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Leading Literacy - Developing a School-Wide Literacy Vision  We hope you enjoy the first of a four part series on Literacy Leaders The first question I ask when I work with teachers and leaders around literacy practices is what is your school-wide vision for literacy instruction?

Mini-Series: Honoring and Leveraging Students’ Home Languages in the Classroom This is the third blog in the mini-series “Honoring and Leveraging Students’ Home Languages in the Classroom.” In this post, I consider why it matters for students to encounter books that represent their lived experience

This is the second blog in the mini-series “Honoring and Leveraging Students’ Home Languages in the Classroom.” In this blog, I introduce language and culture portraits as a method for learning about and affirming students’ diverse linguistic and cultural identities. Language and Culture Portraits

This is the first blog in the mini-series “Honoring and Leveraging Students’ Home Languages in the Classroom.” In this blog, I introduce some core concepts underscoring the importance of cultivating multilingual classroom spaces. I Am My Language "So, if you really want to hurt me, talk badly abou

In my post series about text sets, I’ve outlined research on text sets from cognitive, disciplinary, and critical perspectives.  Each of these perspectives offers specific aims for what a literacy unit’s texts might look like. But how might a teacher bring them together?

Just what is a text set, anyways? Turns out, a teacher’s text set depends a lot on their perspective on literacy. In this blog post series, I’ve described the QTS text set from the cognitive perspective and the Project READI text set from the disciplinary literacy perspective.

In my last two posts, I sketched the popularity and emergence of research on text sets, and outlined the Quad Text Set (QTS) framework aimed at helping students reading more complex texts.

Text sets are popular for many teachers and researchers, but the definition of a text set —any thematically-linked collection of texts—can often be quite vague.