This week, Sarah, Ingrid, and I used a T-Chart (<a href="https://www.readwritethink.org/classroom-resources/printouts/chart">T-Chart | Read Write Think</a>) to track points in <a href="https://nataliewexler.com/the-knowledge-gap/">Natalie Wexler</a>'s book, The Knowledge Gap, that we agreed and disagreed with. For me, the T-Chart helped me realize there really was a whole lot more that I agreed with than I disagreed with, which surprised me.

This week, Sarah, Ingrid, and I used a T-Chart (T-Chart | Read Write Think) to track points in Natalie Wexler's book, The Knowledge Gap, that we agreed and disagreed with. For me, the T-Chart helped me realize there really was a whole lot more that I agreed with than I disagreed with, which surprised me.

This week, Sarah, Ingrid, and I used a T-Chart (<a href="https://www.readwritethink.org/classroom-resources/printouts/chart" rel="noopener noreferrer">T-Chart | Read Write Think</a>) to track points in <a href="https://nataliewexler.com/the-knowledge-gap/" rel="noopener noreferrer">Natalie Wexler</a>'s book, The Knowledge Gap, that we agreed and disagreed with. For me, the T-Chart helped me realize there really was a whole lot more that I agreed with than I disagreed with, which surprised me.&nbsp;

Episode 2, Brought to You by a T-Chart

Three university reading professors discuss trends and issues (and their implications) pertinent to reading teachers.

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Episode 2, Brought to You by a T-Chart

Episode 2, Brought to You by a T-Chart