Tag Archives: Reading Units of Study

Developing Robust If…Then… Units in Reading, K-5

Developing Robust If/Then Units in Reading K-5

Written By Anna Gratz Cockerille

The Units of Study in Reading is a comprehensive curriculum designed to provide a years’ worth of instruction in reading. Each kit contains four fully fleshed-out units that together provide a balance of foundational skills, nonfiction and fiction. Each unit represents about six to eight weeks of instruction, so there is space for some additional teaching to round out a school year. Hence, the If…Then…Curriculum: Assessment-Based Instruction book that is part of every kit. 

Continue reading

How to Plan for Book Clubs in Middle School

historical fiction book club option

The following is an excerpt from pages 74-75 of A Guide to the Teachers
College Reading and Writing Project Classroom Libraries, Grades 6–8
by Lucy Calkins and Mary Ehrenworth

What is a book club?

Simply put, a book club is a group of readers, usually three or four, who read books roughly in sync with each other. Usually clubs read the same book, but sometimes clubs may read books by the same author, or read a series of books together that share a common genre—mystery, historical fiction, fantasy—or they may read a collection of disparate books with a common lens—thinking about interpretation, learning about shared social issues across the book.

Continue reading

Tools Don’t Teach, Teachers Do! Using Tools to Support Our Teaching & Teach to Independence

Teachers Toolkits

Written by Anna Gratz Cockerille

Building a strong workshop practice is similar to building a house. Doing it successfully takes expertise, patience, foresight, flexibility, and, of course, the right tools. Having an arsenal of resources to draw upon, in minilessons and in conferences and small groups, is key when you need to teach on your feet, reflexively and quickly meeting the needs of a range of students. 

Just as no two teachers are the same, and no two groups of students are the same, so must teachers’ toolkits be varied, personalized by the teacher and set up to best support the teachers' current group. A toolkit might be a binder filled with text samples and checklists, or it might be a digital toolkit filled with resources available at the touch of a button. A toolkit’s mode of delivery is far less important than its usability and connection to students’ needs. However you decide to store your teaching toolkit, digitally or in a good, old-fashioned binder, here are some tips for its organization and development.

Continue reading

Teaching Middle School Reading Units of Study: Tips from the Authors

Teaching Middle School Reading Units of Study: Tips from the Authors

Written by Anna Gratz Cockerille

Teachers of middle school reading have their own, unique set of challenges. On the one hand, there is the pressure to get middle schoolers ready for high school. In high school, the demands will be high, to say the least. Students will be expected to wrestle with complex texts with minimal help. They’ll be expected to read and digest information quickly, and to write well about what they read. The inclination for many middle school reading teachers is to prepare students for a high school curriculum by angling their own curriculum toward what will come in high school. On the other hand, most middle schoolers still need plenty of instruction in reading skill work, and many are not quite ready for the high levels of text complexity of whole class novels. So what is a middle school teacher to do? 

Continue reading

Establishing a Vibrant Community of Readers: Fostering Partnerships, Independence, and Courage

Calkins_9780325043128

Written by Anna Gratz Cockerille

In reading workshop classrooms, many goals that teachers have for students and that students have for themselves are tangible and measurable. These include being able to read books at higher levels of text complexity and becoming more skilled in areas such as inferencing, predicting, and thinking critically. There are other goals that workshop teachers keep in mind that are perhaps less tangible and measurable but are nonetheless just as important when helping children to develop thoughtful, rich reading lives. These include working well in partnerships, developing greater independence in managing the reading process, and bravery when tackling the challenges that arise when becoming a better reader. 

Continue reading

Helping Families Understand Units of Study & Workshop Teaching: Working Together to Support Students All Day & Year Long, K-5

Calkins Read AloudWritten by Anna Gratz Cockerille

To move a child to become a lifelong reader and writer takes commitment, passion, resources, and teamwork. The most powerful teams extend beyond the child and her classroom teacher to include other students, other teachers and administrators, and, not least, the child’s parents and caregivers. Certainly, in most cases, everyone on the team wants the child to succeed at reading and writing. But on the best teams, everyone shares an understanding of what success looks like and what it takes to get there. 

Continue reading