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.
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.
Tara Barnett and Kate Mills give guidance and support for varying the structures and routines in literacy workshops.
Gretchen Schroeder uses picture books to help her high school students understand and write persona poems.
Suzy Kaback reminds us that the language we use to talk about challenging students shapes our perceptions of them. That’s why she has moved to calling students “small teachers.”
Tara Barnett and Kate Mills explain how they use examples from YA authors of how to mine everyday life for powerful ideas. They then help students move from ideas to blurbs as they start their realistic fiction drafts.
Mark Levine has many students who haven’t traveled much more than 100 miles from home. He makes history come to life for them by bringing artifacts into his middle school classroom.
Tara Smith finds that students in book clubs reading historical fiction are often confused because they lack background knowledge. Her solution is to create background folders that include key documents to support the history in the texts.
Stella Villalba teaches young writers about writer’s craft. So how come evidence of learning from the minilessons isn’t showing up when she confers with her students? She decides to develop a plan to help students link craft lessons with their writing.
Balancing small groups and conferences is essential for transferring learning from lessons and units, and it’s one of the trickiest tasks for teachers. Dana Murphy explains how she works toward balance in her classroom, weighing everything from the timeline of the unit to the intensity of the minilesson.
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.
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