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Teaching parts of speech is viewed as dreary work for most teachers. Melanie Meehan shares how you can infuse some fun into it with a little bit of humor.
Tara Barnett and Kate Mills write about the power of series books in helping young readers build skills and independence as they exit intervention programs.
Mark Levine finds humor is the “secret sauce” in engaging middle school students and including introverts in the classroom community.
Mark Levine explains the many ways read alouds can enhance and deepen learning for middle school students in content areas like social studies and science.
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.
Shari Frost finds that the issues students may be dealing with in some children’s books can be overwhelming. She shares some of her favorite books for grappling with one troubling topic at a time.
Tammy Mulligan listens to students and adapts her small-group instruction as they share how they learn.
Jen Schwanke provides some critical questions for teachers to ask when they are interpreting a standard and bringing it to life with students.
Matt Renwick finds the data closest to the students we serve is more helpful to teachers than many benchmarks or screener scores.
Tara Barnett and Kate Mills find that book clubs succeed when students are given thoughtful tools to prepare for them.
Shari Frost explains why the simple act of “seeing” students can have such a potent effect in building a community of learners.
Gretchen Schroeder finds that picture books are the perfect tool for rhetorical analysis with her high school students.
Mandy Robek learns a lot about worry from her daughter, and discovers a treasure trove of picture books to promote mental wellness and help students cope with difficult emotions.
What makes choice authentic in literacy workshops? Christy Rush-Levine grapples with this tough question that leads to changes in her instruction.
Tara Barnett and Kate Mills share their favorite strategies for building a classroom community of readers where everyone has several options for choosing their next book.
Gretchen Schroeder’s students are almost all white and live in a rural community. She finds book clubs are a wonderful tool for expanding cultural awareness.
Melissa Quimby creates the “Meet Someone New Monday” to inspire students with picture book biographies of little-known artists, activists, and citizens who accomplish remarkable feats.
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.
Leigh Anne Eck lists critical questions teachers might ask themselves as they build online writing communities where everyone is comfortable giving and receiving feedback.
Bitsy Parks shares how she and her first-grade students used photography to bridge the distance between home and school this spring, learning lessons she is using this fall in remote learning contexts.
Christy Rush-Levine discovers that a move to digital feedback reveals many important truths about her middle school students, including insights about the effect of grades on how learners view response to their work.
Poetry can be the glue that holds many virtual classroom communities together. It works for quick morning meeting openings, transitions, or even a bit of laughter when energy is flagging. Cathy Mere shares her favorite poetry resources for remote learning.
Suzy Kaback works with students to create a “fact or fiction” class book to explore the boundaries between truth and fantasy.
Mandy Robek is a little nervous about setting her students loose to organize informational texts, but she couldn’t be more pleased by what they learned in the process.
Bitsy Parks finds even the dreariest days in her first-grade classroom are infinitely more enjoyable because she’s built in routines for expressing gratitude.
Christy Rush-Levine lowers the tension level in her class over management issues by moving from irritation to curiosity, using her “inner chimpanzee” voice.
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.
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