Tammy Mulligan explains how the use of the popular “reading mats” can help build reader confidence.
Jen Court uses text sets from three authors to help second graders ferret out different elements of the authors’ styles.
Whenever a tricky literary concept comes up, Tammy Mulligan finds herself returning to a favorite mentor text to guide students. She explains the value of shared simple stories for understanding complicated literary elements.
Finding time for writing share sessions may begin with trying out a few different options to see what works in your classroom. Melanie Meehan presents some of her favorites.
Heather Fisher explains how viewing excerpts from the same video multiple times can help students in book clubs hone their conversation and reflection skills.
Do you have young readers and writers in your class who constantly talk to themselves? Stella Villalba helps a teacher decode the value of this self-talk for first grader Kayla, using it as a springboard for more learning.
Sending books home with young readers is essential. Cathy Mere gives lots of practical tips for designing a take-home books program and communicating with families about what young readers need.
Tara Barnett and Kate Mills find that struggling readers in the early grades benefit from scaffolds and repeated practice in small groups. They share some of their favorite tools, including key ring prompts and anchor charts.
Melanie Meehan finds that a “lift the flap” strategy works for showing students different revision options with dialogue.
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.
Linda Karamatic explores poetry with her second graders. She displays poems students have written and teaches them about fresh language using a poem about a pencil sharpener.
Stella Villalba explains why rereading is especially useful for young English language learners, and shares some simple strategies for integrating more rereading strategies into reading and writing workshops
Mandy Robek commits to two weeks of focused daily writing, and then translates what she learns about what writers need to classroom practice.
Tara Barnett and Kate Mills find an ingenious way in the upper elementary grades to help their struggling readers develop fluency through read alouds.
Heather Fisher finds the key to independence for many first graders is lots of visual reminders in classrooms.
Mandy Robek finds that quick poetry read-alouds are a great way to transition between activities in her second-grade classroom and build a love of poems.
If children can choose just-right reading spots, they will have more stamina for reading. Heather Fisher explains how she works with first-grade teachers and students to build this skill.
Shari Frost explains how teachers can use paired texts to help young readers build their skills, starting with books they already know and love.
Katrina Edwards looks for clues in her first-grade students’ work and conferences to help them develop more writing stamina. She analyzes her notes to develop instructional plans.
Katrina Edwards shares her plans for presenting children’s literature to help her first-grade students acquire the skills they need to be positive and proactive problem solvers.
Stella Villalba starts writing workshop with her young English language learners by having everyone share their plans in a community circle.
Ruth Ayres shares some of her favorite mentors and mentor texts for developing good writing processes and habits.
Cathy Mere finds that with young learners, not all issues with fluency are created equally — different needs require different strategies.
Katie DiCesare repurposes materials for her first graders to play with, and finds that encouraging play early in the year is a great tool for building reflection skills.
Tara Barnett and Kate Mills begin a few days before the start of break to help students develop summer reading goals and plans.
Tara Barnett and Kate Mills find the young learners in their classroom have mastered the art of turning and talking only with close friends. They provide practical suggestions for expanding the circle of peer response.
Katrina Edwards is horrified when a student response reveals cultural gaps in her first-grade classroom library. She researches possibilities for expanding the diversity of texts, and shares an annotated bibliography to download linking different cultures and curricular possibilities.
Mandy Robek realizes her classroom library isn’t working for her second graders, in part because many of the books are still too difficult for students early in the year. She explains her process of sorting and stowing books for later use.
Melanie Meehan finds that a flexible conventions checklist that students develop according to their own needs is the best way to ensure conventions are taught in the context of authentic student work.
Clare Landrigan confers with a student and discovers that a tool designed to help the reader is actually hindering her learning. The experience causes her to reflect on the need for flexibility when matching strategy scaffolds to young readers.
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