Have you revisited your classroom design since September? Andrea Smith and her fourth graders get over the midwinter blahs by refreshing classroom seating together.
Dana Murphy explains why teachers can have true empathy with student writers only if they write themselves, and chronicles the difference between a typical and an empathetic response in a writing conference.
Tara Barnett and Kate Mills find an ingenious way in the upper elementary grades to help their struggling readers develop fluency through read alouds.
Andrea Smith uses the Color-Symbol-Image thinking routine during read alouds to promote deeper reflection among students.
Tara Barnett and Kate Mills develop a process of pre-assessment, careful planning, and systematic recordkeeping to up the value of their small groups.
Andrea Smith builds reflection into whole-class discussions in her fourth-grade classroom by beginning an anchor chart with four different illustrations from the covers of a read-aloud.
Andrea Smith uses the sentence-phrase-word thinking routine with her fourth graders to show how potent one word can be in understanding complex themes.
Tara Barnett and Kate Mills share how they use the first days and weeks of school to celebrate summer reading and build a classroom community.
Franki Sibberson believes planning a unit of study should be just as much fun as planning a trip to Disney World. She explains her planning process for one of her first units of study, on narrative writing.
Andrea Smith realizes her normal reading routine will not work within the constraints of this year’s schedule. She makes some radical changes to ensure she and her students can have enough time to find the joy in reading and building a literate community.
Dana Murphy tries sketchnoting during professional development, and soon finds herself sharing the fun technique with students. They hone their skills during read alouds and while annotating texts.
Franki Sibberson finds the investment of five to seven minutes a day for #bookaday with her third graders is truly time well spent.
Katrina Simkins-Moore explains why becoming more intentional in questioning during reading conferences can help build student independence, as well as consistency among the teaching community.
Andrea Smith shares the final installment of her series on the value of free-range learning in helping students explore nonfiction.
Andrea Smith's students explore nonfiction through free-range roaming. She explains how she sets up expectations and resources early in the year in this first installment of a two-part series.
Franki Sibberson uses a micro-progression of her own draft of a blog post to help her third graders improve their blogging skills.
Franki Sibberson realizes there are some bad days in literacy workshops that hold no great life lessons for teachers and students, and that is okay.
Kate Mills and Tara Barnett share strategies for building bridges between intervention and classroom instruction.
Franki Sibberson explains why we need to move beyond our cherished definitions of quality when working with third graders in transition and embrace the books students love.
Ruth Ayres shares some of her favorite mentors and mentor texts for developing good writing processes and habits.
Melanie Meehan talks with a third-grade teacher about how she helps students focus on craft elements in nonfiction mentor texts.
Andrea Smith shares a sequence of lessons she uses to introduce the classroom library to her fourth-grade students.
Tara Barnett and Kate Mills begin a few days before the start of break to help students develop summer reading goals and plans.
Andrea Smith reflects on preparing to say goodbye to students and her teaching partner of many years. If you have a favorite colleague who is retiring, you may want to get a hankie ready before you read this one.
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.
Jennifer Schwanke finds dictionaries (the real, not virtual, variety) are still a potent tool for teaching new vocabulary to children.
Stella Villalba explores why it is so important to teach vocabulary to English language learners in context.
Jason DiCarlo completes his lesson on character traits in third grade. This is the final installment in a three-part series.
Jason DiCarlo continues his third-grade reading workshop lesson on character traits with a mentor text. This is the second video in a three-part series.
Melanie Meehan works with a third-grade teacher to rouse interest from a class of compliant students who lack engagement.
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