In this quick video, Dana Murphy shows how she leads her fifth graders with a kinesthetic reminder of workshop norms before beginning independent work.
Dana Murphy meets with a group of fifth graders to help students develop paragraphing skills, using a peer’s mentor text.
Dana Murphy finds it is best to teach conventions in small, targeted groups in her fifth-grade classroom. She explains how she designs and leads these groups.
The start of the school year is often all about building reader identities in classrooms. And then October comes, and many of the activities that help students celebrate their reading histories and preferences are forgotten. Tara Barnett and Kate Mills share ways teachers can continue to help students define, refine, and expand their reading identities all year long.
Franki Sibberson explains how carefully curated text sets can help students move beyond a “just the facts” exploration of nonfiction topics.
Finding time for writing share sessions may begin with trying out a few different options to see what works in your classroom. Melanie Meehan presents some of her favorites.
Here are some excerpts from a writing share circle in Dana Murphy’s fifth-grade classroom. Each student shares a one- to two-sentence excerpt from the writing they completed during the day’s workshop.
Sometimes “winging it” because we don’t have plans can lead to the most profound learning. Dana Murphy dreams up a quick circle share, and what follows is magic.
Katherine Sokolowski confers with a fifth grader who is looking for book recommendations. She creates a stack of realistic fiction books based on the student’s interests.
Dana Murphy explains why a system for minimizing interruptions is essential in her fifth-grade classroom, and how she keeps the process of creating and using it as simple as possible.
Heather Fisher explains how viewing excerpts from the same video multiple times can help students in book clubs hone their conversation and reflection skills.
Tammy Mulligan shares the importance of giving students choice and agency with book club tools to improve engagement and quality of the conversations.
Tammy Mulligan shares how teachers can move seamlessly from thoughtful conversations during whole-class read alouds to lively book clubs.
Franki Sibberson asks a critical question: Do students need to love the read alouds we share in classrooms? She works to move students beyond shallow like/don’t like responses to books.
Are your conversations during read aloud stilted or shallow? Tammy Mulligan recommends weekly “grand conversations” to spark more thoughtful talk. She provides the tools you need to get started in your classroom.
Tammy Mulligan enhances the quality of the class read aloud and student discussions with the use of a whole-class response notebook.
Dana Murphy develops a love-hate relationship with the faded anchor charts peeling away from her classroom walls. She finds a move to anchor charts in a sketchbook and a website for chart images improves the quality of her charts and their usefulness.
Franki Sibberson uses status of the class each day as a window into her fledgling reading community.
Dana Murphy finds that adding numbers of pages to her status-of-the-class list for reading makes all the difference in assessing students’ growth and needs as readers.
Class promises, rules, and norms—most teachers set them at the start of the year. But how can we make sure students live them? Dana Murphy shares some tips from her fifth-grade classroom.
In this video series, Franki Sibberson’s fifth graders share their strategies for annotating the class read aloud. In this installment, Antonio shares his Google Slides.
Shari Frost is surprised to see guided reading used for proficient fifth-grade readers. She considers some strategic alternatives.
So many needs for groups, and so little time. Dana Murphy finds that a strategy notebook is invaluable as a teaching aid in her fifth-grade small groups.
In this video series, Franki Sibberson’s fifth graders share their strategies for annotating the class read-aloud. In this installment, Lauren uses Google Docs to record questions to explore as she listens.
In this video series, Franki Sibberson’s fifth graders share their strategies for annotating the class read-aloud. In this installment, Lizzie uses her notebook to focus on expectations and reality for characters, especially when it comes to stereotypes.
Melanie Meehan shares activities that help students talk about their characters before writing about them in a realistic fiction unit.
In this video series, Franki Sibberson’s fifth graders share their strategies for annotating the class read-aloud, In this installment, Reagan uses Google Slides to focus her thoughts and analyze different characters.
Dana Murphy discovers that what works for one student doesn’t work for another when it comes to note-taking. She provides options and then hosts a gallery walk so everyone can discover what works best for them.
In this video series, Franki Sibberson’s fifth graders share their strategies for annotating the class read-aloud. In this installment, Stone uses Google Slides to record thoughts and tease out themes.
In this video series, Franki Sibberson’s fifth graders share their strategies for annotating the class read aloud. In this installment, Sharvari uses Google Slides with text boxes to record predictions and thinking.
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