By Doug Buehl, WEAC member, Madison
Note: Doug Buehl's e-mail address has changed. Columns prior to December 2007 list his old e-mail address. His new e-mail address is; drbuehl@sbcglobal.net.
K-W-L - September 2008
Inform yourself - June 2008
Questioning biological texts - May 2008
Comprehension rubrics - April 2008
Generative vocabulary instruction helps students find meaning - March 2008
First person reading - February 2008
Reading with imagination - December 2007
Questioning literary fiction - November 2007
Teaching to the 'match' - October 2007
Modeling self-questioning on Bloom's Taxonomy - September 2007
Author Says/I Say - June 2007
Written Conversations - May 2007
Three-Level Reading Guides - April 2007
FQR Chart - March 2007
Connect Two - February 2007
Insider Questions in History - December 2006
Insider Questions - November 2006
Metacognitive Conversations - October 2006
Hyperreading - September 2006
Word study guides - June 2006
Wide Reading - May 2006
Academic Knowledge - April 2006
The 'Ah Ha!' Grid - March 2006
Hidden knowledge - February 2006
Learner memos - December 2005
Thick & thin questions - November 2005
Scaffolding - October 2005
Accessing implicit information in texts - September 2005
Learning vocabulary in context - June 2005
Digging deeper into tier 2 words - May 2005
Fully grasping 'tier 2' words - April 2005
Sparking curiosity in students - March 2005
Waging 'vocab war' in class - February 2005
Complexities of word usage - December 2004
Seeing both sides, side by side - November 2004
Reading beyond the text - October 2004
A highly sensory experience - September 2004
All the right (reader) moves - June 2004
Using graffiti as a reading tool - May 2004
Predicting what lies ahead - April 2004
Fundamentals of 'talking the talk' - March 2004
Does the author have an attitude? - February 2004
Get emotional with your reading - December 2003
Sketches help organize thoughts - November 2003
The story behind the music - October 2003
Let me introduce you to . . . - September 2003
Wait. Let me think about that - June 2003
What were you thinking? - May 2003
Separating biases from facts - April 2003
Short and to the point . . .- March 2003
The secret to ‘talking the talk’ - February 2003
Wall displays gallery of words - January 2003
Putting it all together - December 2002
Hearing 'voices' as you read' - November 2002
The 'lure' versus the 'load' - October 2002
The truth, the whole truth... - September 2002
Focus helps reduce test anxiety - June 2002
ACT Sweep 3: Deeper meaning - May 2002
ACT strategy: the 2nd sweep - April 2002
Developing an ACT ‘game plan’ - March 2002
Putting an end to procrastination - February 2002
‘Yeah, that reminds me of ... ‘ - January 2002
Getting down to essentials - December 2001
Go on a diet with short texts - November 2001
Double, double your learning - October 2001
The A-B-Cs of coding text - September 2001
Learning to make inferences - June 2001
Reciprocal teaching builds reading comprehension - May 2001
Using visuals to enhance learning - April 2001
Develop a reading autobiography - March 2001
What's your prime time for learning? - February 2001
Get a 'read' in five minutes - January 2001
Don't just learn words, meet them - December 2000
Essential questions help us focus - November2000
Backward Design; forward thinking - October2000
A lot of 'what they know' isn't so - September 2000
Putting it in context - June 2000
Building a vocabulary - May 2000
You ought to be in pictures - April 2000
Conquering essay-phobia - March 2000
Breaking it down- February 2000
Taking a sneak peek- December 1999
Story Impressions- November 1999
Word family trees- October 1999
Finding meaning in roots - September 1999
Traits that boost learning - June 1999
Take a 'brain break' - May 1999
Workings of the brain - April 1999
Finding emotion in prose - March 1999
'Listening' as you read - February 1999
The six traits of writing - December 1998
A literary treasure hunt - November 1998
Making math make sense - October 1998
I charts inspire writing - September 1998
Tapping prior knowledge - June 1998
Two-column notetaking - May 1998
Questioning the author - April 1998
Memory bubbles - March 1998
Information hierarchies - February 1998
Give notes a power rating - December 1997
Getting a jump start: templates - November 1997
Reviewing in pairs - October 1997
Loud and clear: reading aloud - September 1997
Yellow marker syndrome: highlighting - June 1997
User-friendly textbooks - May 1997
Be your own 'tour guide' - April 1997
The three-minute pause - March 1997
The jigsaw strategy - February 1997
The newspaper game - December 1996
Learning by example - November 1996
Question/answer relationships - September 1996
Inductive reasoning - June 1996
Mind maps - May 1996