Stella Villalba compiles a book list about the topic of home. She shares the way she allows students to co-construct their own understanding of home by using picture books that provide a variety of lenses through which to view the topic.
Bitsy Parks reminds us of four key components of running a workshop and offers advice for making workshop work.
Julie Johnson reflects on how to help students know they belong and are valued in a classroom community.
Mandy Robek reminds us of the power of a status of the class to build a reading community.
Tammy Mulligan encourages students to support their peers as writers by being a “roving student conferrer.” When we enable students to take on the role of the teacher, it helps solidify what they know, as well as take pride in their writing skills.
Mandy Robek shares keys to knowing when to launch writer’s notebooks with primary writers.
Tammy Mulligan shares her quick thinking when students are bored with book clubs and reminds us all of the importance of offering playful choice for students to show their learning.
Bitsy Parks shares special events that help students widen their scope of acceptance and appreciation for the differences among us.
Tammy Mulligan shares the vulnerable process of forming heterogeneous groups for book discussions.
Bitsy Parks offers key end-of-the year activities that allow students to reflect and notice their identities, growth, and community as readers and writers.
Julie Johnson reminds us of important mindsets to adopt to allow students the space and permission to talk while composing. When students talk as writers, they have opportunities to create new understandings, build relationships, and validate each other.
Melissa Quimby shares online routines to strengthen the class reading community.
Tammy Mulligan shares small and mighty moves when assessing students online.
Brian Sepe shares one of his favorite activities for small groups of young learners: making books together.
Bitsy Parks shares the way a series study enriches the reading lives of students and serves as an intervention to help readers grow.
Tara Barnett and Kate Mills write about the power of series books in helping young readers build skills and independence as they exit intervention programs.
Jen Court completes an interactive read aloud in a second-grade classroom.
Mandy Robek learns a lot about worry from her daughter, and discovers a treasure trove of picture books to promote mental wellness and help students cope with difficult emotions.
Stella Villalba confers with Esmeralda about her information writing on blue jays.
Mandy Robek is a little nervous about setting her students loose to organize informational texts, but she couldn’t be more pleased by what they learn in the process.
Stella Villalba teaches young writers about writer’s craft. So how come evidence of learning from the minilessons isn’t showing up when she confers with her students? She decides to develop a plan to help students link craft lessons with their writing.
Tammy Mulligan shares how she introduces students to the process of interpreting literature at different grade and developmental levels.
Mandy Robek learns a lot about worry from her daughter, and at the same time discovers a treasure trove of children’s books to help students overcome worries.
Tara Barnett and Kate Mills write about the challenge of creating meaningful print-based packages of materials for students who don’t have internet access for remote learning.
Stella Villalba confers with first grade English language learner Eric about his writing on angry birds, with Esmeralda also sharing advice.
Kate Mills notes her own miscues in reading a bedtime story to her young children, and thinks about what that means for analyzing the running records of readers in primary classrooms.
Tara Barnett and Kate Mills work with a second-grade team to think through how best to teach transition words during a fairy tale unit, especially to students who are English learners.
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