Describes what a rich literacy classroom encompasses. Notes that the foundation of any lasting change or improvement in education in the United States is the individual teacher in the individual classroom, working in service of students' learning. (SG)

Presents the Main Idea Organizer (MIO) to help students who may struggle with writing, reading, and thinking--though in different ways and for different reasons. Describes many different ways the author uses the MIO. (SG)

Describes how the author uses three properties of vocabulary instruction that increase comprehension: integration, repetition, and meaningful use. Notes that these three properties can be a natural part of the teaching and learning that occur each day in the classroom. (SG)

Considers a number of different spelling/meaning patterns that may help students advance their spelling knowledge while strengthening the conceptual connections among known words and providing clues to the meaning of unfamiliar words. Describes ways in which to make spelling/meaning connections. (SG)

Shares some novels that can reinvigorate a "dormant reader." Presents annotations of nine titles and some additional titles related to the main nine titles. (SG)

Presents an annotated bibliography of nine books that kids think are great. Recommends the books on the basis of pure enjoyment. (SG)

Contends that second language learners need to have a strong grasp of the reading process for school success. Explains how three intervention strategies (t-charts, sticky notes, and key words) were employed to give students an understanding of the reading process. Concludes that using t-charts helped students organize their thoughts, and using…

Contends that when teachers use theme as a guiding force for instruction rather than the single text, students of diverse reading abilities can benefit. Notes that one advantage of a multi-book, single-theme approach with children's literature is that readers of all levels can participate because books of all levels can be used. Concludes that…

Discusses the challenge of assessing collaborative work, such as literature circles. Suggests the best way to evaluate literature circles is a legitimate performance assessment created by the students. Concludes that the rubric-creating exercise itself is a review of good reading and discussion habits. (PM)

Discusses the merits of three familiar classroom tools: overheads, whiteboards, and television monitors. Notes that each of these different tools offers a different means by which to introduce ideas and information, illustrate connections, and organize information. Concludes that using resources is important in the light of cutbacks many teachers…

Explains that homophones, homographs, and homonyms provide opportunities rather than obstacles in learning. Notes that the verbal art form of puns depends mightily on homophones, homographs, and homonyms. Provides a sampling of resources that explore homophones, homographs, and homonyms. (PM)

Notes that performative literacy can be identified as an enabling knowledge-- knowledge that enables readers to activate and use all the other forms of knowledge that are required for the exercise of anything like a critical or disciplined literacy. Identifies seven traits as constitutive of performative literacy, each one associated with actions…

Discusses many ways in which teachers can encourage students to take a critical stance to the media. Presents a letter offering suggestions to help adopt a critical literacy stance. Considers how as someone adopts a critical literacy stance, they will move beyond thinking critically about the text, to thinking critically about the world. (SG)

Describes a six-week Hero Inquiry project in detail so readers may implement similar units of study in their classrooms. Concludes that most of the students enjoyed the activities because they focused on strengthening skills for online research, and the hero theme was successful because students were allowed to research a self-selected topic of…

Outlines how the author and her fellow history teacher used kamishibai storyboards (a type of folk art common in Japan before World War II) in an integrated unit on Egypt to make textbook reading more meaningful to students. Notes that in order to complete the unit, students had to use multiple literacy skills as they combined textbook reading…