Stella Villalba starts writing workshop with her young English language learners by having everyone share their plans in a community circle.
Katrina Edwards shares her plans for presenting children's literature to help her first-grade students acquire the skills needed for being positive and proactive problem solvers.
Ruth Ayres shares some of her favorite mentors and mentor texts for developing good writing processes and habits.
Cathy Mere finds that with young learners, not all issues with fluency are created equally — different needs require different strategies.
Katie DiCesare repurposes materials for her first graders to play with, and finds that encouraging play early in the year is a great tool for building reflection skills.
Tara Barnett and Kate Mills begin a few days before the start of break to help students develop summer reading goals and plans.
Tara Barnett and Kate Mills find the young learners in their classroom have mastered the art of turning and talking only with close friends. They provide practical suggestions for expanding the circle of peer response.
Katrina Edwards is horrified when a student response reveals cultural gaps in her first-grade classroom library. She researches possibilities for expanding the diversity of texts, and shares an annotated bibliography to download linking different cultures and curricular possibilities.
Mandy Robek realizes her classroom library isn't working for her second graders, in part because many of the books are still too difficult for students early in the year. She explains her process of sorting and stowing books for later use.
Melanie Meehan finds that a flexible conventions checklist that students develop according to their own needs is the best way to ensure conventions are taught in the context of authentic student work.
Clare Landrigan confers with a student and discovers that a tool designed to help the reader is actually hindering her learning. The experience causes her to reflect on the need for flexibility when matching strategy scaffolds to young readers.
Tara Barnett and Kate Mills help young writers move away from seeing editing as “adding more details,” and toward developing more specific language for the revision process.
Stella Villaba models nonfiction writing for her first- and second-grade English language learners, and in the process integrates vocabulary instruction into her lesson. This is the final video in a three-part series.
Stella Villalba models nonfiction writing for her first- and second-grade English language learners, and in the process integrates vocabulary instruction into her lesson. This is the first video in a three-part series.
Stella Villalba explores why it is so important to teach vocabulary to English language learners in context.
Sean Moore helps his second graders remember the classroom routines and protocols for sharing reading reflections through a circle group.
Cathy Mere shares what to look for and what to try next with young learners who are easily distracted and struggling to concentrate during independent reading.
Katie DiCesare thinks about the needs of her first-grade students, and spends some time reorganizing primary information texts, considering both physical texts for the library and online resources.
Katie DiCesare finds her guided reading practices are rusty, so she develops some new strategies to improve her work.
Heather Rader demonstrates the importance of a varied reading diet to a second-grade group, sharing her own stack of books.
What makes a teacher memorable? Recognizing a child's passions from the very first day of school. Jennifer Schwanke recounts how her second-grade teacher did just that.
Deb Gaby confers with second grader Reagan early in the school year. She is reading her first chapter book, and using a reading strategies "toolkit" for support.
Katie DiCesare thinks about what language supports student independence early in the year and how to share this in an anchor chart with her first graders.
Stella Villalba finds what English language learners need more than almost anything else is patience with silence and time to formulate responses.
In these brief writing conferences with second graders, Sean Moore reinforces an earlier minilesson on using descriptive language.
Melanie Meehan finds read aloud is a great time for children to connect opinions and experiences.
Ruth Ayres uses a student text to demonstrate the importance of paragraph breaks in this second-grade minilesson.
Cathy Mere finds that criteria for “just-rightness” varies with genre.
Gigi McAllister uses picture books to strengthen her fourth grade classroom community.
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