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Christy Rush-Levine considers some of the “underground” ways in which she converses about books at conferences and on social media, and decides to set up a back channel for similar conversations about read alouds in her classroom.
Christy Rush-Levine’s eighth graders lead their classmates in a “voices” mantra. This shared chant created together starts each class with a sense of community and strength.
An enthusiastic student response to an author visit inspires Christy Rush Levine to revamp her upcoming unit on craft moves to foster more student ownership.
Christy Rush-Levine realized she had to help her students find a different “why” for their time in her classroom and school beyond test scores.
Christy Rush-Levine helps her students create an “opinion proof chart” in their notebooks. This exercise helps them build their skills in backing up opinions with evidence.
Christy Rush-Levine presents a minilesson to her eighth-grade students about revising their literary analysis essays, using an analogy about putting furniture together.
Christy Rush-Levine decides to slow down in her classroom and engage more fully with a student who is a wiseacre and resistant reader. What happens next can only be described as magic.
Christy Rush-Levine finds her students sometimes need to stop and be challenged to think in more positive ways about their reading abilities. She describes how she designs minilessons for impromptu resets in her middle school classroom.
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