At first glance, the Montessori method and the Science of Reading appear to be opposing philosophies. But if you look closer, they are in fact surprisingly similar.

Every year, almost every student says, “I suck at writing. I hate it.” I hear this phrase far more than “Hello,” “Thank you,” or even “Can I use the restroom?”

I avidly recall a second grade class that would excitedly huddle around my rocking chair for story time. Students scrambled around sliding chairs to the carpet where I read heartwarming and sometimes zany tales, they reminded me that story time was counted among the most meaningful and cherished moments of a child’s day. Story time is a child’s portal into endless worlds, kingdoms, and dimensions.

The integration of practical, relevant life skills into the curriculum not only improves engagement, but also increases emotional well-being and real-world readiness.

Sure, haiku can be an exercise in syllable counting, but if this were the only benefit, why teach it? Here are several other positive returns from composing haiku.

“Words from other countries can be difficult to spell. Italian gave us macaroni and broccoli, as well.”