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Giving New Readers a Diet of More Than Leveled Books
Franki Sibberson contemplates which diet plan she’ll try this month, and that leads her to think about what a steady “diet” of leveled books does for young readers.
Chance Encounter
Jennifer Jones ventured out to lunch with some former colleagues, and came home with a new perspective on the impact of her teaching after a chance encounter with YuYang, a former student.
The Language of Coaching Part I: Word Choices
If you believe it’s challenging but “possible to be tactful without being inauthentic,” Jan Miller Burkins will guide you around the thorniness of the language of coaching.
Favorite Mentoring Quotes
If you're guiding the learning of others, you'll be inspired by these quotes.
Notetaking Series Part V: Getting Out of Notetaking Ruts
It's a quick journey from notetaking routines to notetaking ruts. This installment of the notetaking series focuses on ways to get out of the ruts that emerge naturally whenever any notetaking routine is established.
Memorable Students, Memorable Teachers: A Quick-Write Icebreaker for Teacher Workshops
This is a quick-write workshop activity that is especially suited to the more relaxed pace of summer professional development workshops, or first meetings with colleagues in the fall when everyone is refreshed and reflective.
How Study Groups Are Like Self-Cleaning Ovens
With a few key elements in place, Brenda Power and Jennifer Allen explain how study groups can almost run themselves and get everyone involved.
Punctuation Quotes
Fun quotes to start discussions about punctuation for learners of any age.
“Hard” Reading Workshop: Understanding How Proficient Readers Comprehend Difficult Text
The Hard Reading Workshop is a terrific professional development activity for launching conversations about text difficulty and strategy instruction.
Literacy Coaching Interview Rubric
This rubric can help anyone interviewing for a literacy coaching position determine if there is a philosophical fit between their beliefs and the goals of the school. The rubric is also helpful for any school in the process of defining responsibilities for literacy coaches
The Language of Coaching Part II: The Leading Edge
Jan Miller-Burkins explores the “how” of shifting language so that it is less judgemental in discussions with colleagues.
Notetaking Strategies Part I: “In the Midst” and “After the Fact” Notes
There is a difference between “in the midst” and “after the fact” notes, and different methods might work better in different observation contexts once you know your options.
New Teacher Conversations: Breaking Through Roadblocks and Sustaining Support
The roadblocks activity can easily be adapted for study groups looking at almost any topic.
Mentor Interviews — A Protocol of Questions
This series of over 30 questions for mentors or novice teachers can be used to plan a mentoring program, match mentors and novice teachers, or launch partnerships early in the fall.
Poets on Notebooks Quote Collection
Whether you love to read, write or teach poetry, these quotes will give you something to think about and inspire you.
On Board with Literacy Leadership
Wisconsin literacy coaches Jennifer Jones and Charity Meyer were inspired by Jennifer Allen’s “Literacy Room” to try out “Literacy News” resource boards in their schools. They provide helpful tips for starting these boards in your school, as a way to give continuous and timely support to teachers at any level.
Establishing a Routine for Notetaking
We close out the notetaking series with advice on setting notetaking goals.
Learning Curves and Dips: Planning and Goal-Setting for Writing Workshop
Aimee Buckner describes a simple summer planning and goal-setting process she uses to get ready for launching writer's workshop in the fall.
Rethinking Writing Centers
Shari Frost finds writing centers are beloved by many teachers and students. There’s only one problem – very little writing appears to be going on in the centers.
Two or Three Things I Know for Sure: A Teacher Workshop Activity
"Two or Three Things I Know for Sure" is a terrific short workshop activity for study groups or faculty meetings, and it also can be used in partnership discussions with mentors, literacy coaches, and colleagues. The activity gets everyone to explore their bedrock beliefs about teaching – as well as what it takes to change them.
What Are Reading Centers?
Kathy Collins gives a detailed definition of how reading centers are connected to the goals of different reading units of study.
Worth a Thousand Words: Teaching with Wordless Picture Books
Shari Frost and her literacy coaching colleagues explore together how wordless picture books can change the landscape of literacy teaching in K-6 classrooms throughout a school.
The Books We Can’t Live Without in Our Teaching: Resource Round-Up
Literacy experts share their well-loved and well-worn children's and professional books.
The Conversations Inspired by the Questions We Ask
Principal Karen Szymusiak shares her reflections and questions that cause her teachers to question their current practice and lead them to consider authenticity in the reading workshop.
Notetaking Series Part III: “Raw” and “Cooked” Notes
In "Raw and Cooked Notes," the value of uncensored notes is presented, as well as a simple strategy for beginning to code and analyze the observations you are jotting down.
Where Have All the Picture Books Gone?
Franki Sibberson shares ways to foster continued enjoyment of picture books with intermediate readers, and highlights some texts with special appeal for older readers in this article which includes a booklist.
Solving Problems Quote Collection
If you need reminders that every problem is an opportunity, check out this stellar quote collection.
The Power of Layered Coaching
Jennifer Allen presents her coaching model for varied and rich support of teachers.
Evaluation Quotes
From Winston Churchill to Shelley Harwayne, there's a range of opinions on evaluation and goal setting in this quote collection.
Rethinking Centers
Are centers essential in classrooms? Katie DiCesare rethinks the centers program in her primary classroom.
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