Here is where you will find resources for teaching students about spelling, word features, vocabulary, and grammar.
Tammy Mulligan turns to her students for advice on how to make phonics lessons “sticky.” The Be the Teacher Center was created and has become a staple in her primary classroom.
Heather Fisher considers the possibilities for extending vocabulary development through a daily word routine.
Heather Fisher describes the process of integrating sight word work into the existing curriculum.
Mandy Robek shares the tools she uses to transition students to more conventional spelling.
Hayley Whitaker’s kindergartners spend their transition time learning sight words.
Bitsy Parks shares some of her favorite strategies for quick and meaningful word work groups in her first-grade classroom.
Melanie Meehan shares two of her favorite games for teaching grammar, including templates and web resources.
Melanie Meehan explains why it is important to mentor students who are struggling with correct examples, and why she cautions writing teachers to avoid “find the mistakes” exercises.
A word wall in preschool?! Shari Frost helps a teacher meet this impossible edict, and has a lot of fun in the process thinking about how our youngest learners acquire word knowledge.
Gretchen Schroeder finds that any vocabulary routine eventually gets stale in her high school classroom. She shares a couple of favorite options for reinvigorating word learning.
Andrea Smith uses the sentence-phrase-word thinking routine with her fourth graders to show how potent one word can be in understanding complex themes.
Tara Barnett and Kate Mills find the key to middle school students attending to new vocabulary during read-alouds is to have students choose the words.
Shari Frost challenges assignments in reading workshop that kill a love of wordplay and vocabulary development.
Dana Murphy concludes her series on getting to know writers with an activity on responding to quotes. This activity is a great baseline for gauging attitudes and previous experiences early in the year.
The “daily edit” is a common routine in many classrooms. Shari Frost explains why this may not be an effective way to teach conventions, and offers some alternatives.
Melanie Swider finds word sorts are a great way to help intermediate students master new vocabulary for describing character traits.
Cathy Mere shares tried-and-true strategies for word learning with struggling young learners.
Gretchen Schroeder looks for new ways to help high school students learn words.
Jennifer Schwanke finds dictionaries (the real, not virtual, variety) are still a potent tool for teaching new vocabulary to children.
Max Brand challenges himself to let a student take more of the lead during a writing tutoring session.
Shari Frost has some practical suggestions for more thoughtful word work.
Max Brand uses written blind word sorts to build student word learning skills.
Maria Caplin is discouraged at the low level of transfer of new vocabulary in her fifth graders’ writing, so she makes some changes in her classroom.
Stella Villalba leads a guided reading group of first-grade English language learners, beginning with building vocabulary.
Gigi McAllister shares how she combines vocabulary instruction with analysis of character traits in her fourth-grade classroom.
Gretchen Taylor concludes her two-part series on spelling instruction in middle school. In this installment, Gretchen visits a colleague in the primary grades to get advice and practical insight.
What conventions can be taught in a way that sticks with older adolescents? Gretchen Schroeder slows down and focuses to improve her instruction.
Gretchen Taylor has a common teacher's lament about spelling, so she decides to do something about it. This is the first installment in a two-part series.
Max Brand explains the basics of word work, including a list of reflective questions teachers can ask themselves and students.
Katie DiCesare’s first graders add to a blends chart during reading transition time.
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