Choice Literacy Articles & Videos
The Choice Literacy library contains over 3,000 articles and 900 videos from 150+ contributors. Classic Classroom and Literacy Leadership subscribers have access to the entire library. Content is updated continuously, with 5 – 6 new features published each week.
We share some tips for organizing and leading better groups in this week’s newsletter.
Andrea Smith checks in on a group of boys who are doing research into owl habitat, helping them organize their work and plans.
Heather Fisher explains how viewing excerpts from the same video multiple times can help students in book clubs hone their conversation and reflection skills.
Tammy Mulligan shares the importance of giving students choice and agency with book club tools to improve engagement and quality of the conversations.
We conclude our three-week series on read-alouds in this week’s newsletter.
Tammy Mulligan shares how teachers can move seamlessly from thoughtful conversations during whole-class read alouds to lively book clubs.
We continue our three-week series on read-alouds in this week’s newsletter.
Franki Sibberson asks a critical question: Do students need to love the read alouds we share in classrooms? She works to move students beyond shallow like/don’t like responses to books.
Mark Levine explains how picture books are powerful teaching tools in his middle school classroom.
Katherine Sokolowski values read aloud for her middle school students and struggles to find time for them. Her solution? A picture book a day, better known as the #bookaday activity.
Are your conversations during read aloud stilted or shallow? Tammy Mulligan recommends weekly “grand conversations” to spark more thoughtful talk. She provides the tools you need to get started in your classroom.
Mark Levine combines reading and thinking aloud in a minilesson to help his middle school students grapple with complex texts.
This brief video is an excerpt from a read aloud in a first-grade classroom during morning snack break. You’ll notice Bitsy Parks uses a projector so students can eat at tables and desks, and makes quick connections to other books.
Katherine Sokolowski introduces her students to routines and expectations early in the year with a unit on Jane Goodall, including many short read alouds.
Christy Rush-Levine considers some of the “underground” ways in which she converses about books at conferences and on social media, and decides to set up a back channel for similar conversations about read alouds in her classroom.
Tammy Mulligan enhances the quality of the class read aloud and student discussions with the use of a whole-class response notebook.
Tara Barnett and Kate Mills share many of their favorite anchor charts for helping students connect writer’s craft to mentor texts.
Dana Murphy develops a love-hate relationship with the faded anchor charts peeling away from her classroom walls. She finds a move to anchor charts in a sketchbook and a website for chart images improves the quality of her charts and their usefulness.
Shirl McPhillips shares a haunting poem and reflection on creativity, summer’s inspiration, and aging.
Do you have young readers and writers in your class who constantly talk to themselves? Stella Villalba helps a teacher decode the value of this self-talk for first grader Kayla, using it as a springboard for more learning.
We look at a favorite tool for teachers in literacy workshops, status of the class, in this week’s newsletter.
Max Brand demonstrates basic drawing strategies early in the year, and then has his kindergartners attempt similar pictures. He explains how the exercise builds basic skills both in literacy and hand/eye coordination.
Shari Frost remembers how she inadvertently stifled the creativity of one of her most enthusiastic first-grade writers. Her story has important lessons for all of us about the importance of voice and choice for learners of all ages.
We look at how to build classroom communities early in the year in this week’s newsletter.
Students in the first-grade classroom of Bitsy Parks lead a morning greeting at the start of the day. It’s a quick activity to check attendance, build reading skills, and help students learn the names of classmates in the community.
Franki Sibberson uses status of the class each day as a window into her fledgling reading community.
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