Tammy Mulligan shares small and mighty moves when assessing students online.
Matt Renwick shares creative ways teachers in his school celebrate authors.
Tammy Mulligan finds shared writing is her go-to strategy for teaching young learners online.
Tara Barnett and Kate Mills write about the power of series books in helping young readers build skills and independence as they exit intervention programs.
Tammy Mulligan listens to students and adapts her small-group instruction as they share how they learn.
Gigi McAllister leads a group of fourth graders in discussing characters and their quests or goals in the story.
Gigi McAllister has two reading partners in her fourth-grade classroom do a quick practice of retelling their stories.
Balancing small groups and conferences is essential for transferring learning from lessons and units, and it’s one of the trickiest tasks for teachers. Dana Murphy explains how she works toward balance in her classroom, weighing everything from the timeline of the unit to the intensity of the minilesson.
Tammy Mulligan shares how she introduces students to the process of interpreting literature at different grade and developmental levels.
Andrea Smith meets with a group of fourth-grade girls who are completing designs as part of the owl habitat project.
Teaching comprehension skills can be a complex and overwhelming task. Tammy Mulligan shares a process for expanding and deepening student interpretations of text.
Tammy Mulligan explains the process of having students analyze and create models of good writing and analysis for assessing themselves and peers.
Teaching the genre of tests can seem far removed from writing workshop. Matt Renwick explores how to teach constructed response in a way that is integrated with the tenets of good workshop instruction.
Partner work is an essential component of many literacy workshops. Dana Murphy explains how she is intentional in building thoughtful routines and expectations for partner work in her fifth-grade classroom.
Whenever a tricky literary concept comes up, Tammy Mulligan finds herself returning to a favorite mentor text to guide students. She explains the value of shared simple stories for understanding complicated literary elements.
Dana Murphy finds it is best to teach conventions in small, targeted groups in her fifth-grade classroom. She explains how she designs and leads these groups.
The start of the school year is often all about building reader identities in classrooms. And then October comes, and many of the activities that help students celebrate their reading histories and preferences are forgotten. Tara Barnett and Kate Mills share ways teachers can continue to help students define, refine, and expand their reading identities all year long.
Franki Sibberson explains how carefully curated text sets can help students move beyond a “just the facts” exploration of nonfiction topics.
Finding time for writing share sessions may begin with trying out a few different options to see what works in your classroom. Melanie Meehan presents some of her favorites.
Sometimes those times when we “wing it” because we don’t have plans can lead to the most profound learning. Dana Murphy dreams up a quick circle share, and what follows is magic.
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.
Tammy Mulligan shares how teachers can move seamlessly from thoughtful conversations during whole-class read alouds to lively book clubs.
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.
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 finds that adding numbers of pages to her status-of-the-class list for reading makes all the difference in assessing students’ growth and needs as readers.
So many needs for groups, and so little time. Dana Murphy finds that a strategy notebook is invaluable as a teaching aid in her fifth-grade small groups.
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