It's hard work, it matters . . . and nothing brings more joy than reaching a child who is struggling. The problem is each of these students presents a unique array of challenges and needs that don't allow for a uniform approach. Here are the stories from our contributors of their breakthrough moments, one child at a time.
In this strategy group, Karen Terlecky brings together three of her 5th graders to reread a nonfiction article shared with the whole class. They discuss main ideas, and do a writing activity together to build summarizing skills.
In this brief video, Literacy Coach Pam Hahlen and Principal Karen Szymusiak meet with two teachers in a professional learning community group to discuss ongoing case studies.
This E-Guide provides teachers with a tool to analyze children who need additional observation and analysis to create successful learning opportunities.
Lisa Koch shares a parent's perspective of the damage too much emphasis on reading levels in the classroom does to her young son.
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.
Stella Villalba has practical advice for reaching a young English language learner who is reluctant to write and often frustrated.
Sometimes it takes a village to help a preschooler feel a part of the group, especially one who cries almost all the time. Kelly Petrin finds her young students have more empathy and resiliency than she imagined when she enlists their support.
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