Choice Literacy Articles & Videos
The Choice Literacy library contains over 3,000 articles and 900 videos from 150+ contributors. Classic Classroom and Literacy Leadership subscribers have access to the entire library. Content is updated continuously, with 5 – 6 new features published each week.
Jennifer Schwanke and Franki Sibberson share four perspectives on student-led conferences — teacher, principal, student, and parent.
Christy Rush-Levine confers with Griffin over his reading responses. They consider the differences between Dystopian literature, realistic fiction, and what motivates characters.
Mark Levine has many students who haven’t traveled much more than 100 miles from home. He makes history come to life for them by bringing artifacts into his middle school classroom.
Tara Smith finds students in book clubs reading historical fiction are often confused because they lack background knowledge. Her solution is to create background folders that include key documents to support the history in the texts.
Teaching comprehension skills can be a complex and overwhelming task. Tammy Mulligan shares a process for expanding and deepening student interpretations of text.
Some emergent readers happily browse for books and explore them independently. For others, it’s a struggle. Cathy Mere shares her favorite strategies for helping all readers get comfortable with selecting books on their own.
Dana Murphy meets with a group of fifth grades to explore character development in their reading.
Jennifer Allen upends the normal routines in a primary writing workshop to introduce students to a compelling character.
Melissa Atwood leads a first-grade guided reading group. This is the second video in a two-part series.
Tammy Mulligan explains the process of having students analyze and create models of good writing and analysis for assessing themselves and peers.
Kate Mills notes her own miscues in reading a bedtime story to her young children, and thinks about what that means for analyzing the running records of readers in primary classrooms.
Stephanie Affinito encounters an unexpected byproduct of testing for her son—the uninterrupted reading time waiting for others to finish builds a good habit. She shares how teachers might reclaim ten minutes a day for independent reading.
Teaching the genre of tests can seem far removed from writing workshop. Matt Renwick explores how to teach constructed response in a way that is integrated with the tenets of good workshop instruction.
An elementary literacy team discusses word learning in the context of student assessment results as part of a yearlong inquiry into word study.
Melissa Atwood leads a first-grade guided reading group. The focus at the start of the lesson is on chunking words. This is the first video in a two-part series.
Jennifer Schwanke questions the routines of how wall displays are used in classrooms.
Time is precious in classrooms, so Melanie Meehan shares strategies to ensure it isn't wasted at the start of new writing units by teaching skills students may already possess.
Journals? Writers’ Notebooks? Shari Frost shares tips and strategies for explaining the difference between the two for teachers, as well as professional development resources.
Barbara Coleman finds classroom tours are a terrific professional development activity early in the year, fostering unexpected collaboration among colleagues.
Jennifer Jones reflects upon the “teacherisms” in writing workshops — the language we use that defines our values and routines.
Mandy Robek explains with a video example how “interruptions” from students can deepen the shared reading experience. In this case, her kindergarten class is exploring punctuation.
Katherine Sokolowski has suggestions for Skype use in classrooms, covering everything from student etiquette to special events.
Melissa Styger finds she needs to make changes to her just-right book lesson to meet the needs of her third-grade students.
The words prompting and support appear often in the kindergarten Common Core State Standards. Mandy Robek analyzes what prompting and support looks and sounds like in her kindergarten classroom by using a video example.
Max Brand uses a name chart with his kindergarten English language learners to teach letters and sounds, and build community.
Ann Marie Corgill shares how she organizes materials for literacy learning in the third installment of her design series.
Handwritten notes have timeless appeal, and great value for teachers and literacy leaders.
One skill at a time — here are some suggestions for a step-by-step approach to learning how to take good observational notes in the classroom.
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