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.
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.
Melanie Meehan works with a small group to talk through how nonfiction text features might enhance their informational writing.
Tara Barnett and Kate Mills develop a process of pre-assessment, careful planning, and systematic recordkeeping to up the value of their small groups.
Gigi McAllister tries student-led discussion groups in her fourth-grade classroom, with disastrous results. She regroups the following year with multiple lessons, anchor charts, and preparation to ensure success.
Bitsy Parks presents a minilesson on figuring out tricky words by recounting a student's strategy from a recent reading conference, using it to begin an anchor chart.
Mark Levine finds that the best way to deal with controversial topics like slavery in his middle school classroom is with open and focused whole-class discussions.
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.
Gigl McAllister explains why she hosts optional lunchtime author studies, with practical tips on getting started.
Gigi facilitates one of her lunchtime author fan clubs, where everyone gets organized and brainstorms what they might explore in the group during this first meeting.
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.
Gretchen Schroeder is frustrated when a novel that has worked well for many years doesn’t appeal to her current high school students. Letting go of it is hard.
Jillian Heise shares advice for teachers who want to try a #bookaday challenge of sharing at least one picture book each day with older students. She gives criteria for book selection, as well as examples of books to read at the start of the school year.
Shari Frost assists a teacher who is instructing a child stuck at level E, and in the process reveals some of the issues in treating all levels equally.
"We don't have enough leveled texts!" is the cry from teachers. Heather Fisher helps them move beyond the school book room to more creative online resources to meet students' needs, and move beyond narrow definitions of text suitability.
Stephanie Affinito tells everyone at a staff meeting to write their weights and ages on sticky notes so that she can post the numbers for the group to view. When teachers balk at the request, she has the perfect opening to discuss why focusing on levels in classrooms is a bad idea.
Katrina Edwards helps a first grader use pictures to help her make sense of confusing text.
Katherine Sokolowski leads a small group of fifth graders who have chosen similar topics for their projects in an environmental unit.
Gretchen Schroeder winnows many competing demands at the start of the year down to five clear objectives in her high school classroom.
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.
Jillian Heise rises to the challenge of reading a new picture book to her seventh and eighth graders each day all year long.
Katherine Sokolowski helps fifth grader Abby build her next-read stack of books.
Franki Sibberson finds the investment of five to seven minutes a day for #bookaday with her third graders is truly time well spent.
Get full access to all Choice Literacy article content
Get full access to all Choice Literacy video content
Receive member-only discounts on books, DVDs and more