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There may be few literacy homework assignments more despised by families than the dreaded reading log. Gigi McAllister proposes some alternatives, and explains how she keeps families in the loop on reading progress.
Bitsy Parks has her first-grade students record their writing as part of a regular workshop and assessment routine, and then uses QR codes to share the recordings with families and the larger community.
“Why do you always say ‘Happy reading!’ to us?” This question from a first grader leads Katrina Edwards to develop visual support tools for building stamina during reading workshops.
Katherine Sokolowski describes some Ways into Personal Narratives that use visual tools to build the home/school connection and stronger prewriting skills.
Melanie Meehan works with a third-grade teacher to rouse interest from a class of compliant students who lack engagement.
Kim Campbell suggests activities and prompts to energize narrative writing with teens.
Shari Frost encourages teachers to reconsider “the morning story” routine, a rote copying activity still prevalent in many primary classrooms. Shari offers some fun and practical alternatives.
Katherine Sokolowski shares some of her favorite resources to jumpstart student interest in writing.
Ruth Ayres explores the boundaries of student options in writing workshops.
Gigi McAllister reorganizes her classroom library checkout system, and finds that a little upfront investment in time pays big dividends all year long.
Katrina Edwards moves her first graders from writing "bed-to-bed" stories early in the year with a mentor text and writing activity that promotes self-discipline and a growth mindset.
Katherine Sokolowski explains why she uses webcomics in her literacy workshops, and shares an extensive list of her favorite online sources.
Gretchen Schroeder melds famous artwork with literacy instruction in her high school classroom.
Carly Ulmer uses visual literacy to build writing skills with her seventh graders through two powerful minilessons.
Katherine Sokolowski uses a fascinating picture book to build close reading skills with her fifth graders. The key is selecting a text that holds up well through multiple readings.
Christy Rush-Levine finds the best way to help her middle school students learn to read closely for literary analysis is through student writing. They begin with analyzing student exemplars from the Common Core, and then move to shared texts as they hone their skills.
Jan Burkins and Kim Yaris find their reading processes as adults informs the way they view close reading with students.
Gretchen Schroeder finds her high school students are always eager to see the movies related to the novels they are reading in class. Yet it rarely makes sense to show the entire film. She explains how to choose clips judiciously.
Christy Rush-Levine makes links between standards, video clips, and close reading.
Jennifer Schwanke explains why pop quizzes can be damaging to students by using a pop culture reference.
Stella Villalba finds mid-workshop conversations are a terrific routine to add to literacy workshops to promote growth, especially for English language learners.
Bill Bass explains why teachers who are still using technology as a reward are far behind their colleagues in integrating computers and applications into workshops.
National Novel Writing Month (NaNoWriMo) is coming up in November, and it’s a wonderful opportunity for sustained writing and linking students with writers across the web. Katherine Sokolowski shares how it works, as well as tips for getting started.
Ruth Ayres finds storytelling is at the heart of social media, and describes how teachers and students might work together to find a place for social media in classrooms.
Jan Burkins and Kim Yaris consider the insignificance of what levels convey about young readers.
Katie DiCesare moves beyond levels to consider her first-grade readers’ needs.
Katrina Edwards looked around her first-grade reading workshop one day in winter and it wasn’t a pretty picture. Many students were doing anything but reading. She develops a plan to approach the issue of time on task thoughtfully.
Katie DiCesare thinks about the needs of her first-grade students, and spends some time reorganizing primary information texts, considering both physical texts for the library and online resources.
Franki Sibberson shares some of her favorite nonfiction books with more than one entry point.
Justin Stygles finds Nonfiction Scrapbooks are a fun way for his fifth-grade students to explore their reading interests and artistic talents with the classroom community.
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