Here is where you’ll find all the latest print features from our contributors. If you’d like to browse specifically by grade level, topic, or contributor, you can use the links in the right sidebar.
Tammy Mulligan shares how she introduces students to the process of interpreting literature at different grade and developmental levels.
Christy Rush-Levine shares the strategies she uses to help her middle school students take ownership of their literary analysis essays.
The zone of proximal development (or ZPD) is the sweet spot for learning—just enough challenge with just enough support to take on the challenge. Melanie Meehan shares how teachers can create scaffolds in their classrooms that help students find their own ZPDs.
Stella Villalba shares three strategies teachers and literacy coaches can use to pause, re-center, and renew themselves throughout busy stressful days in schools.
Polysyndeton, asyndeton—if you are a writer and a word nerd, you will love Gretchen Schroeder’s suggestions for helping your students create lists with style in their writing.
Tara Barnett and Kate Mills share the power of teaching writer’s craft in bite-sized chunks, through careful study of mentor sentences in read alouds.
Tara Barnett and Kate Mills find that they have to change the way they think about connecting with families once students reach middle school.
Bitsy Parks shares how she builds a learning community with displays and traditions that celebrate families.
Jennifer Allen shares a project student writers complete with support from a local college to make writing public and widen the net for feedback.
Mark Levine wonders why his most some of his most skilled readers take the most time to get through texts. So he asks them, and gets some fascinating answers he uses to assist struggling students.
Mandy Robek learns a lot about worry from her daughter, and at the same time discovers a treasure trove of children’s books to help students overcome worries.
Tara Barnett and Kate Mills write about the challenge of creating meaningful print-based packages of materials for students who don’t have internet access for remote learning.
Bitsy Parks finds inspiration for her teaching journal in the work of Debbie Miller. She explains how she uses her journal daily, and how it has evolved over time.
Journals? Writers’ Notebooks? Shari Frost shares tips and strategies for explaining the difference between the two for teachers, as well as professional development resources.
We know our subscribers who are literacy coaches have a pressing need for resources to use in remote coaching contexts, as well as in college courses that are now being moved to online platforms. During the COVID-19 crisis, we are opening up more videos for our members to use in remote coaching.
Bitsy Parks shares how she adapts her favorite first-grade spring literacy project for remote learning.
Jen Schwanke, like many of us, is scrambling to deal with issues cropping up in the new world we all face of remote instruction. She shares some of the most common problems, and how teachers might deal with them.
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.
Bitsy Parks shares how she integrates technology into her workshops with first graders in a way that is simple, effective, and natural.
Teaching comprehension skills can be a complex and overwhelming task. Tammy Mulligan shares a process for expanding and deepening student interpretations of text.
Jennifer Allen upends the normal routines in a primary writing workshop to introduce students to a compelling character.
Kate Mills notes her own miscues in reading a bedtime story to her young children, and thinks about what that means for analyzing the running records of readers in primary classrooms.
Tammy Mulligan explains the process of having students analyze and create models of good writing and analysis for assessing themselves and peers.
Stephanie Affinito encounters an unexpected byproduct of testing for her son—the uninterrupted reading time waiting for others to finish builds a good habit. She shares how teachers might reclaim ten minutes a day for independent reading.
Teaching the genre of tests can seem far removed from writing workshop. Matt Renwick explores how to teach constructed response in a way that is integrated with the tenets of good workshop instruction.
Ruth Ayres eavesdrops on some moms complaining about homework assignments, and finds the experience leads to reflection on the dangers of forcing students to make themselves vulnerable in classrooms.
Christy Rush-Levine ponders what it means to create a safe space for all of her middle school students, and then makes some changes.
Tara Barnett and Kate Mills introduce their middle school students to pastiche, a technique of mimicking the craft of favorite poems and poets.
Middle schoolers and kindergartners forge friendships at Katherine Sokolowski’s school through a sweet poetry writing and sharing project.
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