Fifth-grade writers in Franki Sibberson’s classroom encourage each other and suggest revisions to their opinion writing drafts in partner teams.
Do struggles with handwriting matter? They do when a student can’t even decipher his own words. Katherine Sokolowski confers with fifth grader Sauvi to help him find solutions to the problem.
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.
Franki Sibberson initiates student-led minilessons, and finds the process takes her literacy workshops to a new level of independence and energy.
Franki Sibberson helps Lucas plan his minilesson for his fifth-grade classmates on how to connect words and facts from two different sources.
Lucas leads a minilesson in Franki Sibberson’s fifth-grade class on connecting facts from different sources.
Estelle shares a poem she has written about lost friendship with her teacher, Katherine Sokolowski. She captures the fickle nature of fifth-grade relationships among girls. Katherine connects the cadence of the writing to the style of The Crossover, and helps Estelle find possibilities for more writing.
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.
Franki Sibberson explains how she watches students closely and adjusts her library based on what she sees all year long.
Katherine Sokolowski builds interest in a new book in the classroom library through a book talk on Wish Girl.
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.
Fifth-grader Orion uses sticky notes to make questions and predictions at the end of each chapter.
Reagan, a fifth grader in Franki Sibberson's class, explains how she uses sticky notes to flag examples of writer's craft she could use in her own writing.
We continue our video series from Franki Sibberson's class of fifth graders explaining how they take notes while reading. Sarah marks important elements early in the mystery she is reading, so she can easily refer to them later.
Justin Stygles questions his conferring routine during writing workshops, and the value of interrupting students early in the drafting process.
Tre uses lots of sticky notes to sort through and keep track of characters in a book with a whole classroom full of personalities.
This fifth-grade minilesson from Franki Sibberson is a lovely mix of mentor texts, Franki's own writing, and honesty about the writing process.
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.
Katherine Sokolowski helps her fifth-grade students expand their territory for their animal research projects by sharing information sources and peer connections.
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.
Katherine Sokolowski demonstrates her book talk skills when she presents The Last Fifth Grade of Emerson Elementary to her students late in the school year.
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.
How do you help students who are far behind their classmates in tackling writing projects, and have had years of learned helplessness in approaching complex tasks? Melanie Meehan takes on the challenge with a backward-chaining model.
Katherine Sokolowski models how readers make choices as questions arise while reading independently. She also demonstrates how she moves between a novel and web resources.
Katherine Sokolowski refreshes the quick-write routine in her fifth-grade classroom by using a video as a prompt.
Have you revisited your classroom design since September? Andrea Smith and her fourth graders get over the midwinter blahs by refreshing classroom seating together.
Building "next-read" stacks with students before holidays is a great way to ensure they have books in hand that they will be excited to read over break. Katherine Sokolowski helps Taryn finds books that are similar to those written by Rick Riordan (Taryn's favorite author).
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.
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