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Author: Elizabeth McDonald

Disciplinary Literacy in Action: Mathematics Problem-Solving through Collaborative Inquiry 

Lindsey Douglas, a South Carolina Middle School ELA teacher, collaborates with Ashley Weaver, a South Carolina Middle School Math teacher, to support student engagement in disciplinary literacy through inquiry.

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When Teaching Music and Teaching Literacy are in Harmony

Hunter Thompson, music education major at the University of South Carolina, shares how literacy strategies, like Close Reading, can be adapted for the music classroom.

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“Which Truck is the Best Choice?” A story of Authentic Motivation to do an Inquiry Project

Doctoral student, Priscila Costa and her son, Felipe Costa, describe how an inquiry project sparked a motivation for reading and caused Felipe to engage in literacy in a new way.

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Motivating and Engaging Readers in Literacy Practices in the Classroom

Dr. Leslie D. Roberts, an assistant professor of reading at Georgia Southern University, shares ways that educators can motivate and engage readers in literacy practices in the classroom. This post even provides a list of suggestions to promote life-long reading habits.

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Which Came First – Motivation or Engagement?

Charlene Aldrich explores whether student motivation precedes engagement or whether engagement precedes motivation in this post. She also discusses the importance of rigorous texts in increasing student literacy engagement and motivation, along with the impact of open-ended questions.

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Fostering a Love of Reading

Ms. Kim Ferrari, a South Carolina ELA teacher, shares how she fosters student love of reading through “book tastings” that she holds at the beginning of the school year to help students make connections to book genres.

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Treating Ourselves How We Treat Others

Victoria Young, South Carolina High School Social Studies Teacher, discusses the importance of educator self-care and shares self-care ideas educators can try.

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The Importance of Self-Care

Antoinetta J. Rogers, a South Carolina High School ELA teacher, explores the importance of teachers engaging in self-care.

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For Teachers Desiring to Be Anti-Racist

Students and teachers at Dreher High School, in South Carolina, worked together to create a list of do’s and don’ts for teachers desiring to be anti-racist.

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Don’t Be Afraid to be Anti-Racist

Nikki Griffin, a North Carolina High School Social Studies teacher, describes her transformation to becoming an anti-racist teacher and shares videos she created as a result of embracing being anti-racist.

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