3rd
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Forming Groups Using a Planner
Dana Murphy explains how her small-group planner is an essential tool for organizing groups in her fourth-grade classroom.
Helping Kids Lead Every Day: Changing Who “Owns” Small Groups in the Classroom
Tammy Mulligan knows the most productive and engaging discussions to build reading comprehension are not monopolized by the teacher. She creates a structure to support students to engage in deeper work with each other in small groups. This is the first part of a three-part series.
Revising Titles Minilesson
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.
Using Whiteboards Before Writer’s Notebooks
Jen Court shares the way whiteboards and conversation lifted pressure from student writers so they could create poetry.
Instructional Routines That Promote Agency for Multilingual Learners
Cultivating agency is a matter of building small, intentional moves that ask students to be part of the learning process. Stella Villalba offers three ways educators can support the growth of multilingual learners in all learning spaces.
Using Skype in the Classroom
Katherine Sokolowski has suggestions for Skype use in classrooms, covering everything from student etiquette to special events.
A Just-Right Lesson for Just-Right Books
Melissa Styger finds she needs to make changes to her just-right book lesson to meet the needs of her third-grade students.
Organizing Materials to Support Literacy Learning (Classroom Design Series Part 3)
Ann Marie Corgill shares how she organizes materials for literacy learning in the third installment of her design series.
Intentional Consolidation and Closure
Mallory Messenger emphasizes the importance of providing time for students to share their learning and offers different formats for a share session. Mallory guides us in making decisions so that share time consolidates and uplifts the learning.
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