Our contributors lead reading workshops in classrooms with creative flair. Over the past 12 years, we've filled our site with loads of suggestions, tools, and tips for using engaging books throughout the curriculum to hook kids on reading. Here is where you will find many stories of successful and not-so-successful workshop days, and what we learned from them. We bring these stories to life through hundreds of video examples.
Mandy Robek takes a step back to relaunch a fairy tale study so students can engage in inquiry work in order to discover key characteristics of the genre.
Nawal Qarooni Casiano is inspired by her yoga practice to provide a guided reflection to consider if workshop practices are progressing to a transfer of learning.
Tammy Mulligan shares the vulnerable process of forming heterogeneous groups for book discussions.
Gretchen Schroeder taps into the connections between characters by creating sociograms with her high school students.
Dana Murphy outlines the teaching practices that she learned from remote teaching and plans to carry with her upon returning to a physical classroom.
Mark Levine explores ways to cultivate empathy by sharing texts with multiple perspectives on the same event in his middle school social studies class.
Leigh Anne Eck personifies her classroom library by sharing the lessons it whispers when we take the time to listen. This is a practical guide to keeping your classroom library timely and relevant.
Cathy Mere knows that growing skills and strategies readers need is essential, yet helping readers find and grow their identity as readers makes the biggest difference of all.
In this beautiful personal essay, Melissa Quimby reminds us to nurture readers through passion conferences, classroom libraries, read-aloud, and independent reading time.
Christy Rush-Levine offers a close look into the needs of readers by considering engagement, enrichment and nourishment. She offers three examples of reading conferences with students.
Tammy Mulligan offers tips for creating shared-writing texts online.
Bitsy Parks shares the ways in which class books help students work as readers and writers, as well as build a community.
Leigh Anne Eck offers a step-by-step guide to help students build a central idea when it is implied in a nonfiction text.
Matt Renwick explores ways in which whole-class conversations around one text can build a strong community as understanding is co-constructed.
Dana Murphy suggests three ways to empower student choice in workshop and get more students to accept the invitations we offer.
Mandy Robek reflects on her identity as a digital and print reader and offers strategies to support students reading digital texts.
Melissa Quimby shares online routines to strengthen the class reading community.
Melissa Atwood leads a first-grade guided reading group. This is the second video in a two-part series.
Bitsy Parks shares the way a series study enriches the reading lives of students and serves as an intervention to help readers grow.
Melissa Atwood leads a first-grade guided reading group. The focus at the start of the lesson is on blends in words. This is the first video in a two-part series.
Jen Court completes an interactive read aloud in a second-grade classroom.
Tara Barnett and Kate Mills share everything from useful prompts to the best tech tools for moving interactive read alouds to digital platforms during remote instruction.
This is the first guided reading group in September for Cheryl Miller. She begins the lesson by previewing the book and reminding students of the skills they are working on. This is the first video in a three-part series.
Tara Barnett and Kate Mills find that book clubs succeed when students are given thoughtful tools to prepare for them.
Gretchen Schroeder finds that picture books are the perfect tool for rhetorical analysis with her high school students.
Gretchen Schroeder realizes her experiences from decades ago as a student are clouding her perspective on “flipped” literature discussions. Once she gets over her biases, she finds that online discussion of literature is a powerful equalizer for student voices.
What’s the difference between a lesson and a minilesson? Christy Rush-Levine finds that flexibility is just as important as length in making minilessons work well.
Tara Barnett and Kate Mills give guidance and support for varying the structures and routines in literacy workshops.
Melissa Atwood leads her first-grade class with a minilesson early in the school year on making connections to text.
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