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Hi Colleagues! I am finishing my Graduate Program in Literacy Leadership and have shared some resources that will support student writing and MTSS practices at Guilford Park. Please take some time to explore the literacy resources provided under RDS544. Then, take a few minutes to share your input about the usefulness of the resources, how you would apply them in your classroom, and any additional topics or resources that will support your instructional practice. Thank you! Go Panthers!

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Teaching Secondary Students to Write Effectively: IES Practice Guide

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Teaching Secondary Students to Write Effectively: IES Practice Guide

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The IES Practice Guide provides recommendations and evidence-based practices for teaching writing effectively to secondary students in any content-area. The guide is well-organized and can help teachers implement best writing practices into daily lessons and support students with communicating their ideas effectively.

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Scaffolding Writing With the "Teaching and Learning" Cycle

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Scaffolding Writing With the "Teaching and Learning" Cycle

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The Teaching and Learning Cycle (TLC) can be used across content areas and supports students developing literacy skills while learning new concepts. The framework includes building background knowledge, exploring language of text types, jointly and independently constructing texts, and reflecting on writing. Each stage provides a list of instructional strategies that teachers can select based off of student needs.

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We can allow literacy to influence our lives as we learn from others' stories and connect to them. We can allow the stories to shape our thoughts, feelings, and actions. The four books/series above have played a significant role in my upbringing as both a reader and human.

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A wonderful non-fiction Whole-Group read aloud for early childhood classrooms to activate background knowledge on Ruby Bridges, as well as implement discussions with the "Making Connections" section. It offers "sliding glass door" opportunities as students can reflect on their feelings from facing adversity, so ultimately, students will better relate to Ruby’s feelings. This text would suit 2nd-4th grade independent reading, too.

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Read Amazing Young People: Ruby Bridges on Epic

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Built on a collection of 40,000+ popular, high-quality books from 250+ of the world's best publishers, Epic safely fuels curiosity and reading confidence for kids 12 and under.

Get Started

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online access fun thousands children great kids ebooks books

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Read Amazing Young People: Ruby Bridges on Epic

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Built on a collection of 40,000+ popular, high-quality books from 250+ of the world's best publishers, Epic safely fuels curiosity and reading confidence for kids 12 and under. Get Started

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I Am Ruby Bridges: Interactive Read Aloud

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I Am Ruby Bridges: Interactive Read Aloud

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Lesson Objective:

What: Students will understand a text about Ruby Bridges,

How: by asking and answering questions before, during, and after reading

Why: to increase comprehension skills

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The Day You Begin by Jacqueline Woodson and Rafael López | Book Talk

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Developing Vocab with Purposeful & Strategic Conversations

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Developing Vocab with Purposeful & Strategic Conversations

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This is a great technique to use with Multilingual Learners!

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Vocabulary Techniques for Multilingual Learners

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Vocabulary Resource for Parents: Non-Fiction Interactive Read Aloud

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Vocabulary Resource for Parents: Non-Fiction Interactive Read Aloud

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A focus on the vocabulary: Segregation vs. Integration

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Epic | The Leading Digital Library for Kids | Unlimited Access to 40,000 of the Best Children's Books & Learning Videos.webm

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The WIDA Kindergarten "Can-Do" Descriptors help teachers differentiate curriculum and assessments based on the student's English Language Proficiency level.

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The DAPPA assesses a student's ability to match words with the same initial consonants, supply rhymes, as well as blend and segment words. It also assesses more advanced phonemic awareness skills like substituting an initial consonant and deleting an initial consonant.

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The Importance of Phonological Awareness

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The Importance of Phonological Awareness

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This brochure describes phonological awareness and its importance for young children to practice these skills in the early childhood classroom.

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This screencast highlights the sections of ABCMouse that will enhance your child's early literacy skills while earning prizes and having fun!

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This screencast video highlights early literacy games on Starfall.

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Untitled Video December 11, 2024 4:15 PM

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This essay discusses the importance of monitoring language acquisition skills through assessment, the benefits of implicating the “turn and talk” strategy to increase oral language skills, and how a variety of vocabulary instruction techniques can be effective for young learners developing oral language.

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Phonological, Phonemic, and Phonics.. oh my!

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Phonological, Phonemic, and Phonics.. oh my!

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This essay examines key differences between phonological awareness, phonemic awareness, and phonics, as well as how the skills build off one another through an hourglass, and the importance of orthographic mapping.

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This essay explores the key aspects about early reading that teachers should be aware of, including the development of Concept of Word in Text, the importance of choosing appropriate instructional texts, and the neuroscience involved with early reading.

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This article explores ways to make writing more meaningful and engaging in the early childhood classroom, inventive spelling and its development, and strategies to scaffold students’ early writing skills.

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Carol Tolman's Hourglass Illustration (Top Half)

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Carol Tolman's Hourglass Illustration (Top Half)

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This hourglass demonstrates how students move from practicing phonological awareness skills to phonemic awareness skills to phonics! Such a great explanation.

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The Top Part of Tolman's Hourglass Figure: Phonological Awareness

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Tolman shares that once students have mastered phonological and phonemic awareness, they are able to apply their knowledge through phonics, and put their letter-sound knowledge onto paper. Tolman's bottom half of the hourglass provides an order in which certain phonics skills should be taught.

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The Bottom Part of Tolman's Hourglass Figure:  Orthography

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This visual provides educators and administration with foundational information about Tier 1 and Tier 2 Implementation. It also highlights strategies for strengthening Tier 1 instruction before determining whether Tier 2 intervention is needed.

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Mentor Texts are a valuable tool for writing instruction, especially modeling specific writing techniques. This resource provides a plethora of texts that align to the CCSS for informative, opinion, and narrative writing.

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Mentor Text Collaborative Library 2025.pptx

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Please consider completing this form after viewing the Collaborative Mentor Text Library completed in my "Teaching Writing with Children's Literature" course.

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Mentor Text Collaborative Library Feedback Form

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Early Childhood ELA Educators, Please consider viewing the mentor text library and answering a few questions. Maybe you can use some of the texts in the 2025-2026 school year. The link will always be available. Thank you for your time and feedback!

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The Sheltered Instruction Observance Protocol is an instructional model that integrates language development with content instruction to support multilingual learners. It includes eight components with features designed to enhance instruction. Components include lesson preparation, building background, comprehensible input, strategies, interaction, practice and application, lesson delivery, and review and assessment.

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What is the SIOP® Model? Savvas Learning Company

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This Powerpoint Presentation describes the eight components of SIOP. Each component is described in great detail with examples of how to implement the features in the classroom.

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The WIDA "Can Do" descriptors help teachers understand what English learners can do at different stages of learning English. They show what students are able to do in listening, speaking, reading, and writing from beginning to advanced levels. They help teachers plan lessons based on students' language level, set goals and support growth, and focus on what students can do rather than what they can't.

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A tool to help you meet students where they are in their language development

The Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

Bilingual and English-immersion early care and education programs

Bilingual, Spanish-immersion and English-immersion K-12 language programs

Bilingual, Spanish-immersion and English-immersion K-12 content-area classrooms

Similar to the WIDA English Language Development Standards Statements, the Can Do Descriptors describe what learners can do with language across different content areas. Although the Can Do Descriptors relate to the ELD Standards Statements, they don't replace them but are used to supplement the standards statements during instruction.

Educators and early childhood practitioners can use the Can Do Descriptors to

Better understand what students at different levels of language proficiency can do with language

Expand their understanding of what the process of language development can look like

Collaborate around scaffolding that students need to engage in content-area learning and develop language at the same time

Differentiate instruction and classroom assessment for language

Interpret ACCESS for ELLs test scores

The Can Do Descriptors have not yet been updated to reflect the 2020 Edition; however, they remain available as a valuable tool for communicating with stakeholders about what students can do at each language proficiency level. WIDA is monitoring educator use to help inform the timing for updating the materials.

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A tool to help you meet students where they are in their language developmentThe Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

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Tips for a Culturally Sustaining Classroom Library

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Tips for a Culturally Sustaining Classroom Library

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This article discusses the importance of a diverse classroom library, and how every student should see themselves as a protagonist. It provides 10 tips on how to build a culturally sustaining classroom library.

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Is Every Student a Protagonist in Your Classroom Library?

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The essentials for creating diverse, dynamic collections.

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Tips for a Culturally Sustaining Classroom Environment

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Tips for a Culturally Sustaining Classroom Environment

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Culturally Responsive Teaching means connecting what you teach to your students' backgrounds, cultures, and experiences. It helps all students feel seen, respected, and included in the classroom. This webpage features a list of strategies and tips for CRT.

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Culturally Responsive Teaching: Strategies and Tips | American University

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Culturally responsive education can have impressive benefits. Explore teaching strategies with the power to transform education, one student at a time.

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The resource, We Need Diverse Books, aligns with recommendations from the Core Reading Series Audit and Classroom Library Inventory. Take a look here to see how and why!

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Culturally and Linguistically Responsive Literacy Instruction Resource Survey

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Culturally and Linguistically Responsive Literacy Instruction Resource Survey

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Center on Multi-Tiered Systems of Support

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Center on Multi-Tiered Systems of Support

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The website, MTSS4Success, provides evidence-based guidance, implementation tools, professional learning materials, screening and progress-monitoring materials, and more to support schools implementing a tiered system of supports.

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Home | Center on Multi-Tiered Systems of Support

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Since 2007, the MTSS Center has been a national leader in supporting states, districts, and schools across the country in implementing an MTSS framework that integrates data and instruction within a multi-level prevention system to maximize student achievement and support students’ social, emotional…