It's hard work, it matters . . . and nothing brings more joy than reaching a child who is struggling. The problem is each of these students presents a unique array of challenges and needs that don't allow for a uniform approach. Here are the stories from our contributors of their breakthrough moments, one child at a time.
Do struggles with handwriting matter? They do when a student can’t even decipher his own words. Katherine Sokolowski confers with fifth grader Sauvi to help him find solutions to the problem.
Dana Murphy reminds us that having a teaching toolbox makes planning efficient and effective. In this second installment of a two-part series, Dana offers two additional approaches to delivering strong reading instruction.
Jen Court considers whether creating class books is a valuable use of time for today’s young students. As she teases out this question, she realizes class books are a relevant and essential instructional strategy.
Tara Barnett and Kate Mills outline the steps to involve students in defining how to progress as readers and then set goals. They offer a practical plan for empowering students to take ownership of their learning.
Dana Murphy encourages us to go beyond teaching students to recognize different genres by helping them establish expectations of genres so they’ll be ready to read.
Molly James helps us develop an essential point of view for uplifting choice in decision making for young writers and readers.
Becca Burk gives the science behind mistakes and growth, and offers suggestions on ways to use mistakes as a means to help students become critical thinkers and problem solvers.
Ruth Ayres shares three mindsets to help teachers prioritize connection over correction when teaching writers.
In this era of pressure to perform, Vivian Chen suggests slowing down as an act of intentionality, equity, and meeting the needs of all learners.
What to do with writers who catch errors in isolation but not in their own writing? Cathy Mere suggests three ways to help students self-correct their writing.
Becca Burk reminds all of us that one of the important parts of being a teacher is helping students believe they are capable. Becca shares three practical ways to uplift student capability.
Jodie Bailey provides a structure to give students more time to think through ideas and problems. By using this practice, students gain ownership for their learning.
Gretchen Schroeder confesses her fast-paced approach to sharing Macbeth with her high school students. Starting with the big picture of the story and then drilling down into specific scenes for skill practice not only accomplished the goals for the unit, but also freed up more time and space for other curriculum needs.
David Pittman offers practical ways to place student voices first in classrooms in order for their passions, interests, and identities to influence our teaching.
We all know that mistakes are part of learning and that safe environments for risk-taking allow students to grow, but how do you take the sting out of making mistakes? David Pittman offers advice on ways to normalize mistakes in math.
Gretchen Schroeder finds ways to increase the energy students have for doing work in her classroom. Her practical tips are useful for all students.
Dana Murphy shares ways to make reading intervention a high-interest time for students.
Tammy Mulligan guides teachers in a progression to help students identify tricky words, move deeper into word analysis, and develop inferential thinking. Included is a helpful progression chart to guide teachers in helping all students understand that readers encounter problems and can solve the tricky words.
Cathy Mere shares ways reading specialists can help teachers get excited about striving readers’ growth by intentionally sharing progress and celebrations.
Dana Murphy shares that by asking “What matters most?” she can make decisions that allow her literacy instruction to be student-centered and authentic.
Bitsy Parks shares the story of a striving student, and pinpoints the elements of a rich workshop classroom that supports finding joy in becoming literate.
Stephanie Affinito curated a wise and useful guide to plan virtual literacy intervention. Useful resources are included for those who are teaching remotely or in person.
Gretchen Schroeder uses her reluctance as a marathon runner to reflect on how to encourage more engagement in reading and writing.
Julie Johnson shows how saying yes empowers students to do the work of writers: make decisions, experiment, build relationships, and be confident as a writer.
Matt Renwick challenges educators that if we believe that social and emotional learning is just as important as academics, then we ought to use resources, space, and time to support self-directed learning.
Julianne Houser meets with a small group of fifth graders to help them build skills for tracking thinking.
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.
Jeff is apathetic and unengaged. To help this middle school learner, Mark Levine needs to understand his history. Mark shows the power of interviews for connecting with struggling teen learners.
Tara Barnett and Kate Mills use prompts and aids to help their youngest learners tell stories and find a writing voice.
Jennifer Allen has been fascinated with helping boys write for years, ever since her own son insisted on writing on the same topic over and over again. She shares her five favorite strategies for boosting interest in writing among boys.
Get full access to all Choice Literacy article content
Get full access to all Choice Literacy video content
Access Choice Literacy course curriculum and training