Tara Barnett and Kate Mills use prompts and aids to help their youngest learners tell stories and find a writing voice.
Suzy Kaback marvels at a very young learner who is a “secret reader,” and this leads her to reassess the value of constantly celebrating new skills in school communities.
A word wall in preschool?! Shari Frost helps a teacher meet this impossible edict, and has a lot of fun in the process thinking about how our youngest learners acquire word knowledge.
Dana Murphy realizes the best way to introduce students to reading in kindergarten is to apply the principles that work at home with her own children.
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.
Heather Fisher finds the key to independence for many first graders is lots of visual reminders in classrooms.
Shari Frost explains how teachers can use paired texts to help young readers build their skills, starting with books they already know and love.
Ruth Ayres shares some of her favorite mentors and mentor texts for developing good writing processes and habits.
Shari Frost observes a teacher conferring with a first grader who is mystified at the advice to "get your mouth ready," and it leads her to consider what works best in helping young readers.
Cathy Mere finds that with young learners, not all issues with fluency are created equally — different needs require different strategies.
Katie DiCesare repurposes materials for her first graders to play with, and finds that encouraging play early in the year is a great tool for building reflection skills.
Katrina Edwards is horrified when a student response reveals cultural gaps in her first-grade classroom library. She researches possibilities for expanding the diversity of texts, and shares an annotated bibliography to download linking different cultures and curricular possibilities.
Mandy Robek finds kindergartner Mikey is lost in knowing how to use his time well during reading workshop. Her conference moves him from deflated to inspired.
We spend a lot of time in elementary classrooms matching students to “just-right” books. Katrina Edwards uses similar principles to help her first-grade students pick just-right apps. The essay includes a downloadable chart of appropriate literacy apps for young learners.
Mandy Robek demonstrates the strategies of teach, prompt, and reinforce when conferring with kindergartner Jeri.
Katie DiCesare moves beyond levels to consider her first-grade readers’ needs.
Katie DiCesare thinks about the needs of her first-grade students, and spends some time reorganizing primary information texts, considering both physical texts for the library and online resources.
Andie Cunningham and one of her kindergarten students share something in common at the start of the school year — tears as they struggle to find their place in a new community.
Leslie Woodhouse discovers a dollar store find takes on a life of its own in her preschool classroom in this delightful essay.
Melissa Kolb explores what needs to be in place for our youngest students to learn how to converse kindly.
Mandy Robek begins an anchor chart with her kindergartners and explains the value of shared writing for creating charts about reading strategies and behaviors.
Cathy Mere finds that criteria for “just-rightness” varies with genre.
Gigi McAllister uses picture books to strengthen her fourth grade classroom community.
Bill Bass has advice for teaching web-based search skills to students.
Cathy Mere provides grouping guidelines for primary teachers.
Suzy Kaback ponders the precociousness of two kindergarten readers.
Mandy Robek helps her kindergarten students complete science observations.
Clare Landrigan leads a "quick and frequent" small group that integrates phonemic awareness activities with assessment.
Many beloved characters from picture books are showing up in beginning readers, and in the process can lose a lot of their appeal. Shari Frost provides teachers with criteria for choosing between picture books or beginning readers.
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