Margin Notes

RESOURCE ROUND-UP K-5

Oct
22

Throughout the year we will be sharing a round-up of resources that might be helpful as you develop opportunities for learning to share with your students. The following are suitable for K-5.

I Am Reading by Kathy and Matt Glover is full of ideas to invite and inspire young readers to make meaning and find the joy in reading any text. Open the book to find whole-class minilessons, suggestions for establishing reading workshops in K-1, action plans to get you started and 25 online video clips of children making meaning and teachers supporting them.

A must read for anyone working with young emergent readers!

Jennifer Serravallo, the author of A Teacher’s Guide to Reading Conferences takes you through the art of conferring with students, replete with infographics and special features including 9 videos of her teaching in K–8 classrooms.

If you are passionate about getting books into the hands of students, then Game Changer by Donalyn Miller and Colby Sharp is the resource for you. It is packed with practical and resourceful information on, but not limited to, curating successful school and classroom libraries, the power of book ownership, and the importance of accessing books with many cultural and social representation.

In the second edition of Reading with Meaning, Debbie Miller shares her new thinking about how to teach comprehension strategies to children in grades K-3.  You will find specific examples of modeled strategy lessons for inferring, questioning and synthesizing information to name a few. Do not skip the chapter on how to successfully develop book clubs as a way for children to share their thinking.

Crafting Reader Profiles K-5

Oct
06

“When someone tells us they are not a reader, it is not enough to simply hand them what we deem to be a great book.  The first step is to ask why and then get to know that child. “  Pernille Ripp

As we begin another school year our first few weeks of school are inundated with activities. In primary school, interest inventories circle around asking children what their favorite colors are, favorite animals, and what they like to do for fun.  But what if you had an inventory that would gather so much information about a child that you could have weeks’ worth of planning beyond knowing their favorite color?

The “I Am A Reader Who” list poem, from Anne Elliott and Mary Lynch’s Cultivating Readers book (Grades 3-8), encourages teachers to dig deeper into getting to know their students in order to support them in recognizing how they have developed as readers over time and exploring their reading habits and preferences.

Before students create their own,” I Am a Reader” list poem, the authors suggest posting promts around the room on chart paper to encourage classroom discussion and support students in thinking about themselves as readers.

Questions as suggested by the authors include:

  • Where do you like to read?
  • When do you like to read?
  • How do you choose books?
  • Who do you like to read (authors)?
  • What do you like to read (topics/genres)?

It is important to model your own thinking aloud before having students independently travel between the charts individually or in small groups to add their own ideas. I also love the authors’ suggestestion of having follow-up conversations that highlights any trends, connections, and a-ha moments before having students create their own I am a Reader Poem.

Check out, an “I Am a Reader” poem already completed by a student this year:

Welcome to Margin Notes 2020-21!

Sep
14

Welcome to another year of Margin Notes! We are very excited to introduce our newest members of the team Tracy Davis, Colleen Dyer-Wiley, Signe Williams, and Sonja Wright.  

When we created Margin Notes in 2018, our target audience was teachers of Grades 6 to 12. This year, thanks to the expertise of the new members of our blogging team, we’re going to expand our content with a K-12 focus. 

We look forward to connecting, learning, and growing with you this year!