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Jennifer Schwanke shares some quick tips for spring cleaning of classrooms and literacy supplies.
Cathy Mere considers the dilemma teachers face when the bookroom, library, and tech departments require books and devices to be returned late in the year . . . but there are still a few weeks of school. She shares many suggestions for fostering literacy and community when there are far fewer books in the room.
Gretchen Schroeder finds her students’ enthusiasm for writing short stories flags quickly without some instruction and guidance.
Tara Barnett and Kate Mills use prompts and aids to help their youngest learners tell stories and find a writing voice.
Dana Murphy is dismayed by the ways graphic organizers can sometimes limit student creativity. She uses writing notebooks and a few other strategies to begin to wean her fourth graders from depending too much on organizers.
Gretchen Schroeder analyzes the use of writing notebooks in her classroom, focusing on what’s confusing or frustrating for students. She makes some small changes that yield big results.
Mark Levine releases responsibility for teaching and assessment to students late in the school year, and hears echoes of learning from previous units.
An enthusiastic student response to an author visit inspires Christy Rush Levine to revamp her upcoming unit on craft moves to foster more student ownership.
Dana Murphy explains how her small-group planner is an essential tool for organizing groups in her fourth-grade classroom.
Tara Barnett and Kate Mills describe how they help teachers move from guided reading to strategy groups in the upper elementary grades.
Bitsy Parks comforts a crying child after lunch, and realizes how essential it is to continually slow down the fast pace of learning in her classroom.
Ruth Ayres is interrupted during a busy day by a first-grade teacher who enthuses over the details in a student draft. This leads to some reflection on the importance of taking time to marvel.
Christy Rush-Levine realized she had to help her students find a different “why” for their time in her classroom and school beyond test scores.
Suzy Kaback marvels at a very young learner who is a “secret reader,” and this leads her to reassess the value of constantly celebrating new skills in school communities.
Ruth Ayres encourages her son to use the web for assistance when doing homework, and then has to ponder whether what she is advocating qualifies as cheating.
Just reading. Pure, unadulterated reading. That’s the reading homework that matters most in the long run. Stephanie Affinito explains why.
Louise Wrobleski uses video clips, children’s literature, and newspaper articles to teach middle school students new ways to craft persuasive writing.
Tara Barnett and Kate Mills slow down the “Article of the Week” nonfiction reading activity, making space for more reflection and thoughtful discussion.
Stella Villalba explains how frustrations with the families of English language learners can come from misunderstandings of cultural norms, and gives some tips for building awareness.
Gretchen Schroeder has developed a fun version of Reading Bingo to help students explore their identity as readers. The activity includes clever social media inspired options like creating memes and “bookstagram” posts.
Melanie Meehan details how different paper options can be a powerful scaffold for students as they explore different writing genres. She includes many sample scaffolds to download for use in an opinion writing unit.
Tara Barnett and Kate Mills show how to break down mentor texts into brief excerpts for step-by-step scaffolding of writers in the intermediate grades.
Katherine Sokolowski finds her students are struggling to understand point of view. She takes a detour over a week with mentor texts, quick assists from favorite writers on Twitter, and practice sessions retelling Little Red Riding Hood to teach the concept.
Clare Landrigan and Tammy Mulligan explain the concept of “detour texts”—picture books to use as mentor texts in the intermediate grades to illustrate complex literary elements. They also share three of their favorite new children’s books to use as detours.
Melanie Meehan finds that a “lift the flap” strategy works for showing students different revision options with dialogue.
If your students are equating revision with proofreading and final cleanups, Tara Barnett and Kate Mills have some practical revision strategies you might want to try.
Tara Barnett and Kate Mills are discouraged by the random and idiosyncratic responses to reading they are seeing among first graders. They implement a series of lessons to help students move to evidence-based reading responses.
Matt Renwick is surprised when his son completes a reading quiz that isn’t required, and finally realizes it’s all about reading response.
Jennifer Allen has been fascinated with helping boys write for years, ever since her own son insisted on writing on the same topic over and over again. She shares her five favorite strategies for boosting interest in writing among boys.
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