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English Language Arts Reading (ELAR)Reading

Drop Everything and Read this April

by Macee Hall
written by Macee Hall

Did you ever have those days as a kid where you’d bury your nose in a good book and devour the whole thing in one sitting? I sure did! Well, with the US literacy rate dropping, inspiring that love of reading in students is more important than ever. This April, join us in celebrating Drop Everything and Read (D.E.A.R.) with these fun lesson planning ideas!

What is D.E.A.R.?

D.E.A.R stands for Drop Everything and Read, and is a month-long celebration designed to help readers of all ages prioritize reading. While the celebration technically lasts all month (and we could argue that reading is a year-round priority!), April 12 is noted as the official “Drop Everything and Read Day” in conjunction with author Beverly Cleary’s birthday since D.E.A.R. time was featured in her famed Ramona book series.

Why Drop Everything and Read?

According to a recent study by the National Assessment Governing Board, the average reading scores for both 4th and 8th grade students declined by two points in 2024, as compared to 2022. And, as we know, the best way to get better at a skill like reading is to practice. D.E.A.R allots time specifically for reading and reading-focused activities, giving educators and parents an exciting opportunity to recenter their students or children in their own language arts journey. This, in turn, helps students develop essential literacy skills like reading comprehension, expand their vocabulary, and even build social and emotional skills.

Celebrating D.E.A.R. Day in Your Classroom

Hosting a D.E.A.R session in your classroom is simple. Just follow these basic steps!

  • Create a cozy reading environment with blankets, pillows, or themed decorations.
  • Provide a variety of books to cater to different interests and reading levels.
  • Set aside at least 30 minutes dedicated solely to reading.

And, if you’re looking to expand the D.E.A.R. fun past a single reading session, check out these five activity ideas for your classroom!

Five Fun Activities to Help Students Drop Everything and Read

1. Book Cover Redesign

Have students design a new cover for a book they’ve recently read. Have them include elements like characters, themes, or key events. This activity encourages creativity while reinforcing comprehension.

2. Themed Reading Time

Add excitement to your reading time by incorporating themes like reading with flashlights in the dark, bringing in a stuffed animal to act as a student’s “reading buddy”, or wear pajamas for a cozy reading day!

3. Buddy Reading

Pair students up and have them take turns reading to each other to boost engagement. You could even partner with another class to pair students with older or younger reading buddies!

4. Story Retelling Through Comics

Have students create comic strips based on scenes from the current book they are reading. They should include dialogue, illustrations, and key plot points. This helps students summarize and analyze what they’ve read.

5. Create Your Own Story

Ask students to use what they’ve learned from reading books to write their own short stories with illustrations. This is a great lesson to teach about plot devices in a tangible way. You can follow up this lesson with a showcase where students have the opportunity to share their creations with their classmates.

How are you celebrating D.E.A.R. day?

Let us know in the comments below!

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English Language Arts Reading (ELAR)Planning and PreparationReadingWriting

Write to Learn: Creating a Districtwide Culture of Literacy

by Taylor Brock
written by Taylor Brock

In recent years, writing across content areas has become a highly discussed literacy problem of practice. As assessments across the country—including the redesigned STAAR exam—incorporate cross-curricular passages and varied writing tasks, many districts are asking, “How do we build a culture of literacy that spans content areas?”

While we can all agree that building student literacy is incredibly important, different educators are likely to come up with different definitions of what “literacy” means. For the sake of the discussion below, I want to offer a definition that many of our teams at NoRedInk utilize: Literacy is the ability to read, interpret, write, and discuss ideas across varied contents and contexts.

This expansive understanding of literacy makes space for literacy interventions not just in ELAR classes, but in all classes. By embracing this kind of “disciplinary literacy,” districts can equip students with the skills and knowledge they need to succeed in school, higher education, the military, and the workplace.

What Does Disciplinary Literacy Look Like?

Promoting disciplinary literacy involves helping students step into the shoes of experts in a given field, asking them to engage in social and cognitive practices consistent with those content experts. Doing so gives purpose to classroom reading and writing tasks, which in turn gives students greater access to texts and artifacts.

In practice, this might look like preparing students to read a cartoon like an historian, note features of a painting like an artist, read a graph like a scientist, write a song like a musician, or analyze a play like a football coach.

Naturally, non-ELAR teachers are uniquely equipped to help students develop these varied literacies. What they may be less equipped to do is teach spelling or conventions or proper essay structure—and that’s okay! Just because a district incorporates writing across its curriculum doesn’t mean that every teacher must moonlight as an ELAR teacher. Rather, an effective disciplinary literacy initiative draws on the strengths of each teacher to support the development of historically, artistically, scientifically, musically, and athletically literate students.

Building a Culture of Literacy

As the research of Paige Whitlock, EdD, illustrates, coming to a shared understanding of what disciplinary literacy does and doesn’t mean is just the first step in building a culture of disciplinary literacy in a district. Leaders must also invest in clear planning and communication to get teachers on board with their initiatives.

First, leaders should foreground the “why” behind the move toward writing across the curriculum (or whatever disciplinary literacy initiative they’re rolling out). Every district faces a unique set of circumstances, but as a leader, you should be sure to make it clear why it’s important to you, your district, and your community to increase literacy across content areas.

It’s equally important to draw clear connections between new disciplinary literacy initiatives and ongoing initiatives in various content areas. Literacy cannot seem like yet another thing competing for space on non-ELAR teachers’ plates. Better thinkers and better writers make better historians, artists, scientists, and so forth, which means disciplinary literacy is not “for someone else,” but a powerful tool for teachers in every subject. Get non-ELAR teachers involved in planning literacy initiatives so that these initiatives fold into what these teachers are already doing.

Finally, on a similar note, lean into distributed leadership. ELAR leaders may be in the best position to spearhead a literacy initiative, but they shouldn’t hesitate to leverage the expertise of central office specialists, school administrators, and, as mentioned above, strong teachers (both ELAR and non-ELAR). Create a literacy team dedicated to mapping out essential steps in your literacy initiatives and exploring opportunities for the district to embrace a more expansive definition of literacy.

A South Texas Success Story: Creating a Culture of Disciplinary Literacy

After adopting NoRedInk Premium across all their secondary schools in the ‘21–‘22 school year, Weslaco ISD, a suburban district in the Rio Grande Valley serving almost 20,000 students, noticed that writing was happening almost exclusively in ELAR classrooms. They decided to craft a plan for increasing writing across content areas starting in the spring of 2022.

Weslaco assembled an implementation team made up of both Social Studies and ELAR teachers that zeroed in on prioritizing non-fiction, analytical writing skills and providing feedback on students’ writing through their respective content area literacy lenses. The implementation team then introduced the Weslaco curriculum team to their new approach, and the latter worked to incorporate Social Studies-related prompts into their ELAR scope and sequence and align Social Studies writing tasks with the skills students were learning in their ELAR classes.

In the fall of 2022, Weslaco trained all Social Studies and ELAR teachers on the new approach and orchestrated norming conversations so teachers understood which content areas owned which components of writing. Before the start of the ‘23–‘24 school year, Weslaco repeated the same process with Science teachers across the district.

As a result of these efforts, the amount of writing students completed more than doubled from the ‘21–‘22 school year to the ‘22–‘23 school year. Critically, much of this growth was the result of a significant uptick in the amount of writing happening in non-ELAR classrooms.

Prior to ‘22–‘23, the overwhelming majority of writing in the district was occurring in ELAR classrooms. In ‘22–‘23, ~76% of student writing submissions came from ELAR classrooms, whereas ~20% came from Social Studies classrooms and ~4% came from Science classrooms. In the first half of ‘23–‘24, ~60% of student writing submissions came from ELAR classrooms, whereas ~16% came from Social Studies classrooms and ~24% came from Science classrooms.

How to Get Started

As the initiative in Weslaco ISD illustrates, building a strong districtwide culture of disciplinary literacy is a multistep process that can take time to execute effectively. That said, there’s nothing wrong with starting small.

To get the ball rolling, consider organizing a book study, incorporating more reading and writing tasks into PLCs, or putting together a cross-curricular team tasked with defining “literacy” within each discipline. Especially at the start, baby steps are much preferable to no steps at all, because ultimately, regardless of your district’s specific goals, developing student literacy across multiple content areas is a surefire way to set your students up for success.

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Access 7 read-to-use Story Bin STEM activities that combine literacy and science for fun, memorable learning.
English Language Arts Reading (ELAR)STEM/STEAM

Seven Ready-to-Use Story Bin STEM Activities

by Miguel Guhlin
written by Miguel Guhlin

“Have you heard of STEM Bins?” Peggy Reimers said. “No, I haven’t,” I replied. In a moment, I’d fallen off the plank, submerged into a sea of learning. Like treasure chests filled with tools for creative imagineering, STEM Bins are fun. I like to think of them as Story Bins, because they turn stories into powerful learning opportunities. Let’s explore several practical ideas for elementary Story Bins.

Brooke Brown (follow her on Twitter for more exciting ideas!) gets credit for introducing me to the concept of STEAM/STEM Bins via this 2024 tweet by TCEA. Story Bins are just an adaptation of this. Here’s a video from Brooke sharing about STEM Bins. What an amazing idea to add to your repertoire!

What Are Story Bins?

“Every child is an artist. The problem is how to remain an artist once we grow up.” – Pablo Picasso

Story Bins are containers filled with various materials. They start with a story, then provide a challenge. The challenge is to build something that helps a character in the story.

These are perfect for students in elementary grades. Meeting the challenge pushes students to think outside the bin. Even better, they can learn hands-on skills through their constructions.

Story Bin Resources made by TCEA
Access Story Bin Seven Activities + Resources (English and Spanish) at the End of the Article

Why Use Story Bins?

“Tell me and I forget, teach me and I may remember, involve me and I learn.” – Benjamin Franklin

With these bins of imagination, treasure chests of creativity, students blend their learning. You can also incorporate critical thinking skills a la Engineering Design Process.

Example: Jack and the Beanstalk

Take this old favorite tale. How would you build a catapult to escape the giant? The goal is to help Jack, who has to flee from a giant. A question to ask is, “How can we engineer a catapult using materials like pipe cleaners, scissors, tape, and disposable cups to help Jack escape from the giant’s castle in the clouds?”

The hands-on aspect of Story Bins makes it easy to connect knowledge to the real-world. In developing solutions that work, students solve problems that feel real to them. Tapping into various modalities can assist students’ brain in remembering concepts.

Some more questions for different stories are available via this link. Stories include:

  • Alice in Wonderland
  • Cinderella
  • Hansel and Gretel
  • Jack and Jill
  • Jack and the Beanstalk
  • Little Red Riding Hood
  • Pinocchio
  • Rapunzel
  • Rumpelstiltskin
  • Santa Claus
  • Sleeping Beauty
  • The Elves and the Shoemaker
  • The Lion and the Mouse
  • The Three Little Pigs
  • The Ugly Duckling
  • Three Billy Goats Gruff

An Example Story Bin Using the Engineering Design Process

In her blog entry, The Engineering Design Process for the Elementary Student, my colleague Peggy Reimers shares the Whirli-bots Engineering Design Process. Below, please find an adaptation of the Engineering Design Process. What if you ran one of the story bin challenges through this process?

Stages of the Engineering Design Process
Public View Link | Template Link

The result might be something like what appears below. Let’s focus on another “Jack and the Beanstalk” idea. What’s my fixation with “Jack and the Beanstalk”? This was one of the stories I first read in Spanish, then later in English when I was growing up.

Challenge: Create a parachute to safely transport Jack down the beanstalk.

Before beginning, you might first consider some guiding questions for the Engineering Design Process. Now that the challenge is set, let’s think through what it might look like in action.

1. Ask (Define the Problem)

  • Problem: Jack needs to escape from the giant’s castle safely.
  • Criteria: The parachute must slow Jack’s descent.
  • Constraints: Use available materials (pipe cleaners, scissors, tape, disposable cups).

2. Imagine (Brainstorm Solutions)

Ideas:

  • Use a large piece of lightweight material (e.g., tissue paper or plastic bag) as the parachute canopy.
  • Attach strings to the corners of the canopy and connect them to a small cup that represents Jack.
  • Ensure the parachute is large enough to create enough air resistance.

3. Plan (Develop the Solution)

Materials Needed:

  • Tissue paper or plastic bag
  • String
  • Disposable cup
  • Tape
  • Scissors

Design:

  • Cut a large square from the tissue paper or plastic bag.
  • Attach strings to the corners of the square.
  • Connect the other ends of the strings to the cup.

Steps:

  1. Cut the canopy material into a square.
  2. Reinforce the corners with tape and punch holes.
  3. Cut four equal lengths of string and tie them to the corners.
  4. Attach the other ends of the strings to the cup.

4. Create (Build, Modify, Test & Evaluate)

Build:

  • Assemble the parachute as planned.

Test:

  • Drop the parachute from a height and observe its performance.

Evaluate:

  • Check if the parachute slows the descent effectively.
  • Note any issues, such as the parachute not opening fully or the descent being too fast.

Modify:

  • Adjust the size of the canopy or the length of the strings if needed.
  • Test again to see if the modifications improve performance.

5. Improve (Share)

Learnings:

  • Document what worked well and what didn’t.
  • Share the design and test results with classmates or teachers.

Improvements:

  • Based on feedback, make further adjustments to the parachute design.
  • Consider using different materials. Or change the shape of the canopy for better results.

More Engineering Design Process Story Bin Ideas

Here’s another Engineering Design Process you might find useful for younger students. How would you do it?

StoryChallengeQuestionBrainstormPlanBuild (Test & Evaluate, Modify)Share
Jack and the BeanstalkCreate a device to propel Jack away from the giant’s castleWhat can we build to help Jack escape?Think of ways to make Jack move fast, like a slingshot or a rocket.Draw a picture of our idea and list what we need.Make our escape gadget, try it out, and change it if we need to.Show our friends and explain how it works.
Jack and the BeanstalkDesign a safe way for Jack to come down the beanstalkHow can Jack get down without falling?Imagine things that float down softly, like parachutes or balloons.Choose the best idea and plan how to make it.Create our parachute, drop it from up high, and make it better.Share our parachute and tell others how we made it safe for Jack.
Three Billy Goats GruffBuild a raft for the goats to cross the riverCan we make a raft that holds all three goats?Think of floaty things like logs or big tubes.Pick the floatiest idea and plan how to tie them together.Build our raft, test it in water, and fix anything that’s not right.Show our raft and tell the story of how the goats used it.
See MORE examples of the EDP in action in this Google Doc (Get a copy)

How Do Story Bins Enhance Education?

“Simplicity is the ultimate sophistication.” – Leonardo da Vinci

Put Story Bins into the classroom to get the benefits for students. Those benefits include:

  • Have students who finish assignments early? Use Story Bins as a way to keep them involved and learning.
  • Need sponge activities for morning work or centers? Maybe you have a need to keep kids as a time-out/cool-down area engaged. Use Story Bins for that, too.
  • Focused on a particular story? Use Story Bins to explore various parts of the story.

Science is often under-utilized but processes like the Engineering Design Process (EDP) help. They model scientific thinking where students develop a hypothesis, gather evidence through prototyping. Then, they test their hypotheses to see if they are falsifiable (if the work or not).

Examples of STEAM Story Bin Challenges

“Imagination is everything. It is the preview of life’s coming attractions.”- Albert Einstein

Here are a few ideas for Story Bins using common stories with a STEAM twist. You will find an AI-generated list of stories, challenges, and materials.

My colleague, Peggy Reimers, suggested the materials area include reusable materials, as well. Take a look at what’s available in your classroom, at home, and add to the list of one-time use materials, too.

StoryThe ChallengeOne-Time Use MaterialsSuggested Reusable Materials
Jack and the BeanstalkDesign a catapult to help Jack escape the giant.Popsicle sticks, rubber bands, plastic spoonKeva Planks, rubber bands
Jack and the BeanstalkCreate a parachute to safely transport Jack down the beanstalk.Lightweight fabric or a plastic bag, string, small toy figureLightweight fabric, string, LEGO figurine
Three Billy Goats GruffBuild a raft to help the Billy Goats Gruff cross the river.Corks, popsicle sticks, rubber bands, small plastic figuresStrawbees, foam pieces, small LEGO figures
Jack and JillConstruct a pulley system to lift the pails for Jack and Jill.String, spools, paper cupsLEGO bricks, string, small buckets (LEGO pieces)
The Three Little PigsEngineer a stronger house for the Three Little Pigs using different materials.Straws, craft sticks, clay, cardboardLincoln Logs, LEGO bricks
The Three Little PigsDesign a trap to catch the Big Bad Wolf.Cardboard boxes, rubber bands, plastic bottle capsLEGO bricks, rubber bands
Three Billy Goats GruffBuild a bridge that can support the weight of the Troll.Popsicle sticks, glue, string, small weights like coinsKeva Planks, glue (if permanent), weights (coins or small stones)
Little Red Riding HoodCreate a zip line to help Little Red Riding Hood escape the woods quickly.String, straw, paper clip, small toy figureString, straw (from Strawbees), paper clip, LEGO figurine
Hansel and GretelConstruct a marble run for Hansel and Gretel to find their way out of the forest.Cardboard tubes, marbles, tapeKeva Planks, marbles
The Ugly DucklingBuild a boat that floats for The Ugly Duckling.Corks, plastic spoons, waterproof tapeStrawbees, waterproof material (cut from reusable shopping bags), small LEGO figure
RapunzelDesign a tower that won’t fall down for Rapunzel’s prince to climb.Cardboard, tape, paper tubesKeva Planks, LEGO bricks
The Elves and the ShoemakerCreate a simple machine to help the Elves make toys faster.Gears, wooden skewers, rubber bandsLEGO gears, wooden skewers, rubber bands
Santa ClausBuild a prototype of Santa’s sleigh with working runners.Ice pop sticks, cardboard, fabric scrapsKeva Planks, fabric scraps
The Elves and the ShoemakerEngineer a contraption to help the Shoemaker work more efficiently.Cardboard, scissors, glue, fabric scrapsLEGO bricks, gears
Sleeping BeautyDesign a device to help Sleeping Beauty’s fairy godmothers travel faster.Balloons, straws, rubber bands, small toy figuresBalloons, Strawbees, rubber bands, LEGO figures
CinderellaConstruct a vehicle powered by wind to transport Cinderella to the ball.Cardboard, paper, straws, balloonsLEGO bricks, paper (for sails), straws
The Lion and The MouseBuild a seesaw for the characters from The Lion and The Mouse.Popsicle sticks, plastic spoon, small toy figuresKeva Planks, plastic spoon (as a fulcrum), LEGO figures
PinocchioCreate a toy car for Pinocchio that moves using rubber bands.Cardboard, rubber bands, bottle caps for wheelsLEGO bricks, rubber bands, bottle caps (for wheels)
Alice in WonderlandDesign a contraption to help Alice get back up the rabbit hole.Cardboard tubes, string, pulleysKeva Planks, string, pulleys (LEGO or similar)
RumpelstiltskinBuild a spinning wheel that can wind up the golden thread.Cardboard, dowels, stringKeva Planks, dowels, string

Additional STEM Resources for Story Bins

You can find a wealth of resources for Story Bins online. Here are a few curated links for your consideration. They may ignite your own passion and learning, as they did me.

Which Story Bin activity will you try with your students? Have ideas for other Story Bin STEM activities? Leave us a comment so we can add it to the list!

Access Seven Story Bin Activities + Resources!
(English and Spanish included)
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Explore three tools to quickly and effectively differentiate and personalize literacy instruction for all readers.
AccessibilityArtificial IntelligenceEnglish Language Arts Reading (ELAR)ESL/ELLReading

Three AI Tools for Literacy Instruction

by Holly Taylor
written by Holly Taylor

In today’s rapidly changing educational landscape, using artificial intelligence (AI) tools holds great promise for transforming classrooms. As educators, we find ourselves at the forefront of this exciting shift. Proficiency in reading, writing, and speaking empowers students to access information, express their thoughts, and engage with the world. However, the traditional one-size-fits-all approach to literacy often falls short of meeting the diverse needs of our students. Enter AI, a tool that can help teachers differentiate learning experiences, identify learning gaps, and provide targeted support to students.

Will AI Replace Educators?

Before exploring AI tools that have the potential to revolutionize literacy classrooms, it is important to highlight one of the major concerns surrounding AI: the idea that it may eliminate the need for teachers in the future. The fear of AI replacing teachers entirely is a valid concern, but AI must be viewed as a valuable ally instead of a substitute. The need for human touch in designing and developing quality lessons can not be underscored. As we delve into the capabilities of various AI tools, we must keep our pedagogical practices at the forefront. Now, let’s look at three AI tools you can use to boost literacy.

1. Magic School AI

With over 60 AI generators featured on their website, MagicSchool has the capability of transforming classrooms and saving teachers time in the process. As literacy teachers, it is crucial to provide students with engaging and grade-appropriate texts. However, finding relevant materials can be a challenge. That’s where MagicSchool’s “Informational Text” generator comes in handy.

MagicSchool AI's Informational Texts Generator offers literacy teachers a quick way to accommodate learners' needs when it comes to reading.
Screenshot by Holly Taylor | MagicSchool | Informational Texts Generator

Imagine this: You’re teaching a unit during Women’s History Month, and you want your 5th grade students to learn about the remarkable Maya Angelou. Instead of spending hours searching for suitable texts, you can simply use the Informational Texts Generator. It can instantly create a grade-level appropriate text about this influential writer and activist. Now, your students can dive into Maya Angelou’s inspiring journey without spending hours creating, adapting, or searching for a supplemental resource. 

2. Diffit

Diffit provides literacy teachers with a way to differentiate texts by changing the reading levels.
Screenshot by Holly Taylor | Diffit | “Get Resources” Page

As educators, we’re always seeking ways to meet the diverse needs of our students. Diffit is an AI tool designed specifically for creating leveled activities. Imagine being a 4th grade teacher who wants to differentiate an article about Lewis and Clark. You need to make it accessible for struggling readers or ESL students. With Diffit, you can level up or down any article to match the needs of your students. The Lewis and Clark article can be uploaded directly to the Diffit platform and adjusted to a 3rd-grade level. Now, struggling readers can engage with the content effectively.

Diffit doesn’t stop at adjusting the text. It goes the extra mile by generating a vocabulary list, multiple-choice questions, short-answer questions, and more. These resources empower literacy teachers to seamlessly differentiate instruction based on individual student needs. Using Diffit, teachers can ensure that all students can access the same text at a level that suits them. Whether a struggling reader or an advanced learner, everyone benefits from personalized content.

3. Twee

Screenshot by Emily Horn | Twee | Tools Page

In the context of K-12 education, AI tools like Twee offer exciting possibilities for enhancing literacy instruction. One of Twee’s standout features is its dialogue-based “Create a dialogue on any topic” tool. With Twee, you can input any subject, generating an original conversation between characters or historical figures. For instance, I used this tool to create a dialogue centered around Lewis and Clark, the famous explorers. Here’s an example of the conversation that was generated:  

Lewis:  Hey, Clark. Are you awake? Thought I’d check out the map one last time before we hit the trail.

Clark: Yeah, just sittin’ here boiling up our coffee water and trying to get warm in front of this fire. Brrr…it’s colder than yesterday!

Lewis: Looks like we’re gonna have another tough day sloggin’ through these hills again with all that underbrush slowing us down. During breakfast I may break open a pouch containing ten grains of dried peas which has been sweetened with molasses. What do you think?

Clark: Sounds yummy. What about dinner?

Students can read this dialogue in groups or even transform it into a Readers’ Theater script for an interactive experience. By exploring dialogues generated by Twee, students gain insights into historical context and character perspectives. It’s a powerful way to foster critical thinking and make learning come alive.

In our literacy classrooms, integrating AI with the educator’s touch holds great promise. As we explore AI tools like MagicSchool, Diffit, and Twee, we unlock pathways to enriching student learning experiences with AI as a trusted co-pilot. From leveling articles to generating dialogues, these tools save time and enhance our teaching. They’re not here to replace us but can amplify our impact. Take what’s generated, personalize, adapt, and tailor it to your students’ needs. Or use it as a springboard for discussions, projects, or collaborative activities. Let your imagination soar and weave your unique touch into your students’ learning experiences.

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7 benefits of audiobooks for struggling readers.
English Language Arts Reading (ELAR)Reading

Seven Ways Audiobooks Benefit Struggling Readers

by Chris Buecksler
written by Chris Buecksler

Technology is the great equalizer for students who have challenges accessing grade-level texts. Audiobooks are an “easy button” technology tool that can provide immediate access for students while optimizing teacher time and resources. 

Audiobooks Are Supports, Not Replacements

Teacher working with struggling reader in 1:1 reading instruction.

It’s important to note that audiobooks should not replace traditional reading instruction entirely. There is a time and a place for struggling readers to read within their decoding ability— when working on explicit skill building in a one-to-one or small group setting. All other times, when students need to read for grade-level assignments and participate in classwork or self-select titles for pleasure reading, they need access at their grade-level or cognitive level. That said, let’s look at eight ways audiobooks are beneficial when it comes to supporting reading interventions.

The Benefits of Audiobooks

1. Auditory Learning and Multisensory Approach

Some students are auditory learners, meaning they grasp information better when they hear it. Audiobooks allow struggling readers to access content through their sense of hearing, potentially improving comprehension and retention. Audiobooks provide a multisensory experience by combining auditory input with the visual aspect of following along with the text. This dual approach can reinforce understanding and help struggling readers make connections between spoken words and written text.

Struggling readers using audiobooks in the classroom to read the same text as their peers.

2. Access to Vocabulary

Listening to audiobooks, especially those with human narration, exposes struggling readers to correct pronunciation and varied vocabulary. This can enhance their language skills and contribute to a richer vocabulary, which is vital as the demand for higher-level word exposure increases as students age.

3. Increased Comprehension

Audiobooks can help struggling readers reduce their cognitive load. The student does not need to expend mental energy on the task of decoding so they can focus on comprehension. Learning through listening can enhance comprehension, as it allows listeners to focus on understanding the content without the added challenge of decoding written words.

4. Access to Grade-Level Material

Audiobooks enable struggling readers to access more complex and age-appropriate material than they might be able to read independently. This exposure to higher-level content can help them develop a deeper understanding of various subjects. Students can read the same books as their peers, allowing them to participate in class discussions with confidence.

5. Flexibility and Accessibility

Struggling reading listens to and reads and audiobook on the metro bus.

Audiobooks are flexible and can be listened to almost anywhere, allowing struggling readers to integrate reading into their daily routines. Additionally, audiobooks are accessible to individuals with print disabilities, such as dyslexia, making reading more inclusive. Students can download books onto their personal, online bookshelf, which can be accessed with or without internet access at school and at home 24/7. For example, the Learning Ally Audiobook SolutionTM is compatible with PCs, Macs, Chromebooks, Android, and iOS devices.

6. Independence

Audiobooks provide struggling readers with the opportunity to engage with literature independently. This independence can boost their confidence and motivate them to explore a wider range of texts.

7. Encouragement and Enjoyment

Audiobooks can make the reading experience more enjoyable for struggling readers. The engaging narrators, sound effects, and overall production can capture their interest, fostering a positive attitude toward reading.

The Learning Ally Audiobook Solution can remove the barriers to reading, permitting your students to read and learn along with their peers. Audiobooks provide a quick win for you in terms of improving your students’ reading and literacy skills. 

Now, through an exclusive partnership with the Texas Education Agency (TEA), any public school in Texas can bring the Learning Ally Audiobook Solution to their students at no cost! Take advantage of the TEA funding and get started with audiobooks at no out-of-pocket cost to your school or district. Get started today!

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4 Reading Comprehension Strategies of CSR: Preview, Click & Clunk, Get the Gist, and Wrap up. Adaptable for any grade level.
Common Core State StandardsContent AreasEnglish Language Arts Reading (ELAR)HistoryReadingScienceSocial StudiesTEKS

The Four Reading Comprehension Strategies of Collaborative Strategic Reading (CSR)

by Emily Horn
written by Emily Horn

What is CSR?

CSR is a cooperative learning approach that can be used in any grade level and with students of varied reading levels and abilities. It’s meant to primarily boost reading comprehension when it comes to expository and nonfiction texts, like for science and social studies. However, it can be used for narrative texts as well. CSR is an evidence-based approach where students work through the text together in small groups using four reading comprehension strategies before, during, and after reading:

  1. Preview (before reading)
  2. Click and Clunk (during reading)
  3. Get the Gist (during reading)
  4. Wrap It Up (after reading)
Explanations of 4 Reading Strategies of CSR from IRIS Center
Screenshot by the author: The Iris Center, Overview of the CSR Reading Strategies

Getting Started with CSR

It’s important to note that before students begin using the CSR process in a group, they will need to learn and practice the four strategies on their own. Using a Gradual Release of Responsibility approach, you can introduce each reading comprehension strategy in a separate mini-lesson, modeling it for the class. Then, students can practice the strategy with a partner or in a small group. Once they’ve got the strategy with guided support, they can begin to practice it on their own until they are ready to use the strategy cooperatively.

Materials Needed for CSR:

  • Learning Log: A graphic organizer where students make notes throughout the process.
  • Cue Cards: Prompts for the different roles in the groups to use.
  • Clunk Cards: Four “fix-up” strategies for students to use if they reach a roadblock.
  • Timer (optional)

Here are some great free CSR materials, complete with cue cards, clunk cards, and a learning log, available for download from IRIS Center at Vanderbilt University. Also, they provide role cards with explanations for each student’s role in the group.

IRIS Center Leader Cue Card for CSR tasks
Screenshot by the author: Example Leader Cue Cards from IRIS Center’s Free Materials for CSR

Student Roles:

Each group member is given a specific role, so all students in the group are responsible for a task. Potential student roles (depending on group sizes) are:

  • Leader
  • Gist Expert
  • Announcer
  • Timekeeper
  • Clunk Expert
  • Encourager
  • Reporter

Let’s take a more in-depth look at the four reading comprehension strategies that make up this approach!

The Four Reading Comprehension Strategies

1. Preview

Preview section of the CSR Learning Log
Example Preview section of the CSR Learning Log created by the author (provided at the end of the article).

During the text preview, students work together for a short period to look at important text features like headings, subheadings, bolded words, charts, graphs, images, etc. The purpose of the preview is to activate students’ prior knowledge and get them to ask questions, make predictions, and boost their curiosity on the topic. During this time, the teacher can walk around and ask each group about their observations, predictions, and questions regarding the text. Helpful prompts for students (that can be included in a learning log graphic organizer) might be:

  • What knowledge do you already have on this topic?
  • What do you expect or hope to learn?
  • What questions do you have on this topic?

IRIS Center suggests giving students 12 minutes for this reading comprehension strategy. Once they’ve shared with the group and completed the “Preview” section of the learning log, it’s time to share with the class.

2. Click and Clunk

CSR Clunks & Gists Strategy - Learning Log
Example Clunks and Gists section of the CSR Learning Log created by the author (provided at the end of the article).

During this part of CSR, students begin reading a section of the text and monitoring their comprehension. This means students are using metacognition (thinking about thinking) to check their understanding as they move through the text. “Clicks” are parts of the text that the readers understand. “Clunks” are aspects of the text that readers find to be roadblocks to understanding, like unknown words or concepts.

Monitoring comprehension builds confidence and independence when it comes to reading. Working on this in a group can push students who may not usually stop to explore “clunks” to do so, resulting in increased reading comprehension. After reading a pre-determined section (a paragraph, a few paragraphs, or a page, for example), the students go over clicks and clunks. After identifying the “clunks”, the Clunk Expert can guide the group in the following reading comprehension strategies:

  • Reread the sentence with the clunk and look for key ideas to help you figure out the word. Think about what makes sense.
  • Reread the sentences before and after the clunk, looking for clues.
  • Look for a prefix, root word, or suffix that might help.
  • Break the word apart and look for smaller words that you know.
“Toward a Humanistic Instruction: Collaborative Strategic Reading Approach and EFL Learners’ Reading Comprehension”

3. Get the Gist

After previewing the text, identifying clicks and clunks, and working through clunks, students begin to identify the main ideas of the predetermined sections of text together to demonstrate reading comprehension. This is a summarizing activity that gets students to restate what they read in their own words (IRIS Center suggests 10 or fewer words) without getting too detailed. CALIReads suggests students follow three steps:

  1. Name the who or the what.
  2. Tell the most important thing about the who or the what.
  3. Say it in about 10 words.

Get the Gist is a great retelling reading comprehension strategy that allows students to recall important information from the text and summarize it, which solidifies their learning.

4. Wrap Up

Wrap Up section of the CSR Learning Log
Example Wrap Up section of the CSR Learning Log created by the author (provided at the end of the article).

In this final step, students work with their group to come up with questions and correlating answers about the reading. They can think about “who, what, where, when, why, and how,” and they can speculate as to what questions a teacher might ask about the text. If needed, question stems can help prompt students to form deeper questions. After noting questions in their learning logs, they share them with their group and answer the questions together, writing down and reviewing what they learned.

CSR Learning Log Editable Template
Created by the author: Access the editable template.

This cooperative learning approach to content-based reading can boost comprehension of everything from textbook chapters to nonfiction articles and more. Can you picture using CSR in your classroom? If you introduce these strategies to your students, let us know how it goes! We’d love to hear about your results.

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Digital LiteracyReading

Going Beyond Digital Literacy: Fostering Readers as Learners

by Kristine Seale
written by Kristine Seale

Open your favorite website (maybe you are already on it!). What do you notice on the page? What percentage is text, pictures, videos, ads, or links? Chances are the sites you typically frequent do not feature endless pages of information. You are far more likely to encounter sites that rely heavily on visuals, audio, and graphics to convey information. Maryanne Wolf, author and brain researcher, says, “young readers have to develop a bi-literate brain – learning the needed skills and dispositions for paper and digital reading in tandem – much in the way children who are raised to speak two languages develop their skills.” So what kind of skills do students need to develop good reading behaviors across print and digital media? Let’s explore how we can foster readers as learners.

Why Is Digital Literacy Important?

In today’s digital society, information has become more widespread and easily accessible, which means our students have more knowledge at their fingertips than any other generation in history. Consequently, educators must shift into the role of “facilitator” to empower students to take ownership of their own development as readers and learners. Literacy in our digital world means students must learn to evaluate ALL the information they encounter to make sense of the world. Fostering readers as learners means ensuring students understand that reading skills are life skills. As educators, we must leverage resources so students develop the ability to learn whatever they want to learn in a variety of digital and print formats and platforms.

How to Promote Literacy Success Across the Board

However, fostering readers will not happen if educators never help students make connections beyond a short block of reading time. Let’s take a look at several ways we can help students develop and hone the thinking skills they need to be successful across all settings, platforms, and genres. 

1. Leverage the Gradual Release of Responsibility framework for the development of cognitive strategies that support all learners.

Colorful graphic explaining the process of building student independence through gradual release of responsibility.

The Gradual Release of Responsibility model works well to support building thinking skills in students no matter the format of the information. It helps move them toward independence, both when teaching strategies and teaching content. Our interactions with students change because the explicit teaching point will be different the first time you teach a skill compared to the third or fourth. As our students take on more of the responsibility of using the skills and strategies, they are also able to take on a higher level of thinking work.

When this model is employed effectively, all students, even those who may be otherwise missing background knowledge, are able to build and draw upon the necessary schema to make learning possible. This, in turn, facilitates the development of deeper cognitive thinking. Students who are comfortable using cognitive strategies are more flexible, strategic, and productive in their learning processes because they are learning how to think critically. They are doing more than learning material; they are learning HOW to learn. 

Pink and yellow graphic outlining three cognitive strategies to promote literacy and deep learning.

2. Leverage blended learning to support small group literacy instruction and conferring.

The less time we spend talking, the more time we have to work with students. Blended learning bridges the gap and helps keep all students focused, even when they aren’t with you. The station rotation model, in particular, works well at the elementary level to allow the teacher to differentiate based on diverse student needs. This includes choosing a form of Personalized Learning that fits, when appropriate. We want to stick closely to our literacy instructional strategies that work and use them to leverage the time we have effectively and efficiently. 

Colorful graphic with ideas for literacy station rotations that are offline, collaborative, online, and lead by the teacher.

3. Explicitly teach reading comprehension strategies to promote the transfer of literacy skills.

The goal is for comprehension strategies to become internalized and automatic, naturally occurring to synthesize information without the conscious thought of the reader. We also have to teach that these literacy skills transfer across subjects, genres, and platforms. The skills that you use to understand how a character is feeling are the same skills you might use to understand the motivations of important people throughout history. This is true if you read about them in texts or learn about them through other forms of multimedia. 

Circular graphic outlining goals, skills, and strategies for planning literacy skills.

In addition to this explicit instruction, it’s also vital to provide students with opportunities to respond to texts and other types of media and to choose response types and tools that work across the curriculum. Canva, Flip, Seesaw, and Book Creator are all examples of tools that can be taught once and then used in a variety of ways throughout the year for students to demonstrate evidence of their learning. They can be used with strategies like these: 

Five strategies to promote literacy and make learning visible.

4. Teach and model with a variety of media and text formats. 

In our world today, we have access to information on such a large scale. Not only do we have more information to evaluate, summarize, and synthesize; but we also have more ways that information is presented. Modeling and teaching with all the different types of media is crucial to student literacy and reading success. This includes honoring and acknowledging that formats like audiobooks, graphic novels, vlogs, and other less traditional media are all valid and respectable avenues for learning! 

In their book “Read the World,” Ziemke and Muhtaris include lessons that explicitly teach ways for students to “read” images, videos, graphics, and artifacts. But more importantly, we can’t just teach students how to do these things. We must model and continue to scaffold these strategies (both in print and digital) so students can transfer them into their everyday reading and thinking habits. 

What will learning look like tomorrow?

As we work to support our students in literacy and learning at high levels, we must continue to think about what learning will look like tomorrow. If students are taught not just how to read, but how to learn in our digital world, they will be empowered to reach whatever goals they choose to set for themselves. And they’ll have the skills needed to do so. When we marry our tried and true instructional practices that work with authentic opportunities and real-world connections that take learning outside of the instructional block, we can have an enormous impact on the capabilities of the students we teach every day. 

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AccessibilityReading

Four Easy Steps to Accessing No-Cost Audiobooks Through Learning Ally

by Chris Buecksler
written by Chris Buecksler

According to a recent article in The Dallas Morning News, Texas students’ reading scores have lagged behind the rest of the country. Without this foundational skill, students usually struggle to understand word problems in math, grapple with historical texts, and may fail to comprehend experiments in science. This reinforces what we all know to be true – reading is the foundational skill that drives performance in all subjects. Let’s look at one proven solution that can support struggling readers: audiobooks.

How Audiobooks Benefit Students 

One way many schools in Texas have found to unlock student potential is through the use of audiobooks. This proven tool removes barriers most struggling readers have and provides access to grade-level content with ease. As students progress through school, they move to deep learning and reading. 

Hearing real people read builds oral fluency and cuts down reading time, while students improve vocabulary and comprehension. Students have the satisfaction of reading independently, which increases their self-esteem, and success in school.

What Is the Learning Ally Audiobook Solution?

The Learning Ally Audiobook Solution is a proven multi-modal reading resource for all instructional settings. Composed of human-read audiobooks, student-centric features, and a suite of teacher resources, it’s designed to help students with reading deficits become more engaged learners and achieve their academic potential. Because of the Texas Education Agency (TEA) funding for K-12 public and charter schools, every educator in the state can support their struggling readers with the Learning Ally Audiobook Solution at no out-of-pocket cost to their school or district.

The Learning Ally Audiobook Solution is easy to implement. Texas educators can get started in four easy steps:

  1. Enroll your school
  2. Set up the portal
  3. Launch audiobooks for students
  4. Monitor progress and personalize instruction

Step 1: Enroll Your School

Leveling the playing field for your struggling readers starts by enrolling your school using this form. Applications will be processed on a first-come, first-served basis. School districts are required to submit one application for each individual school. You will receive an email from Learning Ally with your temporary passwords once the application is processed.

Step 2: Set Up the Portal

Once your school is enrolled, you can access the platform and begin set up. Start by determining which students are eligible. The audiobook solution is designed for students with a reading deficit who struggle with decoding, fluency and/or comprehension. Any educator (or other professional) who has experience observing students with a reading deficit, blindness or visual impairment, or physical disability can make the determination of eligibility.

Then you can determine the best way to create, update, and log in your educators and students to the Audiobook Solution. Learning Ally integrates with many single-sign on providers, including Clever, ClassLink and others to help you quickly and efficiently assign users.

Step 3: Launch Audiobooks for Students

Once students are added to the system, you can begin to add books to their bookshelf and have them start to read through the Learning Ally Audiobook App. Students can access Learning Ally on any device at your school, so you should consider strategies by device depending on your school’s technology and load the reading app on all devices.

Next, add the books students need to read and allow them to add the books they want to read to their bookshelf. Learning Ally has over 80,000 human-read audiobooks including anchor texts aligned to your curriculum and popular books for independent reading. The library also includes textbooks, study aids and primary source documents. 

Many schools in Texas use audiobooks during independent reading time and incorporate audiobooks into lesson plans during whole-class instruction, small-group instruction and to support homework.

Step 4: Monitor Progress

The Learning Ally Audiobook Solution features a reading progress indicator that helps students build strong reading habits as you monitor student reading data. This helps you understand reading targets and set goals for each student. Most students will show substantial improvements after reading 33 days (approximately 20 minutes per day) within a school year. 

Using the educator portal dashboard, you can easily view students reading, pages and minutes read, books completed and more. You can also export this data to share and customize for your school’s needs. You can also review these reports with students and parents/guardians for stronger engagement and motivation.

Getting Started with Learning Ally’s Audiobook Solution

By following these four easy steps, you can help striving readers, from grade school to high school, access grade-level content with ease. By removing the barriers to reading, your students will be able to read and learn along with their peers. Audiobooks provide a quick win for you in terms of improving the reading and literacy skills of your students. Take advantage of the TEA funding and get started with the Learning Ally Audiobook Solution at no out-of-pocket cost to your school or district. Get started today!

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Reading

How to Improve Reading Proficiency and Literacy Rates Across the District

by Chris Buecksler
written by Chris Buecksler

Improving literacy skills not only benefits individual students – it strengthens their overall academic performance across subject areas, which greatly impacts their future prospects. This guide aims to provide you with practical steps and strategies you can implement to foster literacy development among students and improve reading proficiency in your school or district.

Step 1: Evaluate Current Literacy Levels.

Begin by conducting an assessment of the literacy levels within your district. You have more data available than ever before. Use state and/or standardized test scores, English Language Arts grades, reading and writing proficiency ratings, and other relevant metrics for a detailed view of current literacy levels. This assessment will help identify areas that require improvement and serve as a baseline for measuring progress against enhancement efforts as you work to improve reading and literacy rates.

Step 2: Set Clear Goals and Objectives.

Establishing clear and measurable goals and objectives is the only way to guide your efforts and track progress effectively. Make sure these goals are quantifiable and align with district-wide priorities and the specific needs of your students. For example, you might aim to increase the overall reading proficiency by a certain percentage or decrease the achievement gap by a certain degree between different student groups.

Step 3: Enhance Professional Development.

Make time for professional development programs to improve instructional practices and pedagogical approaches. Lean into training sessions on evidence-based literacy strategies, differentiated instruction, assessment techniques, and effective use of technology in the classroom. Collaborate and share best practices to create a supportive learning community. Leverage workshops, coaching, and collaborative communities of practice to turn instructional strategies into action for stronger student outcomes and improved reading proficiency. 

Step 4: Develop a Coherent and Effective Curriculum.

Review your district’s current curriculum to ensure it aligns with the latest research and best practices in literacy instruction. The Science of Reading is the leading topic today – it’s vital to your students’ success that you adopt a literacy curriculum that supports all factors of Scarborough’s Reading Rope – including word recognition and language comprehension. Consider adopting a balanced literacy approach that combines explicit skills instruction, guided reading, independent reading, and writing activities. Integrate diverse texts, including fiction, non-fiction, and digital resources, to engage students and promote critical thinking. An effective way to promote guided and independent reading is through the use of human-read audiobooks, which support vocabulary building, background knowledge, literacy structures, and more. 

Step 5: Implement Early Intervention Programs.

Early intervention is critical in improving literacy outcomes and improving reading. One way to put your youngest readers on a path to success is to establish programs that target students who are most at risk or struggling with reading and writing skills. Enhance the experience with personalized support to address individual needs, and collaborate with intervention specialists, reading specialists, and other support staff to provide comprehensive support.

Step 6: Foster a Culture of Reading.

Promote a culture of reading within your schools and across the district. Encourage your teachers to create classroom libraries, organize book clubs, and facilitate read-aloud sessions. For earlier grades, invite parents, guardians, grandparents, and other volunteers to lead read-aloud sessions in class. Engage the community and establish partnerships with local libraries, community organizations, and businesses to provide students with access to a wide range of reading materials. Celebrate reading achievements through events like book fairs, author visits, and literacy-themed contests. 

Step 7: Engage Families and the Community.

Student success hinges on support at home. Involve families and the broader community in literacy initiatives to improve reading. Provide resources and workshops for parents to support their child’s literacy development at home. Organize literacy nights where families can participate in activities that promote reading and writing skills. Collaborate with community organizations to sponsor literacy events and distribute books and reading materials to students. 

Step 8: Leverage Technology.

Embrace technology as a tool to enhance literacy instruction. Get trained on utilizing educational apps, digital resources, and online reading platforms. Integrate multimedia elements into lessons to cater to diverse learning styles. Explore using virtual libraries, e-books, audiobooks, and interactive writing tools to engage students and make learning more accessible. Effective use of technology can accelerate learning, level the playing field for many struggling readers, and help improve reading.

Step 9: Monitor Progress and Adjust Strategies.

Any new project or program must be monitored, and results measured. Regularly monitor and analyze data to track progress toward your goals. Engage the “data warriors” in your schools and cross the district to help you measure results. Use formative and summative assessments to evaluate student performance and identify areas that need additional support. Adjust instructional strategies and interventions based on the insights gathered from the data. Continuously reviewing and refining your approach will help ensure ongoing improvement.

Step 10: Collaborate and Share Success Stories.

Success is more powerful when it is shared. Encourage collaboration and communication among fellow teachers. Establish professional learning communities where all educators can exchange ideas, discuss challenges, and share successful practices. Highlight and celebrate success stories of students and teachers who have made significant strides in literacy and improved reading proficiency. Make sure your district administrators and school board are aware of the success. Most importantly, take steps to replicate the success in other classes and schools across the district.

Infographic outlining 10 steps from the article for how to improve reading proficiency.
Click to download.

Literacy is the foundation for continuous learning throughout a student’s life. It enables them to engage with books, digital media, and other educational resources. Reading proficiency fosters a culture of learning, critical thinking, and intellectual growth. Lifelong learning is essential for personal development, adaptability in a rapidly changing world, and the acquisition of new skills and knowledge. A proven audiobook solution developed specifically for students with reading difficulties can be the key to unlocking potential. It’s easy to implement, easy to set up, and proven to accelerate reading growth. And with the funding the Texas Education Agency has provided, there is no cost for K-12 public and charter schools in the state to offer this resource to students. Learn more today.

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Blended LearningBYODMicrosoftWindows

Creating Equitable Opportunities to Develop Strong Literacy Skills

by Microsoft Education Team
written by Microsoft Education Team
microsoft reading tools

Microsoft recently announced the launch of new digital reading tools that will help learners reach their full potential. We are excited to share an expanded literacy portfolio designed to address a diverse set of student needs, help close achievement gaps, and empower teachers as they support their students in achieving their goals.

The new Reading Coach experience in Microsoft Teams is a reading practice tool for students that automatically generates individualized exercises based on each student’s specific needs. It works to increase reading fluency—the ability to read with speed, accuracy, and meaningful expression. It also provides guidance on correct pronunciation and syllabification, shares visuals to help vocabulary recall, and positively reinforces students to help build their confidence as readers. Reading Coach, available this summer, comes built into Immersive Reader, our free reading tool that supports equitable education. 

microsoft new digital reading tools

Microsoft also announced new updates to Reading Progress, the tool that helps educators create individualized reading fluency assignments with powerful insights easily used to inform instruction. Reading progress currently measures and identifies correctly read words per minute, accuracy rates, and challenging words, and the update will now also automatically detect prosody—the patterns of expression and intonation in a language. The updates also empower learners to work at their own pace in an encouraging environment while helping teachers provide just-in-time support. We’ll also be enabling teachers to see which phonics rules students are struggling with, providing more insights to help inform instruction. Guided by this data, educators will have the information they need to help ensure students’ emotional, social, and academic needs are being met.

With these updates, Microsoft is reinforcing its commitment to inclusive learning by providing real literacy solutions for students, teachers, and school administrators. Read more on the Microsoft Education Blog about how Microsoft is helping to accelerate reading fluency and creating accessible, individualized, and data-driven learning experiences.

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