Christy Rush-Levine has taught middle school language arts in a Chicago suburb for 17 years. She blogs about her teaching life at Read Write Inspire and reviews books at Reading Beyond the Middle, a blog for her former students.
An enthusiastic student response to an author visit inspires Christy Rush Levine to revamp her upcoming unit on craft moves to foster more student ownership.
Christy Rush-Levine realized she had to help her students find a different “why” for their time in her classroom and school beyond test scores.
Christy Rush-Levine helps her students create an “opinion proof chart” in their notebooks. This exercise helps them build their skills in backing up opinions with evidence.
Christy Rush-Levine presents a minilesson to her eighth-grade students about revising their literary analysis essays, using an analogy about putting furniture together.
Christy Rush-Levine decides to slow down in her classroom and engage more fully with a student who is a wiseacre and resistant reader. What happens next can only be described as magic.
Christy Rush-Levine finds her students sometimes need to stop and be challenged to think in more positive ways about their reading abilities. She describes how she designs minilessons for impromptu resets in her middle school classroom.
Poetry writing always has the potential to spark some magic in students. Christy Rush-Levine finds this magic requires a few conditions to be in place first in her middle school classroom.
Christy Ruth-Levine leads a small group of eighth graders as they explore how to include textual evidence in their literary analysis essays.
Christy Rush-Levine confers with Olivia about the principle of cause and effect in the novel she is reading.
Christy Rush-Levine emphasizes “reflaction” in her reading conference protocol — reflection that leads to action for her students.
Christy Rush-Levine confers with Omar, who is reading The Rock and the River. The book is a fictional account of a tumultuous time in civil rights history, considering protests through a child’s eyes.
Christy Rush-Levine integrates reading responses into her preparation for reading conferences, and then uses the responses as a tool to build goals and insights within the conference.
Christy Ruth-Levine confers with Edith, who is tracking character changes in the novel Room.
Christy Rush-Levine writes about the push and pull of wanting to put books into students’ hands, and needing at the same time to give them room to explore the classroom library.
Christy Rush-Levine has to figure out how to engage a class of students that is compliant and dutiful, but shows little passion for reading and writing.
Christy Rush-Levine moves from emphasizing theme to teaching strategies for understanding text, and finds it’s a much better way to get her eighth graders to grapple with theme in natural, organic ways.
Christy Rush-Levine confers with Jadev about how the title of a book often gives clues to its theme.
Christy Rush-Levine confers with Cam, an eighth grader who seeks to understand the complexity of war through the experiences of main characters in novels.
Christy Rush-Levine shows a group of three students how they can use a storyboard to help track thinking while reading.
“Eat my shorts!” Christy Rush-Levine overhears a student comment in a literature group, and begins a quest to teach her students strategies for more appropriate and thoughtful conversations around texts.
Christy Rush-Levine meets with eighth grader Jaden, who talks through his struggles in writing a conclusion to his literary analysis, and how his peers helped him improve the writing.
Christy Rush-Levine finds administrators are questioning the value of read alouds, especially with older students. She shares how she uses the picture book Love in her middle school classroom to launch challenging discussions about timely themes.
Christy Rush-Levine uses a vivid anecdote from her youth to teach her middle school students about the importance of context in literary analysis.
Christy Rush-Levine confers with eighth grader Tori about her reading response to Why We Broke Up. She encourages Tori to make connections between the characters in her current book and her previous reading by paying close attention to surprising action.
We’ve all had that student — the one who blurts out a misreading of a text, only to have classmates agree with the analysis. Christy Rush-Levine explains how she uses “first-, second-, and third-draft readings” to help her middle school students develop stronger comprehension skills.
The dark days of winter may be the best time to plan for spring step-up events to introduce students to next year's teachers. Christy Rush-Levine has a new goal of using the day to promote summer reading.
Christy Rush-Levine finds her middle school students are adept at planning for writing with notes and visuals, but rarely revise their drafts. She develops a minilesson sequence to help them hone their revision skills.
Christy Rush-Levine helps eighth grader Katherine sort through tools and strategies for writing a strong conclusion to her literary analysis essay.
Christy Rush-Levine considers how her rubrics do not acknowledge different levels of support some students need to accomplish tasks. She rethinks her rubric design to include support, and in the process fosters more independence and reflection in students.
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