2nd
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Growing Talk About Reading
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.
Revising Dialogue in Narrative Writing
Melanie Meehan finds that a “lift the flap” strategy works for showing students different revision options with dialogue.
A Community Reads “Wonder”
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.
Object Poetry Lesson in Second Grade
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.
Fostering More Rereading in Classrooms
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
What Writers Need
Mandy Robek commits to two weeks of focused daily writing, and then translates what she learns about what writers need to classroom practice.
Using Read Alouds to Build Fluency
Tara Barnett and Kate Mills find an ingenious way in the upper elementary grades to help their struggling readers develop fluency through read alouds.
Visual Expectations in the Classroom
Heather Fisher finds the key to independence for many first graders is lots of visual reminders in classrooms.
Poetry Read-Alouds During Transitions
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.
In Search of Just-Right Reading Spots
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.
Using Paired Texts with Beginning Readers
Shari Frost explains how teachers can use paired texts to help young readers build their skills, starting with books they already know and love.
Finding Clues in Writing Folders
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.
Opening the Year with Optimism
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.
Plans for Writing Circle
Stella Villalba starts writing workshop with her young English language learners by having everyone share their plans in a community circle.
Mentors for Process and Habits
Ruth Ayres shares some of her favorite mentors and mentor texts for developing good writing processes and habits.
Thinking About Fluency
Cathy Mere finds that with young learners, not all issues with fluency are created equal—different needs require different strategies.
Fostering Thinking Through Play
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.
Making Plans for Summer Reading
Tara Barnett and Kate Mills begin a few days before the start of break to help students develop summer reading goals and plans.
Culturally Responsive Texts
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.
Purposeful Partners
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.
Adjusting the Classroom Library for Student Needs
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.
An Individualized Conventions Checklist
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.
Temporary Strategies
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.
Supporting Talk Around Writer’s Craft
Tara Barnett and Kate Mills help young writers move away from seeing editing as “adding more details,” and toward developing more specific language for the revision process.
Modeling Nonfiction Writing for English Language Learners: Part 3
Stella Villaba models nonfiction writing for her first- and second-grade English language learners, and in the process integrates vocabulary instruction into her lesson. This is the final video in a three-part series.
Modeling Nonfiction Writing for English Language Learners
Stella Villalba models nonfiction writing for her first- and second-grade English language learners, and in the process integrates vocabulary instruction into her lesson. This is the first video in a three-part series.
Learning Vocabulary in Context with English Language Learners
Stella Villalba explores why it is so important to teach vocabulary to English language learners in context.
Pausing for Reflection in Second Grade
Sean Moore helps his second graders remember the classroom routines and protocols for sharing reading reflections through a circle group.
Growing Toward Independence
Cathy Mere shares what to look for and what to try next with young learners who are easily distracted and struggling to concentrate during independent reading.
Reorganizing Primary Information Texts
Katie DiCesare thinks about the needs of her first-grade students, and spends some time reorganizing primary information texts, considering both physical texts for the library and online resources.
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