Here is where you will find resources for teaching students about spelling, word features, vocabulary, and grammar.
Gigi McAllister writes about a quick activity for modeling word learning and fostering discussion of new vocabulary.
Andrea Smith leads a whole-class discussion of recording new content vocabulary in reading notebooks.
Max Brand describes how word observations can work as powerful minilessons in elementary classrooms.
Katie DiCesare chats with Franki Sibberson about word learning in Katie’s first-grade classroom.
Aimee Buckner confers with fourth grader Samantha about reading a series and tackling challenging vocabulary at the same time in this brief video.
Heather Rader concludes her series on sentence combining with a four-step process to help teachers explore the sentence combining craft on their own.
Heather Rader has strategies for using sentence combining in literacy workshops.
Heather Rader begins a new series on sentence combining, an alternative to traditional drill and kill grammar instruction.
Jeff Anderson concludes his series on explanatory grammar moves by exploring participles, included in the Common Core eighth-grade standard covering the use of verbals.
Max Brand has developed templates for grades K-2 and 3-5 to use for formative spelling assessments.
Ruth Ayres develops a words chart in this brief minilesson with second graders.
Jeff Anderson continues his Explanatory Grammar Series with a feature on the power of right-branching sentences.
Max Brand developed Spelling Cycles as an alternative to weekly spelling tests. He explains how they work with an example from a third-grade class.
What words are worthy of study? Amanda Adrian and Heather Rader explore that question with colleagues.
Mandy Robek introduces a new word to her kindergartners for their word wall.
In kindergarten, table groups are a natural and informal way to help groups of students learn new skills through eavesdropping. In this short video from Mandy Robek's kindergarten class, Mandy targets the same skill of defining syllables during individual conferences at the table so that the learning is reinforced for all.
Shari Frost considers the “go-to” instructional strategy for struggling readers, word study, and explores how to make it work well in a case study of a third-grade group.
Maria Caplin continues her series on sparking vocabulary learning, this time highlighting fun activities.
Maria Caplin describes how she integrates word study with intermediate students in writing workshops.
Karen Terlecky confers with fifth grader Nora about her evocative language during writing workshop.
Stella Villalba scaffolds the language development of her first- and second-grade English language learners during read-aloud by highlighting vocabulary and providing a tool to assist with a partner retelling activity.
Bryce Bennett develops a four-step process to help high school students use their smartphones to master difficult vocabulary while reading.
Katie Doherty shares many ways to make vocabulary learning fun in middle school, beginning with students working together to select words to study each week.
Max Brand describes why wipe-off boards are such a valuable tool for work with young English language learners in small groups. The article includes a video demonstration.
With the Common Core emphasis on nonfiction, teachers are striving to integrate more nonfiction texts throughout their literacy workshops. Franki Sibberson shares her favorite nonfiction texts that can be read cover to cover.
Heather Rader works with a teaching team as they integrate conventions instruction into their writing workshop.
Maria Caplin explains how she made the shift from spelling to word study in the intermediate grades.
Shari Frost visits classrooms early in the year and finds many have completely full word walls. In this essay, she shares research as well as practical reasons why it’s best to build the walls over time with students.
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