Being flexible and responsive is key to student learning…learn five ways to be responsive to students during your planning and delivery of lessons.

Lesson structures, like the nine from my new book Teaching Reading Across the Day, help save you time, lessen cognitive load for students, and free you up to teach responsively.

We all know small group reading instruction is an essential, research-supported practice since every classroom has unique learners with different needs. When executed well, small groups provide opportunities for individualized instruction, collaborative learning, concentrated assessment, scaffolded practice, and a high level of engagement.

Jennifer Serravallo interviews Dr. Leigh Patel about her recent essay on decolonizing.net: “What I learned from debating the Science of Reading Nearly 20 Years Ago.” Dr. Patel is a transdisciplinary scholar whose research focuses on both the ways schooling delivers inequities and how education can be a tool for liberation. In the second half, she’s joined by Shawna Coppola, author of the recent book Literacy for All: A Framework for Anti-Oppressive Teaching to discuss the interview and takeaways for the classroom.

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. This is To the Classroom, and I’m your host, Jennifer Serravallo.

My guest today is Dr. Leala Holcomb, a researcher of deaf education at the University of Tennessee, Knoxville, who accepted my invitation to teach us all about what true equity and inclusion looks like when supporting deaf children’s language and literacy development. At Dr. Holcomb’s request, I interviewed them in writing via a collaborative online document, and I have hired a voice actor, Ginna Hoben, to read Dr. Holcomb’s words for this podcast interview. As with all episodes, a transcript of this episode is available at my website, JenniferSerravallo.com/podcast.

My guest today is Chris Wenz, researcher and teacher, whose dissertation focused on profiles of adolescents with Autism Spectrum Disorders. We begin our conversation with an understanding of the diverse profiles of autistic individuals, and move into a conversation about considerations for literacy assessment and teaching. In the second part of the episode I’m joined by my colleague Elisha Li, a former elementary inclusion teacher, to discuss practical takeaways.

Dr. Karen Harris joins Jennifer Serravallo for Episode 29 of To the Classroom. Lainie Powell and Lea Leibowitz join for the post-interview conversation.

Dr. Steven Graham, lead author on the IES practice guides for What Works Clearinghouse, as well as a co-author of many meta-analyses about what effective writing instruction looks like, joins Jennifer Serravallo for Episode 28 of To the Classroom.

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.

Dr. H Richard Milner joins Jennifer Serravallo for Episode 26 of To the Classroom. Educational leaders Aeriale Johnson and Jerry Maraia join for the post-interview conversation.

Jennifer Serravallo interviews Dr. Laura Ascenzi-Moreno for Episode 25 of To the Classroom. Angie Forero and Cristy Rauseo, two bilingual educators, join for the post-interview conversation.

Jennifer Serravallo interviews Dr. Caitlin Ryan and Dr. Jill Hermann-Wilmarth about LGBTQ+ inclusivity in classrooms.

Jennifer Serravallo talks with Dr. Elizabeth Sulzby about pre-emergent and emergent literacy and language development.

Jennifer Serravallo interviews Dr. Haeny Yoon and Dr. Lalitha Vasudevan about play in early childhood and adolescence.

Today’s episode is a double – I have two guests to teach us about a speech to print approach to spelling and phonics instruction. John Walker is the UK-based creator of Sounds-Write. Jan Wasowicz is the US-based creator of Spell Links. We’ll talk about the differences–and benefits–of using a speech to print approach. Later, I’m joined by colleagues Macie Kerbs and Rosie Maurantonio, as well as the author of We Do Writing, Leah Mermelstein, for a conversation about practical takeaways for the classroom.

Jennifer Serravallo interviews Dr. Tim Rasinski about the Art and Science of teaching reading, and the decades of research on fluency instruction. The episode is jam-packed with practical advice for the classroom.

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.

My guest today is Dr. Peng Peng, co-author of a recently-published meta-analysis that examined the role of strategy instruction with struggling readers in grades 3-12. The analysis sought to understand which strategies, and which strategy combinations, are most important to prioritize in a time-crunched intervention setting. Later, I’m joined by my colleague Elisha Li for a conversation about practical takeaways for the classroom.

I’ve been obsessed with the US Open this year. I’m not a big sports watcher usually, but this time I was absolutely captivated. The athleticism, the sportsmanship, the players’ stories, the tension and drama. I watched so many hours of tennis.

Watching, I appreciated how it’s a mental game as much as a physical one.

I noticed players talking to themselves after an error—you could tell some were focused and undeterred, telling themselves “You’ve got this. Stay with it.” Others were visibly frustrated and angry at themselves, and I couldn’t hear, but I imagined they were saying, “C’mon. I can’t believe you missed that shot. You have to do better.” I’m inferring, of course, but I sensed it from their body language and facial expressions.

And I also watched the coaches.