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Demonstration Lesson: Inferring Character Traits (VIDEO) In this demonstration lesson from a 5th grade classroom, Clare Landrigan leads students through a reading and discussion of inference and character development. . . . more The Big Fresh from Choice Literacy February 6, 2010 Age-Appropriate Books for Precocious Readers We moved to a new town between my daughter's kindergarten and first grade years. I was worried the first day I brought her to school - it was a tiny public K-8 building, with one class of students at each grade level. Virtually everyone in her class had attended preschool and kindergarten together - a close-knit community, and we were outsiders. . . . more The Big Fresh from Choice Literacy January 30, 2010 Are You Scaffolding or Rescuing? We moved to a new town between my daughter's kindergarten and first grade years. I was worried the first day I brought her to school - it was a tiny public K-8 building, with one class of students at each grade level. Virtually everyone in her class had attended preschool and kindergarten together - a close-knit community, and we were outsiders. . . . more The Literacy Committee: Full Speed Ahead! (Building a Reading Culture Series) Ellen McEvoy We're dropping reading as a fundraiser and came up with a plan that we hope will give each kid more of a stake in participation. We're instituting a book swap to get free books into the hands of every student. We hope most classes will "deck the halls" for literacy. We'll end with an evening program for families. The reading challenge and the book swap are closely connected; I'll start with the swap. . . . more Biographies Off the Beaten Path Franki Sibberson We had a set of biographies in our elementary school library when I was a child. I can still remember exactly where they were on the shelves. I read several of them throughout my elementary years. Some I read and forgot about, but others have stayed with me. I don't think I liked these books because of the individual stories. Instead, I loved the idea of learning about people's lives - getting to know them from history and the struggles they went through. . . . more Wii Summary Heather Rader What I find, and was true in Ingrid's classroom, is that some complex skills like summarization are taught in only two modes: all teacher (I-do) or all students (you-do). In the I-do mode, teachers can easily be disillusioned that the kids get it because the smart ones offer to answer our questions and everyone else nods to make us happy when we ask, "Does that make sense?" In the you-do mode, that illusion falls apart with a chorus of "I don't get it" or work that misses the mark. That's where the students were when Ingrid deemed the progress "awful." In between those two modes is an entire continuum of we-do . . . more The Big Fresh from Choice Literacy January 23, 2010 Better Presentations Lately I've been thinking a lot about what makes presentations "good" in this day and age, especially with Powerpoint (and its limitations) dominating how most people present ideas to large or unfamiliar audiences.  We're buried in print information in our lives, from the books on our shelves to the blogs and websites we browse. Most presentations are heavily text-based, too. . . . more A Sponge is a Summary Heather Rader When I'm working with a concept that I know may be difficult to grasp, I like to hook kids' attention with a metaphor or an analogy. While doing the dishes, I thought about how a sponge holds water, but when you squeeze it, you are left with the right amount of dampness to wipe down a counter. The point of a sponge is to be moist without being over-saturated. Ah-ha, I thought: a sponge is a summary. We take hold of saturated text and squeeze out all the unnecessary details, keeping what we need. Although there are limitations to my metaphor, it seems to work for kids until they come up with their own connections. . . . more Are You Scaffolding or Rescuing? Terry Thompson Do you remember where you were when you first saw the (now familiar) scaffolding diagram? Oh, come on. You know the one. The long rectangle with a diagonal line stretching from the top right corner to the bottom left dividing it in two? . . . more Teaching Revision Strategies The purpose of this cluster is to help teachers develop new strategies for teaching revision. . . . more The Big Fresh from Choice Literacy January 16, 2010 Two Responses The mistake I sometimes made when trying to influence my peers was pitching my idea as something truly original  and different - a fresh start. The truth is there are very few new beginnings in schools, and we wouldn't want them anyway. If you're forced to start from scratch, that only means there is nothing worth salvaging. . . . more Creating a Model Writing School Julie Johnson This is our school's second year of being a model writing school. Our journey has been an interesting one that began with a summer literacy workshop. I always look forward to learning in the summer, when I have time to pursue my passion, reflect on my teaching practices, and grow as a teacher. I also can't wait to share what I've learned with my colleagues, and that's exactly what happened after I participated in the National Writing Project. It was there that I learned the importance of being a writer myself if I was going to understand the process of writing and help my students grow as writers. I left that workshop knowing that I wanted to share my learning and build a community of writers among the staff in our school where we could collaborate, create a shared vision of what good writing instruction looks like, and most importantly, become writers ourselves. My principal embraced the idea and we began the process of becoming a model writing school. . . . more Schema and YouTube in a Middle School Reading Workshop Ruth Shagoury and Katie Doherty Listening to twelve- and thirteen-year-olds talk about life outside school is an education in itself for us each morning. Now it's time to transition to class, turning their attention to reading and books, instead of video games and popular culture. But why not use their interests as a bridge to comprehension? . . . more Back to Teaching Basics: Developing Shared Principles, Standards, and Expectations Across Grade Levels This cluster is designed to explore ways that teachers can work together to develop common goals and expectations for literacy learning. . . . more Literacy Learning on Presidents Day (BOOKLIST) Franki Sibberson As someone who is fairly new to the role of librarian, I have been thinking about the holidays that we celebrate throughout the year and the books available to celebrate each one. I am not a big proponent of teaching anything solely because of a holiday - I worry that learning from these isolated lessons gets lost quickly for students. They may hear the same stories every year. Because Presidents Day is coming up, I am trying to expand the ways that I look at the books I can recommend to teachers if they choose to read something for this holiday. . . . more Nonfiction Word Hunt Part II (VIDEO) Franki Sibberson Finding new words to follow is always a fun part of our word wall routine. Students love to go back into text to find words that they are curious about. The problem is always that we find so, so many and it is hard to think about more than a handful, as a class. As the routine evolves, students begin to take this on in their personal lives--finding their own words to think about and listen for. But for this routine, we are looking for the best words to think about as a class. . . . more Nonfiction Word Hunt Part I (VIDEO) Franki Sibberson adapts an idea from Sharon Taberski to build word study into nonfiction reading time with her grades 3-4 students. . . . more The Big Fresh from Choice Literacy January 9, 2010 Paying Attention I start out the new year like many of you with a list of things I want to pay more attention to at work and home.  As I was compiling my resolutions, I came across this quote from the poet Mary Oliver: . . . more Inventing Words with Wikis: Collaborative and Creative Word Work Kevin Hodgson For young students, understanding the many facets of the English language is like exploring some unknown universe. Ask them about the origins of certain words or where a particular phrase may have come from, and their eyes roll. They inevitably will answer -- if they can muster up an answer -- with a shrug. . . . more Making Data Analysis a Motivating and Worthwhile Process Clare Landrigan and Tammy Mulligan At first glance, the task of data analysis seems simply to be mathematical. Teachers look at the numbers, decide what students need to learn, and then plan instruction. However, the reality is that those numbers reflect each teacher's hard work in his/her classroom; and unfortunately those numbers do not always exemplify a teacher's efforts. The data results are sometimes not what we expect. . . . more Creating a Culture of Literacy Shari Frost How do sports fans develop that undying devotion and fanaticism? Can it be replicated? Is it possible for students to have the same level of enthusiasm for reading and writing? What can we do to make students want to name their dogs after authors or book characters? . . . more First Grade Small Group: Chunking (VIDEO) n this small group from Courtney Tomfohr's first-grade classroom, students work on their chunking skills. Courtney begins the lesson with a whiteboard, moves to authentic text, and gives children a chance to practice with books at their independent levels from their reading tubs. . . . more Matching Students to Nonfiction Texts in Grades 3-6 (BOOKLIST) Mary Lee Hahn We hear so much about matching students to nonfiction texts based on their needs and interests. Often the lens is very broad ("tweens will like this book") or very narrow, focusing in on individual students with quirky tastes. I have taught 4th grade for many years. I've learned that my teaching becomes more efficient and effective when I consider the types of readers who emerge every year. . . . more Becoming More Purposeful with Writing Share (VIDEO) In this whole-class writing share session from Katie DiCesare's first-grade classroom, Katie talks about how she has become more purposeful in connecting student drafts with the minilesson from the start of the writing workshop. . . . more Getting and Giving Student Feedback Heather Rader When I consider "Who is the best educated and the most experienced thinker in the classroom?" The answer is the teacher. If I am understanding how the students are making meaning, I can adapt the questions, lessons and interventions. The only way for me to have access to that information is to get it in the form of kid talk, lots of it, and later, in writing too. Schema, 10:2 Theory and Exit Slips are ways to constantly seek feedback of students' understanding. . . . more There's Been a Misblunderstanding Heather Rader I believe there are two misblunderstandings at play here and in many of our classrooms.  There is a myth that teacher talking is the same thing as teaching. We need to switch our focus from what the teacher is saying and doing to what the students are saying and doing. Just because she said it, doesn't mean she taught it. If kids aren't doing something independently (like fourth graders generating a paragraph), we can begin where they are at. . . . more Nonfiction Beyond Levels Volume 2 Number 5 January 2010 Welcome to the latest edition of the Teaching Beyond Reading Levels Digest! When we think about matching students with Nonfiction books, there are so many things to consider. We want our students to be reading about topics they are interested in. Yet there is so much more to choosing nonfiction than topic. In this digest, we will hear from teachers who have been successful at adding more nonfiction reading to their students' reading lives. We hope that this digest will give you new strategies for matching your own students to nonfiction texts in ways that go beyond levels. . . . more Helping Young Readers Become Independent: The "Next-Read" Stack and Peer Groups (VIDEOS) Franki Sibberson I find next-read book stacks to be critical for students in the transitional years of reading. Many young readers are just beginning to read books that take longer than one sitting to complete. The choice becomes overwhelming. I have used Ziploc bags, boxes and other containers to help students be intentional about their next-read stacks. I find when students have a place to stack those books that they want to read in the future, they spend less time wandering around the bookshelves. They begin to live their daily lives as readers, always looking for new books to read in the future. . . . more Designing Comprehension Constructors: Helping Adolescent Learners Develop Reading Strategies (E-GUIDE) Comprehension instruction has value and lasting impact when teachers know how to design lessons, activities, and materials that match the needs of their students. Prefab worksheets or generic activities and routines often won't work, because students, texts, and tasks are always changing. "Comprehension Constructor" is a term coined by Cris Tovani (Stenhouse, 2001) to describe the graphic organizers she uses to assist adolescent readers as they make sense of texts. Cris tailors these organizers to the needs of students as they emerge, linked to specific reading assignments. . . . more Professional Study Groups New and Veteran Teachers Learning Alongside One Another Volume 1 Number 5 February 2010 It's no secret to those who know me that I am passionate about professional study groups. Nothing energizes me more than new thinking, reflecting on professional resources, and conversations with my colleagues. Study groups are that place where novice and veteran teachers meet to learn alongside one another. I believe that it is through collaborative partnerships between colleagues that we can support new teachers to overcome roadblocks they face in the classroom. Study groups are also a playground for learning - a place to bridge theory and practice. . . . more Using Student Work to Guide Instruction Volume 1 Number 4 January 2010 Welcome to this month's New Teachers Digest! I have been thinking about student work and how we use it to inform instruction. I have also been thinking about the messages we send students, as well as the type of feedback that we provide to help them move forward as learners. I hope you enjoy these new features and old favorites from the Choice Literacy Archives. . . . more The Big Fresh from Choice Literacy January 2, 2010 Who's Right? That colleague who disagrees with you about everything, who would challenge you if you said the sky is blue today? She's right. . . . more When Does Level Matter? Being Efficient with Small Group Instruction Franki Sibberson I find my flexibility as a teacher is both challenged and validated when I group students for instruction. When I think about the wide range of needs in my classroom and then about the wide range of levels, it feels nearly impossible to do all the teaching that needs to be done. When I group students by level, within each leveled group are many different needs. Just because students' reading levels are the same, their needs aren't necessarily aligned. Students may read independently at the same level -- yet some may need support at predicting, while others need support with determining the meaning of unknown words. Still others may struggle with engagement. . . . more Grouping Beyond Levels Volume 2 Number 4 December, 2009 Welcome to the latest edition of the Teaching Beyond Reading Levels Digest! When it comes to grouping students for reading instruction, the thing I try to remember most is that it's all about moving everyone toward becoming a lifelong reader. When I keep that goal in mind, I realize that it's always helpful to know the reading level of each of my students, even if that isn't the sole (or even most important) criteria for putting them in a group. This digest has lots of examples and strategies to help you think through your goals and techniques for grouping students. . . . more Finding Words: Linking Community and Classrooms (VIDEO) In this four-minute video, Principal Karen Szymusiak and 3rd Grade Teacher/Literacy Coach Pam Hahlen do a quick word search activity using dictionaries donated to the classroom by a local service club. . . . more Giving Up the Whole-Class Novel Shari Frost Edie stomped into the coach's office lugging a 15-gallon Rubbermaid storage tub. She dumped the contents out onto a table. Out rolled penguin beanie babies, penguin posters, a DVD of The March of the Penguins, some informational books on penguins, penguin stickers, penguin magnets, penguin notepads, and more! She teared up . . . more 4th Annual Gifts for Literacy Geeks Brenda Power Gifts for Literacy Geeks was our most popular article last year, so we've decided to make it an annual feature. I hope some of this year's recommendations can be passed along as a "wish for happiness" to the friends, families, and colleagues who love learning as much as you do. As always, Choice Literacy receives no compensation from the companies whose gifts we recommend. These are just items our contributors have gifted or received this year that stand out as especially fun or useful. Enjoy! . . . more Linking Assessments and Curriculum Planning Volume 1 Number 3 December 2009 Welcome to this month's New Teachers Digest! When I think back on my first couple years of teaching, I am amazed when I compare what was expected of me to what is expected of today's new teachers. This gap couldn't be more glaring when I consider assessments and curriculum planning. New teachers today are supposed to quickly master complicated assessments, and then analyze the findings and use them to plan instruction. It's an enormous task, and no wonder this is where so much of our energy goes in supporting new teachers. This month's digest is designed to help you help the new teachers in your midst as they connect their assessment data to classroom practice. . . . more The Big Fresh from Choice Literacy December 12, 2009 Essentials My wish for you is the same wish I have for myself - to hone that art of eliminating all the nonessentials over the next few weeks so that there is more joyful time with loved ones. . . . more The Big Fresh from Choice Literacy December 5, 2009 Conferring Intervals My challenge to you is to do a little interval training with your conferring. If you're convinced only long, meaty, deep conversations work when conferring, push yourself to try a half hour of 1-2 minute check-in conferences with students. If you have those 1-2 minute "touching base" conferences down to an art form, take 30 minutes to confer with no more than 2-3 students. Whether the shift is to long or short conferring, it will be awkward, uncomfortable, and disconcerting. . . . more 5th Grade Word Study Homework: Root Words (VIDEO) In this five-minute video, Karen Terlecky leads her 5th grade students through a discussion of their word study homework. Students had an assignment of looking for words that include the "cycl" root. . . . more The Big Fresh from Choice Literacy November 27, 2009 A Verb and a Decision As much as I've enjoyed my work at different schools over the years, I don't think I've ever declared myself so publicly to a large group of strangers. Love not as a feeling, but as a verb and a decision. . . . more Envisioning Writing: Wow Words and Mental Images with 1st Graders (VIDEO) Katie DiCesare In this minilesson, Katie DiCesare uses the book My Cat Copies Me to help her first-grade students "envision" their writing drafts. The lesson focuses on creating mental images to conjure stronger verbs and adjectives while writing. . . . more A Thanksgiving Take on Differentiating Instruction Kathy Collins As I've traveled between conferences and classrooms this fall, I've heard so much buzz around the concept and practice of "differentiation." When I've asked teachers, literacy coaches, and language arts coordinators what differentiation looks like in their schools and districts, we usually discuss a variety of programs that schools have purchased or the myriad ways that children are being scheduled, pulled here and pushed there to receive a dose of differentiated instruction, often from a teacher who is not their own. It all seems so complex and daunting, yet isn't differentiation something we may effortlessly practice in our lives outside the classroom? . . . more New Notebook Essentials Aimee Buckner Sitting around a crowded conference table, eight of my colleagues and I discuss the merits of using a writer's notebook with our students. What started out as a study of how a teacher can use their own notebook to confer more effectively with students had turned in a new direction. As we talked, we discovered that we all had different ideas of what a writer's notebook is and how it can or should be used in a classroom setting. . . . more You Get What You Ask For: The Art of Debriefing Heather Rader I started out as a question collector. I used questions from the University of Kansas, Cathy Toll and every coaching article I put my hands on. I typed every word that came out Literacy Coach Katherine Casey's mouth during trainings. I thought that somehow if I collected enough good questions, that I would know what to ask and how. The truth is, while the list focused my attention on questioning and I have kept a couple of gems, I didn't really get good at it until I started paying more attention to the responses from teachers to my questions. My inquiry skills didn't come from a list or my mouth; my questions came from my ears. . . . more The Big Fresh from Choice Literacy November 21, 2009 This is Only a Moldy Test There is something powerfully but subtly disturbing about public messages we see or hear often that are never updated or refreshed. Here's a challenge for you this week - find one small, tired piece of the public face of your school or classroom that you can easily update (or even remove if it has outlived its purpose). . . . more Is "Just Right" Still Just Right?: Helping Children Select Appropriate Books Clare Landrigan and Tammy Mulligan e taught together in an elementary classroom for years. One of the most important things we always talked about with students was the concept of "just-right" books. We used the analogy of the three bears, teaching our students that there were three types of books: Too Hard, Too Easy and Just Right. While it made sense to us back then, we are now unsure that this analogy is "just right" as we watch readers from across districts and grade levels. . . . more "This Could Be Our Family": Books for Children with Lesbian and Gay Parents Andie Cunningham My daughter Alysa and her other mother snuggled into the recliner, not saying a word. The only sound I could hear was an occasional page turning. I took this as a hopeful sign. And then: nothing. No sounds. No page turning. No bodies moving in the chair. I walked to their chair, wondering what they thought of the book. Alysa looked up at me and said quietly, "This could be our family." . . . more Previewing New Books with Students (VIDEO) Franki Sibberson Book choice is something that we talk about all year long. Years ago, I did several minilessons on book choice early in the year and assumed that once my students knew how to choose books, they would be set. But I soon realized that book choice changes as readers change. The advice that helps students choose good books at one point in their reading lives, doesn't help when they are at a different place as readers. Now, I include minilessons throughout the year that focus on students book choice. . . . more Comics and Graphic Novels in the Classroom Volume 2 Number 3 November 28, 2009 Welcome to the latest Teaching Beyond Reading Levels Digest! Comics and graphic novels have never been more popular among tweens and teens. I've found thinking through how to match kids to these texts is one of the best ways to get out of the rut of over-emphasizing book levels in teaching. The web is a wonderful source for reviews and teaching ideas to use with comics and graphic novels. . . . more Conferring to Support Book Selection Skills Volume 2 Number 2 November 14, 2009 Welcome to the latest Teaching Beyond Reading Levels Digest! Conferring with students to help them select books for independent reading is a skill I'm always working on - I doubt it's one any of us can ever truly master. . . . more The Big Fresh from Choice Literacy November 14, 2009 The Right Container Once you've found the perfect book boxes or bags for your students, the bigger challenge is to figure out what to put in them. . . . more Book Boxes - Voices from the Classroom Organizing the books that your students are reading independently often presents a challenge for teachers. How can you keep track of what's in the boxes, ensure everyone is making appropriate choices, and have enough of the books your students need on hand? Many teachers use book boxes, book bins or book bags to help their students stay organized for reading times. Sometimes these boxes or bags contain books that are "just-right" for the child to read independently. In other classrooms students use these boxes or bags to think ahead in their reading. We have learned that there is no one right way to manage books for independent reading. There are many ways that work well. We asked four Choice Literacy contributors to share their strategies here for making the best use of book boxes in classrooms, as well as dealing with problems that arise. . . . more Assessing Professional Development: Focus on Feedback (PD PORTRAITS) Jennifer Allen Designing professional development opportunities that meet the needs of all teachers has always been a challenge, and not something I should take for granted. Just because a format or session worked once, doesn't mean it will continue to worth with different groups of people. Over the years I have found that planning effective development is built around three key elements . . . more Using Student Conferences to Build Book Choice Skills Franki Sibberson I went through a phase last January where I just couldn't find a book that I loved. I started lots of books, but didn't finish any of them. I tried to continue my usual routine of reading at bedtime, but I'd fall asleep. This had never happened to me - I was in a reading rut and I couldn't get out of it. It took a spring break vacation on the beach before I finally found some books that I loved and was able to enjoy my bedtime reading. Those few months of non-reading at night reminded me that these ruts happen for all readers, no matter how ingrained the routines are and how much they cherish reading time. . . . more "If You Like Matt Christopher" Student Book Share (VIDEO) In this video from Franki Sibberson's grades 3-4 classroom, boys share books that are similar to ones written by Matt Christopher. Franki explains how the group came about, as well as the value of these peer-led small groups. . . . more The Big Fresh from Choice Literacy November 7, 2009 Faith, Doubt, and Effort What are you doubting in your work?  What can you learn from those doubts? When I think of the one project where I haven't made much progress this fall, I realize I have been going it alone. . . . more Learning to See: The Power of Observation with New Teachers Volume 1 Number 2 November 2009 Welcome to this month's New Teachers Digest! I recently took up yoga. It's given me a new appreciation for the power of observation. I have realized that if you have few reference points for what yoga poses look like it's hard to achieve the desired positions without a visual model- especially for those like myself who are spatially challenged! Over the years, I have found that one of the most beneficial experiences that we can provide new teachers is the opportunity to observe their colleagues in action teaching. I hope you enjoy these new features and old favorites from the Choice Literacy Archives. . . . more Many Languages, Many Texts: Book Time in Preschool (VIDEO) In this brief video, Melissa Kolb explains "Book Time" in her preschool class. It's a time when many volunteers read books informally to small groups of children in their home languages. . . . more Teaching Revision to Struggling Writers Clare Landrigan and Tammy Mulligan Revision can be a difficult process for so many writers - kids and adults alike! As writers, we both know how difficult it is to come up with a topic, get our ideas down on paper, think about how to communicate what we are really trying to say, and then revise the piece to make it clear and engaging. Professionally, we tend to write in tandem. We typically begin by talking through an idea and generating thoughts. Then one of us takes a crack at the first draft. The other person reads it and gives suggestions for revisions. The revisions can go back and forth several times between us before the paper is complete. . . . more The Big Fresh from Choice Literacy October 31, 2009 What's Your Wallah? Teachers and literacy coaches are expected to do so many things well - often far too many things well. We excel at some tasks, and muddle through many others. There is much to be gained by getting creative in reallocating responsibilities. . . . more Setting Up the Classroom for Teaching Beyond Levels Volume 2 Number 1 October 31, 2009 Welcome to the new Teaching Beyond Reading Levels Digest! This topic has been a focus of mine for years. Early in the school year, much of my time goes into setting up the classroom and library for instruction, as well as getting to know students as learners, not numbers from an assessment grid. I hope you enjoy these new features and old favorites from the Choice Literacy Archives. . . . more Making Predictions and Finding Evidence in Text (VIDEO) In this video from a fifth-grade small group, Clare Landrigan talks with students about making predictions and finding evidence in text. . . . more Assessment Beyond Levels: The Reading Grid Cathy Mere Assessment systems that work are difficult to find. I've been teaching for just over 20 years now, and I'm quite sure I've tried nearly that many systems for organizing assessment information. I've tried mailing labels, note cards, file folders, and post-its (that was a mess!). I've created charts, templates, grids and checklists. I'm fascinated to see how other teachers collect information in their classrooms, and until a few years ago was always looking for a system that worked for me. I think that's the key: finding a system that works in YOUR classroom. About five years ago I tried to find a system that allowed me to keep individual conference notes over time in one handy place. Using a spiral notebook, I divided the pages so each child had 3-5 pages, and kept notes on reading and writing conferences. . . . more Selecting Books for Instruction The purpose of this cluster is to help teachers select texts for instruction, matching books to emerging student, small-group and whole-class needs. . . . more I Need a Hero: Finding a Place for Comics and Graphic Novels in Our Classrooms Terry Thompson Grab your cape and get ready! One of the most interesting developments in recent literacy history has captured our readers - and it's causing quite a stir. In the past few years, a swarm of comic book and graphic novel titles (collectively known as graphica) written for young readers has landed in our libraries, bookstores, and classrooms - and our kids are clamoring to get their hands on them! . . . more The Big Fresh from Choice Literacy October 24, 2009 A Killing Frost Sometimes an activity fails over time gradually because it has run its course - participants slowly tire of it, or have moved on to other interests. Other times there is definitely a moment when a change was made without a noticeable immediate effect. . .yet in hindsight it was the killing frost. . . . more Moving from Assessment Data to Classroom Practice The purpose of this cluster is to help teachers make sense of the data that they are collecting about their students, and use it to design instruction. . . . more What Messages Do We Give Students with Our Classroom Library Design? Franki Sibberson The design of our classroom library gives a message to anyone who walks into our classroom. But most importantly, the way that it is organized gives big messages to our students about the things we value about their reading lives. The students know what is valued when they look at the way that reading materials are organized. . . . more Ready-to-Go Readers' Theater Books Shari Frost Fluency is not all about rate. There are three other components. The component that isn't getting nearly enough attention is prosody - using appropriate tone, pitch, and phrasing to communicate meaning. The preceding definition can be summarized by the old informal phrase, "reading with expression." Prosody is an excellent window into a student's comprehension of text. . . . more The Power of Wonder Questions Andrea Smith Wonder Questions are a critical part of my students' nonfiction reading. Debbie Miller has written and talked extensively about these questions in her book Reading with Meaning. Rooted in a respect for each individual's learning and interests, Wonder Questions honor the fact that each person views the world differently. Given time and support to identify interests and the freedom to consider "What do I want to learn?" children naturally understand how to create authentic, thought provoking questions. Wonder Questions help a teacher consider that fragile balance of support - knowing when kids need us, and letting them discover when they can move ahead without us. . . . more Writing Do-Overs: ERPs in the Classroom Heather Rader We loved do-overs on the playground, but young writers don't have the same enthusiasm for do-overs in writing. When I was teaching I thought maybe it was just my students, but now as a coach, I see the trend in many writers. When I go into a classroom to work on revision, I ask the students to answer three simple questions on a half-sheet pre-assessment. . . . more Extreme Makeover: Revision Edition Heather Rader Once upon a time in my third-grade classroom, I had an eight-foot pencil poster on my wall that listed the steps of the writing process from prewriting at the point to a publishing ferrule (the crimped metal band that connects pencil and eraser). About half-way down that pencil was the bold word "revising". It came after drafting and before editing and it was not, shall we say, beloved in our classroom. . . . more The Big Fresh from Choice Literacy October 17, 2009 Urawaza As a child, I loved reading the "Hints from Heloise" column in the newspaper - little tips and shortcuts for cleaning house or mending clothes.The funny thing is I didn't actually like cleaning house or mending clothes at all.  I still don't. There is just something almost magical when you realize there is a quick and easy solution to one of life's small irritants (stains in the sink, a door that sticks) you've put up with forever. . . . more Teaching With Wordless Picture Books (CHOICE LITERACY CLUSTER) This cluster is designed to help teachers consider different ways of using wordless picture books for reading instruction. . . . more It's Not the Assessment - It's How You Use It Clare Landrigan and Tammy Mulligan Required district or school assessments are often viewed as a list of numbers that need to be provided to a certain person by a certain date. The goal is to get them done; recorded; and delivered. Kids are then sorted by scores, and resources for extra services are allocated. The quantitative performance is emphasized, and often the only aspect of the assessment that is considered. . . . more Committee of One (Building a Reading Culture Series) Ellen McEvoy This year I am working in the school where I volunteer to build more of a "reading culture." Everyone in our school spends a lot of time on literacy, and I've been impressed with the writing the kids do (with the quantity and variety, at least). Yet it still seemed that something was missing. Most of the kids I talked to were not reading for pleasure; it seemed that "no homework" was interpreted as "no reading" for too many. I thought a parent and teacher committee might be able to help, and suggested that we form one. It's no surprise that I was made chair of the committee! . . . more The Big Fresh from Choice Literacy October 10, 2009 Rapt Attention How do we help students focus on learning in a world where continuous texting, intercom announcements, and other distractions are the norm?  I sometimes wonder if the increasing lack of civility we see every day isn't the result of no one pausing anymore before they interrupt the conversations and work of others.  We've always talked about the gift of time, but these days the gift of attention seems greater. The science of distraction and concentration is attracting much more research interest, if only because technology is changing so many social norms when it comes to interrupting others. . . . more Helping Students Deal with Distractions Clare Landrigan and Tammy Mulligan We have had the privilege of spending the last few weeks in many teachers' classrooms supporting them as they launch their literacy workshops. The first few weeks of school are so important for making the structures and routines you want to use all year long consistent and predictable. It is amazing how exhausting it is to teach 26 little bodies to follow directions, sit in the correct spot, find their materials, not talk to the person next to them, and read! One topic that comes up again and again with the teachers we mentor is student distractibility. Distraction can play out in many forms depending on the grade level and chemistry of the class, but the concern is common across many classrooms, schools, and districts. . . . more Infographics and Lists in Science Notebooks Andrea Smith "Did you ever think that a rotting log could be so interesting?" Pete asked as I sat next to him and Sam, his study partner. The two boys were sitting on a grassy patch facing a fallen apple tree. They had decided to study the life, systems, and relationships found in and around a decaying tree. The crab-apple tree, knocked down during a windstorm several years ago, had been purposefully left behind for exploration in our outdoor lab. . . . more Using Picture Books to Teach Theme in Grades 3-6 Franki Sibberson Theme is one of the most difficult things for students in grades 3-6 to understand. For students to understand theme and then discover themes in the books that they read, they need to synthesize the ideas across a book. This is often very difficult to do with the novels that they are reading independently. Yet when we scaffold their learning by using picture books with easily accessible themes and build on conversations from one book to another, our students can begin to understand theme and find theme in the books that they are reading independently. . . . more The Big Fresh from Choice Literacy October 3, 2009 Pace, Space, and Voice This week I visited a marvelous second grade classroom in Portland, Oregon.  As the teacher told the students it was time to move from their desks to the rug area for read aloud, she said, "Remember to monitor your pace, space, and voice." In less than 30 seconds, all 32 of these seven- and eight-year-olds had moved quietly, quickly, and efficiently to find spots on the carpet. . . . more Help! Our Grade-Level Team Meetings Are Awful! (LITERACY COACH CONFIDENTIAL) I meet regularly with grade-level teams as part of my coaching work. Getting these team meetings scheduled during the school day was a major victory for our staff, but I fear we will soon lose this planning time. We only have half an hour each week for these meetings, and between the team members who show up late, who are missing materials, or who keep us off task, it's not a very productive time. I hate feeling like a cop in the meetings, and it's not doing much good anyway. What suggestions do you have for making these meetings more collaborative and productive? . . . more Weekend Headlines: Whole Class Share (VIDEO) Katie Doherty In this final installment of a three-part video series, Katie Doherty and her sixth-grade students continue the Weekend Headlines activity. The activity ends with a whole-class sharing and discussion of student writing. . . . more Weekend Headlines: Peer Response (VIDEO) Katie Doherty In this second part of a three-part video series, Katie Doherty and her sixth grade students continue the Weekend Headlines activity. In this installment, Katie sets up a peer response procedure with students. . . . more The Big Fresh from Choice Literacy September 26, 2009 Practice, Persistence, and Pearls What do parents want to hear?  They want to be reassured by us that their children are developing the necessary skills they need to survive, or even better, thrive in the world. . . . more Weekend Headlines: Introduction (VIDEO) Katie Doherty In this first of a three-part video series, Katie Doherty and her sixth grade students begin the Weekend Headlines activity. Each Monday, students listen to Katie share some of the headlines from the local newspaper, and then they share their "headlines" from the big events that happened to each of them over the weekend. These personal headlines provide a natural starting point for writing, peer response, and revision. . . . more Expectations for Grade-Level Team Meetings Clare Landrigan and Tammy Mulligan We are often asked by coaches how we get the teams we are working with to actively participate in the meetings we facilitate. When first asked this question, we tended to shrug and say, "We don't know." After some reflection, we realized we are deliberate in engaging teachers and then holding them accountable in the staff development sessions we facilitate. The key is setting high expectations and following through on them. . . . more What Goes in the Writer's Notebook? Aimee Buckner I start off each school year with good intentions. My files will be more organized, my newsletters more concise, and my time more productive. I'll read more about teaching math and social studies and reading and writing. I'll be a better teacher by staying on top of the newest research and going to conferences. But none of that seems to be as effective in improving my teaching as solid reflection and asking hard questions about what I do and why I do it. . . . more Out of the Closet and into the Classroom: Bookroom Management Tips for Literacy Coaches Shari Frost Literacy coaches seldom have neutral feelings about their school's literacy closet or bookroom. They either love it or hate it. They love it at the beginning of the school year when everything is neat, well-organized, and dust-free. They love it when things aren't going so well out there. At such times, the literacy closet becomes a place of refuge; there's always something to do there. They hate it when they are trying to find a particular set of books to use in a classroom; even though the books haven't been checked out, they aren't on the shelf either. . . . more Character Study in Grades 3-6 Franki Sibberson When I think about my own reading and the favorite books that I remember from different eras of my life, it is the characters that I remember. I remember Betsy, Nancy Drew and Mary Lennox from my elementary years as a reader. . . . more The Big Fresh from Choice Literacy September 19, 2009 Between Page and Screen A good movie often sends me scurrying to buy the book, eager to learn more.The reverse is also true - I've been so disappointed by some of the film adaptations of my favorite books that I'm sorry I ever went to see them. When you love a book, it's irritating to have those perfect mental images in your head replaced with the wrong actor, the wrong music, and sometimes even the wrong ending if the director takes too many liberties. . . . more From Reading Response to Draft (VIDEO) In this quick conference from a 4th grade classroom, Aimee Buckner listens as Summer explains how a question from the book Would You? Could You? inspired her to create a list. Aimee talks with her about moving from the reading response journal with this brainstorm to a draft in writer's workshop. . . . more Rethinking Reading Logs with Wikis Shelly Archer very teacher I know spends the end of summer and the first weeks of the school year thinking about their room set-up, curriculum ideas, the classroom community, and changes they want to make from the previous year. . . . more Dear Mrs. T: Moving Students from Summaries to Rich Response Karen Terlecky "Dear Mrs. T" are three of my favorite words in my 5th grade reading workshop. They are the first three words in the reading letters I receive from my students every three weeks. Those words signal to me that a student in my class is getting ready to let me be a part of his or her reading life. . . . more Mentoring from the Real to the Ideal: Mental Images of Teaching Suzy Kaback When I work with new teachers, I often feel compelled to tell the story of my friend Michelle who was afraid to be a mother. Married for three years, Michelle and her husband David were in heavy talks about parenthood. David was eager to be a dad and Michelle wanted to share his enthusiasm, but she had concerns about her parental fitness. In conversations with me, Michelle admitted that her models of parenting were pretty impoverished. Her memories of childhood were clouded by images of an impatient, tired mother, and a father whose work kept him away from home for weeks at a time. "I know what good parents should sound like, how they should act," Michelle confessed, "but I'm afraid I won't be able to make it happen, that I'll suddenly just become my mom. . . . more Fostering Relationships and Building Learning Environments Volume 1 Number 1 October 2009 Welcome to this month's New Teachers Digest! Early in the year, I find supporting teachers is often about welcoming them to the school community and helping them create comfortable environments for learning. Chatting about room layouts and cozy areas for literacy can be less threatening to new teachers than discussions of assessments and classroom management (though those often come up too). I hope you enjoy these new features and old favorites from the Choice Literacy Archives. . . . more The Big Fresh from Choice Literacy September 12, 2009 But What About the Kid Who. . . But what about the kid...who doesn't want to write?  Who refuses to work in groups? Who disrupts most class meetings? Who never seems to be able to complete anything? Donald Graves used to talk about the kid. . .you know the one. It's the student who consumes your thoughts, or more likely, sits like a stone in the center of your forehead till you've got a roaring headache. . . . more More