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If you've ever compared your classroom to a zoo, this article by Brenda Power is for you. You'll take animal trainer advice like "We change behavior in others by breaking routines in delightful ways" and follow it into the classroom.
What do doughnuts and talk-filled mornings have in common? Learn about this Poetry Friday ritual that impacts independent reading time as well.
This article offers possibilities for observing classrooms focused on talk as an alternative to traditional observation notes.
Debbie Miller advocates for involving children in the organization of materials for readers and writers in the classroom.
Planning with the end in mind is essential for literacy leaders. Jennifer Allen takes us through her process for creating a focused and progressive year-long plan.
In many buddy reading programs we often tout the benefits for the younger, less experienced reader, but Shari Frost tells the story of a “big kid” reader with a legitimate reason to read books that were closer to his independent level. Read on.
Franki Sibberson learns from her daughter about emerging readers and book choice.
Shari Frost describes how literacy coaches shadowed children to get a sense of how much reading students were doing.
Meaningful reading, writing, speaking and listening comes out of thoughtfully planned author studies. Gayle Gentry shares her thinking and planning.
The zone of proximal development continues to be an important frame for noting where writers are at and what's next. Ruth Shagoury lists questions at different phases of writing to help nudge writers forward.
Jennifer Allen makes connections between her new professional life as a literacy coach and her beginning as a classroom teacher.
Jennifer Allen reflects on essential layers that provide a safety net for the challenges facing beginning teachers.
Max Brand considers how rereading helps students understand and enjoy texts.
Shirl McPhillips recalls a junior high experience that promoted serious "attitude" and an uproar among her peers.
Gayle Gentry reflects on how a colleague’s simple request to reorganize a classroom library turned into coaching opportunities that had a direct impact on student learning.
Andie Cunningham and Ruth Shagoury share the assessment tools they use to track Andie’s kindergarten writers.
Teachers continue to puzzle over and sort through the terminology in the Common Core related to opinion and persuasive writing. Amanda Adrian and Heather Rader consider terms and teaching strategies.
Debbie Miller goes against the grain, advocating for “the luscious feeling of endless time” as we slow down to confer with children.
Jesabel Centeno helps her emergent bilingual learners respond orally to texts and share favorite books with classmates.
Interviews early in the year are a potent tool for building a class community.
Franki Sibberson works to expand her views of spelling and word work, redefining routines in her grades 3 and 4 classroom.
Suzy Kaback catches a young learner near and dear to her in the process of plagiarizing. She uses the experience to develop a template to help students and colleagues with notetaking.
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.
Franki Sibberson wants her students to be more than just good spellers — she wants them to understand words in sophisticated ways, from many different angles. Children's books are a tool for reaching that goal.
Tara Smith finds her sixth graders have years of experience with writer's notebooks by the time they reach her classroom. How to inspire enthusiasm for a familiar tool? Mix old favorite tasks and lessons with fresh texts and tech-savvy options.
Mary Lee Hahn prepares for classroom visitors, and the process of viewing her room with fresh eyes makes her question routines and wall displays.
Stella Villalba has practical advice for reaching a young English language learner who is reluctant to write and often frustrated.
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