This text is a collection of over 300 strategies that teachers can integrate into a variety of approaches to reading instruction. The author includes clear descriptions of each strategy, as well as effective teaching tips when applying each strategy.

This article helps teachers consider what it means for a text to be culturally relevant. The author highlights three steps to cultural authenticity for teachers to consider in text selection.

Showing appreciation for a person or organization with your students has never been easier with Google Slides.

In this English Journal article, Nicole Sieben offers secondary English teachers a series of research-based principles and implementation strategies for giving effective feedback to student writers.

In this text, the author discusses the principles of backwards design within the context of English language arts. Chapters address a variety of issues and challenges teachers will face, including decisions about unit planning, assessment, and text selection.

This blog post talks about options for mentor texts and how to choose them. At the end of the post are links to other posts about mentor texts, how to curate them and how to use them in a variety of ways.

In Sounding Out activities, students take a regular word, such as sat, produce the letter-sound pattern "sssaaat," and blend to produce the word sat. This is a crucial development in learning to read, bringing together skills that students have spent many weeks working on and providing the first excitement of reading unaided. Being able to sound out regular words also provides students with a self-teaching capability: they can decode unaided words they do not yet recognize on sight.

This article focuses on the ways in which teachers can ensure that students’ speaking and listening skills are developed. It provides a review of effective classroom routines.

In this post, literacy stages for adolescent students are identified, along with the instructional needs and practices associated with them. It is important to acknowledge a learner’s place on a developmental continuum, but also imperative that adolescent learners are not held back from challenging and authentic texts and tasks because of their identified stage. Knowing how to equip intermediate and advanced stage readers with the tools necessary to unlock meaning on the word and text level is necessary as the demands of these texts and tasks shift in content, purpose, and context.

This resource gives a good definition of what it means to study words through morphology and several specific instructional practices teachers could use to teach word parts.

This video includes a video of a teacher leading a whole class discussion while reflecting on the lesson.

Provides a set of categorized questions that can be chosen from to create student interest surveys.

This source consists of an open textbook organized around making students successful writers. Topics include higher order concerns, such as the writing process and lower order concerns, such as advice on grammar and word choice.

Chapter 9 of this text focuses on authentic assessment practices for determining adolescent reading proficiency.

In this English Journal article, Tchudi et al. share a revision strategy called “unsettling” and describe how they have used this strategy with writers in their classrooms to deepen writers’ experiences with revision.

Download and complete this document as a part of the requirements for Evidence of Preparation and Planning. An example of a completed table is included.