Frankly Freddy Blog
Frankly Freddy entries (published from 2005 to 2014) have been sorted into five topics of literacy learning and instruction. Click here to download the ebook!
March 22, 2013
TextProject has relaunched Read-Aloud Favorites. Educators and parents can now search our outstanding collection of trade book recommendations for read-alouds by grade level, genre, topics, and format. Read-Aloud Favorites are an essential component ofRead More »Read-Aloud Favorites: A Source for Enriching Students’ Knowledge of the World and of Language
February 27, 2013
Seven actions in which literacy leaders can support teachers in ensuring students’ increased capacity with complex text.
It’s Not Just Informational Text That Supports Knowledge Acquisition: The Critical Role of Narrative Text in the Common Core State Standards
September 12, 2012
Literature allows for examination of the influences of culture and history on individuals, not simply on our personal responses to texts. Guiding students in understanding how culture and history influences individual development and agency is part of the bigger picture.
July 30, 2012
What’s the difference between text for below-level readers and advanced reader? How Lexiles differentiate “difficult” and “easier” books for readers.
June 26, 2012
Dr. Hiebert shows how the Lexile for a text can change with a few simple edits.
June 21, 2012
A webinar version of this content is also available: Teaching Complex Text: Why Look at Word Frequency For the first time in a standards document, the Common Core State Standards (CCSS) has a standard—Standard 10—devoted solely to ensuring that studentRead More »Teaching Complex Text: Why Look at Word Frequency?
January 20, 2012
A question that parents frequently ask these days is: Does screen time count as reading time? With such a wide variety of online reading experiences available, the short answer would be have to be, “Yes, but…”
August 3, 2011
The inclusion of kindergarten in the CCSS about text difficulty represents an implicit assumption about beginning reading that also requires consideration—that earlier is better. Does beginning reading in kindergarten truly ensure that high school graduates are better at reading the complex texts of careers and college? In this essay, I review research on both the explicit and implicit assumptions within the CCSS regarding formal reading instruction in kindergarten: the dumbing down of kindergarten texts and the pushing down of reading instruction to kindergarten.
June 7, 2011
Elfrieda (Freddy) Hiebert TextProject & University of California, Santa Cruz The English language has an incredibly rich vocabulary, and yet we use only about 2% of it in the bulk of our typical written texts. This core vocabulary accounts for abouRead More »The 90-10 Rule of Vocabulary in Increasing Students’ Capacity for Complex Text
May 25, 2011
Beginning readers need substantial and consistent data about language they are learning.