Choice Literacy Articles & Videos
The Choice Literacy library contains over 3,000 articles and 900 videos from 150+ contributors. Classic Classroom and Literacy Leadership subscribers have access to the entire library. Content is updated continuously, with 5 – 6 new features published each week.
Christy Rush-Levine scaffolds her middle-school students’ understanding of craft moves by moving from short stories to novels when studying specific authors.
Mark Levine shows how young adult literature is a potent tool to drive learning in his middle school social studies classroom.
Whenever a tricky literary concept comes up, Tammy Mulligan finds herself returning to a favorite mentor text to guide students. She explains the value of shared simple stories for understanding complicated literary elements.
A classic anchor text for many teachers is Charlotte’s Web. In this week’s video, Dana Murphy seamlessly integrates a brief excerpt from it into a writing minilesson on endings in her fifth-grade classroom.
Melanie Meehan helps students see the craft moves in mentor texts by tucking brief guides into many of her favorite children’s books in the classroom library.
Mark Levine finds his middle school students need more time to digest learning from brief articles. Freewriting provides the perfect pause for promoting more reflection and insight.
We look at how to teach conventions in this week’s newsletter.
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.
Even eight-year-olds are expected to master a dozen or more conventions. Melanie Meehan shares a process for helping students focus on the small steps needed to master any convention with peer support.
Want students to become more independent? Melanie Meehan recommends that you take each student through a reflective process to figure out what learning processes and habits work for them.
Mark Levine explains why whole-class reflection is an essential component of his middle school workshops.
We look at building reader identities in this week’s newsletter.
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.
Bitsy Parks confers with first grader Ella about the Brown and Pearl book series, and then listens to Ella read. She closes the conference by encouraging Ella to make more personal connections to books.
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.
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 those times when we “wing 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.
Christy Rush-Levine uses book covers to help her middle-school students explore their histories (or “lineages”) as readers.
We consider how to deal with classroom and schoolwide interruptions in this week’s newsletter.
Max Brand uses the “big table” in his kindergarten classroom as a communal spot for writing. You can see how he interrupts students naturally to make quick suggestions, and allows some interruptions of his own writing as he works with his students.
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.
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