Here is where you'll find the resources for third-grade classrooms.

Quick Take: Selecting Mentor Texts for Writing Instruction (VIDEO) Aimee Buckner In this two-minute video, Aimee Buckner explains how she selects mentor texts for writing, as well as the importance of using writing by students and teachers in lessons. . . . more Revising Titles Minilesson (VIDEO) Franki Sibberson In this minilesson from Franki Sibberson's grades 3/4 classroom, Franki takes students through the process of selecting and revising titles. She uses the poem "Confessions of a Reader" by Carol Wilcox as a mentor text. . . . more The Book Matchmaker: Texts for "Outdoorsy" Boys Franki Sibberson I received this request from Carolyn: "Can we tackle the age-old problem of books that get ten-year-old boys jazzed about reading? I had many boys this past year that just didn't get drawn into a book. The boys in my school are outdoors guys. Many hike, hunt, fish, and ride their all-terrain vehicles." . . . more Quick Takes: Advice on Book Hogs from Franki Sibberson In this video quick take, Franki Sibberson gives advice for dealing with "book hogs" - those students who try to grab any new book when it appears in the classroom library. . . . more Literary Themes and Miley Cyrus in 3rd Grade Brian Kelley Teaching eight- and nine-year-olds how to identify the theme in a piece of literature is not the easiest part of being a third-grade teacher. Many students are still struggling with basic skills such as decoding, fluency, and retelling. To ask these children to name the underlying meaning of a literary work can present quite a challenge, yet understanding theme gets to the core of what reading comprehension is all about. I have learned that third grade students will understand the concept of theme if we can relate it to their world. . . . more Using Comics in Literacy Workshops Part II (VIDEO) Franki Sibberson In this second video in a two-part series, Franki Sibberson's grades 3 and 4 students share their learning from a literacy workshop activity with comic books. . . . more Using Comics in Literacy Workshops Part I (VIDEO) Franki Sibberson In this first video in a two-part series, Franki Sibberson works with her third- and fourth-graders to use comics in the literacy workshop. . . . more Assessment: Inside and Outside Views Andrea Smith Recent events tested my view of assessment tools used to capture students' growth and learning. I finished publishing my report cards and our school "went live" using a new, on-line grade book tool that parents and students view from their home computers. After the blur of report cards and the launch of this public grade book, my attitude was a mixture of confidence and jitters about a communication tool that caused more questions than answers for me as a teacher. . . . more Fonts: Small Group and Conferring with Intermediate Writers (VIDEO) Franki Sibberson In this follow-up to a whole-class lesson and discussion on fonts, Franki Sibberson pulls together a group of third and fourth graders from her class who have asked to be a part of a small group on fonts. She talks about how these small groups fit into her writing workshop plans, and how she assesses the needs of each group as they emerge to determine her role in the group... . . . more Science Workshop Whole Class Debrief In this final video in a three-part series, Jennifer Morgan discusses what was learned during a science observation and writing activity in her grades 3 and 4 classroom. . . . more Community Language Board: Building Vocabulary All Year Long (VIDEO) The Sisters (Gail Boushey and Joan Moser) The Community Language Board is where the class shares interesting new words from read alouds, sight words, and alternatives to common words in writing. In this video tour, "The Sisters" (Gail Boushey and Joan Moser) talk about how the board changes and evolves over the year, building a sense of community and shared literacy. . . . more Connecting Students, Wall Charts and Reading (VIDEO) Beth Lawson In this conference with third-grade student Jeffrey, Beth Lawson helps this young reader think through the importance of developing stamina to get through the first 50 pages of a book. Beth connects the conference to a wall chart the class developed earlier in the year. . . . more Making Time for Literacy Chit-Chat to Support Book Choice Franki Sibberson I have come to know lots of my friends' children from quick conversations on the telephone. When I call to chat with a friend, usually one of the children in the house answers the phone. For those friends who I call several times a week, this adds up to lots of very short conversations with these children over years and years. Even though I only have very short conversations with these children, I have so many of them over time that they add up and I come to know them well. . . . more Just Because It's Skinny, Doesn't Mean It's Easy: Matching Books to Transitional Readers in Grades 2-4 Franki Sibberson I buy a LOT of books for my classroom library. But, there are also many books that I won't buy! My husband has a lot of trouble believing I reject many books when he sees our bills from the local children's bookstore, yet I know that I am very picky about the books that I add to my classroom library. Lately I have been on the lookout for new chapter books for transitional readers. No matter which grade I teach, I know I will have at least a handful of children at the transitional stage of reading in my class. . . . more Novels in Verse (BOOKLIST) Franki Sibberson This year several of my students got hooked on novels in verse. A novel in verse is a short novel that is told in a series of poems or verses. The books have become popular quite quickly - I have students who have read every novel in verse that is available in the classroom. . . . more Reflections on Our Year of Read Alouds (BOOKLIST) Franki Sibberson Read aloud is a key time in reading workshop with my grades 3 and 4 students. We all sit in a circle on the floor, coming together as a community to share a book. Since each book takes approximately a month to read, I have to choose wisely. I have to know my students well, and choose books that will help move us forward as readers. . . . more Books to Get Us Ready for Summer Vacation Franki Sibberson When spring finally arrives, I am always excited to find books that make the transition to summer seem so much quicker for my students and me. This year, I have found some great books to help me lose myself in the world of summer. These books are in a variety of genres that are great to read all year, but they are a special treat when summer is just around the corner. . . . more Teaching Economics with Children's Literature Mandy Robek When I began teaching, I taught my first seven years at an alternative public school. A focus for our school was to use children's literature across the curriculum to help foster integration. We had no textbooks, and found children's literature was filled with all the language, images, and content we needed for teaching reading and writing. . . . more Rethinking a Study of Nonfiction Writing Franki Sibberson I have always done a study of nonfiction as part of our year in writing workshop. This study of nonfiction writing seems critical for students in the upper elementary grades, because we know that they will need good nonfiction writing skills throughout their schooling and lives. In our district, writing literary nonfiction is a focus unit for our fourth graders . . . more Listing Strategy: Conferring (VIDEO) Aimee Buckner In this second of a two-part video series, Aimee Buckner confers with students after teaching a minilesson on the listing strategy using the book This is the Tree. You'll notice that the students are writing in many different genres as part of writing workshop, and are in different phases of the drafting process as Aimee assists them. . . . more Teaching Themes Through Keywords Aimee Buckner I have a friend who is a whiz at online dating. It turns out, you can go to these various websites and put in a 'keyword' and out pops Romeo! So if you love to read, you type in the word read or books and a catalog of men who actually claim to read pops up. Interesting. . . . more Beyond Matt Christopher (BOOKLIST) Franki Sibberson Thank goodness for Matt Christopher! I can't imagine how many boys are avid readers because of his books. Every year, I have readers, mostly boys, who become obsessed with reading the great sports novels by this author. Over the last several years, I have tried to find books by other authors that these same readers could enjoy--books to stretch their lives as readers, building on their love of sports reading. I have watched these readers over the years, and eventually, they decide to move on from Matt Christopher. But they never give up Matt Christopher completely. Instead, they read sports books in other genres and by other authors, always going back to a Matt Christoper title now and then. . . . more The Draw-a-Reader Test: Informal Assessment Supporting Teacher Inquiry Suzy Kaback With the help of preservice teachers working in a professional development partnership at the local school, we devoted five thirty-minute sessions to collect Draw a Reader Test data. Third graders were asked to "draw a picture of a reader reading" on one side of a piece of paper. On the other side, we asked them to write a brief explanation of their drawings, and to indicate their name, age and gender. In total, drawings and explanations from sixty-two students in four third-grade classrooms were collected and analyzed. . . . more Staying True to Our Beliefs When Working With Struggling Readers and Writers in Grades 3-6 Franki Sibberson I often find myself wondering how my knowledge about quality reading instruction plays out for my most struggling students. To keep myself true to my beliefs so that these students can make great progress, I think through the four things that hold true for all students and consider how they apply to struggling readers in my grades 3-4 classroom. . . . more Short Genres, Big Messages Franki Sibberson Last year, I moved from a 5th grade classroom to an intermediate multiage classroom with grades 3 and 4 students. I realized quickly that my writing workshop would be different from what it was in 5th grade. Although these students were ready to keep a writers' notebook, there were things from the primary writing workshop that I felt these kids would also benefit from continuing. . . . more To Fart or Not to Fart? Reflections on Boy Writers Jennifer Allen Not everyone around the table agreed that allowing students to write about farting was appropriate. The topic shifted from appropriate topics, to how we each define "quality" in writing, to strategies to motivate boys to write in the classroom. The conversation flowed naturally. Teachers disagreed with one another without any sense of tension. The conversation pushed all of us to think about the boundaries we establish within our classrooms. and the stereotypes we make regarding gender. . . . more Strong Girls (BOOKLIST) Franki Sibberson I have become more committed to finding good books for my boys over the last few years. So much has been written about the crisis in boys and literacy that I want to make sure that I have books that will hook them as readers. I have found great resources such as Jon Scieszka's website www.guysread.com. But, with the focus on boys and literacy, I do not want to forget the girls in my classroom. Not only do I want to have good books for them to read, I want to make sure they have lots of girls to read about who are strong female characters. . . . more Reflecting on the First Six Weeks of Word Study Franki Sibberson Going into word study with a different plan is always a little scary. With the first six weeks of school finished, it feels like it is time to see where we've been and what I've learned. This year, I am working hard to make sure that my word study work makes a difference. Rather than going through the motions of studying patterns, sorting words, etc. I am making sure that every lesson connects in some way to students' reading and writing. And I want them to know that too. . . . more Revision: It's in the Bag Franki Sibberson For years, I have heard the same moans and groans when I have mentioned revision to my students in the midst of a genre study. I usually teach students in grades 3-6, and these students have somehow equated revision with editing. At the point they are ready for an edit, they may be finished thinking about their writing and want to move on to something else. . . . more Literary Nonfiction: Models for Writing Franki Sibberson I have never felt as comfortable with nonfiction writing in my elementary classroom as other genres. The products never have much variety. Somehow, students' nonfiction writing always ends up sounding like "report" writing. . . . more Nonfiction Books for Independent Reading: Moving Beyond Content Connections (BOOKLIST) Franki Sibberson I realized years ago that my 4th and 5th grade students were not choosing nonfiction for their independent reading time. When we discussed this as a class, the kids were honest. They had found many great novels to enjoy and they were hooked. They didn't want to give up reading the fiction that they had come to love in order to read nonfiction. This made a lot of sense to me. When I think about my own reading, I make time for nonfiction reading, but it never gets in the way of my fiction reading. I set aside separate times for each. . . . more Bookroom Tours Part III (VIDEO) The Sisters (Gail Boushey and Joan Moser) In this six-minute video, The Sisters (Gail Boushey and Joan Moser) give a tour of a "choice" bookroom. Unlike many bookrooms organized by level and maintained by teachers, this room of chapter books is organized by author. Students are responsible for sorting, cataloging, and maintaining the books in the room. . . . more Rethinking Word Study: The Sentence Study Routine Franki Sibberson As I continue to think about expanding my word study program to include a broader perspective of how we use words--beyond just spelling--I've realized I've never taken it a step further to think about how authors craft sentences or phrases. We have looked at some things closely---ways that metaphors help us understand what the author is trying to convey, or how strong verbs help us visualize what is happening. But, we have not really dug in to see how authors craft these amazing sentences as a daily part of our work as writers. . . . more Bookroom Tours Part II (VIDEO) The Sisters (Gail Boushey and Joan Moser) In this three-minute video, The Sisters (Gail Boushey and Joan Moser) continue their tours of school bookrooms. The focus in this presentation is on the checkout system used to keep track of where sets of books are in different classrooms. . . . more A Strategy Lesson for "Drive-Thru" Readers Aimee Buckner During the first week of school, I sat down with a student who had a reputation of abandoning books. A reputation, I might add, that she was proud to have. On Meet the Teacher Day, she introduced herself and told me, "I've made it through third grade without finishing a book. I bet I won't read one in fourth either." If that's not a challenge, I don't know what is. It was like she was daring me to try and make her read. I simply said, "I didn't read an entire book until I was 21. I know all the tricks of the trade. And I think it's the saddest part of my life having missed out on books for so long. I hope that doesn't happen to you." . . . more Helping Students Find Their Own Mentor Texts Franki Sibberson Recently, I have realized that I have too much control over the mentor texts we study in the classroom. I have built a stack of the best of children's literature, taught my students to read like writers, to analyze great writing and to try new things in their own writing. There is no doubt that quality literature makes a difference in children's writing lives. But, I realize that I usually choose the lessons. I often choose the texts that we will learn from as a class. This coming school year, I am hoping to take the idea of mentor texts one step further. . . . more Teaching About Words, Grammar, and Mechanics Through Children's Literature (BOOKLIST) Franki Sibberson When I think about my students as word learners, I want them to be more than just good spellers. I think that this year, many of my daily word study lessons will focus on grammar and mechanics. The challenge for me is fitting grammar and mechanics into my fifteen minute word study block. What better way to do this than to look at how authors put words together in their writing? After all, grammar and mechanics are all about how words work together. . . . more Whole Class Interviews: Building Community in Writing Workshop (TEMPLATE) Franki Sibberson At the beginning of the year, I want my students to feel valued as part of our learning community. To do that, I also want them to develop their own identities as writers. I know that if they know themselves as writers - what they like, their strengths, their goals, etc. they will grow in all areas of writing. So, I've developed a writing interview that I plan to administer to my students as part of their first writing conferences during those first few weeks of school. By asking them questions about their lives as writers, I place value on their lives outside of school. . . . more Word Study is More Than Spelling Franki Sibberson For so many years, I have struggled with word study in my classroom. The vision I have had for how kids think about words has never matched what actually happens in the classroom. I know that embedded word learning can't really happen without a solid Reading and Writing Workshop in place. For children to see the power of words, it is critical that they have time each day to read and write. So, this workshop time is one of the most important structures that supports word learning. Lots of books and tools for writing are critical if kids are to use words in authentic ways. But, a Reading and Writing Workshop without a plan for embedded word study is not enough. . . . more Crafting Characters in Writer's Workshop (VIDEO) Franki Sibberson In this lesson from writer's workshop with grades 3 and 4 students, Franki Sibberson helps students analyze character traits through whole-class and partner work with the lead to The Secret Garden. The text used from The Secret Garden is provided below the video player. . . . more Writer's Workshop: Planning for "Dips" Aimee Buckner I think most teachers have a time during the year where writing workshop seems more difficult than at other times. Maybe it's testing that gets in the way or snow days or unexpected school programs. Whatever the disruption, many teachers skip writing to fit other things in. And so, I'm here to say, on those days don't teach math. I do love the gasp and looks of horror I get from teachers when I say it. . . . more Learning Curves and Dips: Planning and Goal-Setting for Writer's Workshop Aimee Buckner I am learning how to run. It sounds silly, 'learning how to run,' but it's true. At first I just started running a minute, walking a minute. Eventually, I ran more minutes than I walked and then I was on my way. But after two years of "running" and not getting much further than three miles with an occasional 10k, I had gained 20 pounds. That doesn't sound right, does it? "Gained" and "running" together in the same sentence?! It's like "doing writer's workshop" for two years and having nothing to show for it but maybe more ditto sheets. It just doesn't make sense. . . . more First Day of School Read-Alouds with Global and Multicultural Perspectives Mary Ann Reilly These are good picks for first day of school read-alouds with multicultural, global perspectives. . . . more Jumpstarting Students' Summer Reading: Classroom Strategies and Activities to Promote Independence Franki Sibberson As a teacher of reading, I want to prepare my students for these times in life that invite extra reading time and the ways in which these times impact their reading lives. I have learned that summer is a perfect time to learn to enjoy the extra time. I am opposed to "summer reading lists" and required summer reading. Students usually see summer reading as an assignment and often put off the reading until the week before school starts. I have found that my upper elementary students and my own children respond more positively when they see summer as a great time to catch up on the reading they haven't had time to get to. . . . more Worth a Thousand Words: Teaching with Wordless Picture Books Shari Frost Wordless picture books are a wonderful instructional tool for teachers to use with students of any age. A few years ago when the American Library Association annouched their annual awards, we celebrated in our coaches' meeting by giving each coach a copy of the Caldecott award winning book Flotsam by David Wiesner. This was David Wiesner's third Caldecott award, the second for a wordless picture book. After the ooh-ing and ah-ing, the literacy coaches immediately began talking about how they planned to use the book. . . . more Conferring with Children The Sisters (Gail Boushey and Joan Moser) One of the hardest things for us to learn in improving our conferring skills to truly get up, move about, and start conferring with children one-on-one. We were accustomed to guided reading groups - staying in one area, and having the children come to us. Getting up and moving to confer with students can be a little scary at first, but once you begin, it's exciting. The first concern we had, and many teachers share, is about time. How long will each of these conferences take? How can we stay focused, given that there is so much we might tackle with each child? And what exactly is my role in the conference? . . . more Organizing Writing Groups Franki Sibberson Many times I'll form a writing group based on what I'm noticing as I observe children in writer's workshop. They will tell me what they need in conferences, or I'll see patterns across the class. I might ask kids, "Who's having trouble with their lead?" and pull a group based on student response. I might notice that three children are writing something with a sports theme, so I might pull those students together to look at sports writers. . . . more Using Foam Boards in Writer's Workshop (VIDEO) Franki Sibberson Foam boards are a new teaching tool for me this year in writer's workshop. The idea came from my friend Ann Marie Corgill. She shared this idea with me when she was working at the Manhattan New School in New York City. I've always used a lot of wall space for writer's workshop, and have even gone beyond that to cover closet doors and the door going into the classroom with student work, ideas, and resources. There is never enough room to display or post everything we are working on and everything that might help build the writing community. The foam boards are a way to extend the display space flexibly all year long, and what's great about them is that they are so portable - each one becomes a moving, changing bulletin board tied to literacy topics we are studying and discussing together. . . . more Small Group Instruction: Inferring Focus (VIDEO) The Sisters (Gail Boushey and Joan Moser) In this six-minute video example of reading instruction with a small group, Gail Boushey of "The Sisters" leads a discussion of inference, using Peter Rabbit as a focus text. All of the children in the group are reading at different levels independently, but they share a goal of learning more about inference. . . . more Assessing Student Writing Franki Sibberson The standards and testing movement almost made me lose sight of the "workshop" part of writing workshop. It's been hard to keep the energy, joy, and excitement of a thriving writer's workshop and still do all the things states and districts are asking us to do when it comes to assessment. I decided before this year began to think really hard about third and fourth graders as writers--where they are in their learning at this stage in their lives, what excites them, and how to tap that energy in writer's workshop again. For me, the challenge has been combining the energy of writer's workshop and what we know works for teaching writers with all the standards and skills that are required by any district or state these days. . . . more Using Foam Boards in Writer's Workshop Franki Sibberson Foam boards are a new teaching tool for me this year in writer's workshop. The idea came from my friend Ann Marie Corgill. She shared this idea with me when she was working at the Manhattan New School . . . more Helping Struggling Writers Franki Sibberson I've found there are two kinds of struggling writers in my classroom, even though any struggling writer has some unique personality traits. At the start of the year, some students may not know what to write about. We spend a lot of time at the beginning of the year thinking about how to come up with things to write, and we talk pretty honestly about writer's block. Everyone has days when you don't have anything to write about -- I certainly have those days myself. . . . more Writing Workshop Share: Talking About Revision Tools (VIDEO) Franki Sibberson In this video of a discussion after writing workshop in Franki Sibberson's classroom, intermediate students share the tools they used in revision. The video is approximately five minutes long... . . . more Revision Tools: Providing Options to Students (VIDEO) Franki Sibberson From old favorites like highlighters to new resources like kangaroo bags, this whole class session with Franki Sibberson's students highlights cool tools that will inspire learners to dive in and test out different revision strategies in writer's workshop... . . . more Fonts: Small Group and Conferring with Intermediate Writers (VIDEO) Franki Sibberson In this follow-up to a whole class lesson and discussion on fonts, Franki Sibberson pulls together a group of third and fourth graders from her class who have asked to be a part of a small group on fonts. She talks about how these small groups fit into her writing workshop plans, and how she assesses the needs of each group as they emerge to determine her role in the group... . . . more Keeping It Simple: Reflections on the December New Teachers Study Group Jennifer Allen I sit reflecting on last week's new teacher group. It's December and we have met together monthly since the start of school in September. The monthly agendas have taken on a predictable pattern and we are starting to build relationships within the group. The uncomfortable silences have been replaced with chatter about books we are reading... . . . more Fonts Lesson: A Revision Strategy for Transitional Writers (VIDEO) Franki Sibberson I recently added a nonfiction reading time at the start of the day, and I've found this time has changed many of the conversations about reading and writing with the third and fourth graders in the classroom. In this lesson, I use the students' interest in nonfiction text features as a springboard into looking at fonts... . . . more Planning for K-3 Author Studies (eGUIDE) Gayle Brand "Planning for K-3 Author Studies" is an eGuide designed for use by teachers working alone or with partners. The guide includes grids for monthly and year-long plans, suggested authors and activities, and strategies for collaborating with colleagues during author studies... . . . more Top 10 New Fiction Read Alouds for the Intermediate Grades Franki Sibberson I am picky about read alouds. A book that makes my list of possible read alouds has to be REALLY good. There is only so much time in a school year. I average about a book per month during read-aloud time. So, during a good year, we can possibly read aloud a total of 10 books. I have to make sure that each book is worth the time... . . . more Reflection Sheets: A Tool for Assessment and Conferring (VIDEO and TEMPLATE) Franki Sibberson I use reflection sheets a few times a month with my third- and fourth-grade students in reading and writing workshops. The students answer a few questions around some issue we are considering related to reading strategies or writer's craft. We then refer to these sheets in individual conferences, talk about the student's growth or needs, and set goals or chat about next steps... . . . more Grades 3&4 Room Tour (VIDEO) Franki Sibberson In this video tour, Franki Sibberson narrates a description of the grades 3&4 multiage classroom she shares with a colleague. The space is small, so Franki explains how storage areas are carefully arranged and seating is creatively designed to make the most of limited space... . . . more Hooked on Series: Great New Series Books for Transitional Readers Franki Sibberson The thrill of finding a series that you are hooked on is addicting. When I go to our local bookstore, I am always amazed at the number of series for adult readers. The new book in a favorite series is always welcome, no matter the age of the reader. Reading about characters we love in familiar settings, with plots that we can predict, provides a comfortable read no matter what our age. . . . . . more The Other Buddy: How Partnership Programs Help Older Readers Shari Frost "Hey! Watch where you're going!" shouted a well-groomed, confident-looking boy. "Sorry," muttered his assailant. The third graders were entering the classroom to read with their first-grade reading buddies. The "assailant" was a disheveled boy. He was one of the shortest students in the class. His clothes were rumpled, and he needed a haircut. He bumped into his classmate because he was deeply engrossed in the book that he had selected to read to his buddy. He hadn't noticed that the line had momentarily paused... . . . more Assessment and Curriculum Mapping (VIDEO) Jennifer Allen In this three-part video from a new teacher study group for grades 3-5 teachers, Jennifer Allen demonstrates how teachers can use assessment data to develop instructional plans for individual students and create curriculum maps for an entire class of students at the same time. . . . more New Anchor Books for Modeling Writer's Craft in Workshops Franki Sibberson This year, my students came in excited about continuing their writing work with fiction text. When given the choice, it became clear that my new third and fourth graders would use their free choice w . . . more The Five-Minute Solution: Mini-Groups after Mini-Lessons to Maximize Conferring Time Aimee Buckner Writing conferences in the upper elementary grades can be scary. Books and gurus say you have to have "editing conferences" and "revision conferences" and "idea conferences." They say you need to think about the "architecture" of the conference and the "teaching point" within a split second as you confer. To top it off, older students write longer pieces than first graders, and they can be more resistant in conferences... . . . more Inviting Students to Organize Books and Materials Debbie Miller Involving kids in the organization and placement of books and materials is a smart thing for us to consider. Kids will learn a thing or two about thoughtful organization, and because they've been part of the placement process, they'll know firsthand where things are kept, why it makes sense to keep them there, and where to put things back... . . . more Planning for a Year of Author Studies (TEMPLATE) Gayle Brand It's important to me that the author studies include meaningful reading, writing, and discussion activities. Anyone who knows me knows I avoid the cutesy author studies art activities that can be fun, but have little or no connection to the books. I haven't found that random craft projects deepen students' awareness of reading and writing. Instead, we take the time to write and talk about text features, the author's writing craft, and themes in the book in ways that help students understand their own emerging skills as readers and writers. . . . more Mini-Lessons to Start Conversations with Students About Books Franki Sibberson When I think about my role in a new school, I am thinking about my first days with kids in classrooms K-5. How do I want students to see me? My first step will be to start conversations with students about who they are as readers and/or who I am as a reader. If I can begin my work by talking to the students in the school about our lives as readers, the conversation will continue as the year goes on... . . . more Organizing the Classroom Library: A Dialogue Between Aimee Buckner and Franki Sibberson I thought before moving I gave away a lot of books. It seems I keep unpacking more and more. I realized that I don't think I've weeded out books - ever. So I have more than a decade's worth of books to go through.. . . . more Planning for Author Studies (AUDIO) Gayle Brand In this interview, Gayle Brand talks about how she works with her first- and second-grade colleagues to plan author studies. She explains the criteria for selecting the authors, how she plans author studies across the entire year, and which authors work well at different times in the school year. . . . more Advice from Debbie Miller on Working with Transitional Readers and Writers (AUDIO) Debbie Miller Debbie Miller has moved from her previous role as a primary grades teacher, to a mentor of teachers throughout the country. In this new role, she is often called upon to support teachers in intermediate grades. Debbie describes what she is learning in this three-minute interview segment from her recent work with fifth graders. . . . more