A simple question - who will coach the coaches? If you're a literacy coach, you already know there is no job more amazing or overwhelming in a school. Our Choice Literacy library includes a small sample of our resources for literacy coaches. If you work as a coach, you'll want a subscription that includes access to our Leaders Lounge, where there are over 900 resources for coaches, including study group protocols, videos of demonstration lessons, and guides for designing coaching cycles.
If it’s not sudden release of responsibility or no release of responsibility, what does gradual look like? Clare Landrigan and Tammy Mulligan bring this model to life.
What words are worthy of study? Amanda Adrian and Heather Rader explore that question with colleagues.
Shari Frost describes how a sixth-grade teacher provides a range of poetry options to meet the needs of all students.
Amanda Adrian concludes her series on peer conferring, analyzing the value of students working on their own after instruction and practice.
In the second installment of our teaching argument/opinion writing series, Heather Rader uses a continuum dialogue and modeled writing with intermediate students.
Ruth Ayres finds that keeping a word count is a potent way to increase writing quality over time.
As Heather Rader works with teachers and teams on opinion/argumentative writing, she’s considering the anatomy of an argument and engaging ways to teach it.
Amanda Adrian continues her series on how teachers can scaffold and model peer conferring. In this installment, Amanda uses the fishbowl technique with students.
Andie Cunningham shares challenges and practical strategies for how literacy leaders can stay child-centered.
Amanda Adrian provides a framework, sample model lesson, and peer conferring guide for students to use as they learn how to respond to their classmates.
Heather Rader gives examples of convention conferences in this final installment of the conventions series.
Heather Rader works with a team of intermediate teachers as they connect their plans for conventions instruction and the Common Core.
Heather Rader works with a team of intermediate teachers as they pore over student work together and analyze which conventions should be taught.
Heather Rader shares the language she uses to describe literacy coaching to others.
Heather Rader works with a teaching team as they integrate conventions instruction into their writing workshop.
Heather Rader sorts through goals, audience, and interest in planning a day of professional development linked to the writing standards in the Common Core.
It can feel like “old home week” when you have students returning to your classroom for a second year. But blending and looping both present their own special challenges during the first days of school. Melanie Quinn has advice for getting the year off to a good start.
Gradual release, not-so-gradual release or catch and release? Heather Sisson ponders the challenges of providing the appropriate support in a coaching cycle.
Jennifer Allen’s new teacher group discusses what they learn from classroom observations in this video taped early in the fall.
Heather Rader shares the essential elements of successful literacy coaching in this first installment of a month-long series.
Heather Sisson explores the complicated links between relationships and expertise for literacy coaches and teachers.
The line between copying and plagiarizing can be a difficult one for young students to understand. In this video, Heather Rader and Linda Karamatic share a humane strategy for helping two second graders craft nonfiction writing.
Heather Rader considers how assessments and observations might be used to create flexible groups.
“About the Author” blurbs are a great way to bring closure to writing in workshops. In this “Listen In,” Myia begins to construct her “About the Author” page.
Some young writers take a lot of time and encouragement on the journey to uninhibited prose, while others zip to prolific. Maya is such a writer. Heather Rader assists this proficient 2nd grade writer as her teacher observes.
Diane Sweeney talks about the importance of focusing more on student work and less on teacher plans and lessons for literacy coaches.
Have you ever had a teacher enthusiastically embrace a new “magic bullet” instructional program that includes scripted or rote elements that concern you? Melanie Quinn considers this sticky situation instructional coaches sometimes find themselves in, and comes up with some starting points for conversations with colleagues.
This round-up includes suggestions for opening activities and icebreakers to energize your colleagues from Amanda Adrian, Aimee Buckner, Shari Frost, and Jennifer Jones.
Heather Rader confers with 2nd grader Maya about her math writing as Linda Karamatic listens in.
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