Tara Barnett and Kate Mills explain why short-term writing goals can help students reset expectations for their writing on a daily basis, and how they make these goals an integral part of their writing workshops.
Andrea Smith confers with fourth grader Ian, who is plowing through a book series. She helps him look at the bigger picture of characters, themes, and how the series might end.
Gigi McAllister leads a group of boys who are just starting the novel in verse The Crossover in her fourth-grade classroom.
David Pittman delights in a student’s enthusiasm for poetry, leading him to reflect on how teachers often need to overcome their own negative history with poems to spark student love of the genre.
Franki Sibberson initiates student-led minilessons, and finds the process takes her literacy workshops to a new level of independence and energy.
Gigi McAllister helps fourth-grade reading partners evaluate their success and areas to work on in their partnership.
Franki Sibberson finds teaching students to annotate while reading is one of the best ways to promote ongoing reflective response in her fifth-grade classroom. She shares how she starts teaching annotation skills early in the year.
Gigi McAllister helps her fourth graders develop the characters in their writing with a minilesson. She uses three mentor texts, one of which is her own writing.
Franki Sibberson explains how she watches students closely and adjusts her library based on what she sees all year long.
It’s not an invitation if students are required to accept it. Franki Sibberson explains how engagement depends upon true choice and lots of options in her fifth-grade classroom.
In this week's video, Aimee Buckner has a quick conference with a fourth grader about ways to solve a dilemma — how to figure out the setting in a historical fiction novel when there are no pictures.
Melanie Meehan considers content and context for students who struggle to master new skills because of a lack of background knowledge.
Tara Barnett and Kate Mills conclude their series on independent projects with advice on how to handle issues that often crop up as students design and work through writing their projects.
Andrea Smith uses the “compass points” strategy to provoke better whole-class discussions and reflection during read alouds.
Reading logs have fallen out of favor in many classrooms because they often become a rote activity for recording pages read. Tara Barnett and Kate Mills find authenticity with the logs comes when they move from emphasizing recording to goals and reflection.
Tara Barnett and Kate Mills continue their series on independent projects with nuts and bolts advice on management.
Katherine Sokolowski had a dream — her whole community reading and celebrating the same book. She explains how she helped coordinate, organize, and purchase hundreds of books for a community-wide reading of Wonder.
One way to get all students excited about writing workshop is through independent projects. Tara Barnett and Kate Mills explain why they devote many Fridays to independent projects. This is the first installment in a three-part series.
Melanie Meehan coaches a fourth-grade teacher who is trying to improve his grammar instruction.
Tara Barnett and Kate Mills share how one book can serve as an anchor for lessons on everything from writer’s craft to test-taking skills.
Have you revisited your classroom design since September? Andrea Smith and her fourth graders get over the midwinter blahs by refreshing classroom seating together.
Dana Murphy explains why teachers can have true empathy with student writers only if they write themselves, and chronicles the difference between a typical and an empathetic response in a writing conference.
Tara Barnett and Kate Mills describe how they use one mentor text, Owl Moon, to teach multiple lessons on craft during a writing unit.
Tara Barnett and Kate Mills find an ingenious way in the upper elementary grades to help their struggling readers develop fluency through read alouds.
Andrea Smith uses the Color-Symbol-Image thinking routine during read alouds to promote deeper reflection among students.
Tara Barnett and Kate Mills develop a process of pre-assessment, careful planning, and systematic record keeping to up the value of their small groups.
Gigi McAllister assists a group of students who are trying out bookmarks of discussion prompts for literature groups.
Andrea Smith builds reflection into whole-class discussions in her fourth-grade classroom by beginning an anchor chart with four different illustrations from the covers of a read-aloud.
Andrea Smith uses the sentence-phrase-word thinking routine with her fourth graders to show how potent one word can be in understanding complex themes.
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