Reading and writing across the curriculum is sparking more interest than ever among teachers and school leaders. Here are the resources you need to build more writing into your math curriculum, more reading and talk into your science program, and especially, how to infuse more nonfiction texts into your teaching throughout the school day.
Mark Levine explains the many ways read alouds can enhance and deepen learning for middle school students in content areas like social studies and science.
Mark Levine has many students who haven’t traveled much more than 100 miles from home. He makes history come to life for them by bringing artifacts into his middle school classroom.
Mark Levine shows how young adult literature is a potent tool to drive learning in his middle school social studies classroom.
Katherine Sokolowski introduces her students to routines and expectations early in the year with a unit on Jane Goodall, including many short read alouds.
Louise Wrobleski uses video clips, children’s literature, and newspaper articles to teach middle school students new ways to craft persuasive writing.
Tara Barnett and Kate Mills slow down the “Article of the Week” nonfiction reading activity, making space for more reflection and thoughtful discussion.
Suzy Kaback finds the task of creating readers’ guides helps students in the intermediate grades think about evidence in texts in more sophisticated ways.
Melanie Meehan considers content and context for students who struggle to master new skills because of a lack of background knowledge.
Katherine Sokolowski helps her fifth-grade students expand their territory for their animal research projects by sharing information sources and peer connections.
Creating “world” maps is a great way to explore the territories beyond school that matter most to everyone in your classroom. Suzy Kaback explains how to create them with students early in the year as a way to get to know them as learners and community members.
Katherine Sokolowski helps fifth grader Jack build a next-read stack of nonfiction, highlighting a variety of text features and historical references.
“China is going to kill us all!” This quote from a student causes Matt Renwick to stop and consider how schools can use literacy to promote global understanding.
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.
Franki Sibberson shares strategies for incorporating more nonfiction into read-aloud times throughout the day.
Mark Levine wonders if his middle school students are spending enough time reflecting on the L in K-W-L, so he creates a form to help.
Melanie Meehan works with a small group to talk through how nonfiction text features might enhance their informational writing.
Katherine Sokolowski leads a small group of fifth graders who have chosen similar topics for their projects in an environmental unit.
Ten days from the launch of student research projects to a celebration with families? Katherine Sokolowski shares how a tight time frame that concludes with an evening event can bring energy and high student interest to the research process.
Katherine Sokolowski explains how picture books can be a potent tool for teaching intermediate students research skills.
Katherine Sokolowski meets briefly with a group of fifth-grade girls to go through the notes they are taking for their environmental studies project and talk through next steps.
Christy Rush-Levine has her middle school students complete a fun and sophisticated reading activity using Muse magazine to sort through what might be fact or fiction. The piece includes a video excerpt from the group discussion.
Christy Rush-Levine has her middle school students complete a fun and sophisticated reading activity using Muse magazine to sort through what might be fact or fiction. In this second installment of the video series, students discuss the articles they have read.
Andrea Smith shares the final installment of her series on the value of free-range learning in helping students explore nonfiction.
Katherine Sokolowski presents a minilesson on ferreting out facts while completing independent research projects.
Andrea Smith's students explore nonfiction through free-range roaming. She explains how she sets up expectations and resources early in the year in this first installment of a two-part series.
Mark Levine finds that the secret to engaging students in what might be perceived as dry historical topics is to create curiosity with story.
Mark Levine uses the “daily record” to encourage reflection throughout each day’s workshop in his social studies classroom.
Mark Levine finds his middle school students are appalled by some of the cultural differences from times gone by, and shares how he fosters more understanding.
Mark Levine helps his seventh-grade students transition to the learning of the day with a "compelling question" posted on the board before each class session.
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