Clare Landrigan and Tammy Mulligan are using reading notebook covers in ingenious ways.
This quick and silent time-lapse video shows the arrival routine in Leslie Lloyd’s third-grade classroom.
Katie DiCesare thinks about what language supports student independence early in the year and how to share this in an anchor chart with her first graders.
Stella Villalba finds what English language learners need more than almost anything else is patience with silence and time to formulate responses.
Melanie Meehan finds third grade is a good age for helping students develop paragraphing skills.
Gigi McAllister uses picture books to strengthen her fourth-grade classroom community.
Melanie Meehan finds a notebooks tour is a terrific minilesson for helping students expand the ways they use notebooks.
Franki Sibberson explains how longer conferences early in the year pay dividends all year long.
Max Brand tutors a struggling fourth grader who produces very little writing.
Andrea Smith explains why infographics are more useful than ever in the age of the Common Core, and provides many links to free infographic resources on the web.
Bill Bass has advice for teaching web-based search skills to students.
Max Brand uses written blind word sorts to build student word learning skills.
Andrea Smith shares some of her favorite nonfiction classroom displays.
The line between fiction and nonfiction can be fuzzy, but Tony Keefer finds what matters most is finding texts that captivate readers.
Many beloved characters from picture books are showing up in beginning readers, and in the process can lose a lot of their appeal. Shari Frost provides teachers with criteria for choosing between picture books or beginning readers.
Andrea Smith uses Explore Time with her fourth graders to build interest in nonfiction.
Julie Johnson has advice on classroom uses of tech resources.
Franki Sibberson discovers we allow students to assess what reading matters most to them, we can learn a remarkable amount.
Max Brand brings a mother into the assessment process and teaches her what to observe as her child reads.
Andrea Smith explains two routines, Daily News and Fact of the Day, which are key components of her morning meetings.
Max Brand explains the basics of word work, including a list of reflective questions teachers can ask themselves and students.
Why save all the most enjoyable literacy activities for May or June? Gigi McAllister spreads out the fun all year long with literacy events and activities to break up routines.
Shari Frost asks a provocative question: Can books harm children? She explores practical ways for teachers to walk the fine line between support and censorship in matching books to students.
Are you ready to ditch your reading logs? Not so fast. Franki Sibberson explains why she still uses them in her third-grade classroom.
Andrea Smith discovers the value of more creative nonfiction book tub titles after listening to ideas from her students.
Ruth Ayres encourages a young writer to emulate a favorite illustrator.
Franki Sibberson has suggestions for moving to more digital response options with students.
Katharine Hale has moved much of her reading response to digital boards, which are also a useful tool for formative assessment.
Students transition between home and school with the Community Board in Andrea Smith’s classroom. It’s a lively bulletin board that is updated and discussed daily in her fourth-grade classroom.
Beth Lawson uses an LCD, whiteboard, and magnetic clips in a clever way during the transition from minilessons to independent writing in writing workshop. Students tag whether they will be working on drafts or conferring with peers as Beth completes her status of the class on the board.
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