In this webinar, Julie Wright and Barry Hoonan, authors of What Are You Grouping For?, walk you through five teacher moves for growing students’ reading muscles through small-group learning experiences: kidwatching, pivoting, assessing, curating, and planning.
These five moves from What Are You Grouping For? are founded on knowing students and providing opportunities for them to regularly meet in small groups to read, discuss, and make meaning of texts that are matched to their interest.
Use these two activities from What Are You Grouping For? to quickly build a sense of community, establish shared values around collaborative work, and "break the ice" in newly-formed groups.
These three lessons from The Ramped-Up Read Aloud will teach students to: notice how characters change from the beginning to the end of a story; think about the differences in the way they think and act; and talk, write, or draw about how they change.
Read this blog post from Pamela Koutrakos, author of Word Study that Sticks, to learn three ready-to-go ways to infuse word study into the content areas.
This lesson from No More Fake Reading provides teachers tips on how to manage your students during independent reading time.
Just giving students complex text doesn’t mean they will read and understand it. Read this excerpt from Rigorous Reading to learn more about how you can ramp up complex texts.
Use these tips from What Do I Teach Readers Tomorrow? Fiction, Grades 3-8, to engage your students in fiction read alouds.
Much like the adage “a rising tide lifts all boats,” displaying students’ writing about reading gives all students the opportunity to learn from—and aspire to— the ways of thinking of peers. Check out this activity from What Do I Teach Readers Tomorrow? Nonfiction, Grades 3-8 to learn how to create an effective inspiration wall for your classroom.
These text-dependent questions from Text-Dependent Questions, Grades K-5, help you get your students started on a deeper reading of Allen Say's The Sign Painter.
Use this list of alternative ways to say “good job”, from Engagement by Design, to keep your students encouraged and motivated in their learning.
Use this lesson from Developing Writers of Argument to give students a chance to practice developing an argument of their own and defending it effectively in a debate.