In this video series, Franki Sibberson’s fifth graders share their strategies for annotating the class read aloud The Girl Who Drank the Moon. In this installment, Ben creates a graph in his notebook to record characters and intentions that are emerging in the story.
Dana Murphy is dismayed by the ways graphic organizers can sometimes limit student creativity. She uses writing notebooks and a few other strategies to begin to wean her fourth graders from depending too much on organizers.
In this video series, Franki Sibberson’s fifth graders share their strategies for annotating the class read aloud, The Girl Who Drank the Moon. Students have their choice of using notebooks or tech devices, and can pick any strategy that helps them make sense of the story. In this installment, Hannah shares her notebook where she highlights the setting and characters, as well as makes predictions.
Katie presents a student-led minilesson in Franki Sibberson’s fifth-grade class on organizing and planning nonfiction writing.
Dana Murphy explains how her small-group planner is an essential tool for organizing groups in her fourth-grade classroom.
Tara Barnett and Kate Mills describe how they help teachers move from guided reading to strategy groups in the upper elementary grades.
It would be easy to zip quickly through a writing conference about a vacation story, especially one about a trip to Disney. In this video, Franki Sibberson slows down with Ben to explore how he is meeting his goal of adding descriptive language to writing, using digital tools to assist.
Franki Sibberson leads a minilesson in her fifth-grade classroom to help students design their own lessons. Students also assess what goes into a high-quality minilesson.
Franki Sibberson pulls together a group of fifth graders to explore writing mentors together.
Students can claim who they are as readers and writers by designing and presenting minilessons to their peers. In this week’s video, fifth grader Reagan from Franki Sibberson’s classroom presents a lesson on annotating reading with sticky notes.
Tara Barnett and Kate Mills show how to break down mentor texts into brief excerpts for step-by-step scaffolding of writers in the intermediate grades.
Katherine Sokolowski confers with Ian about The Giver, broadening his understanding of the text to consider other dystopian literature.
Katherine Sokolowski finds her students are struggling to understand point of view. She takes a detour over a week with mentor texts, quick assists from favorite writers on Twitter, and practice sessions retelling Little Red Riding Hood to teach the concept.
Clare Landrigan and Tammy Mulligan explain the concept of “detour texts”—picture books to use as mentor texts in the intermediate grades to illustrate complex literary elements. They also share three of their favorite new children’s books to use as detours.
Franki Sibberson shares how she integrates student choice and collaboration into reading response during daily read alouds.
Melanie Meehan shares two of her favorite games for teaching grammar, including templates and web resources.
Do struggles with handwriting matter? They do when a student can’t even decipher his own words. Katherine Sokolowski confers with fifth grader Sauvi to help him find solutions to the problem.
Tara Barnett and Kate Mills explain why short-term writing goals can help students reset expectations for their writing on a daily basis, and how they make these goals an integral part of their writing workshops.
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.
Estelle shares a poem she has written about lost friendship with her teacher, Katherine Sokolowski. She captures the fickle nature of fifth-grade relationships among girls. Katherine connects the cadence of the writing to the style of The Crossover, and helps Estelle find possibilities for more writing.
Franki Sibberson finds teaching students to annotate while reading is one of the best ways to promote ongoing reflective response in her fifth-grade classroom. She shares how she starts teaching annotation skills early in the year.
Franki Sibberson explains how she watches students closely and adjusts her library based on what she sees all year long.
Katherine Sokolowski builds interest in a new book in the classroom library through a book talk on Wish Girl.
It’s not an invitation if students are required to accept it. Franki Sibberson explains how engagement depends upon true choice and lots of options in her fifth-grade classroom.
Fifth-grader Orion uses sticky notes to make questions and predictions at the end of each chapter.
Reagan, a fifth grader in Franki Sibberson's class, explains how she uses sticky notes to flag examples of writer's craft she could use in her own writing.
We continue our video series from Franki Sibberson's class of fifth graders explaining how they take notes while reading. Sarah marks important elements early in the mystery she is reading, so she can easily refer to them later.
Get full access to all Choice Literacy article content
Get full access to all Choice Literacy video content
Receive member-only discounts on books, DVDs and more