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https://www.azed.gov/mowr/mowr-professional-development

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Please bookmark this page for upcoming professional learning opportunities and guidance for all secondary ELA educators!

https://www.azed.gov/standards-practices/secondary-literacy-middlehs

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I have created an asynchronous on-demand course all about MTSS in Secondary. Please visit our Literacy Professional Learning page to register!

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The feedback on the survey will help guide future related PD and book studies. (The survey link will be shared in the last book chat session, and link will be in final email if you weren't able to attend the session.)

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Secondary Striving Readers: Diagnose and Intervene

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Secondary Striving Readers: Diagnose and Intervene

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This session will be offered virtually throughout the SY24-25 School Year. Visit APLD and use search term "secondary ela" to find the latest offering.

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Providing Reading Interventions to Grades 4-9

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Providing Reading Interventions to Grades 4-9

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This step-by-step resource can help school teams determine the number of students their Tier 2 system can effectively support and apply a validated approach to identify students for participation in Tier 2 intervention.

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This step-by-step resource can help school teams determine the number of students their Tier 2 system can effectively support and apply a validated approach to identify students for participation in Tier 2 intervention.

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This step-by-step resource can help school teams determine the number of students their Tier 2 system can effectively support and apply a validated approach to identify students for participation in Tier 2 intervention.

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SchoolPsyched Podcast: MTSS in Secondary

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SchoolPsyched Podcast: MTSS in Secondary

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More information: https://mimtsstac.org/sites/default/files/session-documents/Maximizing%20MTSS%20with%20Science_animations%20removed.pdf

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Breakout Rooms: Effective Secondary Reading Interventions

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Breakout Rooms: Effective Secondary Reading Interventions

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Thinking Reading Chapter 6 Breakout Rooms

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Chapter 6 Highlights: What does it take for effective reading interventions at secondary school 

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Chapter 6 Highlights: What does it take for effective reading interventions at secondary school 

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Instruct on 5 strands of reading

Train school staff to assess and determine reading problems and how to respond appropriately

Ensure using curriculum that challenges strong readers and supports students with reading difficulties

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Quality Professional Learning for Secondary Educators:

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Quality Professional Learning for Secondary Educators:

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AIM Pathways to Proficient Reading: Secondary - https://institute.aimpa.org/aim-pathways/aim-pathways-individual-cohort/secondary

Keys to Literacy Middle and High School Professional Development - https://keystoliteracy.com/middle-high-school-grades-professional-development/

LETRS Aspire - https://www.lexialearning.com/aspire

Reading Apprenticeship - https://readingapprenticeship.org/

Student Achievement Partners - Improving Reading for Older Students - https://learnwithsap.org/professional-learning/improving-reading-for-older-students/

Literacy Architects Courses for Secondary Teachers - https://courses.theliteracyarchitects.com/collections/secondary-teachers

**The views and opinions expressed in any third-party resource do not necessarily reflect those of the Arizona Department of Education (ADE) and do not imply an endorsement by ADE.

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National Center for Intensive Interventions (NCII)

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National Center for Intensive Interventions (NCII)

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Intervention & Assessment Tools: Implementation Tools | NCII

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NCII has developed six tools charts to assist educators and families in the selection of academic and behavioral assessment tools and interventions

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The Meadows Center - 10 Key Reading Practices for All Middle and High Schools

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The Meadows Center - 10 Key Reading Practices for All Middle and High Schools

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I have created an asynchronous on-demand course all about MTSS in Secondary. Please visit our Literacy Professional Learning page to register!

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Breakout Rooms: Professional Learning Wish List

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Breakout Rooms: Professional Learning Wish List

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Thinking Reading Chapter 5 Breakout Rooms

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Chapter 5 Highlights: What school leaders need to know and do about reading 

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Chapter 5 Highlights: What school leaders need to know and do about reading 

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Educators need good quality data on student reading

Multi-tiered supports

School climate

Importance of investing in staff expertise and high quality professional learning

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Word Recognition in Secondary - Decoding and Fluency

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Word Recognition in Secondary - Decoding and Fluency

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This session will be offered virtually throughout the SY24-25 School Year. Visit APLD and use search term "secondary ela" to find the latest offering.

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If you are a new user, you should start by creating your account.

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There is often an expectation at secondary school that if students haven't learned to read well by the time they begin Year 7, it's probably indicative of a lack of ability. This may be related to a hangover from the 11+ exam, or it may simply be prejudice. It's certainly not based on anything factual. There is plenty of evidence - some of it on this blog and on our website - that students can catch up remarkably quickly when given explicit, systematic teaching.

However, this sort of teaching is closely targeted, has most impact in a one-to-one format, and doesn't always fit into the organisation of the general secondary classroom. So what do we do about helping struggling readers to cope, and even improve, while grappling with the regular curriculum? Here are six suggestions:
Know who they are
It might sound trivial, but it's not. This UK study found, for example, that only half the poor readers in the sample had been identified for additional support. Children can also become experts at masking their reading problems in the classroom. They have lots of motivation to do so, for to expose these problems is to invite shame, ridicule and bullying. So the careful teacher finds low-key ways to explore the problem and to see how deep it goes. You can use more than test data for this: a quiet chat, a reading aloud exercise, a comprehension activity, can also yield much information. But certainly, you should have a good idea of how your students stand in relation to national reading norms - regardless of your subject. If your school doesn't yet provide this data as standard to every teacher, the leadership may need a not-so-subtle nudge.
Have them read aloud to you
Library lessons are a great way to do this, as is simply taking the opportunity while moving around the room. Talking in a quiet voice (while keeping an eye on the rest of the class), invite the student to read a paragraph or more and note the errors they made (are they recurring?), and how quickly they read. Most students love reading to their teacher, even those who are not confident about reading aloud to the class. Giving them a sense of safety to do so is a gift. Always remember to praise what they do well, and give two or three very specific items of feedback. You can't do this sort of exercise all the time, but if you have two or three students like this whom you check in with every week, it makes a big difference to them. And they will improve, because they are getting specific feedback, and they want to please you.
Check their understanding
Some students seem to decode the words on the page quite well, but on probing a little deeper we may find that they have retained or understood very little. One reason for this may be a lack of fluency: decoding is so effortful that they have little working memory left over to process meaning. Another reason may be related to vocabulary; sometimes there are too many words on the page that they don't know, or aren't familiar with in this context. Asking them what a particular word means, or asking them to put a sentence into their own words, can be very helpful in getting them to think more carefully. A critical element that enables students to understand texts is whether they are able to connect pronouns with their referents. Asking the student who 'he' or 'it' refers to, can reveal quite alarming gaps in their comprehension. So talk about language in a text with the class, and have specific students in mind to question most closely for understanding.
Pair them with an able buddy
This doesn't mean sitting them next to a clever girl so they can copy the answers. Set up activities where students read to each other in pairs. Get them to take turns, and tell them that they can work out between them which parts each will read, explaining that slower readers should read less text, focusing on accuracy. Even five or ten minutes of such activities will provide not only much-needed practice, but also modelling from an able peer. Modelling is most powerful when it is provided through someone who is close to the learner in age, status, and skill level. Students will generally take more risks with a peer than they would with an adult. At the same time, it is important to teach all students the ground rules for working co-operatively in this way:

Don't tell your partner the word if they get stuck. Pause while they work it out.

Read 'through' the word with them, don't just tell them the word, so that the learner can see the links between spellings and sounds.

Always be polite when offering feedback. Never laugh or scold.

It may sound simple, but while being explicit about courtesy never does harm, it often achieves much good.
Build up their spoken vocabulary
Reading represents spoken language. If students don't know the word on the page, they will have trouble decoding it, and even more so understanding how the term is being used. Using robust vocabulary instruction, a la Beck, McKeown and Kucan, will benefit all learners, but especially those furthest behind. Beck and her co-authors suggest that a student needs to encounter a word ten times in different contexts to make it likely that they will integrate it into their own vocabulary. So intensify vocabulary instruction, and consciously plan which words to prioritise for study.
Communicate positive expectations
Lastly, going back to the opening point of this post: if you communicate to students that they can learn, they will. If you communicate to them that they will never learn, they will give up. And then they will do something else, which usually involves making your life more difficult! So, while using strategies like those above are helping the struggling reader, you are also making a difference for yourself and the other students in the class.

At the end of the day, children who learn to read tend to be much happier than when they couldn't.

References:

Beck, I. L., McKeown, M. G., & Kucan, L. (2013) Bringing Words to Life. London: Guildford Press.
You may also be interested in: Can't Read, Won't Read: Part One Can't Read, Won't Read: Part Two Can't Read, Won't Read: Part Three Can't Read, Won't Read: The Sequel There is Hope

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Six Ways to Help Struggling Readers in Your Classroom

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How we treat reading problems in the classroom affects student outcomes - and our stress. There is often an expectation at secondary school that if students haven't learned to read well by the time they begin Year 7, it's probably indicative of a lack of ability.

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WWC | Improving Adolescent Literacy: Effective Classroom and Intervention Practices

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This guide presents strategies that classroom teachers and specialists can use to increase the reading ability of adolescent students.

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Reading Apprenticeship - framework for extensive reading, metacognition, disciplinary literacy

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Reading Apprenticeship - framework for extensive reading, metacognition, disciplinary literacy

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This article outlines how to stay true to the design principles of effective professional learning when teaching online.

Teachers can use this snapshot of a Reading Apprenticeship classroom as a reflection tool, for lesson planning, and with colleagues for peer observations. It can also serve as a guide for administrators' classroom walk-throughs.

Learn how to start building a culture of literacy at a school, district, or college campus. Whether advocating as a single teacher or responding to an administrator eager to have everyone on board, there are a range of ways to begin.

Watch and listen as a current superintendent, teacher, and principal explain why reading matters at the district, school and classroom levels.

Thoroughly updated, this third edition of Reading for Understanding offers teachers evidence-based strategies to help students gain the reading independence they need to master subject area texts through Reading Apprenticeship.

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This article outlines how to stay true to the design principles of effective professional learning when teaching online. Teachers can use this snapshot of a Reading Apprenticeship classroom as a reflection tool, for lesson planning, and with colleagues for peer observations. It can also serve as a guide for administrators' classroom walk-throughs.

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This webinar is so powerful! It really showed me how to think about the reading rope with older readers - diagnosing backwards into which strands are causing them to struggle with comprehension, etc.

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The Science of Reading and Middle School: The Other End of the Rope

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Examples of how to mark errors during read aloud

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Examples of how to mark errors during read aloud

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Credit to Lexia.

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Blast from the Past: This entry first posted on February 1, 2015 and was reposted on May 17, 2018. This week on Twitter, Carol Jago, past president of the National Council of Teachers of English challenged the practice of high school teachers reading books to students. She rightly criticized the practice, pointing out the importance of having students do the reading. Her thoughtful comment reminded me of this still timely blog posting.
Teacher question

Should high school English teachers read aloud to their students or play audio recordings to them?

Shanahan's response

Over the past several years, this practice has insinuated itself, Justin Bieber-like, into our consciousness. It seems to be showing up everywhere and it can be very annoying.

Reading aloud to older students definitely has a small place, and its appropriateness depends upon the purpose. Many teachers use it like a crutch, reading to kids rather than requiring them to do their own reading. It is easier that way, of course, but it doesn't accomplish our major instructional purposes.

If the idea is to ensure that students know Poe's story, "The Cask of Amontillado," as a cultural touchstone ("ooh, that's the one where the guy gets bricked up in the wall"), then reading it to the kids should accomplish that. Or, you could just show an old Vincent Price movie.

But how often is that the purpose?

English teachers need to teach students to read that kind of text themselves and make sense of it. The hope is that if students build the ability to read and interpret such texts that they will be able to do so later in college and in the workplace (though it would be a pretty strange workplace that wants you to interpret dramatic irony in an account of a homicide).

The problem is that students won't build that ability from being read to. They need to engage the texts themselves. (And, reading whole books to kids in those grades is just plain foolish.)

While too often the practice is misused by teachers, but that doesn't mean "no teacher reading."

What are some good purposes for oral reading in secondary English? Here are a few:

Teacher reading (or the use of audio recordings) can provide a model of what a text should sound like. If my students were still building oral fluency, I might have them listen to a small portion of the text, and then try to make it sound the same way themselves. Such modeling can play a useful role in fluency practice, even with older students.

There are times when the point is simply to convey information (like an announcement from the school office). Oral sharing of a text can be a practical way to accomplish that.

We're responsible for building students' reading and oral language. It can be useful to have them listen to the sound of the language for a particular text (like what a Shakespeare play or a Longfellow poem ought to sound like). Eudora Welty wrote about how important reading aloud was for her in learning to write and in appreciating the texts of others. Occasionally demonstrating this power to kids can be a great idea (though she herself did the reading - and your kids should, too).

Sometimes we have to balance efficiency with our instructional purposes. Teachers may use their own oral reading to speed things along, to make a lesson fit the schedule. For example, a teacher may have the students reading and discussing a text for the first 40 minutes of class but is not getting as far as she had hoped. Consequently, she reads the next section to everyone just to complete the chapter before the bell rings. Or, in another case, the teacher reads the first 2-3 pages of a story to the students to set the stage, and then turns the rest of the text over to them.

Nothing wrong with any of those practices since none of them would displace much student reading. Unfortunately, teacher reading tends to be used because the kids are finding the text difficult or don't want to read it.

Last week, I was teaching a high school English class myself. I had the students read an essay and was questioning them - and not getting very far, I must admit. At some point, I asked one young man a question about what the author said, and he gave a dopey answer. It was evident he hadn't done the reading. He either didn't read it or he read it badly. It was tempting to just stop there and read the essay to them to move things along, but instead I said, "You guys didn't get it. Read it again." It was amazing how the tenor of that class changed, and in retrospect I'm sure glad I didn't read it to them.

Oral sharing and video and audio presentations have their place in the high school English curriculum. But it is a small place, so teachers need to be honest with themselves as to why they are using those approaches.

One way to protect against the weak uses of it would be to establish an arbitrary percentage of English class to be devoted to student reading (perhaps 40% or 50%-the teacher might decide that over five 50-minute instructional periods, the students will spend 100 minutes reading - not discussing, not listening to others read, not writing, not waiting, just reading the stories, poems, essays, literary nonfiction, and so on that are to be discussed and written about by the class.

Teachers should not read the books to their English classes in middle school and high school.

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Blast from the Past: This entry first posted on February 1, 2015 and was reposted on May 17, 2018. This week on Twitter, Carol Jago, past president of the National Council of Teachers of English challenged the practice of high school teachers reading books to students.

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EdWeekly - What Can Schools Do When Older Students Can't Read?

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EdWeekly - What Can Schools Do When Older Students Can't Read?

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Progression through elementary school is based on the expectation that children will learn the basic foundations of reading in the early grades: kindergarten, 1st, and 2nd.

After 3rd grade, teachers are asking students to read more complex texts, and reading is central to learning across subjects-not just English/language arts, but science, social studies, and math.

What happens if kids don't master these foundational skills by then? And what can schools do to make sure they do?

These questions were at the heart of a March 6 panel conversation at SXSW EDU. The annual education conference, happening in Austin this week, has a host of reading-related programming on the schedule.

Often, when older elementary school students can't read, it's because they're having trouble with a foundational skill, said Brandy Nelson, the academic director for the Reading Reimagined program at the Advanced Education Research and Development Fund, and the panel's moderator.

"What is probably happening is the student has a decoding challenge," she said.

Decoding is the process of lifting words off the page-connecting the written letters to spoken sounds, and then blending those sounds together. Research has shown that it's the foundation of skilled reading, and that teaching students how to do it-teaching them phonics-is the most effective way to help them learn to read words.

This research, and the ensuing implications, has become a cornerstone in the movement known as the "science of reading."

On this panel, two researchers and a parent advocate joined Nelson to discuss what school systems need to do to support older students who have reading difficulties.

The panelists included Kathy Rhodes, an assistant professor of education at the University of California Irvine, Sonya Thomas, the executive director of parent activist organization Nashville PROPEL, and Jason Yeatman, an assistant professor of psychology at Stanford University's Graduate School of Education.

They talked about identifying and intervening with students who have decoding challenges, but also the broader social and cultural context that determines the shape of reading difficulties in this country. Reading scores are lower for students of color and students experiencing poverty.

Teaching reading well is an "issue of justice," said Rhodes.

Read on for three takeaways from the conversation.

1. Educators need to believe that all children can learn

When it comes to students in the upper elementary and middle grades, "there's a huge belief gap," said Thomas.

School systems and the educators who work in them have to start with the assumption that all children can learn to read, and that all children have the right to learn to read, she said.

Instead of labeling children with foundational skills gaps as generally "behind" and lumping them together in one category, schools should instead pinpoint what skills they have and haven't achieved mastery in, said Yeatman.

2. School districts need to know the extent and shape of the problem

Not all older elementary students who struggle with reading have foundational skills deficits. But for those who do, schools need reliable assessments that teachers know how to use and interpret.

Schools need to figure out what students are struggling with exactly, before they start "executing on solutions," said Nelson.

At Stanford, Yeatman's lab is building a free library of effective decoding assessments. They've also created their own open-access set of assessments, called the Rapid Online Assessment of Reading, or ROAR.

Choosing assessments shouldn't be treated like a run-of-the-mill procurement process, Yeatman said. Instead, it should be informed by the ways that students are struggling, he said.

3. Teachers need the right tools to address reading difficulties in a culturally responsive way

Older elementary teachers often don't have the training to teach foundational skills. Even if they did, finding time within the school day to address phonics or phonemic awareness can feel all but impossible with a tight schedule of grade-level content to get through. Experts say that students who have foundational skills gaps should still have access to the same core instruction that their peers are getting.

But it's not just logistics. Schools also need to make sure that they're meeting kids' diverse cultural and linguistic needs.

Many Black children use a dialect of English, often referred to as African American Vernacular English, said Rhodes. "It has really profound and rule-governed, predictable, morphological and syntactical features," she said. Schools often plan targeted reading support for young English learners, for example, who are using two different languages, Rhodes said. But bidialectical students need these supports too, she said.

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What Can Schools Do When Older Students Can't Read?

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Progression through elementary school is based on the expectation that children will learn the basic foundations of reading in the early grades: kindergarten, 1st, and 2nd. After 3rd grade, teachers are asking students to read more complex texts, and reading is central to learning across subjects-not just English/language arts, but science, social studies, and math.

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IES Guide: Providing Reading Interventions for Students in Grades 4–9

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IES Guide: Providing Reading Interventions for Students in Grades 4–9

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Book Study on the IES Guide: https://padlet.com/mz_ess_az/secondary_interventions_guide

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Routinely use a set of comprehension-building practices to help students make sense of the text

Part 3A. Build students' world and word knowledge so they can make sense of the text

Part 3B. Consistently provide students with opportunities to ask and answer questions to better understand the text they read

Part 3C. Teach students a routine for determining the gist of a short section of text

Part 3D. Teach students to monitor their comprehension as they read

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reading intervention; reading instruction; literacy; reading difficulties; reading disabilities; comprehension; fluency; decoding; comprehension monitoring; world knowledge; word knowledge; vocabulary; stretch text; grade 4; grade 5; grade 6; grade 7; grade 8; grade 9

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WWC | Providing Reading Interventions for Students in Grades 4-9

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Routinely use a set of comprehension-building practices to help students make sense of the text Part 3A. Build students' world and word knowledge so they can make sense of the text Part 3B. Consistently provide students with opportunities to ask and answer questions to better understand the text they read Part 3C.

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Thinking Reading Chapter 4 Breakout Rooms

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Chapter 4 Highlights: Helping struggling readers in the secondary classroom

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Chapter 4 Highlights: Helping struggling readers in the secondary classroom

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If we intervene effectively by changing the teaching, secondary struggling readers can still become competent readers

It is in everyone's interest when all students are making progress in their reading - there are no losers!

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AIM Pathways to Proficient Reading: Secondary Interest Form for Future Opportunities

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AIM Pathways to Proficient Reading: Secondary Interest Form for Future Opportunities

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For more information about the course, https://institute.aimpa.org/aim-pathways/aim-pathways-individual-cohort/secondary

If you and/or your district/charter is interested in future availability for this training, please fill out this interest form: AIM Pathways to Proficient Reading: Secondary Interest Form for Future Opportunities

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Teacher Professional Learning | Literacy, Math | MTSS

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Curriculum Adoption

Curriculum Implementation

Literacy Coaching & Site Implementation Support

Early Literacy Planning & Implementation Collaboration

Publisher Approved Professional Learning

Online Elementary Reading Academy

Adolescent Literacy Solutions

Curriculum Adoption

Curriculum Implementation

Rise in Math

Math Coaching

Online Math Academy

Onsite Math Academy

Teaching Reading Sourcebook 3rd Edition

Curriculum Adoption

Curriculum Implementation

Literacy Coaching & Site Implementation Support

Early Literacy Planning & Implementation Collaboration

Publisher Approved Professional Learning

Online Elementary Reading Academy

Adolescent Literacy Solutions

Curriculum Adoption

Curriculum Implementation

Rise in Math

Math Coaching

Online Math Academy

Onsite Math Academy

Teaching Reading Sourcebook 3rd Edition

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Assessing Reading: Multiple Measures, 2nd Edition - Teacher Professional Learning | Literacy, Math | MTSS

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Curriculum Adoption Curriculum Implementation Literacy Coaching & Site Implementation Support Early Literacy Planning & Implementation Collaboration Publisher Approved Professional Learning Online Elementary Reading Academy Adolescent Literacy Solutions Curriculum Adoption Curriculum Implementation Rise in Math Math Coaching Online Math Academy Onsite Math Academy Teaching Reading Sourcebook 3rd Edition Curriculum Adoption Curriculum Implementation Literacy Coaching & Site Implementation Support Early Literacy Planning & Implementation Collaboration Publisher Approved Professional Learning Online Elementary Reading Academy Adolescent Literacy Solutions Curriculum Adoption Curriculum Implementation Rise in Math Math Coaching Online Math Academy Onsite Math Academy Teaching Reading Sourcebook 3rd Edition

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Bringing Words to Life: Second Edition: Robust Vocabulary Instruction

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Hundreds of thousands of teachers have used this highly practical guide to help K–12 students enlarge their vocabulary and get involved in noticing, understanding, and using new words. Grounded in research, the book explains how to select words for instruction, introduce their meanings, and create e…

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David Kilpatrick, Equipped for Reading Success

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David Kilpatrick, Equipped for Reading Success

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About The Author David A. Kilpatrick, PhD is a professor of psychology for the State University of New York College at Cortland. He is a New York State certified school psychologist with 28 years e…

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The Brain Prize Presents: Stanislas Dehaene

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Welcome to the Science of Reading! Science of Reading Logo 2023.png The Science of Reading is built on two fundamental truths:We were never born to read. Our brains are hardwired for speech, not print.The alphabetic principle is the foundation of our alphabetic writing system. It is fundamentally d…

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Scarborough's Reading Rope and Adolescent Reading Models

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Scarborough's Reading Rope and Adolescent Reading Models

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https://www.adlit.org/topics/intervention/theory-adolescent-reading-simple-view-complex-process

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Adolescent Literacy Cognitive Models (2)

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Video from Louisa Moats as well: https://www.youtube.com/watch?v=uQkQw8QqaJU

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What Is The Alphabetic Principle?

Connecting letters with their sounds to read and write is called the " alphabetic principle." For example, a child who knows that the written letter "m" makes the /mmm/ sound is demonstrating the alphabetic principle.

Letters in words tell us how to correctly "sound out" (i.e., read) and write words. To master the alphabetic principle, readers must have phonological awareness skills and be able to recognize individual sounds in spoken words. Learning to read and write becomes easier when sounds associated with letters are recognized automatically.

The alphabetic principle has two parts:

Alphabetic understanding is knowing that words are made up of letters that represent the sounds of speech.

Phonological recoding is knowing how to translate the letters in printed words into the sounds they make to read and pronounce the words accurately.

The alphabetic principle is critical in reading and understanding the meaning of text. In typical reading development, children learn to use the alphabetic principle fluently and automatically. This allows them to focus their attention on understanding the meaning of the text, which is the primary purpose of reading.

Learning and applying the alphabetic principle takes time and is difficult for most children. There are many letters to learn the sounds of, and there are many ways to arrange the letters to produce the vast number of different words used in print. Also, in English, the same letter can represent more than one sound, depending on the word (e.g., the /a/ sounds are different in the words "mat" and "mate"). In Spanish, by contrast, which also includes the vowel "a" in its alphabet, the /a/ sound is always pronounced the same way (e.g., the /a/ in "casa") regardless what word it is in.

Irregular Words

Some words, called irregular words, cannot be read accurately using the alphabetic principle to "sound them out" (e.g., the words "was," "is," and "know" are not accurately pronounced using phonics rules). Irregular words require a different teaching approach than teaching how to read words that follow a rule-based, letter-sound structure.

Despite the presence of irregular words, learning the alphabetic principle thoroughly and using it to read unfamiliar words, is a much better strategy than trying to memorize how to accurately read each word as a whole word, or guessing what the word might be based on its first letter and the words before or after it in the text.

Explicit Phonics Instruction

Explicit phonics instruction-i.e., how the alphabetic principle works, step by step-and extensive practice enables most children to learn the alphabetic principle. Below are effective strategies for teaching the alphabetic principle. These same strategies can be used with children who struggle learning to read, including children with reading disabilities or dyslexia. For students who struggle, highly systematic and explicit instruction plus lots of accuracy practice will be necessary for them to learn the alphabetic principle thoroughly.

All alphabetic languages can be taught using phonics and the alphabetic principle to guide instruction. However, alphabetic languages-English, Spanish, French, Turkish, Vietnamese, and many others-differ dramatically in their alphabetic principle complexity. For example, English is quite complex-there are many rules and exceptions to those rules that need to be learned to read and write correctly. Spanish is much less complex. Letters typically make only one sound regardless of the word they are in and rule exceptions are very few compared to English. For example, Spanish vowels only make one sound. In some cases, the vowel is silent as the letter "u" is in the word, "que."

Teach Students To Connect Letters To Their Most Common Sound Or Sounds

All 26 letters in English make at least one predictable or common sound depending on the other letters in the word. For example, each of the three letters in the word "mat" makes its most common sound. In the word "meat" the "m" and "t" make the same sound as they do in "mat" and the "ea" letter combination makes its most common sound when these letters are together in a word. Notice that in the word "meat," there is only one sound for "ea" even though there are two letters. Teachers can sequence and deliver instruction in a way that helps students efficiently learn the "rules" for the different sounds that letters and letter combinations make.

Teach Students To Read Words Using What They Know About The Sounds That Letters And Letter Combinations Make

In using the alphabetic principle, students "blend" the sounds made by individual letters into a whole word. For example, the sounds /m/ /a/ /t/ made by the letters "m," "a," and "t" are blended together seamlessly to make the word "mat." Students should begin learning to read by producing the individual sounds in words and blending the sounds together quickly to produce the whole word with simple CVC words (consonant-vowel-consonant) before progressing to more complex word types that follow other important phonics rules. During instruction, teachers can use a strategy such as "I Do, We Do, You Do" to show students what to do (how to blend), practice with them (students do it with the teacher), and then the students do it on their own to show their teacher they know how to do it. Teaching several of the most common sounds for a few individual letters allows students to read many different words depending on letter order. Teaching other rule types (e.g., letter combinations such as "ea" and "th," the "Bossy E" rule when "e" comes at the end of a CVC word, and so forth) enables students to accurately read a vast number of words they have never encountered in text.

Have Students Begin Reading Texts That Contain A High Percentage Of Decodable Words

Early in learning to read, students can begin reading simple books that contain words they can read on their own using the rules of the alphabetic principle. These decodable texts have a high percentage of words that follow common alphabetic principle rules. Students can practice reading these books to build their reading fluency, which helps them focus their attention on understanding the meaning of the text.

Many common words such as "was," "said" and "of" are irregular words-i.e., they do not follow common alphabetic principle rules. The most common irregular words should be taught early in reading development so that students will be able to read more expanded and interesting texts that are otherwise highly decodable.

Infographics

Suggested Citation

Baker, S.K., Santiago, R.T., Masser, J., Nelson, N.J., & Turtura, J. (2018). The Alphabetic Principle: From Phonological Awareness to Reading Words. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. Retrieved from http://improvingliteracy.org.

References

Carnine, D., Silbert, J., & Kame'enui, E. J. (1997). Direct instruction reading. Upper Saddle River, NJ: Merrill.

Ehri, L. C. (1991). Development of the ability to read words. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2), 383-417. New York, NY: Lawrence Erlbaum Associates, Inc.

Harn, B., Simmons, D. C., & Kame'enui, E. J. (2003). Institute on Beginning Reading II: Enhancing alphabetic principle instruction in core reading instruction [PowerPoint slides]. Retrieved from http://oregonreadingfirst.uoregon.edu/downloads/instruction/big_five/enh...

Liberman, I. Y., & Liberman, A. M. (1990). Whole language vs. code emphasis: Underlying assumptions and their implications for reading instruction. Annals of Dyslexia, 40(1), 51-76. doi:10.1007/bf02648140

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction No. 00-4769). Washington, DC: National Institute of Child Health and Human Development. Retrieved from http:/https://www.nichd.nih.gov/publications/nrp/smallbook.htm

Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-407. doi:10.1598/rrq.21.4.1

Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192-212. doi:10.1037//0033-2909.101.2.192

Abstract

The alphabetic principle is a critical skill that involves connecting letters with their sounds to read and write. Learning and applying the alphabetic principle takes time and is difficult for most children. Explicit phonics instruction and extensive practice are important when teaching children to learn the alphabetic principle.

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The Alphabetic Principle: From Phonological Awareness to Reading Words

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What Is The Alphabetic Principle? Connecting letters with their sounds to read and write is called the "alphabetic principle." For example, a child who knows that the written letter "m" makes the /mmm/ sound is demonstrating the alphabetic principle. Letters in words tell us how to correctly "sound out" (i.e., read) and write words.

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Dr. Louisa Moats

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Thinking Reading Chapter 3 Breakout Rooms

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Chapter 3 Highlights: How do we learn to read, and why is it important?

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Chapter 3 Highlights: How do we learn to read, and why is it important?

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Solid research tells us about the strands of the process of learning to read

Alphabetic principle – a letter or letters represents a sound

Word recognition + Language Comprehension

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Simple View of ReadingNobody said reading is simple, and Philip Gough and William Tunmer, didn’t either. Just as medicine has theoretical models, Gough and Tunmer created this formula in 1986 to clarify the role of decoding in reading comprehension. Over 150 empirical research studies have supported…

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This exposé hosted by Emily Hanford is about how educators came to believe in an idea about how children learn to read. This idea was proven wrong by cognitive scientists decades ago, but many still hold fast to the ideas behind it. She examines how these ideas make it harder for many students to learn to read. We will look at our own practices as reflective educators with a growth mindset. There may be difficult conversations, but we will approach them with respect for all, as we move forward with new knowledge for the benefit of all students.

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Sold a Story: How Teaching Kids to Read Went So Wrong

There's an idea about how children learn to read that's held sway in schools for more than a generation - even though it was proven wrong by cognitive scientists decades ago. Teaching methods based on this idea can make it harder for children to learn how to read. In this podcast, host Emily Hanford investigates the influential authors who promote this idea and the company that sells their work. It's an exposé of how educators came to believe in something that isn't true and are now reckoning with the consequences - children harmed, money wasted, an education system upended.

Sixty years ago, Marie Clay developed a way to teach reading she said would help kids who were falling behind. They'd catch up and never need help again. Today, her program remains popular and her theory about how people read is at the root of a lot of reading instruction in schools. But Marie Clay was wrong.
Sold a Story is an independent investigative journalism project from American Public Media. We rely on your donations to support this kind of rigorous reporting.
The controversial educational publishing company has sold instructional materials and professional resources in almost every state, earning at least $1.6 billion over a decade. Explore a map of school districts.

More states are now requiring districts to adopt curriculum that adheres to the science of reading. Look up the policy in your state.

At least 15 states have passed laws about how schools teach reading since the Sold a Story podcast was released in 2022, but there is pushback.

Here's a reading list put together by Emily Hanford.

This discussion guide, created by a teacher, invites educators, parents, community members and kids to have a conversation about the podcast.

Emails and voice messages poured in from people who listened to Sold a Story.

We'll let you know when we release new episodes of the podcast. Enter your address below.

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Sold a Story: How Teaching Kids to Read Went So Wrong

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There's an idea about how children learn to read that's held sway in schools for more than a generation - even though it was proven wrong by cognitive scientists decades ago. Teaching methods based on this idea can make it harder for children to learn how to read.

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Breakout Rooms: Ch 2 Misconceptions about reading

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Breakout Rooms: Ch 2 Misconceptions about reading

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Thinking Reading Chapter 2 Breakout Rooms

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Chapter 2 Highlights: Misconceptions about reading, and their consequences

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Chapter 2 Highlights: Misconceptions about reading, and their consequences

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Through poorly conceived instruction, resistance to scientific evidence, and attention to myths and misconceptions, we have traditionally made it much, much harder for struggling secondary students to succeed

There is a history of disputes over how to instruct reading, but there’s reading science that shows the correct way

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ELA Office Hours - Join the ADE ELA Team and literacy leaders from around the state in an opportunity to collaborate, share and learn about reading and literacy information.

Anchor Standards, Introduction, Glossary

Vertical Articulation of the K-12 ELA Standards

Vertical Articulation of the K-12 ELA Standards - The Vertical Articulation document shows the progression of each standard over the course of the K-12 continuum. It is important to have an understanding of how a skill/standard develops over time.

English Language Arts Crosswalks

The ELA and Social Studies Crosswalks show the purposeful connections between the Social Studies standards, the ELP (English Language Proficiency) standards, and the ELA (English Language Arts) standards.

Please contact Lauren Spenceley for an accessible version of the Social Studies Crosswalks.

ELA and Assessment

Arizona Assessments - AASA (Arizona's Academic Standards Assessment) is the statewide achievement test for Arizona students in Grades 3-8. All Arizona public school students in Grades 3 - 8 will take the grade level AASA assessments in English Language Arts and Mathematics. Grades 9 and Grade 11 students will take the ACT Aspire assessment. Cohort 2023 (typically grade 11) students will take the ACT assessment.

- AZELLA (Arizona's English Language Learner Assessment) is a Standards-Based Assessment that measures a student's English language proficiency based on the Arizona English Language Proficiency Standards.

NAEP - NAEP (National Assessment of Educational Progress) is a national assessment of academic content outlined in the NAEP Academic Frameworks. The assessments are given to a sample of students in Grades 4, 8, and 12.

** ELA and Assessment - Would you like to learn more about the new Arizona assessments? Visit Assessment for lots of helpful information and resources, including their Friday Focus Webinars!

ELA Professional Learning
Literacy Professional Learning
For questions regarding registration, certificates, accessing courses, etc. please refer to our APLD Participant Guide: APLD FAQ Page

ELA Resources
ELA Resources
Summary of Changes for the Arizona English Language Arts Standards (Adopted December 2016)
The ADE ELA Team:
**The views and opinions expressed in any third-party resource do not necessarily reflect those of the Arizona Department of Education (ADE) and do not imply an endorsement by ADE.

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Arizona English Language Arts Standards Updates icon.png ELA Updates PD icon.png ELA Professional Development Email icon.png Sign up for ADE ELA Updates ELA Office Hours - Join the ADE ELA Team and literacy leaders from around the state in an opportunity to collaborate, share and learn about reading and literacy information.Anchor Standards, Introduction, GlossaryIntroduction PDF | Word Standards Glossary PDF | Word Anchor Standards PDF | Word Grades K-5K-5 STANDARDSK-5 STANDARDS PLACEMATSKindergarten (Revised 7/17) PDF | WordKindergarten (Revised 7/17) PDF | WordFirst Gr

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ADE APLD - http://azed.geniussis.com/Registration.aspx?CAT=%2032

Use search term "secondary ELA" to narrow down your search for Secondary ELA opportunities.

Use search term "K12-AS-ELA" to narrow down your search for all ELA opportunities.

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The Arizona Department of Education is focused on the importance of teaching children to read. It is important to continue this focus into the secondary classroom, including middle school and high school. In short, literacy instruction remains every bit as important in the older grades, as it is in grades K-3. The resources provided here are meant to assist secondary (6th-12th) ELA educators and parents in providing the best instruction for all Arizona students.

ELA Standards Grades 6-12

The Arizona English Language Arts Standards define the knowledge, understanding, and skills that need to be effectively taught and learned for all students to be ready to succeed in credit-bearing, college-entry courses, in the workplace, and/or in military service. The standards present a vision of what it means to be a literate person in the twenty-first century.

Grade-specific K-12 standards in Reading, Writing, Speaking and Listening, and Language translate the broad aims of The Arizona English Language Arts Anchor Standards into age- and attainment-appropriate terms. These standards allow for an integrated approach to literacy to help guide instruction.
You can access the Grade 6-12 ELA Standards, as well as the Vertical Articulation of Standards, Glossary, and other guidance materials on the Standards: English Language Arts webpage.
Interventions for Secondary/Adolescent Readers

This resource section is under construction, but a great place to start is:

IES Practice Guides - Institute of Education Sciences has provided a set of recommendations for evidence-based best practices to address challenges in classrooms and schools that serve the secondary grades.

Reading | Literature Resources

Achieve the Core - Text Complexity Toolkit

All About Adolescent Literacy - AdLit.org is a national multimedia project offering information and resources to the parents and educators of struggling adolescent readers and writers.

AdLit Classroom Strategies - Before, During, and After Reading

CEEDAR - Disciplinary Literacy Course Enhancement Module

EdWeek - Spotlight on Adolescent Reading

GELN - Essential Instructional Practices for Disciplinary Literacy in the Secondary Classroom

IES Practice Guides - Institute of Education Sciences has provided a set of recommendations for evidence-based best practices to address challenges in classrooms and schools that serve the secondary grades.

Keys to Literacy Adolescent Literacy Resources - Joan Sedita of Keys to Literacy provides resources focused on adolescent literacy. Adolescent literacy encompasses the skills that must be taught to all students so they can meet increasingly challenging reading and writing demands as they move through the upper grades, as well as what needs to be done for those students who fall behind who may need intervention instruction in foundational literacy skills.

Meadows Center, Partner Reading Teachers' Guide - The purpose of this guide is to provide teachers a feasible partner reading procedure that can be used in middle school classrooms.

NCTE Bookstore, Adventurous Thinking: Fostering Students' Rights to Read and Write in Secondary ELA

NCTE Students' Right to Read - Plethora of resources for engaging students in literature.

ReadWriteThink - Powered by NCTE. ReadWriteThink is a teaching and learning community for English Language Arts teachers from K-12th grade with resources providing free access to the highest quality standards-based practices, lesson plans, videos, activities, and apps.

WestEd Publications, Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms

WestEd Reading Apprenticeship - What if instead of teaching around the text, lecturing, or summarizing for students, teachers engaged students in actually grappling with text - reading and talking about what it means and how they figured it out? WestEd has provided resources and materials to teach reading in a metacognitive way.

Writing | Grammar Resources
Writing Contests
JFK Profile in Courage Essay Contest - The Profile in Courage Essay Contest opens for submissions in the Fall of each year.

National Novel Writing Month Young Writers' Program - National Novel Writing Month (NaNoWriMo) takes place in November. The Young Writers' Program supports under-18 writers and K-12 educators as they participate in the November event, and take part in smaller writing challenges year-round.

Pulitzer Center - Local Letters for Global Change: A Pulitzer Center Writing Contest, deadline is November 13, 2021
Grammar Resources
Heinemann Publishing, The Grammar Planbook

NCTE Bookstore, Grammar to Get Things Done: A Practical Guide for Teachers Anchored in Real-World Usage

Stenhouse Publishers, Revision Decisions: Talking Through Sentences and Beyond

Stenhouse Publishers, Everyday Editing: Inviting Students to Develop Skill and Craft in Writer's Workshop
Writing
Keys to Literacy, Keys to Content Writing Resources

IES Guide, Teaching Secondary Students to Write Effectively

Parent Resources

AdLit.org, "Organizations that Promote Adolescent Literacy" - From lesson plans and classroom tools to free books and opportunities to publish students' work, nonprofit organizations have a lot to offer parents, teachers, and struggling readers themselves. Learn about some nonprofits with a commitment to helping young people become better readers and writers.

AdLit.org, "Parent Engagement in Transitions to Middle and High School" - Using the 3A framework (Attendance, Achievement, and Attainment) for dropout prevention developed by the America's Promise Alliance and the Annie E. Casey Foundation, this article highlights specific knowledge that parents need to support students' success, as well as ways that schools can engage parents as partners.

AdLit.org, "Engaging Parents to Support Academic Achievement" - Academic achievement is a strong predictor of high school graduation and is critical to long-term success in college, work, and life. A sixth grader who fails math or English, has unsatisfactory behavior, or poor attendance has a 75% likelihood of dropping out. Freshmen in Chicago public schools who earn a B average or better have an 80% chance of finishing high school with at least a 3.0 GPA.

IES, "Literacy Tips for Parents of Adolescents" - Based on common instructional elements , these are activities that parents can initiate at home to help ensure successful literacy outcomes for their adolescent students.

Meadows Center, "How Can I Help My Middle Schooler Read Multisyllabic Words? Five Helpful Steps" - This resource describes a simple strategy you and your child can use to help decode long words.

Scholastic, "17 Ways to Keep Your Middle Schooler Turning Pages" - As your kids get older, they may put reading on the back burner. Learn the best ways to keep them turning the pages with these helpful tips.

Assessment

ADE Assessment - Educator resources for the new Arizona state assessments. [ AASA (3rd-8th), ACT Aspire (9th), ACT (11th)]

Including:

Performance Level Descriptors and Item Specifications (AASA)

Arizona State Standards Alignment Guide (ACT and ACT Aspire)

Graduation Supports

High School Graduation - Information and Requirements

PostSecondary Resources - Resources and Events

OELAS Guidance - High School Credit for Integrated and Targeted ELD (August 2022) | Townhall Presentation 8.17.22 | OELAS Homepage

PROFESSIONAL LEARNING OPPORTUNITIES

Current Opportunities
Secondary ELA Quarterly Office Hours
Secondary ELA Quarterly Office Hours is a virtual opportunity to collaborate, share, and learn about secondary reading and literacy information from the AZ Department of Education with secondary ELA literacy educators and leaders from around the state. Register for the July 13, 2023 meeting!

Past Meetings:

Earn PD credit and collaborate with other secondary ELA teachers! A variety of topics including: reading comprehension, writing, secondary MTSS, collaboration with Social Studies, and more! - use search term "secondary ELA"

Register - use search term "secondary ela" to narrow down your search
ALL ELA Professional Learning Opportunities
Current PD from the whole ELA Team:

K-12 Literacy Office Hours once a month - come join us to hear the latest ELA news!

Arizona Reading Fundamentals OnDemand Academy - This academy offers schools a variety of free knowledge blocks on demand. Each knowledge block includes several different sessions. Each session includes three recorded presentations and pre- and post- activities. Districts and schools are encouraged to utilize these resources as a part of a comprehensive professional learning plan that is data-driven, sustained, intensive, collaborative, job-embedded and instructionally focused.

Register - use search term "k12-AS-ELA" to narrow down your search

APLD Support:
For questions regarding registration, certificates, accessing courses, etc. please refer to our: APLD FAQs
Sign up for ELA Listserv:
To stay on top of the latest Arizona ELA news, join our listserv!

Secondary ELA Book Study

Fall 2023

Join the ADE English Language Arts Team for a FREE Secondary ELA Focused 8-week book study. Thursdays from 4:30-5:30 MST (9/7 through 10/26). Everyone is welcome!
Text: Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, 3rd Edition by Cynthia Greenleaf, Ruth Schoenbach, Linda Friedrich, Lynn Murphy, and Nika Hogan
To order: Wiley Publishers

Improve student outcomes in reading and literacy with the latest edition of this bestselling text! The newly revised Third Edition of Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms is the latest iteration of the best-selling, landmark book in the field of adolescent literacy. The book contains strategies for boosting the reading independence of middle, secondary, and college students. Research conducted by NSF, IES, and OII has validated the model taught in Reading for Understanding, demonstrating its effectiveness in raising students' reading achievement levels. The authors teach a clear and concise instructional framework for students at all learning levels, from those with special learning needs to those taking honors and Advanced Placement courses. The book also includes:

A direct correlation to disciplinary literacy, making the book an even more valuable resource in a wide range of classrooms

Explanation of the social and personal dimensions for building a foundation for engaged learning

Discussions of the value of setting aside dedicated class time for independent, silent reading

With collaboration tips that go beyond the classroom and advice on building a cognitive "reading toolbox," Reading for Understanding is an indispensable resource for teachers at the Grade 6 and up, literacy coaches, reading teachers, community college instructors, and other school leaders.
Dates/Chapters:

9/7 Chapter 1 "Engaged Academic Literacy for All"

9/14 Chapter 2 "The Reading Apprenticeship Framework"

9/21 Chapter 3 "The Social and Personal Dimensions"

9/28 Chapter 4 "Metacognitive Conversation"

10/5 Chapter 5 "Extensive Academic Reading"

10/12 Chapter 6 "The Cognitive Dimension"

10/19 Chapter 7 "The Knowledge-Building Dimension"

10/26 Chapter 8 "Disciplinary Inquiry" and Epilogue

General Info for our book studies:

Virtual book chats take place via Zoom.

All participants must register in the APLD system to receive credit - each session is offered individually.

All participants who register in APLD, read their chapter(s), and attend the book study will be given 2-hours PD credit.

Please share with your colleagues!

Register - use search term "secondary ela book study" to narrow down your search

Archived Book Studies:

March-May 2023 Thinking Reading: What Every Secondary Teacher Needs to Know About Reading - Visit the Padlet!

January - March 2023 Effective Instruction for Middle School Students with Reading Difficulties - Visit the Padlet!

Fall 2022 Disciplinary Literacy Inquiry & Instruction - Visit the Padlet!

Summer 2022 The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades - Visit the Padlet!

April-May 2022 Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, 2nd Edition - Visit the Padlet!

Early Spring 2022 Fundamentals of Literacy Instruction and Assessment, Grades 6-12 - Visit the Padlet!

Fall 2021 Effective Instruction for Middle School Students with Reading Difficulties

Spring 2021 Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, 2nd Edition

Writing Professional Learning

FALL 2023

Arizona's 6-12th Grade Writing Standards: Model, Practice, Reflect, Assess - register for upcoming offerings on:

Previous Presentations - all materials archived here

11/9/22 Special Presentation - Arizona's 6-12th Grade Writing Standards: Model, Practice, Reflect, Assess - all materials archived here
Types of Writing Standards - Grades 6-12 Professional Learning Webinars
All materials from the webinars have been archived here:

Types of Writing Standards Grades 6-12: Argument Writing | Padlet

Types of Writing Standards Grades 6-12: Informative/Explanatory Writing | Padlet

Types of Writing Standards Grades 6-12: Narrative Writing | Padlet

Summer 2022
Thank you to all who joined in the Secondary ELA Summer of Writing Professional Learning Series!
All materials from the Summer Series have been archived here:

The Writing Revolution Book Study | Padlet

Types of Writing Grades 6-12: Argument Writing | Padlet

Types of Writing Grades 6-12: Informative/Explanatory Writing | Padlet

Types of Writing Grades 6-12: Narrative Writing | Padlet

Empowering Students through Grammar Instruction | Recording | Slide Deck

Writing for College, Career, and Beyond | Recording | Slide Deck

Reading Apprenticeship
Reading Apprenticeship from WestEd - ADE Cohort - SY23-24
Reading Apprenticeship is an evidence-based professional learning experience focused on disciplinary literacy in grades 6-12. Educators are engaged in a process to discover the tools and perspective to "apprentice" their students in any subject area. This assets-based approach helps teachers develop students' comprehension skills while also building subject-area knowledge, reader-identity, collaboration, and persistence. As part of a State Tutoring grant opportunity, ADE will be offering the opportunity for Arizona teachers to participate in an ADE cohort of the Reading Apprenticeship essentials course with little to no cost. Share this flyer with colleagues!

Informational Webinars: Register for an informational session to learn more about this ADE cohort opportunity!

Book Study: Access the materials from the Spring 2022 Professional Learning Book Study on the Reading Apprenticeship core text.

Updated Core Text: Third Edition - I will be offering a Professional Learning Book Study on this updated edition in Fall 2023! See book study blue bar above.

Recordings/Archived

Webinars

Special Presentation - "A Face Like Mine: Connecting Classic Literature to Modern YA Books" - On 2/11/21, a panel of high school librarians discussed ways to incorporate modern YA books in with teaching classic literature in the classroom. Click here to view the presentation

Building Background in the Virtual Secondary ELA Classroom - Building schema and background knowledge is one of the best ways to raise reading comprehension for our students. In this webinar, we explored some easy and fun ways to do this in the virtual/distance learning secondary ELA classroom. A better understanding of how building background and surfacing schema will help your students become better readers. Visit the Padlet with resources and slide deck.

Summer Series - Spotlight on Media Literacy and Sourcing - In collaboration with our ADE Social Studies team - Join trainers from ADE, and master teachers from around the state to a webinar to teach and engage with media literacy at all grade levels. Recorded presentation

"What is Media Literacy and How Do I Teach It?" - This webinar will examine what media literacy means, how do we teach students to be responsible consumers and producers of media and examine some methods and lessons you can use in your classroom. Recorded presentation

Integrating Secondary Social Studies and ELA - In collaboration with our ADE Social Studies team - How do you integrate Social Studies and English Language Arts in a secondary setting? What are the benefits of collaboration between English and Social Studies educators? This webinar demonstrated best practices to integrate Social Studies and ELA efficiently and easily. This webinar also used texts with multiple perspectives to address new ways to create cross-curricular projects and lessons. Slide Deck

Professional Organizations

Contact Information: Lauren Spenceley, Secondary ELA Specialist, 602-364-2267
Visit the English Language Arts YouTube playlist!
**The views and opinions expressed in any third-party resource do not necessarily reflect those of the Arizona Department of Education (ADE) and do not imply an endorsement by ADE.

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Secondary Literacy (Middle and High School) Secondary Logo 2023.png The Arizona Department of Education is focused on the importance of teaching children to read. It is important to continue this focus into the secondary classroom, including middle school and high school.

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Lauren Spenceley
Secondary ELA Specialist
Arizona Department of Education
lauren.spenceley@azed.gov

Thank you for joining us for this amazing book study! So excited to collaborate with you all!

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Make sure you register for ALL of the sessions!

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Make sure you register for ALL of the sessions!

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Each session is worth 2 hours of PD. Make sure you register for each session to get the credit.

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Arizona Professional Learning and Development

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https://www.azed.gov/scienceofreading/brain-research

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Use this padlet each week to share your golden lines - feel free to add them before the session and throughout the week! Make sure to include page numbers so your colleagues can find them. By the end of the book study, we will have a valuable collection of important lines!

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The Strategy:

Golden lines are an opportunity for each reader to share their learning from the text. It allows readers to collaborate and share their own learning and knowledge.

A golden line can be a line from the text that:

•raises questions for you

•confirms what you already believe

•makes you say aha

•conflicts with your beliefs

•causes you to reconsider prior assumptions

We will use this strategy at the beginning of every book study session moving forward - sometimes we will do breakout rooms like we did this evening, sometimes we will use chat.

So come ready with 2 golden lines from the chapter each week!

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Useful set of ground rules for discussing a text in a collaborative space.

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Authors James and Dianne Murphy discuss their research in this one hour presentation.

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researchEDHome 2020: Dianne and James Murphy - The Bridge Over The Reading Gap

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Chapter 1 Highlights: Why Every Teacher Needs to Know About Reading

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Chapter 1 Highlights: Why Every Teacher Needs to Know About Reading

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Introduction to the text and the 6-week book study format

Teachers have a moral obligation to ensure all students can read before they leave school

Golden Lines Strategy

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**The views and opinions expressed in any third-party resource do not necessarily reflect those of the Arizona Department of Education (ADE) and do not imply an endorsement by ADE.

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Publisher's Page: https://www.johncattbookshop.com/products/thinking-reading-what-every-secondary-teacher-needs-to-know-about-reading

Authors' Page: https://www.thinkingreading.com/

Authors' Twitter: https://twitter.com/ThinkReadHQ

Authors' Blog: https://thinkingreadingwritings.wpcomstaging.com/