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Consider using this planner as a resource to help teachers plan how they will highlight and explicitly teach vocabulary words they have selected from a story.
Topic: Vocabulary, Beginning Reading


This page includes Washington's resources related to dyslexia.
Topic: Dyslexia



Washington's plan provides information on integrating literacy instruction with the statewide standards and the state-of-the-knowledge about literacy development. It offers ideas and links to resources to help teachers, parents and caregivers play an active role in promoting literacy.
Topic: Advocacy, Professional Development



Listen to a literacy coach discuss why it's important to teach text structure beginning in kindergarten. She describes the differences between narrative and expository text structure and gives examples of teaching tools.
Topic: Comprehension


A webinar on making evidence-based decisions about instruction and interventions within a framework of a multi-tiered system of support. This webinar was a collaborative effort between the American Institutes for Research, the National Center for Systemic Improvement and the CEEDAR Center.
Topic: Evidence-based, Interventions



This Reading is Fundamental resource includes tips and strategies for helping older toddlers and preschoolers develop language skills and become equal and active partners in conversations.
Topic: Language Development


See how fifth graders write an essay with a simple thesis statement, supporting examples, and a conclusion. Also, learn what to expect in their spelling and punctuation.
Topic: Writing


See how first graders draw and write simple sentences using supporting details to show their understanding of a topic
Topic: Writing


See how kids write an essay with a simple thesis statement, supporting examples, and a conclusion. Also, learn what to expect in their spelling and punctuation.
Topic: Writing


See how kindergartners draw and write a simple topic sentence and supporting detail to show their understanding of a topic.
Topic: Writing


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The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2021 National Center on Improving Literacy. https://improvingliterarcy.org