Teaching guide for BeginningReads, FYI for Kids, SummerReads, and Talking Points for Kids texts.
A set of comprehension guides developed by Pat Cunningham for FYI for Kids texts.
Guide for tutors and teachers working with young readers, includes activities for vocabulary development, word study, and writing skills.
Comprehension guides to accompany TextProject’s SummerReads and FYI for Kids
EDUCATIONAL BACKGROUND Ph.D., Department of Educational Psychology, University of Wisconsin, Madison, August 1979 Advanced Graduate Study, Elementary Education, Arizona State University, 1974-76 M.Ed., Elementary Education,… Read More »Elfrieda H. Hiebert–Curriculum Vitae
The Native American groups in North America spoke languages that are very different from English. In addition, there may have been as many as a thousand different Native American languages. Often, Native Americans and settlers invented sign language that allowed them to communicate with each other. In that way, both languages grew and the people began to understand one another.
Let’s think about ways to use the word think.
Said is the past tense and past participle form of the word say, and it is an unavoidable term for anyone using the English language.
Elfrieda “Freddy” Hiebert, a literacy educator and researcher, has made significant contributions to reading education through her work at various universities and notable publications. Recognized with awards, including the 2013 Research to Practice award, she also authors educational materials for Savvas Learning Company.
CFO/ Secretary
Charles Fisher (Ph.D., University of Toronto) has conducted and managed educational research for more than four decades. As Director of Research and Development (Far West Laboratory), Director of the Center for Research on Teaching and Learning (University of Northern Colorado), and Senior Research Scientist (University of Michigan) his work examined how teachers and learners carry out literacy and science tasks in both formal and informal education settings. He has written or edited four books and published three dozen articles on educational topics including Academic Learning Time, classroom task structures, and the impact of technology in elementary school classrooms.
Director
Francie Alexander is an industry leader in the fields of Early Childhood Education, Literacy, and Intensive Intervention for striving reading and math students. Francie provides inspirational and informative leadership on topics from early and adolescent learning to brain development and its influence on childhood and teenage learning. She works closely to listen to and learn from key school districts across the U.S. in order to lead Houghton Mifflin Harcourt’s efficacy efforts.
Director
Gina Cervetti (Ph.D., Michigan State University) is an associate professor of Literacy, Language, and Culture at University of Michigan’s School of Education. The focus of Gina’s work is on science as a context for language and literacy development and, in particular, on how students can build knowledge and language to support future reading through their experiences in content-rich, inquiry-based science instruction. Gina is also involved in work on academic discourse and vocabulary acquisition in science and on how curriculum materials can best support teachers’ practice and teacher learning. Following her doctoral work in educational psychology at Michigan State University, Gina worked for several years as a postdoctoral scholar and researcher at the University of California, Berkeley, on the Seeds of Science/Roots of Reading (Seeds/Roots) program. Gina led the literacy team in its conceptualization and development of integrated science-literacy curriculum units for students in grades 2-5.
TextProject’s Board Director P. David Pearson is the co-principal investigator for Seeds of Science/Roots of Reading and a faculty member in the Language and Literacy Program at University of California, Berkeley, where he served as Dean from 2001-2010.
Director
Judith Scott (Ph.D. University of Illinois, Champaign-Urbana) is an Associate Professor in the Department of Education at University of California, Santa Cruz where she has served on the Executive Committee as both a Director of Doctoral Programs and a Director of Undergraduate Programs. Judy is also the director of the Vocabulary Innovations in Education (VINE) Consortium at UCSC.
Judy is the PI of three IES grants (R305A090550; R305G060140; R305A080596), an Improving Teacher Quality grant (ITQ-11-804) and the co-PI of the Central California Writing Project. Her scholarship on vocabulary acquisition and assessment is internationally recognized with extensive publications in sources such as Reading Research Quarterly, Elementary School Journal, and the Handbook of Reading Research Volume III. She also provides professional development for teachers, bridging research to classroom practice in her writings and workshops. Judy won the 2006 John Chorlton Manning Award from the International Reading Association for her outstanding work with public schools.