Summer is the perfect time to slow down, recharge, and dive into a great book that refreshes your literacy knowledge. In this blog post, Cindy Downend shares a thoughtful collection of professional texts for literacy educators — covering early literacy, writing instruction, purposeful reading, and evidence-based teaching practices — all perfect for your summer poolside PD.

There is a growing body of research on what it means to matter, to feel seen, valued, and significant, and the findings are clear: when students experience a genuine sense of mattering, they are more willing to engage, more likely to take risks, and more able to persist through challenges. They become more secure learners. They perform better. How might this translate to literacy instruction?

Teaching children to think critically, analytically, and deeply about texts is no easy endeavor. What should you listen for when observing text-based comprehension work in the classroom? Here are six questions to ask to help you sharpen your lens on comprehension instruction.

Vocabulary knowledge is a key element in comprehending text. Students need ongoing instruction and support in developing their vocabulary because it affects their ability to comprehend texts and communicate their ideas clearly. Here are three instructional practices for approaching vocabulary instruction that will support students in expanding their word knowledge.

Creating learning environments requires strength-based observations, time to celebrate, and facilitative language that guides, encourages, and energizes learners. Time pressures in schools often interfere with educators’ ability to observe for and celebrate learning. However, securing time to create and sustain learning environments that appreciate, acknowledge, and celebrate learning journeys is possible.