Choice Literacy Articles & Videos
The Choice Literacy library contains over 3,000 articles and 900 videos from 150+ contributors. Classic Classroom and Literacy Leadership subscribers have access to the entire library. Content is updated continuously, with five to six new features published each week.
Misunderstandings abound when working with struggling readers and writers. Jennifer Jones connects an experience in her personal life to one student she is supporting and gains new insight.
What do you do about a colleague who refuses to collaborate with other teachers on her grade-level team? Literacy Coach Confidential takes on the problem, with suggestions from seven Choice Literacy contributors.
"Some people suggest that in summer's ease, we have the time to rethink our curriculum, to read and select books we want to use next year, to consider how we will begin again in the fall, to get better organized. Yes, we do. And, yes, we could. But somehow just thinking about all that makes me tired." If you couldn't agree more with these words from poet Shirl McPhillips, you are sure to enjoy this poem.
Word Storms help students see the power of rich vocabulary for describing the natural world around them. While Andrea Smith is working with 4th graders, the activities can be adapted for older or younger students.
If you've resolved this year to keep up with your own writing journal so that you can share the good, bad, and ugly of your process with students, you'll enjoy Jennifer Jones' inspirational and practical new piece.
If your district is considering cuts to its literacy coaching program, you’ll appreciate Shari Frost’s advice.
Shared reading builds skills and community in Katie DiCesare's 1st grade classroom.
When is sarcasm appropriate in classrooms? Never, yet more is popping up all the time in schools, even from teachers. Here is some advice for dealing with sarcasm.
Stella Villalba shares her favorite bilingual (English/Spanish) books for helping young English language learners feel at home in new classrooms early in the year.
Lisa Koch found herself a bit irritated as her high school students would discreetly send text messages as she tried to teach them literary terms. Her solution? Tweet tweet! You can read here about her successful summer experiment of tweeting literary terms and staying in touch with students over summer reading assignments.
What big messages do we give to students with summer reading assignments? Franki Sibberson considers this question and shares the template she sends home with children of all ages.
Katie DiCesare remembers books that were fought over among the boys in her 1st grade classroom, and this leads to creating a new basket for the fall on cars and trucks. She shares a booklist of fun titles in the basket.
How does sarcasm hurt students? Heather Rader counts the ways.
Karen Terlecky develops a plan for read alouds with her 5th grade students. She explains her choices, comparing selections to last year's list.
Heather Rader shares a concrete analogy that students (and teachers) love for understanding how summaries work.
Inventors understand that early prototypes inform them best about what doesn't work rather than what does. But what about when prototypes are people? Heather Rader reflects on risk-taking, failure, and learning as a literacy coach.
Teachers of young children often face the difficult choice of using leveled books that aren't necessarily engaging, or children's literature that isn't as easy to peg for readability. Franki Sibberson is on the hunt for wonderful children's literature that can easilysupplement or replace those lowest level "six-packs" of texts.
We're teachers and we have a tendency to talk too much. Heather Rader explains how she coaches a teacher through the problem.
A curriculum coordinator loves DIBELS; a first-grade teacher doesn't. We provide a range of suggestions from our contributors on dealing with disagreements over assessment. This article is useful for teachers and literacy leaders who are working together with assessment data early in the year, no matter what evaluative system your school or district has in place.
We know the power of mental images as a strategy for helping readers comprehend difficult text. Suzy Kaback uses a similar technique to help novice teachers envision success. Thisl is an activity you might want to try with a new teacher group.
Sometimes the pendulum swings so hard in education that it’s hard not to feel whiplash. Shari Frost considers critiques of strategy instruction, analyzing what’s valid and what’s not in attacks on the flurry of post-its in classrooms.
What texts work best for students with urban backgrounds? Shari Frost has suggestions for teachers.
Expedition Mondays launch every week in Andrea Smith's classroom with a healthy dose of nonfiction.
Katie Doherty and Ruth Shagoury present a fun way to launch (or close) the year with middle schoolers and discover the best-loved books of students from previous years. This project can be adapted for any age level.
Many second-grade readers are in transition – they can decode almost any text and are eager to read chapter books. Yet many don't have the stamina for reading even very short chapter books on their own. Katie DiCesare presents a booklist of her top picks of new fiction and nonfiction books that might engage and challenge her second-grade students.
Heather Rader coaches a 6th grade teacher as she helps her students write better summaries.
Mandy Robek finds a punctuation unit study with her third graders is a fun alternative to yet another genre study. Her essay includes booklists of children's literature and professional texts.
How can teachers use assessment data in conferences with parents, without overwhelming them with information? Clare Landrigan and Tammy Mulligan recommend a "data snippets" approach.
Kelly Petrin and Ruth Shagoury connect globes and children's literature with a map theme to inspire young children to write more and include visual representations in their drafts. While the examples are from a Head Start classroom, the booklist and activities are appropriate for any K-2 students.
How can we help students be more reflective in our classrooms, giving us the feedback we need to make them better places for learning? Heather Rader has suggestions.
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