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.
In this beautiful personal essay, Melissa Quimby reminds us to nurture readers through passion conferences, classroom libraries, read-aloud, and independent reading time.
Christy Rush-Levine offers a close look into the needs of readers by considering engagement, enrichment, and nourishment. She offers three examples of reading conferences with students.
Tammy Mulligan offers tips for creating shared-writing texts online.
Bitsy Parks shares the ways in which class books help students work as readers and writers, as well as build a community.
Leigh Anne Eck offers a step-by-step guide to help students build a central idea when it is implied in a nonfiction text.
Matt Renwick explores ways in which whole-class conversations around one text can build a strong community as understanding is co-constructed.
Dana Murphy suggests three ways to empower student choice in workshop and get more students to accept the invitations we offer.
Mandy Robek reflects on her identity as a digital and print reader and offers strategies to support students reading digital texts.
Melissa Quimby shares online routines to strengthen the class reading community.
Melissa Atwood leads a first-grade guided reading group. This is the second video in a two-part series.
Bitsy Parks shares the way a series study enriches the reading lives of students and serves as an intervention to help readers grow.
Melissa Atwood leads a first-grade guided reading group. The focus at the start of the lesson is on blends in words. This is the first video in a two-part series.
Jen Court completes an interactive read aloud in a second-grade classroom.
Tara Barnett and Kate Mills share everything from useful prompts to the best tech tools for moving interactive read alouds to digital platforms during remote instruction.
This is the first guided reading group in September for Cheryl Miller. She begins the lesson by previewing the book and reminding students of the skills they are working on. This is the first video in a three-part series.
Tara Barnett and Kate Mills find that book clubs succeed when students are given thoughtful tools to prepare for them.
Gretchen Schroeder finds that picture books are the perfect tool for rhetorical analysis with her high school students.
Gretchen Schroeder realizes her experiences from decades ago as a student are clouding her perspective on “flipped” literature discussions. Once she gets over her biases, she finds that online discussion of literature is a powerful equalizer for student voices.
What’s the difference between a lesson and a minilesson? Christy Rush-Levine finds that flexibility is just as important as length in making minilessons work well.
Tara Barnett and Kate Mills give guidance and support for varying the structures and routines in literacy workshops.
Melissa Atwood leads her first-grade class with a minilesson early in the school year on making connections to text.
Gretchen Schroeder uses picture books to help her high school students understand and write persona poems.
Teaching comprehension skills can be a complex and overwhelming task. Tammy Mulligan shares a process for expanding and deepening student interpretations of text.
Melissa Atwood leads a first-grade guided reading group. This is the second video in a two-part series.
Melissa Atwood leads a first-grade guided reading group. The focus at the start of the lesson is on chunking words. This is the first video in a two-part series.
Christy Rush-Levine finds her middle school students need more support and scaffolds to understand authors’ craft in graphic novels.
Sean Moore leads his second graders in a quick pair-share to help everyone reflect on what they learned during independent reading.
Tammy Mulligan explains how the use of the popular “reading mats” can help build reader confidence.
Tara Barnett and Kate Mills find their middle school students need some scaffolding to tease out essential details in literature.
Tara Barnett and Kate Mills take advantage of students’ knowledge of Rudolph the Red-Nosed Reindeer to teach the concept of theme before the holiday break.
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