One of the easiest ways to draw more from students is with three simple words: “Tell me more.” Whether during a class discussion or conferencing with an individual student, this prompt can lead to more description, added clarity, and often deeper insights.

Students can also be taught to use this prompt during their turn-and-talk opportunities with each other. I have witnessed this strategy improve the quality of the conversation in two ways: the speaker expands on their thoughts and the listener does not jump in with their own reactions as quickly.

Once students become accustomed to this practice during discussions, it can also be used effectively for student writing.

“Tell me more.”

Sometimes when I’m reading, I stop and reread–not because I haven’t understood what I’ve read but because I want to savour the sentence.

I teach students to do the same: to find a phrase or sentence they like or that stands out to them in some way. I provide small Post-it Notes if they want to flag the passage, or larger Post-it Notes if they want to copy it down. (They usually want to copy it down–which can also help them understand what they like about it!) We share our sentences with each other and talk about the craft of the writer. What do they like about the sentence? Is it the word choice or alliteration, the rhythm or the structure? Did the writer use sensory language or an image that captured their attention?

Consider the conversations that might occur when discussing these sentences:

“Down, down in the depths of the sunless sea, deep, deep in the cold, cold dark, creatures, strange and fearsome lurk.” Candace Fleming, Giant Squid

“I have hated the words and I have loved them, and I hope I have made them right.” Markus Zusak, The Book Thief

“Our lives will twist and twist, intermingling the old and the new until it doesn’t matter which is which.” Thanhha Lai, Inside Out and Back Again

“Sometimes Morris would become lost in a book and scarcely emerge for days.” William Joyce, The Fantastic Flying Books of Mr. Morris Lessmore

When students learn to savour sentences when they are reading, it can inspire them to be more intentional when writing. When students say, “Listen to this…” we know they are thinking about their craft as a writer, considering how the sentence sounds.

I was delighted to present at Reading for the Love of It in Toronto recently. During a session on the importance of independent reading in our classrooms, I spoke about the pleasure of reading, of losing ourselves in a book. I quoted Thomas Newkirk who said, “I would argue that unless you have entered this state, the whole point, the whole gratification of extended reading, is baffling.” So true. And yet how many of our students have not experienced this gratification?

On the plane on the way home from the conference, I was reading My Friends by Fredrik Backman. My four-hour flight flew–pun intended! The gentleman beside me seemed oblivious to my gasps, my stifled laughter, and my tears. I even stopped to take pictures of a few pages so I could easily return to the words that stopped me short.

The men’s Olympic gold medal hockey game was earlier that day. Besides Canada WINNING silver, I’m sure you’ve heard about the U.S. men’s team being heavily criticized for some post-game reactions. How is this related to reading, you ask?

As Malorie Blackman has said, “Reading is an exercise in empathy; an exercise in walking in someone else’s shoes for a while.” I truly believe that the more we read, the more we understand one another, and hopefully the more we think about how our words and actions might affect others.

As teachers, we have the opportunity to expose our students to powerful, thought-provoking literature. Read alouds are a way to ensure that all students can lose themselves in a book and learn from the experiences of others. We can create the conditions for this to occur during independent reading, but often it happens first during shared reading. A few of my favourites for this purpose:

• Picture books: The Other Side by Jacqueline Woodson, Clara and the Man with Books in His Window by Maria Teresa Andruetto, Navigating Night by Julie Leung (coming soon!)
• Novels: The Giver by Lois Lowry, A Monster Calls by Patrick Ness, Hello, Universe by Erin Entrada Kelly
• Novels in verse: Ebb and Flow by Heather Smith, Louder Than Hunger by John Schu, Brown Girl Dreaming by Jacqueline Woodson

Reading matters: in more ways than one!

Last fall, during a monthly session with a group of literacy leads, they were sharing the reality of inconsistent student attendance and late arrivals. We discussed ways of enticing and encouraging students to come to school every day and on time. Making connections, adjusting our schedules, doing something that students perceive as ‘fun’ and ‘engaging’ first thing in the morning… whatever it takes!

After our most recent session, one of these teachers shared her success story. She had noticed lower attendance in her class on Mondays. Her solution: Maskihkiwâpoy Mondays. Maskihkiwâpoy is the Cree word for tea. Her students now look forward to Mondays as they know they will begin the day sharing tea with their teacher and classmates.

By chance, the teacher discovered this book a few weeks ago at teachers’ convention: Tea Is Love. The students in her class could have written this book since, for months now, their teacher has demonstrated: tea is love.

When our students attend school consistently, they are much more likely to find success in learning. This teacher did what it takes. What lucky students!

In Arthur Miller’s play, Death of a Salesman, Linda Loman reminds her sons–and all of us–“Attention must be paid.” Do you have people in your life who see you–who know you for who you are and accept you all the same?

The most effective teachers I know are those who truly see their students. Those who notice the sadness behind the smile. Those who are present for students as they share a story or a concern. Those who do not judge but listen. Those who embrace mistakes and human frailty.

Relationships between teachers and students are not incidental or an extra, they are essential. “Attention must be paid.”

Last week I presented two parent literacy sessions. I always commend the parents that take the time to attend. Their presence demonstrates two things: they care for their children and they value literacy.

Two parents from last week stand out to me. One shared her own limited literacy skills and her frustrations with reading as a child (and to some extent now too). She chose to come to the literacy night because she wants to ensure that her daughter does not follow the same path or experience the same frustrations. Another parent shared her concern about her own pronunciations when speaking or reading to her children as she learns English.

When we are not confident in a language–written or spoken–there exists a level of vulnerability. I was inspired by the courage of these parents who are acknowledging and facing their vulnerabilities because they want the best for their children.

“Children are great imitators, so give them something great to imitate.” John Wooden

I’ve been struggling the last few weeks: an-ever-shifting combination of befuddled, sad, scared, alarmed, and disgusted.

Monday was Martin Luther King Jr. Day in the United States. Almost 58 years after his death, his words feel especially relevant yet again.

• “Injustice anywhere is a threat to justice everywhere.”
• “I believe that what self-centered men have torn down, other-centered men can build up.”
• “Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that.”

On Tuesday, we witnessed the light and love much of the world is craving. Prime Minister Mark Carney stood on the world stage and confronted the darkness. He named the rhetoric, coercion, and power-mongering for what it is. Prime Minister Carney clearly stated that accommodations and compliance will not buy safety. He reclaimed agency and control in the midst of what feels like an unpredictable, downward spiral.

“The powerful have their power. But we have something too: the capacity to stop pretending, to name realities, to build our strength at home and to act together. That is Canada’s path. We choose it openly and confidently, and it is a path wide open to any country willing to take it with us.” Mark Carney.

Just in case we’ve forgotten: words matter. The lying bigotry is crushing, yes. But thoughtful, educated, earnest discourse is hopeful and mobilizing. My mood has shifted. My resolve invigorated. “In the midst of darkness, light persists.” Mahatma Gandhi

(Read or listen to Mark Carney’s speech in Davos here.)

Last week several world events and a few personal encounters prompted me to reflect on life and legacy.

Sometimes the big picture can be overwhelming. Let’s face it, 2026 already seems rather heavy. Instead of becoming debilitated by fear or sadness, I’m trying to think about how I can make an impact in my world, in my roles, and through my writing. What legacy can I leave–despite, or maybe in spite of–what’s going on in the world?

If you read last week’s blog, you know my ‘one little word’ this year is love. If I use this word to guide my interactions, I am hoping my legacy will be a positive one, no matter how small.

Yesterday I attended a funeral of a man whose legacy will most certainly be love and connection. It was clear from the church full of people that he impacted many–including many former colleagues. It was clear from his children that his legacy will live on.

If you’re like me and sometimes feeling overwhelmed with life these days, join me in striving to be a positive influence in your small circle. The ripples that we may never see or realize, may in fact, become our legacy.

Since the calendar turned to 2026, I’ve been thinking about my one little word for the year. I have chosen love. Why love?

I want to do what I love and love what I do. I want my work to reveal my love for the world and inspire others. I want to show love to the people around me. Whenever possible, I want to stop doing things I don’t love and choose the things I do. I also want to counter some of the hate I see in the world. I am choosing love.

This week, carve out time for your students to choose one little word to guide them through 2026. This word can act as a personal mission statement, an intention, or a focus for the year. Brainstorm possible choices together. Revisit The Word Collector or The Gift of Words by Peter H. Reynolds. Then, ask each student to choose something that speaks to them in their current situation. Remind them that there is no right or wrong choice. Some of my previous words have been breathe, balance, gratitude, write, joy, becoming, and persistence. Although they were right for the years I chose them, this year, love is the best fit for me.

Give students the opportunity to showcase their word artistically in some way. Let them choose the materials and style to best represent their intention. Also be sure to revisit the words periodically as a way to ensure they continue to hold meaning for students.

Samuel Beckett once said, “Words are the clothes thoughts wear.” What thought do your students want to guide them through the year?

In a PD session the other day, I was talking about the importance of encoding practice in a nonpermanent form such as whiteboards. At that given moment, we were talking about word chains: asking students to spell a word on their whiteboard and then change the word to something else. Why? Our deliberate instructions lead students to isolate sounds and then delete and add graphemes to create new words. This intentional practice can help them realize that if they can spell one word, they can actually spell many other related words. We can focus on vowel combinations or spelling patterns or whatever we think is needed, developing independence in our student writers.

Anyway, as we were talking about this, I noticed a group trying to stifle their laughter. Turns out, earlier that week, one of their students made his own word chain. He started by saying… “What the heck?” then “What the huck?” then “What the —?”

We may not condone his word choice but he’s certainly demonstrating his phonological awareness!