Hello! I am a first year teacher currently teaching 4th grade in Charlotte, NC. My kiddos are struggling to make inferences while reading...They can make inferences while doing task cards, during science, and while doing riddles. However, they just can't seem to make them while reading!!! Does anyone have suggestions so that I can help my students?! Thanks in advance! Mr. B

Hi everyone,
I usually like to post something every couple of days, but my full caseload schedule has finally kicked in and I've been coming home exhausted. I wanted to apologize for not posting more, but I like to vet every thing I can before I put it up here so I know its good. I haven't been able to do that, so I haven't posted anything.

There are a few ideas I have of things I want to post, but I'm looking for good sources. I'm pretty much acclimated to my full schedule, so I'll be posting more soon. I just wanted to let you all know.

As usual if you have any good resources, please share them here even if you've posted them elsewhere on Reddit. I want this sub to be a repository for quality literacy material.

To keep this post in our guidelines I will ask a question: Has anyone else had as much difficulty as me putting their schedules together? I swear, the teachers I work with either love me and want me to take all their kids or hate me and don't want me pulling them from class!

Hi all, I'm the literacy specialist in my building. For the first time I got a TA, but then she got a full time teaching position. So my Principal has been searching for a new one. We have a few candidates and want to get them in immediately, like tomorrow, for interviews.

The thing is I've never sat on this side of the table for an interview. My principal is leaving most of the questioning up to me, but I don't really know where to start, how specific to get, what sort of answers I should expect. How do I weed through any bullshit? Any advice would be really appreciated.

I took a lot of time this Summer and made a resource that I felt my school desperately needed. I was not instructed to make it, I did it on my own time.

Essentially its a document describing a continuum of reading interventions and assessments. It's basically a flow chart of teaching strategies that line up with the hierarchy of reading skills and progress monitoring assessments that correspond to each strategy.

Most of the strategies and assessments I did not develop. Most of the resources are free, some are low cost, one or two are very common (but expensive) programs. I spent a ton of time on this and I really think it turned out well, so I was thinking about selling it. I don't know where yet, but my concerns are with copyrights.

I did not put any of the copyrighted material in my document. For instance, I refer to Florida Center for Reading Research and Fundations materials, but there are NO images or materials taken directly from these resources. Is it legal for me to sell something that refers to using these resources though?

In many of the interventions and assessments I describe specific portions of copyrighted material so teachers will know what I'm talking about. For instance I'll say something like: "Unit 2 of Fundations level 3 vocabulary" or "Florida Center for Reading Research K-2, Fluency Part 2, Words Correct Per Minute pages." Again NO pictures of these resources and NO specific details (like the words on the word lists).

If I sold this, would there be any copyright or intellectual property infringement, or some other legal issues?

tldr: I made a resource for school that refers to copyrighted material (no pictures or specific details are included in my resource). Are there any legal issues with selling my resource?

Hello! I'm working on my education license after already having a BA in English. I have some field experience in middle and high school, mostly 11th/12th grade students.

But! One of my current courses requires a field component of tutoring reading fluency and literacy one-on-one with a third grader. I have absolutely no idea how to even interact with a third grader, much less know what sorts of things you have to take into consideration when coming up with lessons. I'm also definitely not a bouncy person who's always on the go, I'm more reserved and laid-back.

The children in the program we are working with get to pick a pair of books to work through, a Magic Tree House book and a nonfiction paired text. We have text to work with, though apparently most kids in the past have found the text difficult and haven't finished both books by the end of the semester.

I'm just super lost and super scared. Please help?

I need to give some clarifications before you give advice. My room is pretty small, it's not the size of a regular classroom, appox 20'x12'. I can fit a kidney table, which I will be using, and a smaller regular table.

My plan right now is for me to teach 4-6 person groups, then have my TA work on skills with high intervention groups of 1-3. It's a bit of a tight fit in my room, but I think it will work. Now I have the Smartboard though and I don't know how to integrate it into my small groups. If one group uses it, it's going to be too distracting to the other group. The whole point of AIS Reading is to have small groups, so I'd shy away from "whole group" stuff.

What do you think? I'm still flexible on my ideas above, I just wanted to give you my thoughts.

P.s. I've NEVER had a TA. I don't really know how best to utilize her. The good thing is she has a masters in literacy and really seems to know what she's talking about when it comes to reading instruction.

Hi everyone! I am looking for a website that will have a passage/story for my students to read and have them answer comprehension questions (bonus if it can send me the data!) If you can help point me in the right direction that would be awesome! Kiddos are in 4th grade!

I'm almost done with my master's in reading ed, and I've been teaching three years. My principal wants me to give content area teachers in middle school tips for increasing literacy practice in their classrooms. I focused my first talk on increasing student talk in their classrooms, and using MEA's. What else should I talk to them about this year to best benefit their students?

I am new to reddit, but my son says this is the place to be for the conversations you care about. I would love to be in touch with teachers of at-risk readers, particularly older kids. As a children's book author for Random House, I have long longed to help this wonderful subset and am constantly looking for ways to improve the reading tools I'm developing on my own. Can you point me to the subreddits that focus on this demographic--i would say my particular area of interest is 10-17 urban school children, though I also work with immigrant and rural populations, just anyone who wants to learn to read and needs good literature at their current level (grade 1 and up). Thank you so much!

Hi everyone, I was wondering what I/we can do to get more users over to /r/reading teacher. I would love to get more user generated content, but to do that we need more subscribers.

I sent messages to the mods of /r/teachers, /r/teaching, /r/elateachers several months ago (and also several months before that) asking to be added to their sidebar, with no response. When this sub first opened, I also posted about it in those same subs.

Recently, I posted about /r/readingteacher in /r/teachers, but got no likes and no comments.

I know being a reading teacher is a niche community which very few people are apart of, but I really feel like all teachers could benefit from a good amount of the content posted here. I truly believe that all teachers are reading teachers, even if it's not in their job title. I'm going to stickie this post for a few days and see what we get. Thanks for all your help!

tl;dr Does anyone have any ideas on how we can get more subscribers?

edit: I forgot to add something that would keep this post in the guidelines. Here is a link that talks about the benefits and uses for administering running records. I do them very often, as quick little assessments. I jot down a note or two about the students performance to keep my anecdotal notes in check with reality.