law, which requires mandatory retention for third graders who struggle with reading.He recently moved to Seattle, where he lives with his wife and their cat.Special thanks to Scotty Sanders for audio editing this episode. https://www.scottysandersmedia.com/Support the show

Jennifer Serravallo: The Reading Strategies Book 2.0. This is episode 554 of my audio podcast Teaching Learning Leading K12. Jennifer Serravallo is the author of the New York Times bestseller The Reading Strategies Book and The Writing Strategies Book, which have been translated into Spanish, French, and Chinese. These and her other popular books and resources help teachers make goal-directed responsive strategy instruction, conferring, and small group work doable in every classroom. Her newest titles are The Reading Strategies Book 2.0, Teaching Writing in Small Groups, A Teacher's Guide to Reading Conferences, Understanding Texts and Readers, and the assessment and teaching resource Complete Comprehension for Fiction and Nonfiction. Jen is a frequently invited speaker at national and regional conferences and travels throughout the US and Canada to provide full-day workshops and to work with teachers and students in classrooms. She is also an experienced online educator who regularly offers live webinar series and full-day online workshops. Jen began her career in education as an NYC public school teacher. Now as a consultant, she has spent the last fifteen+ years helping teachers across the country create literacy classrooms where students are joyfully engaged, and the instruction is meaningfully individualized to students' goals. Jen was also a member of Parents Magazine Board of Advisors for education and literacy.  Jen holds a BA from Vassar College and an MA from Teachers College, where she has also taught graduate and undergraduate classes. Today we are focused on her book The Reading Strategies Book 2.0 Awesome talk! So much to learn! Before you go... Could you do me a favor? Please go to my website at https://www.stevenmiletto.com/reviews/ or open the podcast app that you are listening to me on, and would you rate and review the podcast? That would be Awesome. Thanks! If you are listening on Apple Podcasts on your phone, go to the logo - click so that you are on the main page with a listing of the episodes for my podcast and scroll to the bottom. There you will see a place to rate and review. Could you review me? That would be so cool. Thank you! Hey, I've got another favor...could you share the podcast with one of your friends, colleagues, and family members? Hmmm? What do you think? That would so awesome! Thanks for sharing! Thanks for listening! Connect & Learn More: https://www.jenniferserravallo.com/ https://twitter.com/jserravallo https://www.facebook.com/jennifer.serravallo https://www.instagram.com/jenniferserravallo/ @jenniferserravallo2633 - YouTube https://www.heinemann.com/jenniferserravallo/ https://www.jenniferserravallo.com/podcast Podcast - To The Classroom with Jennifer Serravallo https://www.heinemann.com/products/e13267.aspx Length - 41:28

In this episode, Ms. Bellardino, Mrs. Rex, and Dr. Seipp speak with Literacy Consultant, Leah Steiner, regarding best practices in elementary literacy instruction, Leah's work in Roxbury, and connections to Jennifer Serravallo's book, The Reading Strategies Book 2.0.

Are you looking for engaging lessons for whole-class teaching, need to supplement your core curriculum with small-group instruction, or need ideas for intervention?The Reading Strategies Book is among the most well-known reading instruction resources for K-8 educators. Last month, the newly updated Reading Strategies Book 2.0 launched. With new strategies, skill progressions, student-facing charts, and more, this new edition is designed to meet every type of reader.Today we are joined by Jennifer Serravallo, author of many books including The Reading Strategies Book 2.0. Joining her is former Heinemann Lead Instructional Designer and Content Specialist Jaclyn Karabinas. Jen talks about why she wanted to write this new edition, its timeliness, the detailed research process, and what new features readers will find. She shares her insights and hopes about how educators can incorporate this versatile resource into their classrooms.As always, a transcript of this conversation is available at blog.heinemann.comSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

An introduction to the new podcast for literacy teachers and leaders by Jennifer Serravallo. Listen in as she interviews today's leading researchers and has post-interview conversations with colleagues about practical takeaways.Support the show

Phenomenal Spotlight W/Mr. Short: Reading Strategies 2.0 In today's Spotlight, I spoke with Jennifer Serravallo, who is author of the bestselling Reading Strategies book and a renown literacy consultant, about Reading Strategies 2.0, which is the updated version of the aforementioned bestselling resource. During our discussion, we talked about why she updated the book, putting it together in the midst of a pandemic, the research embedded in it, and what educators will find in the resource. Be Phenomenal, Mr. Short Check thephenomenalstudent.com or Subscribe to the podcast onhttps://podcasts.apple.com/us/podcast/the-phenomenal-student-podcast/id1607341077 Spotify: https://open.spotify.com/show/3KxzpXy9ULoGIGeIYal9lP or an Apple Podcast: https://podcasts.apple.com/us/podcast/the-phenomenal-student-podcast/id1607341077 Follow me on Tik Tok: @thephenomenalteacher and Twitter: @Mr100teacher #EduTok #TeacherLife #Education #TeachersofTikTok #ScienceofReading #BalancedLiteracy #Literacy #Classroom #foryou #fluency #phonics Reading Strategies 2.0: https://www.amazon.com/Reading-Strategies-Book-2-0-Research-Based/dp/0325132674/ref=sr_1_1?crid=4VKFY4C84CHM&keywords=reading+strategies+2.0+jennifer+serravallo&qid=1671717185&sprefix=reading+strate%2Caps%2C123&sr=8-1 --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/jeremiah-short0/message Support this podcast: https://anchor.fm/jeremiah-short0/support

Small group instruction is not just about the group of 3-5 students gathered in the small group meeting area. Small group instruction is about setting up the classroom environment and structures that will support small group meetings. What you'll gain from this episode... What procedures to set up for Workshop/Independent Work that supports small group instruction The 5 minilessons needed to set up the classroom structures to support small group instruction How to thoughtfully map out your small group meetings and conferences each day (with a freebie download) How to intentionally plan for meeting readers' needs during small group instruction Tips for planning for small group guided reading Tips for planning small group strategy instruction Resources mentioned in the episode: FREEBIE Mapping Out Small Group Meetings and Conference Schedule Tool A collection of ready to go minilessons & tools for launching readers' workshop in the Readers Workshop Launch Mini Bundle of Reading Minilessons & Student Printables Easy to use Small Group Planning Template for Guided Reading & Strategy Instruction To read more about setting up small group instruction, check out the associated blog posts for this episode here, Part 1 Setting up the classroom environment and structures, Part 2 Mapping out small groups and individual conferences, & Part 3 Thoughtful planning for small group instruction Here at Literacy Treasures, I LOVE to talk about reading and writing and share with teachers all that I've learned about what it takes to build strong readers and writers. I have immersed myself in the -research of Lucy Calkins, Jennifer Serravallo, Stephanie Harvey, Debbie Miller, Carl Anderson, Gay Su Pinnell, Irene Fountas and so many others. Every resource, strategy, tool, minilesson and teaching tip that is shared on Literacy Treasures is rooted in this research. Website Literacy Treasures Teachers Pay Teachers Literacy Treasures Instagram literacytreasures Pinterest @teachershuddle Facebook Literacy Treasures --- Send in a voice message: https://anchor.fm/literacytreasures/message

Any time of the year is a good time to build a culture of reading. Reading drives everything! Here's a challenge for you! Share your reading life with your peers and your readers! Ask yourself these 3 questions… Do I want to establish a positive culture of reading on my entirecampus? Do I want my students to see each other as readers? Do I want my students to see me and the other adults on my campus as readers? Sharing Your Reading Life and discovering a reader's Reading Identity is MORE than just getting to know your readers, it's all about tracking progress What you'll gain from this episode... why you should build a campus wide culture of reading easy steps to follow for sharing your reading life (and encouraging others to do the same) a map to finding the FREE infographic for Sharing Your Reading Life a sneak peek into the powerful informal assessment tool this could become for you and your reader Resources from this episode: FREE Sharing Your Reading Life – A Printable Guide to Exploring Your Reading Life To read more about building a campus wide reading culture, check out the associated blog post for this episode here, Literacy Treasures Blog A collection of ready to go tools for establishing reading lives, launching notebooks, reflecting & tracking progress in the Readers' Notebook Bundle: Resources to Get Started, Reflect & Set Goals Here at Literacy Treasures, I LOVE to talk about reading and writing and share with teachers all that I've learned about what it takes to build strong readers and writers. I have immersed myself in the -research of Lucy Calkins, Jennifer Serravallo, Stephanie Harvey, Debbie Miller, Carl Anderson, Gay Su Pinnell, Irene Fountas and so many others. Every resource, strategy, tool, minilesson and teaching tip that is shared on Literacy Treasures is rooted in this research. Website Literacy Treasures Teachers Pay Teachers Literacy Treasures Instagram literacytreasures Pinterest @teachershuddle Facebook Literacy Treasures --- Send in a voice message: https://anchor.fm/literacytreasures/message

An effective minilesson is short and packed with a powerful message that will ignite and motivate your readers to actively engage in their independent reading work. We'll dive into the ‘not so secret' secrets of crafting the perfect minilesson. What you'll gain from this episode... 9 considerations to take when planning minilessons The architecture of a minilesson: Connect ~ Teach ~ Actively Engage ~ Link Grab the FREE mini course with cheat sheet, 5 Steps to Crafting Minilessons That Will Ignite & Engage Your Readers Self-guided mini course for long term planning your reading instruction, How to Plan Readers' Workshop To Ignite Your Readers All Year Long A collection of 100+ minilessons that are ready to go, Reading Workshop Minilesson Collection for Building Readers To read more about Crafting Minilessons visit the Literacy Treasures Blog Here at Literacy Treasures, I LOVE to talk about reading and writing and share with teachers all that I've learned about what it takes to build strong readers and writers. I have immersed myself in the research of Lucy Calkins, Jennifer Serravallo, Stephanie Harvey, Debbie Miller, Carl Anderson, Gay Su Pinnell, Irene Fountas and so many others. Every resource, strategy, tool, minilesson and teaching tip that is shared on Literacy Treasures is rooted in this research. Website Literacy Treasures Teachers Pay Teachers Literacy Treasures Instagram literacytreasures Pinterest @teachershuddle Facebook Literacy Treasures --- Send in a voice message: https://anchor.fm/literacytreasures/message

Friday, I had the pleasure of interviewing Jennifer Serravallo, who is the author of several teacher resources--including Writing Strategies, Complete Comprehension, Teaching Writing in Small Groups, and the best-selling "Reading Strategies book. In our conversation, we discussed her start in education, experience at Teacher's College, becoming a creator of resources, her writing process, and adjusting to a new landscape in education. After listening to the interview, you'll find yourself asking: "How Can I Help?" Quote: "You should live your life like a writer...live aware of the world. Always thinking anything I see as a Writing Project."--Serravalo Tune in. Learn. Grow. Reflect. Be Phenomenal, Mr. Short Serravalo Resources: https://www.heinemann.com/jenniferserravallo/ --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/jeremiah-short0/message Support this podcast: https://anchor.fm/jeremiah-short0/support

Jennifer Serravallo talks to us about individualizing learning through the strategies and structures in a teacher's toolbox. Jen is known for her work in the areas of reading and writing strategies, individualized literacy support for students, and teacher professional development in literacy. Jen is a New York Times Bestselling author of teacher professional resources including The Reading Strategies Book. You can connect with Jen and her work at her website www.jenniferserravallo.com, at her publisher's website at Hein.pub/serravallo, on Twitter @jserravallo, on Instagram @jenniferserravallo, or by joining The Reading and Writing Strategies Facebook Community. To cite this episode:Persohn, L. (Host). (2022, Jun 7). A conversation with Jennifer Serravallo. (Season 3, No. 2) [Audio podcast episode]. In Classroom Caffeine Podcast series. https://www.classroomcaffeine.com/guests. DOI: 10.5240/0391-02D9-5459-1BB9-E67D-0

Jennifer Serravallo (@JSerravallo) returns to the podcast to talk about her newest book about small-group writing instruction. Purchase Teaching Writing in Small Groups with this Amazon Affiliate link to support the podcast https://amzn.to/3yEdW8X. You can connect with Tan on Twitter at @TanKHuynh and TanKHuynh.com.  You can learn more about my courses at https://tankhuynh.com/courses.  

How can you differentiate for such a wide range of writing levels in upper elementary, especially when it feels like pulling teeth to get your kids excited about writing? Writer's Workshop is a great solution, and with a few key moves in your teacher toolbox, your students' writing will start to soar!  ***There are TONS of great references and resources shared throughout this episode. Scroll down to the Links section to check out the books I use and those free Jen Bengel resources I mentioned. The Navigator: Use this to find what you need most! (3:30) My favorite book of creative writing prompts for upper elementary (6:50) A quick rundown of the four component of a writing workshop model - be sure to check the links below for those articles and free resources that have been very helpful in getting the pieces functioning in my 3rd - 6th grade classrooms (9:50) My current favorite teacher book full of writer's workshop strategies and prompts: The Write Thing is written by one of my favorite authors, Kwame Alexander, full of his beautiful narratives of the workshop model's impacts on students he's worked with…seriously, this one is MAGIC! (11:10) The classroom management secrets! How do you manage such a variety of writing levels, topics, modes of publication…?!? Here's what the workshop block looks like in many classrooms. (15:55) Teacher move #1: How do you decide what to focus your conferring and small group time on?  (18:25) Teacher move #2: Use mailing labels for your student workshop notes! It builds such a great picture of your young writers' progress. (20:30) Teacher move #3: How I use their graphic organizers to identify instructional focus points, quickly group students on the spot, and get students started with a specific goal while I pull group number one. (24:40) Teacher move #4: How do you figure out what to say to help students with the goal you've identified? Use my motto: “What would Jennifer Serravallo do?!” (26:50) Teacher move #5: How do you decide whether to confer one-on-one or pull a small group? (29:35) A workshop pep talk for teachers, in beautiful words, by Kwame Alexander (31:41) Teacher move #6: Use a wide variety of mentor texts - here's how a student used popular kid's podcasts to craft his own introduction, AND why this motivated more writing! Links and resources from this episode: Check out all the children's book creators who contributed to Colby Sharp's The Creativity Project book I shared about  What is Writing Workshop? A quick overview on We Are Teachers FREE Reading & Writing Workshop Webinar and downloadable materials from Jen Bengel of Out of this World Literacy (I've watched this the last few summers and get energized and refine my craft each time!) The Write Thing: Kwame Alexander engages students in Writing Workshop, and you can too! The Writing Strategies Book from Jennifer Serravallo Get on the waitlist for the FREE virtual training on how to take your upper elementary lessons from rote to “REAL” - leave with 5 “purposeful project” planning templates and the tools you need to increase student engagement, boost motivation, and create lasting learning! Read my Edutopia article about the 5 authentic audiences that will motivate your upper grade writers.  Loved this episode? Take a screenshot, add it to IG, and tag me @appleblossomteachers so we can help even more teachers just like you! Don't forget to submit your Curriculum Conundrum at appleblossomteachers.com/mycc, and subscribe to this podcast so you don't miss an answer!

Your students are reading independently. They are reacting to the text and jotting their thinking down on post its. A student comes to you and says..."I've finished my book, now what do I do with all these post its?" You see another student's independent reading book and notebook full of post its and sticky notes are falling all over the classroom floor. You see another student throwing those little treasure pieces of reading thinking in the trash can after finishing a book. Whether it's student #1 or #2 or #3, those post-it notes need to find their way into stretching student thinking about the text. These are clear signs that it's time for these readers to take their thinking to the next level... It's time to move onto longer written reading responses. What you'll gain from this episode... How to take your readers' thinking to the next level 7 Key teaching points for guiding your readers through the process of writing longer reading responses To read more about writing longer reading responses, check out the associated blog post for this episode here, Literacy Treasures Blog A collection of ready to go minilessons with printable resources for Writing Analytical Reading Responses Grab the Literacy Treasures FREE Resource Library A collection of 100+ minilessons (including the minilessons shared in this episode) that are ready to go, Reading Workshop Minilesson Bundle for Building Readers Here at Literacy Treasures, I LOVE to talk about reading and writing and share with teachers all that I've learned about what it takes to build strong readers and writers. I have immersed myself in the -research of Lucy Calkins, Jennifer Serravallo, Stephanie Harvey, Debbie Miller, Carl Anderson, Gay Su Pinnell, Irene Fountas and so many others. Every resource, strategy, tool, minilesson and teaching tip that is shared on Literacy Treasures is rooted in this research. Website Literacy Treasures Teachers Pay Teachers Literacy Treasures Instagram literacytreasures Pinterest @teachershuddle Facebook Literacy Treasures --- Send in a voice message: https://anchor.fm/literacytreasures/message

Reading has a lot of moving parts. Readers need to understand how to put all the pieces together to make meaning. Synthesizing text is when readers "put it all together" to move from literal understandings to inferential understandings. What you'll gain from this episode... The language of synthesis 8 key teaching points for synthesizing text To read more about synthesizing text to ‘put it all together, check out the associated blog post for this episode here, Literacy Treasures Blog A collection of ready to go minilessons with printable resources for Synthesizing Text—Minilessons to Grow and Deepen Thinking About Text. Grab the Literacy Treasures FREE Resource Library A collection of 100+ minilessons (including the minilessons shared in this episode) that are ready to go, Reading Workshop Minilesson Bundle for Building Readers Here at Literacy Treasures, I LOVE to talk about reading and writing and share with teachers all that I've learned about what it takes to build strong readers and writers. I have immersed myself in the -research of Lucy Calkins, Jennifer Serravallo, Stephanie Harvey, Debbie Miller, Carl Anderson, Gay Su Pinnell, Irene Fountas and so many others. Every resource, strategy, tool, minilesson and teaching tip that is shared on Literacy Treasures is rooted in this research. Website Literacy Treasures Teachers Pay Teachers Literacy Treasures Instagram literacytreasures Pinterest @teachershuddle Facebook Literacy Treasures --- Send in a voice message: https://anchor.fm/literacytreasures/message

Your learners have SO MANY QUESTIONS. They wonder ALL THE TIME! However, they may not have developed the skills they need to find answers to those questions. They need guidance in finding answers to their many wonderings. Readers need to understand the inquiry process to find answers to their many questions. What you'll gain from this episode... The 4 Steps of the Inquiry Process The "I wonder" step—asking questions Finding & evaluating relevant resources Creating & sharing their new learning Reflecting on the inquiry process 8 key teaching points for introducing the inquiry process to your learners To read more about introducing the inquiry process, check out the associated blog post for this episode here, Literacy Treasures Blog A collection of ready to go minilessons with printable resources for Introducing the Inquiry Process & Mini Inquiry Project Booklet Grab the Literacy Treasures FREE Resource Library A collection of 100+ minilessons (including the minilessons shared in this episode) that are ready to go, Reading Workshop Minilesson Bundle for Building Readers Here at Literacy Treasures, I LOVE to talk about reading and writing and share with teachers all that I've learned about what it takes to build strong readers and writers. I have immersed myself in the -research of Lucy Calkins, Jennifer Serravallo, Stephanie Harvey, Debbie Miller, Carl Anderson, Gay Su Pinnell, Irene Fountas and so many others. Every resource, strategy, tool, minilesson and teaching tip that is shared on Literacy Treasures is rooted in this research. Website Literacy Treasures Teachers Pay Teachers Literacy Treasures Instagram literacytreasures Pinterest @teachershuddle Facebook Literacy Treasures --- Send in a voice message: https://anchor.fm/literacytreasures/message

Readers are naturally filled with questions about topics they are interested in and are led to read nonfiction texts to find answers to those questions. However, nonfiction texts can be overwhelming and difficult to read from the different text structures to the content specific vocabulary to the way the content is presented to the amount of content stuffed into one piece of text readers can be left overwhelmed. Especially young readers. Help guide your readers through navigating nonfiction texts. What you'll gain from this episode... 9 key teaching points for helping your readers navigate nonfiction text To read more about navigating informational text, check out the associated blog post for this episode here, Literacy Treasures Blog A collection of ready to go minilessons with printable resources for Reading Informational Text. Grab the Literacy Treasures FREE Resource Library A collection of 100+ minilessons (including the minilessons shared in this episode) that are ready to go, Reading Workshop Minilesson Bundle for Building Readers Here at Literacy Treasures, I LOVE to talk about reading and writing and share with teachers all that I've learned about what it takes to build strong readers and writers. I have immersed myself in the research of Lucy Calkins, Jennifer Serravallo, Stephanie Harvey, Debbie Miller, Carl Anderson, Gay Su Pinnell, Irene Fountas and so many others. Every resource, strategy, tool, minilesson and teaching tip that is shared on Literacy Treasures is rooted in this research. Website Literacy Treasures Teachers Pay Teachers Literacy Treasures Instagram literacytreasures Pinterest @teachershuddle Facebook Literacy Treasures --- Send in a voice message: https://anchor.fm/literacytreasures/message

Conferring with readers is all about Teaching the readER, not the readING There are 5 essential phases of a reading conference. Listen in to discover tips and tricks for moving through the 5 steps of a reading conference. What you'll gain from this episode... Tips and tricks for the 5 Steps of a Reading Conference... Research Decide Compliment Teach Link Check out the Progress Monitoring Toolkit (including conferring forms) Grab the Literacy Treasures FREE Resource Library To read more about these reading conference tips visit the Literacy Treasures Blog Check out the Literacy Treasures Teachers Pay Teachers Store... Here at Literacy Treasures, I LOVE to talk about reading and writing and share with teachers all that I've learned about what it takes to build strong readers and writers. I have immersed myself in the research of Lucy Calkins, Stephanie Harvey, Debbie Miller, Carl Anderson, Gay Su Pinnell, Irene Fountas, Jennifer Serravallo and so many others. Every resource, strategy, tool, minilesson and teaching tip that is shared on Literacy Treasures is rooted in this research. Website Literacy Treasures Instagram literacytreasures Pinterest @teachershuddle Facebook Literacy Treasures --- Send in a voice message: https://anchor.fm/literacytreasures/message

You want to get ahead of your readers and plan some lessons they will need in the immediate future. You want to get ahead and plan lessons that will help readers gain what they need to move closer to proficiency. BUT, the reading standards are so broad and general, and the reading process is a BEAST. Not to mention, the district's pacing guide is not unique to the group of readers you currently have sitting in your classroom. You want to tackle the beast and meet your readers where they are. Which brings you to this question...How do I know what to teach and when? What you'll gain from this episode... Tips and strategies for considerations to make when Observing your readers Talking to your readers Reviewing your readers' work Using Exit Tickets with your readers To read more about monitoring your readers' progress, visit these blog posts here, Literacy Treasures Blog A collection of Progress Monitoring Tools to monitor your readers' progress and inform your instruction, Building Readers' Toolkit for Progress Monitoring Grab these cheat sheets to help you decide what to teach and when, Using Exit Tickets to Inform Instruction & Evaluating Student Reading Artifacts, inside the Literacy Treasures FREE Resource Library A collection of 100+ minilessons (including the launching workshop minilessons above) that are ready to go, Reading Workshop Minilesson Bundle for Building Readers Here at Literacy Treasures, I LOVE to talk about reading and writing and share with teachers all that I've learned about what it takes to build strong readers and writers. I have immersed myself in the research of Lucy Calkins, Jennifer Serravallo, Stephanie Harvey, Debbie Miller, Carl Anderson, Gay Su Pinnell, Irene Fountas and so many others. Every resource, strategy, tool, minilesson and teaching tip that is shared on Literacy Treasures is rooted in this research. Website Literacy Treasures Teachers Pay Teachers Literacy Treasures Instagram literacytreasures Pinterest @teachershuddle Facebook Literacy Treasures --- Send in a voice message: https://anchor.fm/literacytreasures/message

Teaching small groups can be tricky, however, teaching small groups through distance learning can pose a whole new set of challenges. On today's episode, I am chatting with a 3rd grade teacher from New Jersey who went into distance learning at the start of the pandemic (March 2020) and still has not returned to teaching in-person (now January 2021). Raffaella De Martinis will share her strategies and tips for keeping reading and writing small groups going, especially in a virtual setting. Her methods, words of encouragement, and simplicity are golden! I will also share my fangirl moment here by adding that Raffaella taught Jennifer Serravallo's daughter and has a mention in one of her books! So cool! I hope you enjoy this informative chat with my literacy friend! Here are the questions asked in this interview: What one word describes your school year so far? How do you create small groups? How do you know what you are going to teach in your small groups each day? How do you check in with your small groups? How do you track data? Are there any other tips to share regarding small groups? Do you have any words of encouragement for teachers to find confidence and success with finishing the school year strong?   Ways to get connected with Raffaella: TpT Store: Thinking About Third Instagram: @thinking_about_third   Resources mentioned in this episode by Raffaella: Reading Goal Bookmarks Reading and Writing Strategies Post-Its Reading (Lower & Higher) Toolkits and Writing Toolkit Small Group Editable Sheets Data Keeping Google Sheets Document Reading Strategies book by Jennifer Serravallo *Amazon affiliate link* Writing Strategies book by Jennifer Serravallo *Amazon affiliate link* Jennifer Serravallo books and resources   Connect with Megan on social media: TpT Store Instagram Blog Facebook Page The Literacy Dive Facebook Group If you are enjoying The Literacy Dive, please subscribe and leave a helpful review! Thank you for listening!