Tammy Mulligan shares the vulnerable process of forming heterogeneous groups for book discussions.
Bitsy Parks offers key end-of-the year activities that allow students to reflect and notice their identities, growth, and community as readers and writers.
Hayley Whitaker’s kindergartners spend their transition time learning sight words.
Hayley Whitaker confers with a kindergartner and shows him the connections between talking, drawing, and text.
Mandy Robek learns a lot about worry from her daughter, and discovers a treasure trove of picture books to promote mental wellness and help students cope with difficult emotions.
Mandy Robek is a little nervous about setting her students loose to organize informational texts, but she couldn’t be more pleased by what they learned in the process.
Hayley Whitaker leads a minilesson in kindergarten on how to plan a narrative writing draft.
Mandy Robek learns a lot about worry from her daughter, and at the same time discovers a treasure trove of children’s books to help students overcome worries.
Bitsy Parks shares how she adapts her favorite first-grade spring literacy project for remote learning.
Some emergent readers happily browse for books and explore them independently. For others, it’s a struggle. Cathy Mere shares her favorite strategies for helping all readers get comfortable with selecting books on their own.
Hayley Whitaker meets with a group of kindergartners and takes them through a picture walk.
Bitsy Parks shares how she integrates technology into her workshops with first graders in a way that is simple, effective, and natural.
Middle schoolers and kindergartners forge friendships at Katherine Sokolowski’s school through a sweet poetry writing and sharing project.
Max Brand uses the “big table” in his kindergarten classroom as a communal spot for writing. You can see how he interrupts students naturally to make quick suggestions, and allows some interruptions of his own writing as he works with his students.
Max Brand demonstrates basic drawing strategies early in the year, and then has his kindergartners attempt similar pictures. He explains how the exercise builds basic skills both in literacy and hand/eye coordination.
Sending books home with young readers is essential. Cathy Mere gives lots of practical tips for designing a take-home books program and communicating with families about what young readers need.
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 that kindergartner Mikey is lost in knowing how to use his time well during reading workshop. Her conference moves him from deflated to inspired.
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