Abstract from webpage: While librarians in schools often face significant budgetary cuts, they can play an important role in supporting learning in literacy and literature. However, little is known about the practices that they may employ to this end. Of particular interest is the role of librarians in schools in supporting struggling readers, as these students may be increasingly disadvantaged as they move through the years of schooling. Semi-structured interview data were collected from teacher librarians at 30 schools and analysed to identify practices exercised by teacher librarians that aligned with extant research around supporting struggling readers. Teacher librarians provided support by identifying struggling readers, providing them with age and skill-appropriate materials, undertaking skill scaffolding supporting choice, supporting students with special needs, providing one-to-one matching, promoting access to books, enhancing the social position of books and reading, reading aloud to students, facilitating silent reading, and preparing students for high-stakes literacy testing.

Dr. Seuss's "The Cat in the Hat" is used as a primer to teach students how to analyze a literary work using plot, theme, characterization, and psychoanalytical criticism.

Students work in small groups to examine Margaret AtwoodŐs use of and observations about language in The HandmaidŐs Tale. Through this activity, students discover and articulate overarching thematic trends in the book and then can extend their observations about official or political language to examples from their own world.

In this lesson, students use blogs to hold discussions about the effect of the factors of culture, history, and environment on Latino poetry.

Students prepare an already published scholarly article for presentation, with an emphasis on identification of the author's thesis and argument structure.

By exploring myths and truths surrounding Abraham LincolnŐs Gettysburg Address, students think critically about commonly believed stories regarding this famous speech from the Civil War era.

Students name unnamed chapters in a novel they are reading. They discuss possible chapter names, considering accuracy, word choice, and connotation, before settling on a choice.

Using Beloved as a model of a work with multiple narrative perspectives, students use a visualizing activity and close reading to consider ways in which subjective values shape contradictory representations.

Using published writers' texts and students' own writing, this unit explores emotions that are associated with the artful and deliberate use of commas, semicolons, colons, and exclamation points (end-stop marks of punctuation).

Identifies links between reading gains and classroom factors. Differentiates between discrete literacy skill instruction and comprehension skill instruction.
Recommends several instructional approaches for teachers to implement or for school administrators to advocate for.

A California Guide to Align Civic Education and the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects. This resource guide provides educators with practices to equip all students with reading, writing, listening and speaking skills and the knowledge, skills and dispositions to become responsible engaged citizens of the 21st century in a coherent, integrated manner that will be meaningful and relevant. The practices in the guide provide civic education approaches to meet the Common Core State Standards for English Language Arts. The lesson activities in each of the grade spans follow a natural progression that builds students’ historical knowledge of the foundations of democracy, an understanding of how America’s constitutional principles are reinterpreted over time, and the skills and dispositions needed for effective citizenship. Applied knowledge of history, government and civics is necessary for developing civic competency. Therefore, each series of lessons calls for students to actively participate in activities that strengthen reading, writing, speaking and listening skills in the context of civic dialogue, debate, persuasion and action.

Students read a variety of picture books that contain elements of the heroŐs journey and use an online interactive tool to analyze the stories.

Students read Bud, Not Buddy by Christopher Paul Curtis, demonstrate comprehension of the story by involving themselves in discussions, and analyze the characters in preparation for a class "press conference."

Students use both analytical and creative skills to adapt passages from a novel with significant internal dialogue and conflict, such as Toni Morrison's "Beloved", into a ten-minute play.

Everyone knows that "Star Wars" character Darth Vader is a villain. This lesson asks students to explore how they know such things about heroes and villains they encounter in texts. After examining how moviemakers communicate the villainy of Darth Vader, students examine a passage from Harry Potter and the Sorcerers Stone that describes the villain Voldemort, noting how Rowling communicates details about the character. Students then read novels in small groups, with each group member tracking a character in a reading log. When they finish their novels, students design posters and present details on their novels to the class. After the presentations, students make observations on how authors develop character and write journal entries reflecting on what they learned.

Students evaluate book reviews written by other children, discussing their components and effectiveness, and write reviews of favorite books to record on video or post online.

Our goal is for our students to become proficient readers and writers who display agency and independence. This interactive hyperdoc training module, about UDL and Reading Workshop, is designed to help educators develop an ever-growing toolkit of strategies that will remove barriers to learning and create options for how instruction is presented, how students express their ideas, and how we can engage students in their learning.

Students analyze the elements of a novel in many different genres and then hyperlink these pieces together on student-constructed Websites.