Jennifer Serravallo has created a helpful guide for The Writing Strategies Book for book study groups or individual practitioners. As an educational consultant, Jen is in classrooms all the time, and this study guide reflects the questions and concerns teachers have brought to her about how to use strategies within an instructional framework for writing and especially how to match them to instructional goals and methods. The study guide contains over 25 pages of resources, ideas for conversations, activities, and practices that will strengthen your strategic writing instruction, raise the quality and engagement levels of your student writers, and strengthen collaboration with your colleagues.
by Anna Gratz Cockerille
In A Guide to the Reading Workshop, Lucy Calkins writes, “Your classroom library holds a lot of power. It sends a strong message to the readers in your classroom, and it should convey that reading is important and that books are to be celebrated, treasured, and enjoyed.”
Lucy outlines critical tips for organizing classroom libraries, including:
Written by Anna Gratz Cockerille
“Education is a natural process carried out by the child and is not acquired by listening to words but by experiences in the environment.” – Maria Montessori, in The Absorbent Mind
Written by: Jen McCreight based on a section from her book Celebrating Diversity through Language Study.
In today’s climate, many of our students’ families are feeling anxious. Anxious about whether they are welcome in the United States. Anxious about escalating disagreements and protests surrounding immigrants from countries near and far. Anxious that loved ones may be deported. Regardless of our own political beliefs, as teachers, we are called to empathize with, support, and love our students. We are called to respond to their social and emotional challenges as much as their academic ones. I am reminded of this each day that I open the newspaper or read about current events online, and over and over, the following story pops into my head, as clearly as if I had experienced it yesterday.
If you are a K-2 teacher, have you ever asked: “During reading workshop, what kinds of meaningful work can students be doing independently, while I confer one-on-one or with small groups?” Lindsey Moses hears this common frustration among those who work with our youngest readers in her work with teachers around the country. That’s why Lindsey, along with First grade teacher Meridith Ogden, wrote: What are the Rest of My Kids Doing? Their goal is to help you move beyond assigning busy work to providing purposeful learning experiences that build independence over the year and ideally take the anxiety out of reading workshop.
by Anna Gratz Cockerille
In Kindergarten and sometimes even in Pre-K, teachers in reading workshop classrooms give several assessments so they can understand what children know about how reading goes (These are available free on The Teachers College Reading and Writing Project website.) They include: