Our contributors lead reading workshops in classrooms with creative flair. Over the past 12 years, we've filled our site with loads of suggestions, tools, and tips for using engaging books throughout the curriculum to hook kids on reading. Here is where you will find many stories of successful and not-so-successful workshop days, and what we learned from them. We bring these stories to life through hundreds of video examples.
Franki Sibberson learns from her daughter about emerging readers and book choice.
In this conference with six-year-old Mariah, Joan Moser of “The Sisters” has chosen to focus on expanding vocabulary.
Gail Boushey and Joan Moser (“The Sisters”) discuss how their thinking has evolved when it comes to flexible groups. The article includes a video excerpt of Joan working with a group of kindergartners.
In this five-minute video, Joan Moser of “The Sisters” teaches a whole-class vocabulary lesson. The focus is on helping students notice interesting words, and make connections between daily read-alouds and word learning.
Debbie Miller advocates for involving children in the organization of materials for readers and writers in the classroom.
Andie Cunningham explains the bull’s-eye and wave responses her kindergartners complete to demonstrate their understanding of synthesis. A video introducing the activity is included.
Shari Frost describes how literacy coaches shadowed children to get a sense of how much reading students were doing.
In this conference with five-year-old Mariano, Joan Moser (of “The Sisters”) assesses his understanding of reading, print, and books at the start of the school year.
In leadership positions, the first conversations with students about who you are and what you believe can set the tone for the year. Franki Sibberson has helpful advice for talking with readers — big and small.
In this five-minute video, Gail Boushey leads a short small-group lesson on vocabulary.
Terms like thinking or comprehension strategies get thrown around a lot, but what do we really mean? Brenda Power helps define seven strategies to build common language and understanding.
Meaningful reading, writing, speaking, and listening comes out of thoughtfully planned author studies. Gayle Gentry shares her thinking and planning.
Max Brand considers how rereading helps students understand and enjoy texts.
Shirl McPhillips recalls a junior high experience that promoted serious "attitude" and an uproar among her peers.
In this video from Linda Karamatic’s second-grade classroom, boys discuss the book Fudge using the protocol provided by Linda.
Teachers continue to puzzle over and sort through the terminology in the Common Core related to opinion and persuasive writing. Amanda Adrian and Heather Rader consider terms and teaching strategies.
Jesabel Centeno helps her emergent bilingual learners respond orally to texts and share favorite books with classmates.
Suzy Kaback catches a young learner near and dear to her in the process of plagiarizing. She uses the experience to develop a template to help students and colleagues with notetaking.
Who is a “drive-thru” reader? One who zips through the start of a book and discards it before finishing, moving ever more quickly through random books. Aimee Buckner has some minilesson suggestions for dealing with those students who can’t or won’t finish any books they start.
Franki Sibberson wants her students to be more than just good spellers — she wants them to understand words in sophisticated ways, from many different angles. Children's books are a tool for reaching that goal.
Cathy Mere presses to help children take the first steps in growing a sustainable reading life that carries beyond the classroom walls. She offers ways to build bridges to the school and public libraries as an essential step.
Stella Villalba uses the Photo Booth app to build stamina in a young English language learner, as well as reinforce the learning and practice at home.
Franki Sibberson shares her latest suggestions for read alouds that invite participation from young readers.
Helping students learn to choose books and develop stamina are important to developing independent readers. Ruth Ayres designed a field experience with opportunities to see minilessons, small group instruction, team meetings and a share session that support independence in readers.
In this installment of Book Matchmaker, Franki Sibberson shares her favorite books for 3rd graders who are not at grade level, but don’t want to read texts that will embarrass them in front of their peers.
What are the best books for the visual learners in your classroom? Carol Wilcox draws on her experience as a mom to two boys who do not love her “world of words” in coming up with suggestions.
Aimee Buckner teaches her 4th graders the power of rereading using the mentor text Goblins in the Castle by Bruce Coville.
In this minilesson from Franki Sibberson’s grades 3 and 4 classroom, Franki takes students through the process of selecting and revising titles. She uses the poem “Confessions of a Reader” by Carol Wilcox as a mentor text.
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.
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