Lisa Koch shares a parent's perspective of the damage too much emphasis on reading levels in the classroom does to her young son.
Teachers continue to puzzle over and sort through the terminology in the Common Core related to opinion and persuasive writing. Amanda Adrian and Heather Rader consider terms and teaching strategies.
Jesabel Centeno helps her emergent bilingual learners respond orally to texts and share favorite books with classmates.
Interviews early in the year are a potent tool for building a class community.
Franki Sibberson works to expand her views of spelling and word work, redefining routines in her grades 3 and 4 classroom.
Who is a “drive-thru” reader? One who zips through the start of a book and discards it before finishing, moving ever more quickly through random books. Aimee Buckner has some minilesson suggestions for dealing with those students who can’t or won’t finish any books they start.
Melissa Styger slows down the launch of the classroom library to ensure it is a valuable resource all year.
Helping students learn to choose books and develop stamina are important to developing independent readers. Ruth Ayres designed a field experience with opportunities to see minilessons, small group instruction, team meetings and a share session that support independence in readers.
Melanie Meehan shares activities that help students talk about their characters before writing about them in a realistic fiction unit.
In this installment of Book Matchmaker, Franki Sibberson shares her favorite books for 3rd graders who are not at grade level, but don’t want to read texts that will embarrass them in front of their peers.
Mandy Robek continues her series on picture books for understanding emotional turmoil in students. In this installment, she shares a list of books that can help children name emotions.
Julie Johnson learns some important lessons about connecting with students remotely, and few of them are about technology.
Ruth Ayres confers with third grader Jade about the importance of the “collecting” phase for writers.
Dana Murphy explains how her small-group planner is an essential tool for organizing groups in her fourth-grade classroom.
In this minilesson from Franki Sibberson’s grades 3 and 4 classroom, Franki takes students through the process of selecting and revising titles. She uses the poem “Confessions of a Reader” by Carol Wilcox as a mentor text.
Jen Court shares the way whiteboards and conversation lifted pressure from student writers so they could create poetry.
Julie Johnson reminds us of important mindsets to adopt to allow students the space and permission to talk while composing. When students talk as writers, they have opportunities to create new understandings, build relationships, and validate each other.
Melissa Quimby offers a creative and practical idea to get to know students’ reading identities.
Katherine Sokolowski has suggestions for Skype use in classrooms, covering everything from student etiquette to special events.
Melissa Styger finds she needs to make changes to her just-right book lesson to meet the needs of her third-grade students.
Ann Marie Corgill shares how she organizes materials for literacy learning in the third installment of her design series.
Get full access to all Choice Literacy article content
Get full access to all Choice Literacy video content
Access Choice Literacy course curriculum and training