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.
Christy Rush-Levine meets with eighth grader Jaden, who talks through his struggles in writing a conclusion to his literary analysis, and how his peers helped him improve the writing.
Gretchen Schroeder shares a quick exercise she’s developed for her high school students to hone grammar and editing skills using online video resources and individual Chromebooks.
Melanie Meehan looks at the issue of engagement through the lens of student questions during read alouds, and shares a strategy to provoke more thoughtful student participation.
Christy Rush-Levine finds administrators are questioning the value of read alouds, especially with older students. She shares how she uses the picture book Love in her middle school classroom to launch challenging discussions about timely themes.
Katherine Sokolowski models how readers make choices as questions arise while reading independently. She also demonstrates how she moves between a novel and web resources.
Tara Barnett and Kate Mills share how one book can serve as an anchor for lessons on everything from writer’s craft to test-taking skills.
Christy Rush-Levine confers with eighth grader Tori about her reading response to Why We Broke Up. She encourages Tori to make connections between the characters in her current book and her previous reading by paying close attention to surprising action.
We’ve all had that student — the one who blurts out a misreading of a text, only to have classmates agree with the analysis. Christy Rush-Levine explains how she uses “first-, second-, and third-draft readings” to help her middle school students develop stronger comprehension skills.
Lifelong readers often have books they love to reread, sometimes more than once. But young readers can also get into ruts. Jennifer Schwanke explores when rereading is fine for students, and when it should be challenged. She includes a series of questions for teachers to use when conferring with children who are rereading favorite books.
Shari Frost and a teacher she is assisting notice some bins collecting dust in the classroom library. When the teacher resists removing the books, they work together to find creative ways to help students develop enthusiasm for neglected series and authors.
Why bother with close reading? Jennifer Schwanke finds many teachers asking themselves if close reading is worth the time, when schedules are already overstuffed. She shares some prompts to help assess when close reading makes sense.
Mark Levine capitalizes on what captures his middle school students’ attention with his Stop and Inquire routine.
The dark days of winter may be the best time to plan for spring step-up events to introduce students to next year's teachers. Christy Rush-Levine has a new goal of using the day to promote summer reading.
Bitsy Parks finds goals aren’t enough for her first-grade students—real growth requires that the goals eventually become habits. She develops a process mid-year to help children refine their goals step-by-step.
Katherine Sokolowski confers with her son Liam and his friend Caden, helping them learn how to make peer book recommendations.
Mary Lee Hahn finds some of her fifth-grade readers are stuck in ruts by early winter. Her solution involves some radical changes to her classroom library over winter break.
Building "next-read" stacks with students before holidays is a great way to ensure they have books in hand that they will be excited to read over break. Katherine Sokolowski helps Taryn finds books that are similar to those written by Rick Riordan (Taryn's favorite author).
Listening stations are invaluable in elementary reading workshops, and can also be a hassle to set up and maintain. QR codes to the rescue! Stephanie Affinito shares how she helps teachers use simple online tools for setting up QR code listening stations.
Kate Mills and Tara Barnett often write together about their experiences as co-teachers. They share their best advice for teachers and school administrators on how to make co-teaching partnerships between classroom teachers and special educators work.
Christy Rush-Levine helps eighth grader Katherine sort through tools and strategies for writing a strong conclusion to her literary analysis essay.
Is your mentor text a mirror for students? Shari Frost explains the term and provides criteria for selecting mirror books.
Katherine Sokolowski demonstrates how she helps a group of girls in her fifth-grade classroom learn to help each other select books based on previous experiences and tastes.
Christy Rush-Levine considers how her rubrics do not acknowledge different levels of support some students need to accomplish tasks. She rethinks her rubric design to include support, and in the process fosters more independence and reflection in students.
Cathy Mere suggests strategies for working with struggling students who read very little at home.
Tara Barnett and Kate Mills find an ingenious way in the upper elementary grades to help their struggling readers develop fluency through read alouds.
Franki Sibberson shares strategies for incorporating more nonfiction into read-aloud times throughout the day.
Andrea Smith uses the Color-Symbol-Image thinking routine during read alouds to promote deeper reflection among students.
Shari Frost deals with the failure of a classic read-aloud text to reach young African American boys by finding more engaging books for them.
Christy Rush-Levine confers with eighth grader Julian about his strengths as an empathetic reader.
Tara Barnett and Kate Mills work with eighth graders who struggle to articulate big themes in literature. A breakthrough comes when they have the option of sketching their thoughts.
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