Tara Barnett and Kate Mills use Monday Headlines to energize students after the weekend, and get a peek into what’s going on at home.
Christy Rush-Levine shares how to present counterclaims, as well as a video example of a small group exploring counterclaims.
Christy Rush-Levine uses the mentor text If I Stay to model literary analysis, building on her middle school students’ interest in the recent movie.
Tara Barnett and Kate Mills find the key to middle school students attending to new vocabulary during read-alouds is to have students choose the words.
Christy Rush-Levine has her middle school students complete a fun and sophisticated reading activity using Muse magazine to sort through what might be fact or fiction. The piece includes a video excerpt from the group discussion.
Christy Rush-Levine has her middle school students complete a fun and sophisticated reading activity using Muse magazine to sort through what might be fact or fiction. In this second installment of the video series, students discuss the articles they have read.
Mark Levine finds that the secret to engaging students in what might be perceived as dry historical topics is to create curiosity with story.
Mark Levine uses the “daily record” to encourage reflection throughout each day’s workshop in his social studies classroom.
Carly Ullmer transfers a messy goal-setting protocol to her seventh graders, and in the process finds they take on more accountability for individual success.
Carly Ullmer ponders what it means to take risks in her middle school classroom as she and her students experiment with different response options.
Christy Rush-Levine piques interest in Boy21 through a book talk to her middle school students.
Christy Rush-Levine leads her middle school students in a choral reading and analysis of "Old Age Sticks" by E.E. Cummings. This is the first installment in a two-part series.
Christy Rush-Levine explains why she stocks some books in her middle school classroom library that can provoke concerns from families, and how she deals with conflicts.
Mark Levine finds his middle school students are appalled by some of the cultural differences from times gone by, and shares how he fosters more understanding.
Mark Levine uses quick-writes with his middle school students to set the expectation at the start of the week for work together that is independent, thoughtful, and conversational.
Christy Rush-Levine and some struggling eighth-grade readers consider misogyny in a popular children’s book.
Ruth Ayres shares some of her favorite mentors and mentor texts for developing good writing processes and habits.
Christy Rush-Levine explains how she gradually stocked her middle school classroom library, as well as how she uses student librarians to ensure books aren’t lost.
Christy Rush-Levine helps her eighth-grade students launch the work period with a reflective question that sets a tone for productivity, and then returns to it throughout the morning during transition times.
Gretchen Taylor considers how she handles hard transitions as an adult, and questions how she can make transitions more efficient and valuable for her middle school students.
Carly Ullmer shares how much her seventh-grade students learn from examining their own growth as writers with baseline, midpoint, and final assessments throughout the year.
Christy Rush-Levine breaks her routine of responding to student writing, and instead calls on students to guide and support peers. She shares some surprising results.
Christy Rush-Levine piques the interest of her eighth graders in When We Broke Up by Daniel Handler.
Carly Ullmer describes the activity she's developed for getting her middle school readers out of reading ruts by sampling different authors and genres.
Christy Rush-Levine explains her formula for successful book talks in middle school that grab students' attention. We've also included a sample book talk.
Christy Rush-Levine shows the power of using picture books with young adolescents to model close reading and deepen comprehension of sophisticated texts.
Christy Rush-Levine takes an oddly shaped unused nook in her classroom and turns it into a charming space where students can choose to take a quiet break with a “Self-Imposed Time-Out” (SITO).
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