Are your students buried in post-its? Oversharing with those text-to-self connections? Parroting back comprehension tips but rarely applying them when they are actually reading? Our contributors sort through what works with strategy instruction, and have wise advice for avoiding superficial approaches to developing comprehension skills.
Mark Levine combines reading and thinking aloud in a minilesson to help his middle school students grapple with complex texts.
Gretchen Schroeder finds helping her students see the value in rereading poems is all about helping them pay close attention to imagery.
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.
Christy Rush-Levine moves from emphasizing theme to teaching strategies for understanding text, and finds it’s a much better way to get her eighth graders to grapple with theme in natural, organic ways.
Tre uses lots of sticky notes to sort through and keep track of characters in a book with a whole classroom full of personalities.
What do student notes from independent reading look like when students have free choice? In this video series, fifth graders from Franki Sibberson's class explain their notetaking strategies. We start with Ally, who tries out two different strategies to figure out which one will help her the most.
In this week's video, Aimee Buckner has a quick conference with a fourth grader about ways to solve a dilemma — how to figure out the setting in a historical fiction novel when there are no pictures.
We’ve all had that student — the one who blurts out a misreading of a text, only to have classmates agree with the analysis. Christy Rush-Levine explains how she uses “first-, second-, and third-draft readings” to help her middle school students develop stronger comprehension skills.
Stella Villalba explains why rereading is especially useful for young English language learners, and shares some simple strategies for integrating more rereading strategies into reading and writing workshops
Tara Barnett and Kate Mills find an ingenious way in the upper elementary grades to help their struggling readers develop fluency through read alouds.
Katie DiCesare uses conversations around picture books to build communication, community, and reading skills in her first-grade classroom. Late in the school year she reflects with students about why these conversations are so powerful.
Cathy Mere finds that with young learners, not all issues with fluency are created equally — different needs require different strategies.
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.
Justin Stygles uses a daily nonfiction article activity as a way to build interest in nonfiction short texts, especially among reluctant readers in his classroom.
If you are looking to increase the quantity and quality of graphic novels for your learners in your classroom library Shari Frost has a new booklist to get you started.
Christy Rush-Levine shows the power of using picture books with young adolescents to model close reading and deepen comprehension of sophisticated texts.
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.
Gretchen Schroeder finds the article of the week activity is an excellent vehicle for learning about content literacy gaps in student background knowledge and how to fill them.
Jason DiCarlo completes his lesson on character traits in third grade. This is the final installment in a three-part series.
Katherine Sokolowski explains why picture books are useful for teaching inference to intermediate students, and shares some of her favorites.
“Why do you always say ‘Happy reading!’ to us?” This question from a first grader leads Katrina Edwards to develop visual support tools for building stamina during reading workshops.
Christy Rush-Levine finds the best way to help her middle school students learn to read closely for literary analysis is through student writing. They begin with analyzing student exemplars from the Common Core, and then move to shared texts as they hone their skills.
Katherine Sokolowski uses a fascinating picture book to build close reading skills with her fifth graders. The key is selecting a text that holds up well through multiple readings.
Jan Burkins and Kim Yaris find their reading processes as adults informs the way they view close reading with students.
Aimee Buckner helps a fourth-grade boy tease out emerging themes in the first pages of the novel Morning Girl.
This is a demonstration lesson in a first-grade classroom on understanding the difference between fiction and nonfiction led by Erin Quealy. It is the first video in a three-part series.
Heather Rader demonstrates the importance of a varied reading diet to a second-grade group, sharing her own stack of books.
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