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.
Mary Lee Hahn provides a quick primer for teachers new to graphic novels, as well as suggestions for using these novels to teach comprehension.
Ruth Shagoury and Andie Cunningham explain how to support an English Language Learner who is not speaking with verbal and nonverbal communication strategies.
If there was a centerpiece to teaching writing that also brought students closer together, wouldn't you want to know about it? Read on about the Read-Around.
Shari Frost considers selection, preparation, and pacing in choosing books that work well as read alouds in the primary classroom.
In this example of reading instruction with a small group, Gail Boushey of “The Sisters” leads a discussion of inference, using Peter Rabbit as a focus text. All of the children in the group are reading at different levels independently, but they share a goal of learning more about inferring.
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.
Kids might be missing out on great books that are a better fit if they are reading books just because they can. Shari Frost delivers a smart reminder about challenging advanced readers.
In many buddy reading programs we often tout the benefits for the younger, less experienced reader, but Shari Frost tells the story of a “big kid” reader with a legitimate reason to read books that were closer to his independent level. Read on.
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.
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.
Melissa Styger slows down the launch of the classroom library to ensure it is a valuable resource all year.
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