You can read our most recent articles and videos here. We publish 5-6 new features each week, which can also be viewed in the Big Fresh Archives.
We look at books children love that teachers don't adore in this week's Big Fresh.
Christy Rush-Levine and some struggling eighth-grade readers consider misogyny in a popular children's book.
Franki Sibberson explains why we need to move beyond our cherished definitions of quality when working with third graders in transition and embrace the books students love.
Katherine Sokolowski helps a fifth grader add more "girly" books to her next-read stack.
Stella Villalba shares some of her favorite children's books that mirror the home cultures of English language learners.
We look at mentors and mentor texts in this week's Big Fresh.
Tara Barnett and Kate Mills carefully select the first mentor text for crafting leads in their fourth-grade classroom.
Katie DiCesare uses technology in her first-grade classroom so that students can see the lives of the authors who create the texts they love.
Ruth Ayres shares some of her favorite mentors and mentor texts for developing good writing processes and habits.
Melanie Meehan talks with a third-grade teacher about how she helps students focus on craft elements in nonfiction mentor texts.
We look at launching classroom libraries and meeting areas in this week's Big Fresh.
Christy Rush-Levine explains how she gradually stocked her middle school classroom library, as well as how she uses student librarians to ensure books aren't lost.
Andrea Smith shares a sequence of lessons she uses to introduce the classroom library to her fourth-grade students.
Tara Barnett and Kate Mills describe how they set up their meeting area with the right supplies to build community and student independence.
Katherine Sokolowski considers how classroom design says a lot about the relationship between students and teachers.
Transitions for teens and tweens are the focus of this week's Big Fresh.
Tara Barnett and Kate Mills share strategies for meaningful transitions in their fourth-grade classroom.
Mark Levine helps his seventh-grade students transition to the learning of the day with a "compelling question" posted on the board before each class session.
Christy Rush-Levine helps her eighth-grade students launch the work period with a reflective question that sets a tone for productivity, and then returns to it throughout the morning during transition times.
Gretchen Taylor considers how she handles hard transitions as an adult, and questions how she can make transitions more efficient and valuable for her middle school students.
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