We’re poised at a stunning point in human history: the advent of generative AI. As writing teachers we are faced with this profound question: Can we evolve alongside this technology, and bring it into our classroom in ways that enhance rather than harm the integrity of our work?

Find the “write balance” with AI in the Writing Workshop, a blueprint for teachers... more

Even our youngest students have lots of stories to tell, whether real or imagined. How can we create entry points for writing, so that all writers feel confident and motivated to share their stories?  How can we establish a classroom community of beginning writers where equity, empathy, and compassion become part of the process and vital by-products of story writing?

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Veteran teacher and author Linda Rief has inspired thousands of practitioners across the nation to lead adolescent students on a journey to becoming lifelong readers and writers.  In ReadWriteTeach, Linda offers the what, how, and why of a year’s worth of reading and writing for middle and high school students with a framework that is as flexible as it is comprehensive.

“…This... more

In writing workshop, the minilesson allows teachers to connect a lesson—often one that is mandated by a set of standards, a district curriculum, or a grade-level unit plan—to the specific objectives you have, as well as to the cultural knowledge and experiences of your students. Lisa Eickholdt and Patricia Vitale-Reilly explain the four-part structure of minilessons and... more

A workshop approach to math instruction can be a real game changer when it comes to engaging, challenging, and supporting every student, whether they need extra support or additional challenges.  

Jennifer Lempp and Skip Tyler provide the “what, why, and when” of math workshop, and then outline five steps to implementing this approach with middle and high school students:

• Understanding

Workshop teachers struggle with time—building in two teaching sessions, one for reading and another for writing.  There is just too much to do, too many transitions, and very little integration of reading and writing.  To compound the frustration, we find that our students don’t have nearly enough time to read and write independently.

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