Writing well can be taught. While teachers may hold a clear vision for how they would like their students to write, getting students to produce effective and beautiful writing independently can remain elusive. Teaching students how to self-regulate when writing dramatically lifts not just the quality of writing, but overall literacy.

To help you make the most of time away from the classroom, we have created a special page where you can download activities, use trial versions of resources, and find a vast library of authoritative content, including webinars, blogs, and podcasts—all of which can be accessed for free, at any time.

Phonemic awareness is an essential foundational skill for unlocking the alphabetic principle to read words. It follows that weak phonemic awareness negatively impacts a student’s ability to readily blend words, leading to weak comprehension; we cannot understand what we cannot read.

The complexities of reading are many. Throughout the years, much attention has been given to K–2 reading instruction and rightly so. However, what happens when the students get bigger and the words they have to read get bigger and more unique?

It is especially important to keep interventions fresh and delivered with fidelity during the critical midyear time of potential growth in your students. The following tips can keep you energized and focused on delivering instruction and intervention as effectively as possible.

RTI/MTSS is complex, consisting of multiple components and moving parts. Among the components, Tier 3 is one of the most challenging to implement. There is little research specific to Tier 3 intervention in early childhood settings and there are many more questions than answers.