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Comic books and graphic novels are genres tweens adore, but teachers sometimes struggle to embrace. Ruth Shagoury creates a booklist with engaging books in the genre any teacher would enjoy.
Ruth Ayres explains why conferring records that stay with kids are the most useful for teachers.
When it comes to conferring notes, form needs to follow function. Dana Murphy quit looking for the perfect template, and started focusing on what kinds of notes are most helpful.
Melanie Meehan considers content and context for students who struggle to master new skills because of a lack of background knowledge.
Tara Smith finds her sixth graders love historical fiction, but they often lack the background knowledge to understand texts fully. She launches her historical fiction unit with a careful mix of discussion, anchor charts, and shared texts.
It's May, and teachers everywhere are preparing for final assessments of students. Jennifer Schwanke explains why it might be time to rethink or even ditch some of those plans.
“Eat my shorts!” Christy Rush-Levine overhears a student comment in a literature group, and begins a quest to teach her students strategies for more appropriate and thoughtful conversations around texts.
Tara Barnett and Kate Mills use a know and wonder activity to encourage curiosity and independence as their seventh graders are beginning a new text.
Melanie Meehan shares questions and reflection prompts to make the "turn and talk" strategy more effective.
Tara Barnett and Kate Mills conclude their series on independent projects with advice on how to handle issues that often crop up as students design and work through writing their projects.
Andrea Smith uses the “compass points” strategy to provoke better whole-class discussions and reflection during read alouds.
Dana Murphy realizes the best way to introduce students to reading in kindergarten is to apply the principles that work at home with her own children.
Asking the right questions of family members can get you far more valuable information than anything from an assessment, especially when you are dealing with English language learners. Stella Villalba explains why initial meetings with new families are crucial.
Creating “world” maps is a great way to explore the territories beyond school that matter most to everyone in your classroom. Suzy Kaback explains how to create them with students early in the year as a way to get to know them as learners and community members.
Bitsy Parks reflects upon her own not-so-successful experiences as a parent in getting her four children to read during the summer months. She uses these parenting lessons to help students take the initiative for summer reading by writing down commitments and goals in her first-grade classroom.
Tara Barnett and Kate Mills close out the year in their eighth-grade classroom with a compliments activity.
Melanie Meehan uses reflective questions and video to build a library of materials at the end of the year to use with next year's class.
How do you know an assignment is authentic and worthy of your students' time? Suzy Kaback explains why you need to try it out yourself first.
Matt Renwick discovers technology provides many authentic audiences for student writing.
Reading logs have fallen out of favor in many classrooms because they often become a rote activity for recording pages read. Tara Barnett and Kate Mills find authenticity with the logs comes when they move from emphasizing recording to goals and reflection.
Bitsy Parks has a simple seven-step process for a hard day’s work of weeding out her first-grade classroom library.
There are scores of new children’s books that continually tempt teachers. But how do you stock your classroom library with a limited budget? Shari Frost shares proven strategies.
Tara Barnett and Kate Mills continue their series on independent projects with nuts and bolts advice on management.
Did you know the average length of stay in a refugee camp is 17 years? That’s only one of the many astonishing facts Stella Villalba learned as she worked to learn more about the needs of the refugees in her school district.
“China is going to kill us all!” This quote from a student causes Matt Renwick to stop and consider how schools can use literacy to promote global understanding.
Ruth Ayres catalogs her favorite types of share sessions (from old favorites to creative innovations) in writing workshops.
Katherine Sokolowski had a dream — her whole community reading and celebrating the same book. She explains how she helped coordinate, organize, and purchase hundreds of books for a community-wide reading of Wonder.
How do you help students who are far behind their classmates in tackling writing projects, and have had years of learned helplessness in approaching complex tasks? Melanie Meehan takes on the challenge with a backward-chaining model.
One way to get all students excited about writing workshop is through independent projects. Tara Barnett and Kate Mills explain why they devote many Fridays to independent projects. This is the first installment in a three-part series.
Suzy Kaback meets with a group of teachers to talk through struggles in the writing workshops. Using a fitness analogy, they come up with strategies to try immediately in their classrooms.
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