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https://choosetwine.com/english-language-arts-resources/

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English / Language Arts is a tough subject to teach because of all it encompasses: reading, writing, comprehension, phonics, spelling... the list goes on. As a result, teachers can use all the help they can get in terms of online resources, games, and activities for students.

We've compiled a list of the best ELA resources on the web for teachers so they can spend more time using them, and less time sifting through the internet for what they need. Check out the list below, organized by grade level:

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English / Language Arts Resources for Teachers

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Looking for English / Language Arts resources on the web for teachers so they can spend more time using them, and less time sifting through the internet for what they need. Check out the list below, organized by grade level.

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https://www.imaginelearning.com/products/ela/el-education/

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Discover a content-based approach to literacy instruction that utilizes real-world compelling texts that engage and excite learners in grades K-8.

Drive Equity with a Solution Designed for Students

We offer a comprehensive, digital-first, core language arts program for grades K-8, in which students focus on mastery of knowledge and skills and demonstrate high-quality work while building habits of character.

Rated 'All Green' by EdReports

The research-informed program earned all green scores from independent reviewer EdReports, meeting standards for text quality, usability, and building knowledge.

Achieve More with Imagine Learning EL Education

The Four T's

Each unit and lesson is planned with the 4T's framework in mind. The 4T's ensure that students are able to comprehend the requirements and goals of each lesson, so they spend more time learning and less time figuring out what to do. Our scaffolded approach ensures students build knowledge as they progress culminating in mastery of the unit concept.

Imagine Learning EL Education

Create a learning experience that leverages the impact of content-based literacy through a unique combination of digital and print materials.

Support and Achieve Greater Learning

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Imagine Learning's content-based language arts and literacy program helps students in grades K-8 grow their personal skill levels through real-world texts.

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https://www.readingrockets.org/classroom/content-area-literacy

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In one school day, an elementary school teacher will instruct children in reading, math, science, social studies, and more. Children should be reading and writing across all these disciplines, using specific techniques and knowledge to help them navigate different types of texts.Photo by Allison Shelley for EDUimages

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https://newsela.com

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https://instructionpartners.org/our-favorite-content-resources/

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Our Favorite Content Resources

Our team compiled a list of some of our favorite resources from leading education organizations. Explore the free and practical resources for supporting ELA, math, and science instruction below.

ELA RESOURCES

MATH RESOURCES

SCIENCE RESOURCES

Resources for supporting multilingual learners

Our team compiled a list of some of our favorite free and practical resources for supporting multilingual learners.

Take
me
there

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Our Favorite Content Resources - Instruction Partners

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Our team compiled a list of some of our favorite resources from leading education organizations. Explore the free and practical resources for supporting ELA, math, and science instruction below. ELA RESOURCES MATH RESOURCES SCIENCE RESOURCES Our team compiled a list of some of our favorite free and practical resources for supporting multilingual learners.

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https://ies.ed.gov/ncee/wwc/PracticeGuide/19

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This practice guide was prepared for the WWC by Instructional Research Group under contract ED-IES-12-C-0016.

The following research staff contributed to the guide: Joseph Dimino, Kelly Haymond, Russell Gersten, Madhavi Jayanthi, and Rebecca Newman-Gonchar.

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WWC | Teaching Academic Content and Literacy to English Learners in Elementary and Middle School

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This practice guide provides four recommendations that address what works for English learners during reading and content area instruction. Each recommendation includes extensive examples of activities that can be used to support students as they build the language and literacy skills needed to be successful in school.

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https://www.colorincolorado.org/blog/elaliteracy-tools-achievethecoreorg-resources-can-support-ells-classroom

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ELLs bring many linguistic and cultural strengths to the classroom. However, when you have ELLs in your classroom, it can sometimes feel like you need to create two different lessons for every class period - one for native speakers of English and one to help your ELLs follow along. However, while differentiation is essential for ELLs and certainly worth the extra effort, creating a separate lesson for ELLs may not be the best strategy. Creating separate lesson plans may also have the unintended consequence of isolating ELLs from fluent speakers of English.

Instead, it's important to look for ways to scaffold your instruction for ELLs. To help you fully integrate ELLs in your instruction and save you some time, you can use many free resources for teachers of all students available at AchievetheCore.org. Achieve the Core is a website run by Student Achievement Partners, a non-profit founded by some of the lead writers of the Common Core State Standards. The organization is committed to supporting all students in their efforts to become college and career ready. While it may seem that giving ELLs easier work helps them, it actually reduces their opportunity to engage with rigorous grade-level content and is not an equitable approach. Yet with proper scaffolding and support, ELLs can be successful with grade-level work - including lessons aligned to the Common Core!

This blog post highlights three resources developed by Achieve the Core that you can use to provide support to your ELLs. They are:

1. The Academic Word Finder

2. Text Sets

3. Fluency Packets

For each resource, Claire Rivero from Student Achievement Partners will first describe what the resource is and why it's useful for all teachers. Then, ELL expert Diane Staehr Fenner will give you some suggestions on how you can integrate that resource so you can use it successfully with ELLs.

The Academic Word Finder

Regular practice with complex text and its academic language is one of the three shifts for English Language Arts/Literacy associated with Common Core and is critical to reading comprehension. Academic vocabulary, also known as Tier 2 Vocabulary, appears frequently in written texts; however, it is less common in spoken conversation, so these words will likely be unfamiliar to many students, especially struggling readers. Tier One words are the most basic words and tend not to have multiple meanings (e.g., book, dog). Tier Two words, however, are more complex, tend to be used across disciplines, and may have more than one meaning (e.g., synthesize, volume). Tier Three words are low-frequency words which appear in specific disciplines (e.g., isotope, photosynthesis).

While educators may quickly recognize some of the more challenging words in a text that will require extra attention, it is important to remember that certain Tier Two words may appear simple to decode yet are still difficult to comprehend because they have multiple meanings. Take the word "relative," for example. It is not a particularly challenging word to sound out, and many students may be familiar with what it means to have a "relative" in their family, but they may not have heard the term used to compare two things.

To help you identify Tier Two vocabulary, you can copy and paste any text into Achieve the Core's Academic Word Finder, select the grade you teach, and generate a list of the tier two vocabulary words that are at-, above- and below-grade-level for your students. The Academic Word Finder also generates parts of speech, definitions, and sample sentences for each Tier Two word to facilitate vocabulary practice.
Using the Academic Word Finder with ELLs
When I took the Academic Word Finder for a spin, I entered a two-paragraph long text for sixth graders, and eighteen words were generated. Seven words were below grade level, nine were on grade level, and two were above grade level. All the information (color coded, even!) provided in the Academic Word Finder was extremely helpful. However, I would not pre-teach or teach eighteen words in a two-paragraph text since that is too many words for ELLs to learn and retain with one exposure. I would definitely use this rich resource, but I'd be judicious about which words to teach my ELL students, depending on their level of proficiency, and I would also focus on how to teach ELLs the vocabulary words I had narrowed down from the generated list.

Teaching Academic Content and Literacy to English Learners in Elementary and Middle School is an Institute of Education Sciences practice guide published in 2014 that contains evidence-based strategies for teaching ELLs. This guide, which I draw from often in my work, recommends teaching a set of academic vocabulary words intensively across several days using a variety of instructional activities, and that recommendation is supported by a strong level of research evidence. Further, teachers need to choose the words to teach wisely. Criteria for choosing words for an in-depth focus are:

1. Words key to understanding the text that are likely unfamiliar to students

2. Words frequently used in the text

3. General academic vocabulary that students will see across disciplines (e.g., approximate, clarify)

4. Words with multiple meanings (e.g., volume)

5. Words with affixes (prefixes & suffixes)

6. Words that have cognate relationships across languages

Text Sets

Background knowledge is critical to reading comprehension. Achieve the Core's Text Sets can help build students' background knowledge through a high volume of reading on different topics. Research[1] shows that students with background knowledge on a given topic outperformed their peers with less background knowledge in reading comprehension even if their peers were stronger readers. Having additional familiarity with the content and vocabulary essentially boosted students' reading levels on particular topics.

Text Sets are strategically developed collections of texts that are ordered so as to gradually help students build vocabulary and understanding. The goal is that by the culmination of the text set, students can read grade-level- appropriate texts with ease. Each text set includes not only links to written texts, but also videos, infographics, websites, and more to help build students' content knowledge in engaging, interactive ways. Most importantly, text sets are on engaging topics designed to spark students' curiosity such as zombies, starting a business, and the history of television.
Using Text Sets with ELLs
While Achieve the Core's Text Sets will definitely help provide all students background knowledge and multiple exposures to topics, teachers of ELLs should approach the use of the Text Sets keeping ELLs' strengths and needs in mind. Two areas that teachers of ELLs should consider when using the Text Sets are determining how much background knowledge to provide ELLs and scaffolding the Text Sets.

In terms of background knowledge, the Text Sets were designed to support all learners - especially those with gaps in background knowledge and vocabulary that may impact comprehension. As such, Text Sets provide ample opportunities to provide ELLs background knowledge on a variety of topics while working toward specific Common Core State Standards. However, depending on their experiences and prior schooling, ELLs may need Text Sets supplemented with additional instruction to concisely fill gaps in background knowledge. Four questions that teachers of ELLs can ask themselves when deciding whether to teach background on a topic are:

1. Do non-ELLs have background knowledge on the topic?

2. Does the background provide information in place of what the author is going to provide in the text?

3. Is the background knowledge about big issues that will help students make sense of the text?

4. Is the background knowledge you'd like to provide concise?

In addition to possibly supplementing the Text Sets with instruction of concise background knowledge, teachers may also need to scaffold the Text Sets. The Scaffolding Instruction for English Language Learners: Resource Guides for English Language Arts and Mathematics explain how to scaffold curricular materials for ELLs at different levels of proficiency. The table below, adapted from the resource guides, can provide a starting point for scaffolding. Please note that English language proficiency levels are categorized at the more general beginning, intermediate, and advanced levels to apply to a national audience instead of a specific state's proficiency levels.

Access to text, video and/or instructions in home language as well as in English

Sentence frames to help ELLs respond to text-dependent questions posed throughout the lesson

Word banks

Scaffolds that provide multiple means of representation, expression, and engagement

Concise background knowledge

Vocabulary instruction

Graphic organizers

Text in home language as appropriate

Fluency Packets

Students face a variety of challenges when they're struggling to read fluently. They may have trouble decoding words, understanding the implications of different punctuation, or dealing with new vocabulary. Achieve the Core's Fluency Packets contain approximately 40 passages per packet (enough to use one passage per week throughout the year) for grades 2-12. The intent of the Fluency Packets is for students to work with a single passage for a week, re-reading approximately three times a day to work on different elements of fluency. They may start by hearing a fluent reader read the passage, then they may work on understanding new vocabulary, then they may start working on skills such as expression and pacing. By the end of the week, students will have read the passage 15-20 times, increasing the likelihood of them reading it fluently and comprehending its meaning.
Using Fluency Packets with ELLs
Native English speakers who are fluent readers tend to recognize words and comprehend what they're reading at the same time. However, the notion of fluency with ELLs may be misleading. ELLs may appear very fluent when reading aloud due to transfer of home language literacy skills and/or strong decoding skills, but they may in fact not understand what they are reading. To address the unique challenges ELLs bring in fluency, teachers should balance fluency instruction with supporting ELLs' comprehension of texts.

In her article Reading 101 for English Language Learners, Kristina Robertson suggests the following strategies:

Do not focus primarily on developing students' reading rates at the expense of reading with expression, meaning, and comprehension

Provide independent level texts that students can practice again and again

Read a passage aloud and have students immediately read it back to you

Have students practice reading a passage to focus on one aspect of fluency, such as reading with a certain emotion or to emphasize either expression, intonation, or inflection based on punctuation

Allow students to practice reading along with a pre-recorded text

Final Thoughts

Achieve the Core's Academic Word Finder, Text Sets, and Fluency Packets are three rich resources that teachers of all students can incorporate into their instructional repertoire. Teachers of ELLs can also utilize these resources to integrate them into their instruction. With a few considerations and tweaks, ELLs can benefit from using these rich resources to provide them access to grade-level content.

You can find more free resources on the Achieve the Core website and learn more about the topics discussed here on Achieve the Core's instructional materials blog, Aligned. You may also be interested in Diane Staehr Fenner's series of posts on the Aligned blog about implementing the CCSS with ELLs!

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ELA/Literacy Tools on AchievetheCore.org: Resources That Can Support ELLs in the Classroom

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ELLs bring many linguistic and cultural strengths to the classroom. However, when you have ELLs in your classroom, it can sometimes feel like you need to create two different lessons for every class period - one for native speakers of English and one to help your ELLs follow along.

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https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-content-area-disciplinary-literacy-strategies-frameworks.pdf

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https://avidopenaccess.org/resource/find-and-explore-websites-to-help-teach-ela/

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The list below highlights a few quality ELA sites for you to begin exploring. As with almost any online materials, there is a lot out there, so don't stop with this list. Rather, use it as a jumping-off point in your own "web quest" for ELA knowledge and instructional resources.

Instructional Materials

826 Digital: Access free teacher materials. Collections include sparks (skill-building activities), lessons, projects, and writing samples.

Flocabulary: This popular site offers a library of hip-hop style videos to teach vocabulary. With a subscription, you can also access the full lesson sequence that also includes vocabulary cards, a game, read and respond, a quiz, and a lyric lab. A free 30-day trial is available. You can also access Flocabulary's YouTube channel.

Purdue Online Writing Lab (OWL): This site is a great resource for all-things writing. It is especially helpful in the areas of research and citations, avoiding plagiarism, and subject-specific writing.

ReadWriteThink: This searchable website is packed with classroom resources, professional development, and more. Popular materials include lesson plans, student interactives, and mobile apps. It's worth noting that some interactives may require Flash, which is no longer supported.

Quill: Assign writing and grammar activities to K-12 students. Find lesson plans, writing prompts, discussion topics, and follow-up independent practice activities.

WatchKnowLearn: This site features free educational videos organized into subjects and subcategories. You will find over 6,000 videos in the Language Arts category. For best results, use the expandable directory on the left navigation pane to drill down to the subtopic of your choice. Subtopics include: Language Arts for Younger Learners, Writing, Reading, Speaking and Listening, Study Skills, and more.

The Writing Center: This is a writing reference site from the University of North Carolina at Chapel Hill. It includes resources, tips, and tools for writing, citations, style, and subject-specific writing.

Vocabulary.com: This site utilizes gamified adaptive software to personalize vocabulary study.

Games

ABCya: Play a wide variety of language arts games. This is targeted for grades pre-K to 6 and up.

Arcademics: This site combines the enjoyment of arcade games with academics to create fun learning. It is intended for grades 1-6.

Elementari: Write and code interactive books. You can create one classroom with 35 student accounts using the free version.

Interactive Sites: This site is a directory of interactive websites. Click a topic for a list of online manipulatives and interactive websites in a variety of subject areas, including: math, English language arts, science, social studies, music, art, and Spanish. Some activities are Flash-based and may not work; however, these links are being continually updated.

PBS Kids Reading Games: Play a variety of reading and ELA skill-building games online. Games include Story Creator, Story Book Builder, Spectacular Spelling Play, Rhyme Racer, and more.

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Find and Explore Websites to Help Teach ELA - AVID Open Access

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Explore websites filled with lessons, teaching ideas, content resources, and interactive games.

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https://www.ascd.org/el/articles/seven-literacy-strategies-that-work

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By all accounts, Herbert Hoover High School in San Diego, California, was a school in trouble. Achievement scores were the lowest in the county and among the lowest in the state. Teacher morale was low; turnover was high. Crime, poverty, and basic skills were the most frequent topics of conversation on campus. At one point, a consultant suggested that we should not expect more from our 2,200 students: 46 percent of them are English language learners, 100 percent qualify for free and/or reduced lunch, and 96 percent are members of minority groups.

We did expect more, however. Every teacher at our school had been working hard to meet students' needs. We had a health clinic, counselors, and a great library-but our students were not achieving. Then, in 1999, we formed a staff development committee of teachers, administrators, and San Diego State University colleagues. Together, we identified seven instructional strategies that would permeate the school at every level. We wanted the strategies to be transparent to the students, and we wanted literacy strategies in content-area instruction to become common-place-across English, science, social studies, art, physical education, music, and shop. After the school's governance committee approved these strategies, we expected every teacher in our school to use them.

Equally important to the commitment from teachers was our commitment to them. This school had seen many reform efforts come and go, and staff members were exhausted from shifting priorities. We needed an unswerving focus. Over the next three years, we worked on a professional development plan that centered on our adopted strategies, and the results seem to support our efforts.

Our Gates-MacGinitie scores, for example, which we use to measure reading achievement, have increased from an average 5.9 grade-level equivalent to an average 8.2 grade-level equivalent. Although these scores remind us that student achievement at Hoover still has room for growth, we are encouraged that the average student now reads more than two grade levels higher than three years ago. In addition, we met our state accountability targets for the first time in a decade. California uses its official accountability score, the Academic Performance Index, to encourage improved school performance by setting an accountability target for each school based on its assessment results. In 1999-2000, with a baseline score of 444 and a target of 462, Hoover achieved a score of 469. On another measure of reading scores, the Stanford 9, Hoover's 9th graders exceeded district growth between 1998 and 2001; the district's scores increased by 1.5 percent, and Hoover's by 2.5 percent. In other words, our students are catching up, and the gap is closing.

The link between strategic teaching and student learning is the keystone of our professional development plan. Teachers need ongoing professional development that allows for growth in expertise across departments and with years of teaching experience. All staff members need to study each strategy, practice it in their classrooms with peer support, and eventually assume the responsibility for delivering future staff development.

After reviewing research evidence on the efficacy of the strategies, teachers quickly adopted the phrase seven defensible strategies as part of the high school's lexicon. The specific instructional strategies we selected were read-alouds (or shared reading), K-W-L charts, graphic organizers, vocabulary instruction, writing to learn, structured notetaking, and reciprocal teaching (Fisher, 2001). Teachers attended monthly preparatory meetings to read research reviews of the strategies, discuss the successes and challenges of implementing the approach, and use videotapes of their classes to model the strategies for their peers.

We also created posters of the seven strategies for classroom use so that teachers could refer to them in the course of instruction and students could become familiar with the names of the strategies and their use.

A read-aloud-or shared reading-is one of the most effective ways for young adults to hear fluent reading (Allen, 2000). Our literacy plan advises that teachers read to their students every day in every class for at least five minutes. Some teachers read the text aloud while students listen; other teachers read the text aloud while students read along. Most often, the selections are not from the textbook; instead, teachers select other materials that build students' background knowledge, provide them with interesting vocabulary words, and ensure they are hearing fluent reading.

For example, an art teacher recently read aloud the picture book My Name is Georgia (Winter, 1998) before displaying some of Georgia O'Keeffe's work. Nearby, a U.S. history teacher used an overhead projection to share a newspaper dated September 1, 1939, announcing Germany's invasion of Poland. Both teachers noted that these literacy experiences built and extended background knowledge.

K-W-L charts (Ogle, 1986) are a great way to hook students into learning. These language charts start with the question, "What do you know about the topic?" Following this discussion, students are asked, "What do you still want to know about the topic?" Once the unit of study has been completed, the language charts are used again and students answer the third question, "What did you learn about the topic?"

As a way to open her unit of study on the book Seedfolks (Fleischman, 1997), an English teacher first asked her students what they knew about community gardens. Their responses included "My grandma has one with lots of flowers," "We use them to grow vegetables," and "Poor people can grow something to eat."

Their responses to what they wanted to know included such questions as "Why do people like them?"; "What can you grow in San Diego?"; "How much land do you need?"; and "Are community gardens legal?"

When they had finished the book, visited a community garden, and tried to grow their own plants, the teacher returned to the language chart and asked her students, "What did you learn?" Their responses included such comments as "It's not about growing food; it's about having space," "Gardening helps you relax," "The garden was a place for people to meet and talk," "This writer's cool; he knows how to tell a story," and "Growing food is really hard." Like many other teachers we have worked with, this classroom teacher reports that using K-W-L charts helps students organize their inquiries.

Graphic organizers provide students with visual information that complements the class discussion or text. Organizers come in many forms (see Wood, Lapp, &amp; Flood, 1992). Students at Hoover consistently report that the graphic organizer is the most helpful strategy that we employ. For example, a science teacher placed on the board at random a number of magnetic strips with terms on them related to the concept of matter. The teacher invited individuals to come to the board to create a graphic representation of the information they had been studying. He also asked that they draw lines and write in the relationships between the words. One student moved the word neutron under the word nucleus and wrote "contains" between them. She understood that the nucleus contained neutrons. The next student drew a circle around the words nucleus, neutron, and contains. He then added the word electron to the outside of the circle and wrote "spins in the shell." The science teacher was pleased to see evidence of the student's understanding of this atomic unit's orbital behavior.

Student achievement data consistently reported that vocabulary scores at Hoover were low. It seemed that every teacher focused on different words and used different approaches for teaching vocabulary. Many considered vocabulary knowledge to be the domain of English or elementary school teachers. We decided to focus our professional development on transportable vocabulary skills-that is, skills that students could use across content areas. We studied word families, prefixes, suffixes, word roots, vocabulary journals, and word sorts (Blachowicz &amp; Fisher, 2002).

For example, in an algebra class, the teacher wanted his students to understand that the vocabulary words that he selected had both general and math-specific definitions. He asked students to fill out four columns in special vocabulary journals. In the first column, students wrote a list of words, including variable, equation, and binomial. Then the students wrote the common definitions of each term in the second column and the math-specific definition in the third column. In the final column, students identified where they had found the accepted math definition; some cited the page in the algebra textbook, while others noted a Web site address or a poster on the bulletin board. In the past three years, teachers have noted that their students' vocabulary knowledge is becoming increasingly transportable across content areas. This focus on vocabulary acquisition is yielding dividends: The vocabulary subtest on the Gates-MacGinitie has increased 16 percent during the past three years.

We agree with Fearn and Farnan (2001) that reading, writing, and content learning are related. Teachers use writing-to-learn strategies at the beginning, middle, or end of class to help students inquire, clarify, or reflect on the content. The student thinks for a minute or so, then writes for about five minutes. Some teachers begin class with this strategy to help students focus on the topic. Students told us that it was difficult to think about a social conversation that they had had earlier in the day when they were actively writing about the stock market crash. Other teachers conclude their classes by asking for a summary of what students had learned in class, for a description of one highlight of the class, or a prediction of what the class would study the next day. Regardless of how teachers implement this strategy, writing helps students think about the content, reflect on their knowledge of the content, and share their thoughts with the teacher.

We implemented structured notetaking because many students did not have a repertoire of study habits that helped them to do well. Most Hoover students use Cornell notes (Spires &amp; Stone, 1989). The students draw a vertical line about two inches from the left side of the paper, log main ideas and key words to the left and details to the right of the line, and write a brief summary of the lesson at the bottom of the page. Teachers throughout the school quickly noticed the implementation of this strategy because they realized that they no longer had to devote instructional time to teaching a study technique. Other teachers have remarked that notetaking is not simply a way to record facts; it also leads to deeper student engagement and reflection.

This strategy has been the most difficult for teachers to incorporate into their lessons. The teachers who use it, however, consistently report that it is the most effective way to engage readers with texts. Students also report that they read and understand more when they use reciprocal teaching than when they read the text independently. Reciprocal teaching (Carter, 1997; Palincsar, 1984) allows students to become the instructors of the content that they are studying. Working in groups of four, the students read a text passage together, following a protocol for predicting, questioning, clarifying, and summarizing-skills that teachers have modeled over a series of lessons until students are comfortable assuming these assigned roles. These student-directed discussion groups can then monitor their comprehension and reinforce their understanding.

In a physical education class, for example, the teacher introduced the rules of volleyball by providing students with a text that explained all the rules of the game. He could have explained the rules verbally, but he knew that reading, asking questions, and clarifying the rules in small groups would both foster literacy skills and increase his students' understanding of the game. When we overheard a student remark, "Hey, isn't this reciprocal teaching?" we knew that we had succeeded in making this strategy clear to our students.

The focus on these seven instructional approaches has benefited the staff of Hoover High School in a number of ways. The shared decisions of the staff development committee and school governance helped us articulate a schoolwide focus on instruction. Subsequent professional development has built the teachers' ability to implement each practice. The administration incorporates each strategy into accountability plans only after teachers have sufficient professional development on using the approach. Administrators, department chairs, university partners, and teachers now have a list of common expectations for discussion and planning.

Student achievement is up, indicating a positive trajectory for future growth and greater opportunities for our graduates. Last year, 40 seniors were admitted to California universities, including 12 students who were accepted to Berkeley, arguably California's most selective public university.

Although we are pleased about the outcomes for these students, we recognize that we must continue our focus on teacher development to improve student achievement for all. At Hoover High School, strategic teaching encourages student learning. We know that excellent teachers have a positive impact on student outcomes. Our role as university partners and administrators is to ensure that our teachers have the tools to be excellent.

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A schoolwide commitment to reading and writing strategies in all content areas has had a positive impact on student achievement at Herbert Hoover High School.