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.
Ruth Ayres explains how the distinction between writers and teachers who write is subtle but essential for understanding mentoring in workshops.
Gretchen Schroeder finds helping her students see the value in rereading poems is all about helping them pay close attention to imagery.
We look at what constitutes evidence of learning in this week’s Big Fresh.
Christy Ruth-Levine leads a small group of eighth graders as they explore how to include textual evidence in their literary analysis essays.
Suzy Kaback finds the task of creating readers’ guides helps students in the intermediate grades think about evidence in texts in more sophisticated ways.
Gretchen Schroeder finds just telling her high school class to include textual evidence when making points and arming them with sticky notes leaves many students bewildered. She regroups and comes up with activities to scaffold their understanding of what makes for valid evidence.
We look at ways to make classrooms more comforting to students in this week’s Big Fresh.
Suzy Kaback feels rising unease as a tourist in unfamiliar neighborhoods. The experience provokes empathy for students who find classrooms strange or uncomfortable.
Stella Villalba is at a loss when a teacher is hostile to a new English language learner in her classroom. She considers the unspoken challenges of welcoming students who may have had no time at all in schools in their previous history.
Katrina Edwards helps her first graders early in the year transition to more thoughtful reading partnerships through a minilesson at the start of the morning workshop.
We look at creative takes on learning words in this week’s Big Fresh.
Katrina Edwards teaches her first graders the word much using kinesthetics.
Retelling is an essential skill many English language learners struggle with. Stella Villalba finds tackling vocabulary in context is the key for many.
Gretchen Schroeder’s high school students are surprised to see a deck of cards on their supply list. The cards are a tool for teaching the vocabulary of tone in creative ways.
We look at struggling, striving, and stuck learners in this week’s Big Fresh.
A word wall in preschool?! Shari Frost helps a teacher meet this impossible edict, and has a lot of fun in the process thinking about how our youngest learners acquire word knowledge.
Bitsy Parks works with a first grader stuck on writing about Pokemon characters. She uses other writing from Clover to nudge her to try something new.
Gretchen Schroeder reflects on why some of her students have developed a fear of reading by the time they reach high school.
Mark Levine explains why high standards can be helpful even for students who are struggling in his middle school classroom.
We look at how to confer for reflection and action in this week’s Big Fresh.
Parents of middle school students are often bewildered at how best to deal with their child’s unresponsiveness. Jennifer Schwanke explains how teachers can construct conferences with middle school parents that foster reflection, action, and shared goals.
Christy Rush-Levine confers with Olivia about the principle of cause and effect in the novel she is reading.
Katrina Edwards begins her conference with first grader Ava by having her share what she learned from a picture walk through a simple text, and then she helps her use pictures to decode text while reading.
Christy Rush-Levine emphasizes “reflaction” in her reading conference protocol — reflection that leads to action for her students.
We look at student-led minilessons in this week’s Big Fresh.
Franki Sibberson initiates student-led minilessons, and finds the process takes her literacy workshops to a new level of independence and energy.
Franki Sibberson helps Lucas plan his minilesson for his fifth-grade classmates on how to connect words and facts from two different sources.
Lucas leads a minilesson in Franki Sibberson’s fifth-grade class on connecting facts from different sources.
One student’s request to lead a minilesson is a catalyst for Mark Levine to see the value of student-led minilessons as an assignment for all in his middle school classroom.
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