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 five to six new features published each week.
Stella Villalba questioned her choice for silent writing time when she began listening to students. In this thought-provoking article, Stella gives direction in how to meet the needs of all students—those who need time to talk and those who need a quiet writing space.
In this era of pressure to perform, Vivian Chen suggests slowing down as an act of intentionality, equity, and meeting the needs of all learners.
This week’s newsletter is about the brilliance and beauty of students.
Kate Mills and Tara Barnett pour their hearts into teaching writers, but when Tara loses her family dog, she is reminded that writing is the thing that helps us understand what’s most important.
When an excited young reader interrupts the quiet hum of reading workshop, Becca Burk analyzes the important unseen choices students make as learners, and the powerful messages teachers’ responses send.
Stella Villalba is passionate about centering the beauty, brilliance, and genius of all students in our classrooms. She shares an inclusive booklist to inspire and support other educators in doing the same.
Gretchen Schroeder offers three poetry writing activities to take the pressure off of the writing process by using another poet’s structure and/or words as a starting point. You’ll be amazed by how deep and personal the resulting poems can become. Download a PDF for students to collect lines for a cento poem.
Mandy Robek delights in the surprises that emerge as her students read, write, and share poetry.
Mallory Messenger shares a process for students to engage and solve a type of intriguing question called Fermi Questions.
Vivian Chen offers useful tips for seasoned and new teachers when it comes to helping students engage in a turn-and-talk.
Ruth Ayres suggests three ways to help students intentionally listen during conversations such as a turn-and-talk.
Patty McGee pays attention to how students work as writers to find the teaching points for how to learn to work as writing partners.
Tara Barnett and Kate Mills share a process for empowering students to be teachers in partnerships and small-group instruction.
This week’s newsletter is about teaching writers when they don’t want to write.
Cathy Mere outlines ways writers can position themselves to hear (and use) feedback.
What do you do when students won’t write during class? Gretchen Schroeder offers a creative, practical, and effective solution.
Mallory Messenger shares ways Choral Counting provides an opportunity for students to share ideas orally, process language and numbers, and bring out vocabulary within the context of looking for patterns.
This week’s newsletter is about helping students know they are capable of doing hard things.
Heather Fisher considers the research behind gamified experiences and applies it to a lengthy first-grade phonics assessment. Heather challenges us to gamify assessments to maintain the integrity of the assessment while increasing student engagement.
What to do with writers who catch errors in isolation but not in their own writing? Cathy Mere suggests three ways to help students self-correct their writing.
Becca Burk reminds all of us that one of the important parts of being a teacher is helping students believe they are capable. Becca shares three practical ways to uplift student capability.
This week’s newsletter is about literacy toolkits and meaningful lessons.
Dana Murphy comes to a lesson about asking questions in a curriculum resource and realizes it is not what her students need. She has designed a lesson to make asking questions more meaningful and useful for her students.
Inspired by toolkits with math manipulatives, Jen Court created literacy toolkits with the help of her first-grade students. These toolkits grow and change across the year and according to student needs, and they help students “touch their thinking” and become more independent readers and writers.
Mallory Messenger shares the intentional moves needed to help students build independence in problem solving.
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