It's one of the big paradoxes of literacy instruction - students best learn how to read and write independently when they have a strong community of support in classrooms. How teachers build those thoughtful, kind, and challenging classroom communities is explained in these resources.
Shirl McPhillips recalls a junior high experience that promoted serious "attitude" and an uproar among her peers.
In this video from Linda Karamatic’s second-grade classroom, boys discuss the book Fudge using the protocol provided by Linda.
Debbie Miller goes against the grain, advocating for “the luscious feeling of endless time” as we slow down to confer with children.
Interviews early in the year are a potent tool for building a class community.
Gretchen Schroeder’s high school students build community by creating a shared text of things they love.
Matt Renwick shares creative ways teachers in his school celebrate authors.
Franki Sibberson shares her latest suggestions for read alouds that invite participation from young readers.
Tony Keefer discovers that his fourth-grade students need focused instruction and support to strengthen their peer conferring skills. Tony shares tips and two video examples from his classroom.
Julie Johnson learns some important lessons about connecting with students remotely, and few of them are about technology.
An elementary literacy team discusses word learning in the context of student assessment results as part of a yearlong inquiry into word study.
Barbara Coleman finds classroom tours are a terrific professional development activity early in the year, fostering unexpected collaboration among colleagues.
Handwritten notes have timeless appeal, and great value for teachers and literacy leaders.
Sometimes it takes a village to help a preschooler feel a part of the group, especially one who cries almost all the time. Kelly Petrin finds her young students have more empathy and resiliency than she imagined when she enlists their support.
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