SALEM, OR – Dolly Parton’s Imagination Library of Oregon has mailed its four-millionth book to a child in Oregon, marking a major milestone for early literacy in the state.
The program provides free, age-appropriate books each month to children from birth to age 5. It first launched in Oregon in 2007.
State leaders expanded the program statewide in 2024, offering matching funds to boost local enrollment and access. By April 2025, the Imagination Library reached full statewide coverage. Since that expansion, more than 1.39 million books — over one-third of the total mailed — have been sent to Oregon children.
Currently, about 35% of Oregon children under age 5 are enrolled. In some communities, participation tops 50%.
Oregon First Lady Aimee Kotek Wilson, who has hosted read-aloud events across the state, called the program an investment in Oregon’s future.
The Imagination Library was founded in 1995 by Dolly Parton and was inspired by her father’s inability to read. The goal: put books directly into children’s hands and help families build daily reading habits before kindergarten.
Who among us has never copied a homework answer in a hurry? Borrowed a friend’s paragraph? Accepted a parent’s “small correction” that eventually became a full rewrite?
Long before generative AI entered the classroom, homework relied on a quiet, fragile assumption that what was submitted reflected independent understanding. In reality, homework has always been open to outside influence. While some students had parents who edited essays or tutors who guided every response, others worked entirely alone. This unevenness was tolerated for decades because it was manageable and largely invisible.
Generative AI has made that invisibility impossible.
Tools such as OpenAI’s ChatGPT and Google’s Gemini can now draft essays, summarize readings, and solve complex problems in seconds. What once required a knowledgeable adult now requires only a prompt. AI did not invent the outsourcing of schoolwork; it simply scaled it to a level we can no longer ignore. In doing so, it has forced educators to confront a deeper, more uncomfortable question: What has homework actually been measuring–understanding or compliance?
The design problem we avoided
Homework has traditionally served as a catch-all for practice, accountability, and reinforcement. However, in many classrooms, completion gradually became a proxy for learning. Neatness signaled effort, and submission signaled responsibility. Whether the work reflected authentic reasoning was often assumed rather than examined.
AI exposes the fragility of that assumption. If a task can be successfully completed through reproduction rather than reasoning, it was always vulnerable, whether to a search engine, a sibling, or a chatbot. This is not primarily a cheating problem; it is a design problem.
From Product to Process: The Research Pivot Educational research suggests that the solution isn’t more surveillance, but a shift in what we value. Durable learning depends on metacognition, a student’s ability to plan, monitor, and evaluate their own thinking.
The Education Endowment Foundation (EEF) identifies metacognitive and self-regulated learning strategies as among the most impactful approaches for improving student outcomes. Their research suggests these strategies are most effective when embedded directly within subject instruction rather than taught as a separate “study skills” unit. Similarly, John Hattie’s Visible Learning synthesis highlights that feedback and self-regulation have effect sizes that far exceed the gains associated with surface-level task completion.
In other words, what drives long-term achievement is not the polished output, but the visible thinking that produced it. Yet, many traditional assignments remain stubbornly product-driven:
Write a summary.
Complete the worksheet.
Submit a finished essay.
In an AI-enabled world, polished products are cheap. Reasoning is the new currency.
Levelling the field for ELL and SPED learners
This shift toward “process over product” is a matter of equity, particularly for English language learners (ELLs) and students receiving special education services.
Traditional homework often privileges surface-level fluency. An ELL student may grasp a complex scientific concept deeply but struggle to express it in perfect academic English. When grading centers on the final product, their linguistic struggle can overshadow their cognitive mastery. Similarly, many SPED students, particularly those with executive functioning or processing differences, benefit from structured reflection and chunked reasoning. A single, polished submission rarely captures the massive cognitive effort they put into the “middle” steps of a project.
By redesigning homework to focus on the “how” rather than the “what,” we begin to ask more meaningful questions:
How did the student navigate a point of confusion?
What misconceptions did they revise during the process?
How did they use available tools, including AI, to clarify their own understanding?
Draft comparisons, reflection notes, and verbal explanations reveal a landscape of learning that a perfected final draft hides. For linguistically and cognitively diverse students, this shift values growth and strategy over the “veneer” of a perfect assignment.
Redesigning for the AI era
The answer is not to ban the technology, as students will inevitably encounter it beyond the school gates. Instead, we can redesign homework to cultivate discernment. This might include:
Critique and edit: Asking students to generate an AI response and then use a rubric to identify its factual errors or lack of nuance.
Artifact collection: Requiring the submission of “thinking artifacts” such as brainstorming maps, voice notes, or early drafts that show how an idea evolved.
The “exit interview” model: Following a take-home assignment with a brief, two-minute in-class dialogue or peer-review session to verify the reasoning behind the work.
A necessary reckoning
AI did not destroy homework, but rather removed the illusion that homework was ever a pure measure of independent work. We are now in a period of necessary reckoning. We must decide if we are willing to design assignments that prioritize cognition over compliance.
In an era where text can be generated instantly, the most valuable evidence of learning is no longer the finished product sitting on a desk or in a digital inbox. It is the human reasoning behind it. For our most diverse learners, this shift away from “the polish” and toward “the process” isn’t just a reaction to technology, it’s a long-overdue move toward true equity.
Nesreen El-Baz, Bloomsbury Education Author & School Governor
Nesreen El-Baz is an ESL educator with over 20 years of experience, and is a certified bilingual teacher with a Master’s in Curriculum and Instruction. El-Baz is currently based in the UK, holds a Masters degree in Curriculum and Instruction from Houston Christian University, and specializes in developing in innovative strategies for English Learners and Bilingual education.
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Nesreen El-Baz, Bloomsbury Education Author & School Governor
This weekend, I’m taking my little guy for an indoor activity using the free game of bowling he got for meeting our first family reading goal LAST summer! When sub-zero temperatures and snow days plague our country, summer reading probably sounds a LONG way away. But this is the time public librarians are designing and planning for their big summer reading program!
This year, some librarians are creating their own summer reading programs to celebrate the 250th anniversary of America. Others are relying on established national programs like:
Collaborative Summer Library Program (CSLP): A multi‑state consortium that creates high‑quality, affordable themed summer reading resources for libraries nationwide, or
iREAD (Illinois Reading Enrichment and Development): A flexible national summer reading program developed by the Illinois Library Association and used by thousands of libraries across many states through statewide partnerships.
But one of the most powerful drivers of lifelong reading isn’t a program at all–it’s a relationship. And some of the most effective literacy ecosystems today are those where schools and public libraries work not in parallel, but in partnership with parents and students.
Few places demonstrate this more clearly than East Hampton, Connecticut, where a decade‑long collaboration between school librarians and the public library has created a seamless year‑round literacy experience for students.
“It just seems very natural to us,” said school librarian Katie Tietjen during a recent conversation. “Why wouldn’t we all work together? We all have the same goal of getting kids to read.”
That shared mission–paired with mutual respect and a willingness to adapt–has become the backbone of a thriving model other communities can learn from.
A partnership built on trust and continuity
The collaboration began organically with a simple outreach from then–public librarian Ellen Paul, who invited Katie to connect as she entered her role as a new school librarian. There was no formal program, no grant, no directive–just two professionals with aligned goals.
As Katie explained, that openness is what created a decade‑long tradition: “There’s really been a long tradition of just collaborating… it just seems very natural to us.”
Even as staff changed over the years, the partnership didn’t fade. Instead, each new librarian–school and public–was welcomed into a system that valued cooperation over silos.
Public Library Director Christine Cachuela echoed this mutual appreciation: “We know you have a lot to do – especially at the end of the school year.” Her team sees their role as stepping in to lighten the load, not add to it.
A summer reading program that actually works
While many communities struggle to engage students meaningfully over summer break, East Hampton has built a program that is personal, relational, and rooted in consistent school–library contact.
For elementary students, the children’s librarian visits every single K–5 classroom to introduce the summer reading program. This isn’t an assembly or a flier sent home–it’s face‑to‑face engagement that builds excitement and trust. Christine described this individualized approach as a key differentiator–one that “helps build familiarity and excitement among students.”
Older students benefit from challenge‑based activities, flexible reading choices, and visits embedded directly into English classes. Public librarians present in the school library, making the program feel like a natural continuation of the school year rather than an add‑on.
Christine adds that “face time” deepens the community partnership: “The kids would come into the library over the summer, maybe for the first time, and the first words out of their mouth were like, ‘Oh my gosh, you were in my classroom!’ And so they’re just so excited to have that familiar face.”
And community support amplifies impact: Local businesses donate prizes, teachers volunteer for summer read‑alouds at the public library, and students see their future teachers outside the school setting, deepening connections.
A year‑round literacy ecosystem
This partnership isn’t a “summer project”–it’s a 12‑month collaboration that supports students at every stage.
Preschool visits and teacher read‑alouds strengthen early literacy pipelines.
Middle school lunch‑wave book clubs, create weekly touchpoints for students.
High school “library minions” and Teen Advisory Boards give teens ownership of library activities.
Public librarians participate in school Wellness Days, embedding themselves into school culture.
Christine shared that she advises public librarians to “take as much of the burden off the school as you can… reach out with something very specific: ‘This is what I can offer you. I planned this activity. When would you want me to come do it?’”
This mindset–proactive, flexible, and supportive–is the secret to sustainability.
Breaking barriers to access
The partnership also tackles a structural challenge: ensuring every student has access to public library resources.
Together, the teams:
distribute library cards to preschoolers and third graders,
run in‑school library‑card sign‑ups for eighth graders,
provide tutorials of Libby, Hoopla, and other digital tools, and
streamline card‑issuing processes for high school students.
This means that when a student wants a new print book, audiobook, graphic novel, eBook, or research material the school doesn’t have, they already know how–and where–to get it.
A blueprint for communities everywhere
If there’s one thing East Hampton proves, it’s that impactful partnerships don’t require massive budgets or complicated structures. They require:
proactive outreach,
flexibility,
shared values, and
the willingness to show up–together.
As Christine summarized: Public librarians should reach out with specific ideas, not broad offers–schools are too busy to decipher vague intentions. And Katie reaffirmed that understanding each other’s rhythms and constraints is critical to building trust.
Together, they’ve created more than a program. They’ve built a literacy ecosystem that meets students wherever they are – school, library, or home.
Getting started
Every community has the ingredients to replicate this model. In fact, many are already trying. But what East Hampton demonstrates is that true success lies in sustained, intentional partnership–not one‑off events or seasonal coordination. Because when schools and public libraries work together, they don’t just promote summer reading–they nurture lifelong readers.
And as Katie put it, the question isn’t whether collaboration is possible, it’s: “Why wouldn’t we all work together?”
Britten Follett, Follett Content Solutions
A fifth-generation family member, Britten Follett is CEO at Follett Content Solutions, largest provider of children’s and youth print materials and solutions to PreK-12 libraries, classrooms, learning centers and school districts in the United States and educational institutions worldwide, and a major supplier to public libraries. She has led Follett’s business since September 2019 and is responsible for providing leadership, strategic direction, and business development. In September 2020, Publishers Weekly named her a “PW Star Watch” honoree, one of 40 professionals singled out from the North American publishing industry.
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In early literacy, the goal is simple but urgent: Help students become independent readers and writers. Every instructional decision we make either moves them closer to that goal or keeps them circling the mountain instead of climbing it. As literacy researcher Timothy Shanahan reminds us, “If a mountain is high, we should help children to climb that mountain. With appropriate supports and scaffolds it can be done.”
As an early literacy coach specializing in pre-K to grade five, I work with teachers and districts to accelerate access so all students can become independent, empowered readers. I focus on the most efficient, research-supported strategies to help children learn to read with confidence.
Unfortunately, many traditional literacy approaches treat third grade as the finish line for learning to read, leaving too many students stranded on the mountainside.
The phonics code introduced in K-2 doesn’t disappear as texts become more complex. In fact, upper grade reading places even greater demands on decoding as vocabulary grows longer and more morphologically complex. While many teachers want to support students through this shift, they often lack the training, tools, and time needed to continue explicit instruction in word recognition.
The danger of a slow rollout
Time is of the essence. One longitudinal study found that first graders who are behind in reading have an 88 percent chance of still being behind in fourth grade. This pattern reflects what researchers call the Matthew Effect: Students who fall behind early tend to fall further behind over time unless instruction accelerates their progress.
This is why students who are catching up still need regular opportunities to engage with grade-level text. Students need rigor paired with intentional scaffolding–not simplified reading assignments that limit access to the language, ideas, and vocabulary found in complex texts.
There is a common belief that, after enough reading lessons, a switch will flip and reading will simply click. But learning to read is far more nuanced. While phonics instruction is typically organized across a K-2 scope and sequence, students who miss or only partially master early skills often carry those gaps forward. By third or fourth grade, these unresolved gaps can block access to grade-level text.
A brain-based, research-aligned approach
At any age, when students understand the logic behind the code, reading stops feeling random. They begin noticing patterns, decoding unfamiliar words, and approaching text with genuine confidence.
English is a morphophonemic language, which means our spelling system represents both morphology (meaning) and phonology (sound). When instruction reflects this, everything changes for students. That’s why I advocate for teaching how sounds, spelling patterns, and meaning work together, rather than relying on rote memorization or delaying access to key phonics patterns. It’s also important to introduce morphology and etymology early, giving students access to the meaningful building blocks of complex words.
Here’s what this brain-based approach looks like in practice. While working in a district implementing a systematic, research-aligned literacy framework, I began tutoring a student at the very end of second grade. He had little confidence in his reading ability and regularly said things like, “I’m a terrible reader.”
To accelerate his literacy development, I focused on three priorities: identifying his precise gaps, closing them efficiently, and ensuring he could access grade-level text with support.
To understand where he was struggling, the first step was administering a universal literacy screener, Acadience Reading. His results showed he was well below benchmark in oral reading fluency for his grade.
From there, I administered a phonics diagnostic to pinpoint his specific needs. I used the Intervention Placement Test from UFLI Foundations, which placed him at a lesson within the program’s scope and sequence and clarified exactly which skills still required explicit instruction. I then began targeted, systematic phonics instruction using UFLI Foundations.
But assessment and phonics instruction alone weren’t enough. Decodable texts are essential, but they must be paired with supported access to grade-level text. Because this student was moving into third grade, I selected grade-level texts from ReadWorks around a topic he was interested in.
To accelerate his progress beyond the limits of a traditional scope and sequence, I integrated Secret Stories–an ESSA Tier 1 supplemental phonics resource with an average effect size of 1.62 that helps students quickly learn and apply complex phonics patterns through brief, brain-based stories.
I used Secret Stories within UFLI phonics lessons to teach tricky patterns, and outside of phonics instruction to unlock words in grade-level texts he was not “supposed” to be able to read yet. Because most Secret Stories take under 30 seconds to teach, they can be embedded anywhere in the day. For example, when the calendar shows the month of August, teachers might pause to review why AU makes the “aww” sound. Once learned, those explanations become tools kids can immediately apply during reading, writing, and content instruction.
To further prepare him for these grade-level texts, I pre-taught key vocabulary and explicitly introduced relevant morphemes–prefixes, suffixes and root words. I also used The Writing Revolution, a book with resources for teaching writing and sentence syntax, and Brainspring, a morphology resource my district had just started using for third grade and up to teach new prefixes, suffixes, and roots.
Putting this set of literacy “mountain-climbing gear” in place took intentional effort, and I worried it might be too much. Instead, he leaned in. With the right supports and someone beside him, he embraced the challenge and began to see himself as a capable reader. The rigor didn’t overwhelm him. It gave him confidence.
Achieving the peak of independence
Many older students face the same struggles as the second-grader I supported. They never fully mastered the early phonics sequence, and those gaps accumulate over time. By the time they encounter texts filled with multisyllabic words, unfamiliar morphemes, dense syntax, and academic vocabulary, reading can feel overwhelming.
But when those patterns are reintroduced through clear, brain-based explanations, older learners often catch on quickly. Words that once felt confusing begin to make sense. They experience the same “aha” moments as younger learners with an even deeper sense of relief and empowerment–and without feeling remediated. For students who felt stuck below grade level for years, this shift is transformative.
Today, that same student, now halfway through third grade, is confidently reading grade-level text, with a renewed sense of competence and joy. In just eight months, his oral reading fluency moved from ‘well below benchmark’ to ‘at benchmark.’
Each successful mountain climber is a reminder that the end goal of literacy instruction isn’t mastery of isolated skills like phonemic awareness or sight words. In isolation, these skills move students sideways or, as Shanahan describes, “walk students around the mountain rather than up it.” Instead, the goal is upward progress, toward independent reading and writing. Every instructional decision, assessment, program and resource we choose should point students efficiently up the mountain, helping them reach the peak with confidence and purpose.
Leah Ruesink, Early Literacy Coach
Leah Ruesink is an early literacy coach, tutor and adjunct professor based in Michigan. She supports K–3 teachers in implementing research-aligned reading instruction and provides science-backed literacy guidance to educators, coaches, and families. Through her work in schools, writing, and online as @theearlyliteracycoach, Leah helps bridge the gap between literacy research and the everyday classroom.
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The conversation around literacy instruction has reached a turning point. After decades of debate, we’re finally seeing a broad consensus around evidence-based practices–but the challenge now is moving from understanding what works to actually implementing it in classrooms.
As we enter 2026, educators are shifting from superficial adoption of buzzwords to deeper, more integrated approaches that reflect the complexity of how children actually learn to read. The “Science of Reading” has never been just about phonics–it’s about building comprehensive literacy through strategic, research-backed instruction that addresses the whole child.
Here’s what’s in and out in literacy instruction in 2026.
Out: Phonemic awareness in isolation For years, teachers conducted oral-only drills–clapping syllables, manipulating sounds–without ever showing students how those sounds connect to print. While phonemic awareness matters, doing it in isolation misses a critical opportunity. In: Phonemic awareness with print Research shows that connecting sounds to letters immediately leads to better retention and faster progress. When students see the letter ‘b’ while practicing the /b/ sound, they’re building the bridge to actual reading, not just abstract sound manipulation.
Out: The “wait and see” approach Too many students have been allowed to struggle through first and second grade under the assumption they’ll “catch up eventually.” By the time intervention happens, these children are years behind–and the emotional toll has already been paid. In: Early screening and immediate action Universal screening identifies at-risk readers before failure becomes identity. Early intervention isn’t about labeling children; it’s about preventing the cascading effects of reading failure that impact every other academic area.
Out: Three-cueing/MSV The practice of teaching children to guess at words using pictures, first letters, or context has been thoroughly debunked by cognitive science. Yet it persists in many classrooms, often unknowingly embedded in curriculum materials and teacher habits. In: Structured literacy and explicit decoding Students deserve direct, systematic instruction in how to sound out words. This isn’t about stripping joy from reading–it’s about giving every child the foundational tools they need to access text independently.
Out: Oversimplifying the Science of Reading as “just phonics” The science of reading isn’t about swinging from one instructional extreme to another. Emphasizing phonics matters, but not at the expense of language and vocabulary development, background knowledge, and comprehension, which are equally critical. In: Integrated literacy instruction Effective literacy instruction weaves together all components of Scarborough’s Reading Rope. Students need strong word recognition skills and rich language comprehension working together. One without the other leaves children stuck.
Out: Writing as a separate skill Teaching grammar worksheets on Monday and creative writing on Friday–with no connection between them or to what students are reading–wastes instructional time and confuses learners. In: Writing to learn When students write about what they’re reading, using similar text structures and vocabulary, both skills reinforce each other. Writing becomes a tool for deeper comprehension and knowledge retention.
Out: Skill-and-drill disconnected from text Spending entire class periods on phonics worksheets without ever reading connected text creates students who can decode individual words but struggle to read actual books. In: More reading time Students need opportunities to apply their developing reading skills by engaging with a wide range of texts, with support when needed. Authentic reading experiences build background knowledge, and volume matters. Children become better readers by reading.
Out: Subjective observation “I feel like they’re getting it” isn’t enough. Gut feelings, while informed by experience, can miss struggling students who’ve learned to mask difficulties or overlook patterns that data would reveal. In: Data-driven instruction Using concrete assessment data to inform instructional decisions ensures that intervention is timely, targeted, and effective. This doesn’t mean over-testing–it means using meaningful measures to track progress and adjust teaching.
Out: Viewing reading struggles in isolation Treating only the reading deficit ignores the reality that many struggling readers also face attention challenges, processing difficulties, or emotional responses to academic failure. In: Looking at the whole student Recognizing that conditions like ADHD, anxiety, or language processing disorders often co-occur with dyslexia allows for more comprehensive support. Reading intervention works best when it’s part of a broader approach to student success.
These shifts represent more than changing tactics–they reflect a maturation in how we understand language and literacy development. We’re moving from either/or thinking to both/and approaches: explicit instruction and authentic reading experiences; data and teacher expertise; foundational skills and knowledge building.
The literacy crisis won’t be solved by simply swapping old practices for new ones. It requires sustained commitment to implementation, ongoing professional development, and the courage to let go of familiar approaches that aren’t serving our students.
As a former admissions officer and now an independent education consultant, I’ve read thousands of college essays. The ones that earn students admission to their dream schools aren’t necessarily the most polished. They’re the ones that sound like the student and express that student’s personality and experience. Within a few minutes of reading a file, I could distinguish between an applicant who had checked all the boxes and a real person I could imagine. As I tell my students, “Colleges are admitting you, not your essay.”
Writing that kind of essay starts with what I call the 3 P’s: following a process, showing your personality, and letting go of perfection.
How process removes pressure
The number one challenge my students face with their essays is deciding where to start. They worry that they won’t engage the reader right away or won’t be creative enough. There’s a myth that the opening needs to be shocking, that it needs to be something that’s never been heard before. To help students overcome this hurdle, I encourage them to find their voice through a low-pressure process that begins with exercises such as free writing or simply telling me their story, which I record.
In the past few years, I’ve worked with many students who have solved their “blank page” panic by using AI to draft their essays. Students are often hesitant to admit they’ve used these tools, which creates a barrier between us. While I coach them to use AI responsibly for brainstorming or outlining, many still fall back on it for the actual writing.
I researched tools that could support a student’s voice without replacing it, yet many still worked behind the scenes. I wanted a platform that offered inspiration, feedback, and insights without taking over the creative process. I chose Esslo, which allows me to collaborate with students on their actual writing, along with tools like College Planner Pro and Grammarly.
I was working with a student who was spending too many words of her essay writing about what was happening to her mom, so I asked her to self-assess her “contribution” score and then check it against the AI-powered score from Esslo. Revising an essay is like teaching someone to golf–you can’t fix everything at once. Working on one area at a time creates a process that is more manageable and effective for students and counselors.
Personality over polish
Even an essential process can go too far. If students revise endlessly to chase near-perfect scores on a rubric, they often scrub away the pieces and quirks that make it uniquely theirs. At the end of what we believe is the final draft, I have my students read their essays aloud. Then I ask them, “Is this something you would say? On a scale of zero to 10, would this actually come out of your mouth?” If it’s not seven or above, then we’re not going to submit that essay.
I also ask students, “What part of this essay is written because you think it’s what the reader wants to hear?” And sometimes, if an essay isn’t working, I’ll ask, “What’s the real story behind this? What part of this story are you hiding?” We’ll talk about it, and more often than not, that conversation will uncover the authentic essay. An essay that sounds like the student–even if it’s imperfect–will always do better than a flawless essay that could have been written by anyone.
The problem with perfection
Every student needs a different path to get a finished essay. Some do well with tech tools, but others use them to chase perfection, over-revising their essays until they become overly complicated. Think about the best books you’ve read. They flow naturally and show personality. It’s important to remember that a personal statement isn’t an AP English assignment–it doesn’t need to be academically rigid, but it needs to be honest.
If getting started is the hardest part for many of my students, knowing when to stop can be almost as challenging. When do they stop revising? When do they need to start over? Sometimes I tell students to scrap everything and grab an actual pen and paper. Set a timer for 15 minutes and answer the prompt with a specific scenario, whatever comes to mind, with as much detail as possible. Even if the experience they write about doesn’t end up getting submitted as their answer to that specific prompt, it is usually so vulnerable and unique that they’ll be able to use it for another essay.
Whether it’s a student writing too much about her mom or someone stuck focusing on what they think admissions officers want to hear, my advice is the same: Write about yourself and don’t be afraid to be who you are. Tech tools can be an enormous help in this process–not by pushing students toward perfect rubric scores, but by helping them present the real person behind the application.
Christa Olson, Independent Education Consultant
Christa Olson is an independent education consultant in the Bay Area. She can be reached at christamarieolson@gmail.com.
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Between kindergarten and second grade, much of the school day is dedicated to helping our youngest students master phonics, syllabication, and letter-sound correspondence–the essential building blocks to lifelong learning.
Unfortunately, this foundational reading instruction has been stamped with an arbitrary expiration date. Students who miss that critical learning window, including our English Language Learners (ELL), children with learning disabilities, and those who find reading comprehension challenging, are pushed forward through middle and high school without the tools they need. In the race to catch up to classmates, they struggle academically, emotionally, and in extreme cases, eventually disengage or drop out.
Thirteen-year-old Alma, for instance, was still learning the English language during those first three years of school. She grappled with literacy for years, watching her peers breeze through assignments while she stumbled over basic decoding. However, by participating in a phonetics-first foundational literacy program in sixth grade, she is now reading at grade level.
“I am more comfortable when I read,” she shared. “And can I speak more fluently.”
Alma’s words represent a transformation that American education typically says is impossible after second grade–that every child can become a successful reader if given a second chance.
Lifting up the learners left behind
At Southwestern Jefferson County Consolidated School in Hanover, Ind., I teach middle-school students like Alma who are learning English as their second language. Many spent their formative school years building oral language proficiency and, as a result, lost out on systematic instruction grounded in English phonics patterns.
These bright and ambitious students lack basic foundational skills, but are expected to keep up with their classmates. To help ELL students access the same rigorous content as their peers while simultaneously building the decoding skills they missed, we had to give them a do-over without dragging them a step back.
Last year, we introduced our students to Readable English, a research-backed phonetic system that makes English decoding visible and teachable at any age. The platform embeds foundational language instruction into grade-level content, including the textbooks, novels, and worksheets all students are using, but with phonetic scaffolding that makes decoding explicit and systematic.
To help my students unlock the code behind complicated English language rules, we centered our classroom intervention on three core components:
Rhyming: The ability to rhyme, typically mastered by age five, is a key early literacy indicator. However, almost every ELL student in my class was missing this vital skill. Changing even one letter can alter the sound of a word, and homographic words like “tear” have completely different sounds and meanings. By embedding a pronunciation guide into classroom content, glyphs–or visual diacritical marks–indicate irregular sounds in common words and provide key information about the sound a particular letter makes.
Syllabication patterns: Because our ELL students were busy learning conversational English during the critical K-2 years, systematic syllable division, an essential decoding strategy, was never practiced. Through the platform, visual syllable breaks organize words into simple, readable chunks that make patterns explicit and teachable.
Silent letter patterns: With our new phonics platform, students can quickly “hear” different sounds. Unmarked letters make their usual sound while grayed-out letters indicate those with a silent sound. For students frustrated with pronunciation, pulling back the curtain on language rules provided them with that “a-ha” moment.
The impact on our students’ reading proficiency has been immediate and measurable, creating a cognitive energy shift from decoding to comprehension. Eleven-year-old Rodrigo, who has been in the U.S. for only two years, reports he’s “better at my other classes now” and is seeing boosts in his science, social studies, and math grades.
Taking a new step on a nationwide level
The middle-school reading crisis in the U.S. is devastating for our students. One-third of eighth-graders failed to hit the National Assessment of Educational Progress (NAEP) benchmark in reading, the largest percentage ever. In addition, students who fail to build literacy skills exhibit lower levels of achievement and are more likely to drop out of school.
The state of Indiana has recognized the crisis and, this fall, launched a new reading initiative for middle-school students. While this effort is a celebrated first step, every school needs the right tools to make intervention a success, especially for our ELL students.
Educators can no longer expect students to access grade-level content without giving them grade-level decoding skills. Middle-school students need foundational literacy instruction that respects their age, cognitive development, and dignity. Revisiting primary-grade phonics curriculum isn’t the right answer–educators must empower kids with phonetic scaffolding embedded in the same content their classmates are learning.
To help all students excel and embrace a love of reading, it’s time to reject the idea that literacy instruction expires in second grade. Instead, all of us can provide every child, at any age, the chance to become a successful lifelong reader who finds joy in the written word.
Kim Hicks, Southwestern Jefferson County Consolidated School
Kim Hicks is the Director ESL Program at Southwestern Jefferson County Consolidated School in Hanover, Indiana.
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Kim Hicks, Southwestern Jefferson County Consolidated School
Nguyen is hardly alone in this experience. BookTok, the sprawling and informal literary community on TikTok, has pushed many people to read outside their usual interests. You don’t have to dig deep into X, Reddit, or Instagram to find reading suggestions that would never appear on the year-end lists in newspapers or magazines, or on the rolls of the major annual awards. Obscure literary titles are reaching people they might not have reached before.
But, if we accept Nguyen’s proposition, and conclude that some of us are slogging through fewer bad books and getting more quickly to the stuff we like, does that actually constitute an improvement in reading culture?
Let’s place our hypothetical friend Dave, the military-history buff, in a book club that requires him to read a whole bunch of books he might have never picked up—the majority of which he finds pointless and a waste of his time. The club also provides a community of in-person friends with whom he can debate and disagree and even argue about what book should be next on the queue. Dave might not read many more books than he would have without the club, and he may enjoy the ones he reads less; the quality of the information he’s receiving may even deteriorate. He might find himself back in the same Reddit threads, hunting down things that are tailored to his interests.
But there are social benefits to reading something together. Someone might be able to jolt him out of his narrow tranche of interests. The experience of reading can benefit from the rockier mental terrain that books provide; the boredom and impatience that longer texts sometimes inspire can help push and prod one’s thinking more than things that are perfectly distilled.
I asked Nguyen whether she felt that her vision of a more finely tuned and online reading public might obviate the need for the in-person book club or literary society or writing workshop. She said that although social media and learning about books through the internet likely accelerated exploration, it also could, in her experience, restrict people almost entirely to their own tastes. “You have the ability to create a filter bubble that’s more impermeable,” she said.
Social media does create a powerful consensus—on the internet, everything tends to grow quickly toward one source of light— and an argument can be made that a slower, more fractured network of in-person, localized arguments might ultimately offer up more intellectual variety. When I asked Nguyen about this, she mentioned the Ninth Street Women, a group of Abstract Expressionist artists who worked in the postwar period, and her own displaced nostalgia for the idea of artists and writers meeting in physical spaces with similar goals in mind. “It just inherently feels more vibrant if it’s in a physical space than if you Substack notes at the same time that all your friends are posting on Substack notes,” she said. But she also pointed out that such movements tend to be quite insidery, and that a lot of the most successful writers on platforms like Substack are people who might not exactly fit into the New York City literati. This seems undeniably true to me. It might be nice to go to the same bars and contribute to the same small journals and stare very seriously at the same art work in the same galleries, but such a life feels both anachronistic and annoying today.
In another of her notes for writers, Nguyen proclaims:
I, controversially, am pro-social media. If you are writing about art, you just make all your social media about contemporary art and art critics and new art releases, and you create this funneled world that reinforces the thing you’re trying to do.
I have tried similar tactics in the past, especially when I was writing about specific subjects, such as education policy or A.I. But what I found wasn’t really a sharpening of insight, but, rather, a tightened focus on the social-media consensus, which was largely dictated by the people who posted the most on any given topic. Even in moments when I wasn’t writing directly about some tweet I had seen, I was still gesturing toward it. Writing, in this form, felt more like sticking a comment bubble on an aggregated stream of news stories, social-media posts, and an assortment of video podcasts. Most pundits—at least those who comment on the world in columns, newsletters, or on podcasts—are doing some form of this. Taken together, such writing forms “the discourse.”
As someone who’s dedicated my career to advancing the Science of Reading movement, I’ve seen firsthand what it takes to help every child become a strong, fluent reader. We’ve made incredible strides in shifting the conversation toward evidence-based instruction, but I know we’re at a critical inflection point. While we–obviously–continue our work helping schools and districts adopt SOR, there’s an issue that stands in the way of real, sustained, progress: the staffing crisis and leadership churn that are leaving our educators overwhelmed and skeptical toward “change.” Without addressing these deeper structural issues, we risk stalling the momentum we’ve worked so hard to build.
The hidden costs of constant turnover
The data on teacher and leader turnover is bleak, and I’ve seen how it undermines the long-term commitment needed for any meaningful change. Consider this: Roughly 1 in 6 teachers won’t return to the same classroom next year, and nearly half of new teachers leave within their first five years. This constant churn is a massive financial burden on districts, costing an estimated $20,000 per teacher to recruit, hire, and onboard. But the real cost is the human one. Every time a new leader or teacher steps in, the hard-won progress on a literacy initiative can be jeopardized.
I’ve watched districts spend years building momentum for the Science of Reading, providing extensive training and resources, only to see a new superintendent or principal arrive with a new set of priorities. This “leader wobble” can pull the rug out from under an initiative mid-stream. It’s especially frustrating when a new leader decides a program has had “plenty of professional learning” without taking the time to audit its impact. This lack of continuity completely disrupts the 3-5 years it takes for an initiative to truly take hold, especially because new teachers often arrive with a knowledge gap, as only about one-quarter of teacher preparation programs teach the Science of Reading. We can’t build on a foundation that’s constantly shifting.
Overwhelmed by “initiative fatigue”
I know what it feels like to have too much on your plate. Teachers, already juggling countless instructional materials, often see each new program not as a solution but as one more thing to learn, implement, and manage. Instead of excitement, there’s skepticism–this is initiative fatigue, and it can stall real progress. I’ve seen it firsthand; one large district I worked with rolled out new reading, math, and phonics resources all at once.
To prevent this, we need to follow the principle of “pull weeds to plant flowers.” Being critical, informed consumers of resources means choosing flowers (materials) that are:
• Supported by high-quality, third-party research • Aligned across all tiers of instruction • Versatile enough to meet varied student needs • Teacher-friendly, with clear guidance and instructional dialogue • Culturally relevant, reflecting the diverse backgrounds of students
Now, even when a resource meets these standards, adoption shouldn’t be additive. Teachers can’t layer new tools on top of old ones. To see real change, old resources must be replaced with better ones. Educators need solutions that provide a unified, research-backed framework across all tiers, giving teachers clarity, support, and a path to sustainable student progress.
Building a stable environment for sustained change
So, how do we create the stable environment needed to support our educators? It starts with leadership that is in it for the long game. We need to mitigate turnover by using data to understand why teachers are leaving and then acting on that feedback. Strengthening mentorship, clarifying career pathways, and improving school culture are all crucial steps.
Beyond just retaining staff, leaders must foster a culture of sustained commitment. It’s not enough to have a few “islands of excellence” where a handful of teachers are getting great results.
We need system-wide adoption. This requires strong leaders to balance support and accountability. I’ve seen how collaborative teams, engaged in problem-solving and data-based decision-making, can transform a school. When teachers see students as “our students” and not just “my students,” shared ownership grows.
A leader’s job is to protect and sustain this vision, making sure the essential supports–like collaborative planning time, ongoing professional development, and in-classroom coaching–are in place. But sustaining change goes beyond daily management; it requires building deep capacity so the work continues even if leadership shifts. This means hiring, training, and retaining strong educators, investing in future leaders, and ensuring committed advocates are part of the implementation team. It also requires creating a detailed, actionable roadmap, with budgets clearly allocated and accountability measures established, so that any initiative isn’t just a short-term priority but a long-term promise. By embedding these structures, leaders can secure continuity, maintain momentum, and ensure that every step forward in literacy translates into lasting gains for students.
With the new school year now rolling, teachers and school leaders are likely being hit with a hard truth: Many students are not proficient in reading.
This, of course, presents challenges for students as they struggle to read new texts and apply what they are learning across all subject areas, as well as for educators who are diligently working to support students’ reading fluency and overall academic progress.
Understanding the common challenges students face with reading–and knowing which instructional strategies best support their growth–can help educators more effectively get students to where they need to be this school year.
Understanding the science of learning
Many districts across the country have invested in evidence-based curricula grounded in the science of reading to strengthen how foundational skills such as decoding and word recognition are taught. However, for many students, especially those receiving Tier 2 and Tier 3 interventions, this has not been enough to help them develop the automatic word recognition needed to become fluent, confident readers.
This is why coupling the science of reading with the science of learning is so important when it comes to reading proficiency. Simply stated, the science of learning is how students learn. It identifies the conditions needed for students to build automaticity and fluency in complex skills, and it includes principles such as interleaving, spacing practice, varying tasks, highlighting contrasts, rehearsal, review, and immediate feedback–all of which are essential for helping students consolidate and generalize their reading skills.
When these principles are intentionally combined with the science of reading’s structured literacy principles, students are able to both acquire new knowledge and retain, retrieve, and apply it fluently in new contexts.
Implementing instructional best practices
The three best practices below not only support the use of the science of learning and the science of reading, but they give educators the data and information needed to help set students up for reading success this school year and beyond.
Screen all students. It is important to identify the specific strengths and weaknesses of each student as early as possible so that educators can personalize their instruction accordingly.
Some students, even those in upper elementary and middle school, may still lack foundational skills, such as decoding and automatic word recognition, which in turn negatively impact fluency and comprehension. Using online screeners that focus on decoding skills, as well as automatic word recognition, can help educators more quickly understand each student’s needs so they can efficiently put targeted interventions in place to help.
Online screening data also helps educators more effectively communicate with parents, as well as with a student’s intervention team, in a succinct and timely way.
Provide personalized structured, systematic practice. This type of practice has been shown to help close gaps in students’ foundational skills so they can successfully transfer their decoding and automatic word recognition skills to fluency. The use of technology and online programs can optimize the personalization needed for students while providing valuable insights for teachers.
Of course, when it comes to personalizing practice, technology should always enhance–not replace–the role of the teacher. Technology can help differentiate the questions and lessons students receive, track students’ progress, and engage students in a non-evaluative learning environment. However, the personal attention and direction given by a teacher is always the most essential aid, especially for struggling readers.
Monitor progress on oral reading. Practicing reading aloud is important for developing fluency, although it can be very personal and difficult for many struggling learners. Students may get nervous, embarrassed, or lose their confidence. As such, the importance of a teacher’s responsiveness and ongoing connection while monitoring the progress of a student cannot be overstated.
When teachers establish the conditions for a safe and trusted environment, where errors can occur without judgment, students are much more motivated to engage and read aloud. To encourage this reading, teachers can interleave passages of different lengths and difficulty levels, or revisit the same text over time to provide students with spaced opportunities for practice and retrieval. By providing immediate and constructive feedback, teachers can also help students self-correct and refine their skills in real time.
Having a measurable impact
All students can become strong, proficient readers when they are given the right tools, instruction, and support grounded in both the science of learning and the science of reading. For educators, this includes screening effectively, providing structured and personalized practice, and creating environments where students feel comfortable learning and practicing skills and confident reading aloud.
By implementing these best practices, which take into account both what students need to learn and how they learn best, educators can and will make a measurable difference in students’ reading growth this school year.
Dr. Carolyn Brown, Foundations in Learning
Dr. Carolyn Brown is the co-founder and chief academic officer of Foundations in Learning, creator of WordFlight. Dr. Brown has devoted her career to ongoing research and development that targets underlying learning processes to optimize language and literacy development for all students.
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There are so many facets involved in the science of reading. In the primary grades, students are just learning how to read, and the five pillars of literacy are the main focus: phonics, phonemic awareness, vocabulary, fluency, and comprehension. When students reach the upper elementary grades, things shift from learning how to read to reading for meaning. This is the start of a new era for English Language Arts (ELA) students, where elements of fiction are now the main focus.
Third grade is the start of high-stakes standardized testing, which continues until high school graduation. A deep understanding of the elements of fiction is crucial for students at this point in their ELA education. The six elements of fiction are character, plot, point of view, setting, theme, and conflict resolution. Each one helps students deepen their understanding of a text as they analyze and synthesize information. Let’s get to know more about each and how to incorporate fun ways to teach them to your students.
6 Elements of Fiction
Character
The characters of a text are the people, animals, or other beings involved in the events of a story. The characters help build the plot of the story.
Ideas for teaching character:
Character role-play: Students act out their favorite character from a story.
Character trait posters: Students draw their favorite character from a story and write different character traits around the drawing to describe them.
Character timelines: Build a timeline of the character from beginning to end describing traits at each point. Students can map character growth, which also helps identify the theme of the story.
Character social media profile: Have students create a profile page for a specific character.
Plot
The plot consists of the main events of a story and is broken down into three main parts: beginning, middle, and end.
Ideas for teaching plot:
Story maps: Have students draw events in sequence, creating a map of events. There are plenty of ways to do this using different types of ready-made graphic organizers.
B-M-E identification: Have students write a few sentences to a paragraph each for the three main parts of the story: beginning, middle, and end.
Sequence activities: Provide sentence strips or cards with different events from the story. Students then put them in the order in which they occurred.
Plot diagram charts: Make a diagram to show the rise and fall of the plot. Label it with the five key stages of a story: exposition, rising action, climax, falling action, and resolution. Use a plot pyramid template to map the story structure, or get artsy with a mountain or roller coaster shape.
Setting
The setting is where and when the story takes place. It is important to identify it from the start since it sets the tone and builds an understanding of the other elements.
Ideas for teaching setting:
Time period research project: Identify the time period of the story and have students research trends, events, and other fun facts about it.
Setting maps: Create maps showing the different locations (real or fictional) of where the main events take place.
Travel brochures: Create a travel brochure for a story’s setting. Include landmarks, best things to do, important places from the story, and other highlights to convince others to visit.
Setting switch rewrite: Students rewrite the story (or a major scene) in a completely different time and/or place. Students then analyze their own writing (or a classmate’s), comparing and contrasting it with the original version.
Theme
The theme is the central idea, message, or lesson of a story.
Ideas for teaching theme:
Analyze fairy tales and folktales: Both genres are great since they are short stories where characters often learn a lesson at the end.
Cross-text theme hunt: Compare two or more texts (stories, poems, or songs) with similar themes and discuss how each conveys the theme differently.
Theme tracker charts: Students go back through a text individually or in groups and record evidence supporting the theme. For example, as characters grow and change, the theme develops. How does it all build up to the end?
Make a theme collage: Students create a digital slide or draw a poster containing different images supporting the theme of a story.
Point of View
The point of view refers to how a character feels and tells the story. This can also refer to the perspective of the narrator of the story.
Ideas for teaching point of view:
Readers theater: Students are assigned different characters to act out from a story. They tell their point of view of events based on how their character sees it.
Point of view rewrite activity: Students rewrite a short story or scene from another character’s perspective or as the narrator.
Create a diary entry: Students pretend to be a character from the story and write a diary entry describing a main event from the story. Students should go into detail about the setting, feelings, relationships with other characters, and more.
Narrator voice comparison: Read two versions of the same event from different points of view. Compare and contrast the point of view of each narrator using a Venn diagram. Fractured fairy tales are great tools for exploring point of view since they take a different angle on the original.
Conflict Resolution
The conflict in a story refers to the problem a character faces in the story. The main types of conflict are as follows: character vs. self (internal conflict), character vs. character, character vs. society, character vs. nature, character vs. technology, and character vs. the supernatural. The resolution is how the problem is solved.
Ideas for teaching conflict resolution:
Conflict type sort: Provide students different scenarios or excerpts from stories. Students identify the type of conflict: character vs. character, self, society, nature, technology, or the supernatural.
Conflict timeline: Students record a conflict’s development over time, from the beginning to the end of a story. Students analyze how the character reacts during each event.
Conflict resolution match-up: Write out conflict situations on index cards. Make a matching card for each with a possible resolution. Students match them, providing reasons why they go together. The cards can have more than one answer, providing a fun and creative way to solve the problem!
Make connections: Compare a conflict in a text to another situation. Connections can include text-to-text connections, text-to-self connections, or text-to-world connections. Identify how the scenarios are alike and come up with a resolution that works for both examples.
Elements of Fiction Anchor Charts
If you need anchor charts to help teach elements of fiction to your students, look no further! Check out these examples and re-create your favorites for your classroom.
I love losing myself in a good book, and I’m not the only one. Finding great gifts for book lovers isn’t just about testing for the best e-reader (which we have!) or rounding up all the accessories worth adding to your Kindle (we’ve done that too), but rather it’s about setting up your favorite reader to keep enjoying stories.
You can help your favorite reader enjoy another story with anything from a new reading gadget and a handy accessory to cozy items to settle in for a nice, long reading session. After all, if there’s anything we’ve learned from the rise of #BookTok, it’s that there’s no lack of accessories and items that can make a reader happier than ever. Here are our favorite gifts for book lovers we’re shopping this season.
Updated October 2025: We’ve reorganized this guide and added new gifts from PopSockets, Strapsicle, BukSuk, Passion Planner, James Wax, East Fork, Beautiful by Drew Barrymore, Eberyjey, and Ugg, plus we’ve included new book sets.
When I got back into reading, I fell in love with ebooks and getting free copies from the library that I would read on my Libby app. That year, for my birthday, I was gifted a Kindle from two different people, and I’ve never looked back. Whether they’re a new reader looking for a better or one who’s complaining about how heavy their books are, an e-reader makes for a great solution (and you can still get those free library books on it!).
Amazon
Kindle Paperwhite (2024, 12th Generation)
If they don’t have a Kindle, the 12th-edition Paperwhite is our favorite one. It’s got a warm front light and great battery life, and it comes in a fun pink color. Upgrade to Signature for an auto-adjusting light and more storage (aka more books!).
Kobo
Libra Color
If they have an e-reader but want the option to use color, the Kobo Libra Color is the best option. It lets them use a range of colors as they read, and you can add on a stylus to turn it into a digital notebook. It’s got page-turner buttons, which are great and something you won’t find on Kindle.
E-Reader Accessories
From cute cases to handy straps that make reading easier, there’s no lack of fun options to add to a Kindle or other e-readers.
PopSockets
PopCase Kindle and PopGrip
PopSockets has a new collection of Kindle cases that have a MagSafe ring, so you can easily pop on a PopSocket grip. The Curled Up With a Good Book design has a matching case and grip you can use together.
Strapsicle
E-Reader Hand Strap
These straps from Strapsicle make it really easy to hold up an e-reader. They’re easy to attach, and I even find just using one of the two straps secures it. The limited-edition neon collection is super fun and worth shopping before it runs out.
The Quirky Cup Collective
E-Reader Sleeves
This stylish sleeve is a great gift to give an e-reader user who loves to take their device on the go. It’ll keep it protected without taking up more space.
Lamicall
Gooseneck iPad Holder
I struggle with a wrist cyst that makes holding up my Kindle for long periods uncomfortable. This tablet holder works great for tablets and e-readers alike, and it lets my book hover over my head hands-free.
Accessories for Physical Book Readers
No e-reader? No problem. These book lights solve the constant struggle for a book reader: darkness getting in the way of their reading.
Vekkia
14 LED Book Light
Our favorite reading light is a super versatile clip-on with an adjustable gooseneck. The two swiveling light bars have seven LEDs each.
Glocusent
LED Neck Reading Light
This lightweight neck light is a great option if your reader might hate clipping something onto the pages. It has three light warmths and six brightness settings.
Book Bags
If the book lover in your life is known for toting their e-reader or book of choice everywhere they go, here are some fun accessories for carrying them around (and for logging their thoughts as they read!).
Hello Clio
The Original Kindle Belt Bag
This cute belt bag isn’t too much wider than a normal one but packs a soft internal pocket made for carrying a Kindle Paperwhite or base Kindle.
New York Public Library
Library Card Tote Bag
This tote bag screams “I love books” in the best way possible. It’s a great size with, nice long straps that make it super comfortable to wear.
Stickers, Journals, and Annotation Tools
Whether they’re looking to decorate their e-reader or the pages of their books, there’s a fun add-on here for every kind of reader.
Strapsicle
Sweet Stickers
Strapsicle recently launched stickers, with both a sweet and spicy pack. It’s a nice-size set that could easily decorate multiple e-readers.
Papier
Reading Journal
If they’re constantly crushing a new read, get them a journal to track everything they’ve read and how they liked it.
Book Tabs
I don’t like primary colors while I annotate my books. This is a similar but much larger pack of book tabs I found at my local Daiso, and the pastel colors are much more pleasing on the eyes as I mark up my book pages.
Passion Planner
Passion Highlighters
I love these highlighters for my paper planners, and they’re a great option for readers who light to highlight their passages. There’s a highlighter and pen end for each color if they like to underline.
Reading Vibes
Gifts for your local book lover aren’t just giving books and book items. Help them set the mood while they read with these cozy gift ideas.
James Wax
Reading Time Candle
The label says it all. Give them a candle to alert everyone they’re busy reading. I’ve tried all four scents you can choose from, and my favorites are the mimosa and white tea scents.
Sony
WH-1000XM6
Help them block out the world while read (or take part in immersion reading, where you listen to the audiobook while you read the physical book at the same time) with our favorite noise-canceling headphones.
East Fork
The Mug
Give them a gorgeous mug to stay hydrated with their drink of choice while they read, whether that’s a nice cup of tea or a hot toddy.
Beautiful by Drew Barrymore
Beautiful Electric Kettle
They’ll need some hot water with that cup of tea, and this chic electric kettle is both stylish and affordable without slacking on performance.
Ugg
Men’s Neuman
Give the gift of happy, cozy feet with our favorite set of men’s slippers. Our WIRED reviewer says these slippers hold up well and have the classic Ugg front, with a low back that makes them easy to slip on and off.
Gorgeous Books and Boxed Sets
Looking to give the gift of a true book? These box sets and illustrated editions are worth collecting.
Lord of the Rings Illustrated Editions
If there’s a book I want to get my husband that he’s already read, it’s these beautiful illustrated editions of Lord of the Rings, The Hobbit, and even The Silmarillion.
One Piece
Maybe they’ve been a One Piece fan for years. Maybe they’re a new fan after seeing the Netflix series. You can start their collection of the still-running manga or even give a couple initial volumes to get them hooked on the original.
Crescent City Boxed Set
If they’re fans of A Court of Thorns and Roses, it’s official: They’ll need to read Sarah J. Maas’ other series, Crescent City, to keep up with what happens in the next ACOTAR book. The first one is my favorite.
Judy Blume Essentials (Boxed Set)
by Judy Blume
These are a great series of books if you’re shopping for an elementary reader or teenager. The books have held up, with Blume’s themes still resonating years later.
Book Subscriptions
Buying a book for someone can be hard if you’re not sure what they’re into or what they’ve already read. But covering a few months of a subscription is the gift that gives over and over again.
Audible
If you know someone struggling with time to sit down and read, give them an Audible subscription so they can listen to books while they drive, do chores, work out, and so much more.
Book of the Month
Subscription
Book of the Month is a subscription for the reader who loves physical books. Every month, there are five to seven titles to choose from that ship right to their door (they can skip months if nothing catches their eye).
Parnassus
Signed First Editions Club
WIRED reviewer Adrienne So has subscribed for years (on and off) to Parnassus Signed First Editions, from novelist Ann Patchett’s store in Nashville, Tennessee. The books are mainly literary fiction, with occasional nonfiction. Every book she’s gotten has been an absolute banger.
BROOKLYN NAVY YARD, Brooklyn — Book by book, block by block, the Brooklyn Book Bodega is working to make books as accessible as a bag of chips from your local corner store.
Co-founders Rebecca Cogen and Seema Aghera chose the name “Bodega” with intention.
“When you think of bodegas in New York, you think of a place that is familiar, a place where people come together,” said Aghera.
“Books should have been as accessible as your neighborhood bodega,” added Cohen.
This nonprofit, grassroots organization is actively working to eliminate “book deserts,” neighborhoods where book ownership is scarce.
“Our mission is to increase the number of 100-plus book homes for kids in New York City,” said Aghera.
By providing free, lightly used books, they want to ensure that every child, regardless of their family’s financial situation, has the opportunity to own stories that can shape their world.
“We exist because kids who read do better in life. There’s an impact on their educational outcomes, their financial earnings, and their mental health,” Aghera said.
Brooklyn Book Bodega distributes free books through pop-up events and community partnerships.
“We are set up in the places and spaces where kids spent time,” said Aghera, emphasizing the nonprofit’s commitment to accessibility and community-first outreach.
Volunteers play a vital role, helping to inspect, sort, and distribute books in the nonprofit’s Book Hub. Each book includes a stamp where kids can write their names, marking it as their own.
“There is still so much work to do,” said Aghera.”If we all worked together, we could make a change.”
Brooklyn Book Bodega encourages New Yorkers to get involved through donating used books, volunteering, or simply spreading the word.
One of my daily challenges as a parent is getting my fourth grader to read for 30 minutes as part of her homework.
It’s not because she struggles with her reading skills; she actually reads well-above grade level. Like many kids of her generation, though, my daughter has zero interest in picking up a book. Why would she, when she’s got an iPad offering her nonstop entertainment via videos expertly designed for her short attention span?
Allie, a mother of three in Connecticut who asked to use just her first name to protect her privacy, can relate: While she confirmed all of her kids can read and write at grade level, she told HuffPost that “they just don’t WANT to.” Allie believes the prevalence of screens is “a huge factor” when it comes to her kids’ lack of interest in reading. “Books can’t compete with screens,” she lamented.
But Allie has also noticed some potential long-term effects stemming from her kids’ reading indifference: She said that when her teenage son took a private school entrance exam, “his reading/vocab section was abysmally low.” And this was despite getting A’s in English honors classes! “Because he wasn’t reading recreationally,” Allie observed, “he wasn’t being exposed to enough opportunities to ‘absorb’ new vocabulary and exercise his reading comprehension skills.”
Katiuscia Noseda via Getty Images
Supporting literacy and growing a love of reading requires more than just sight words and phonics.
It’s not just my daughter or Allie’s kids who are exhibiting reading apathy; there has been a steady decline over the past 40 years. Thirty-one percent of 13-year-olds reported in 2023 that they “never or hardly ever” read for fun. This is compared with the 29% reported in 2020 and the 8% reported in 1984. In addition, only 30% of eighth graders in the United States read at or above the proficient level, with one-third of 12th graders lacking basic reading skills.
For Gen X parents like myself and Allie, who were raised on the “take a look, it’s in a book” approach, it’s hard to watch our kids treat reading as something that’s as obsolete as, well, “Reading Rainbow.” As Allie put it, not only are our kids not “getting the exposure to vocabulary and comprehension” that they need, but “they are also missing out on the joy of reading (and what they can learn about the world).”
How did we get here?
So, how did this happen? Was it the COVID-19 pandemic that forced students into virtual classrooms? Is it the screens? The shifts in education methods?
“The pandemic created disruptions to foundational literacy instruction,” confirmed Chrystine Mitchell, Ph.D., director of early childhood education operations at ChildCare Education Institute. These disruptions in the 2019-2020 academic year, she said, included inconsistent learning approaches that varied by school, with many of the solutions (virtual learning, hybrid learning, etc.) unfairly assuming “universal access to technology, which simply wasn’t the reality for many families.” As a result, NWEA research in 2021 “found students returned to school with approximately 10 weeks less learning in reading compared to a typical year.”
In addition, noted Mitchell, “the pandemic severely limited opportunities for read-alouds and meaningful text exploration, which are the cornerstones of developing a love for reading.”
“Without these rich literary experiences and deep conversations around texts, many students missed crucial exposure to language patterns, vocabulary and the joy of reading itself,” she said.
Culprit #2: Phonics vs. Reading Comprehension
Phonics is a common method of teaching children how to read by matching the sounds of spoken English with individual letters or groups of letters. While phonics is an excellent tool for helping kids learn to read, the shift over the past 25 years toward a more decoding-centered approach in schools is another possible reason our kids aren’t reading as much anymore.
This approach, Mitchell explained, is “grounded in decades of brain research and formalized by the National Reading Panel (2000).” Unfortunately, “the pendulum has swung so far toward phonics-heavy instruction that comprehension work, read-alouds and explicit strategy instruction have been significantly reduced or eliminated entirely.”
“This means that students are becoming proficient decoders without developing the critical thinking and comprehension skills necessary for true literacy.”
The Atlantic highlighted the effects of the overall devaluation of reading comprehension in a 2024 article that examined how students arrive at college ill-equipped to read full books. This is likely the result of teachers using excerpts and brief texts to teach reading comprehension in schools rather than whole books. “Not only is that less engaging for students,” said Wexler, “it fails to build their reading stamina and their ability to dig deeply into a text.”
Culprit #3: Yeah, It’s The Screens
While Mitchell admitted the move toward technology as the “primary medium or tool for instruction” began before COVID, “there was a significant increase following the pandemic.” This shift, she said, “contributed to screen time in schools replacing traditional reading time (with high-quality texts).” According to a 2021 report from Common Sense Media, children’s daily screen time increased by 17% during the pandemic, with 8- to 12-year-olds averaging four to six hours daily.
“It’s hard to compete with the constant stimulation provided by screens,” acknowledged Wexler. But when you pair the technology increase in schools with the number of hours spent at home on iPads, smartphones and other devices, it can lead to changes in students’ attention spans.
“Excessive screen time trains students’ brains for rapid, surface-level information processing rather than sustained, deep reading,” Mitchell said.
There are long-term effects of poor reading skills.
“Reading — the ability to decode and make sense of text — is one of the most important skills a person can have,”Naomi Hupert, a senior research scientist and expert in K-12 literacy and digital learning at the Education Development Center, tells HuffPost.
Therefore, if reading doesn’t become part of a child’s routine early on, they’ll be at risk of “missing out on an important way of acquiring knowledge about the world,” said Wexler, not to mention “a source of self-fulfillment and pleasure.”
Although Mitchell emphasized the importance of phonics when a child is first learning to read (“Research shows that 95% of children can learn to read when taught with systematic, explicit phonics instruction”), she cautioned against the idea of “phonics instruction dominating at the expense of rich read-alouds and meaningful text discussions.” Such a phonics-heavy approach may result in “students becoming proficient decoders who don’t enjoy reading.”
“One of the benefits of reading, beyond enjoyment, is that it can expand a reader’s vocabulary and conceptual understanding of things that may exist beyond that reader’s everyday experiences,” added Hupert.Without substantial reading skills, “the risk is that future generations will simply be unable to think as deeply and with as much complexity as in the past,” observed Wexler.
What can we do to help children develop a love of reading?
Mitchell acknowledged that for teachers, “the challenge lies in striking the right balance” between phonics and reading comprehension. “Systematic phonics instruction is essential, but it must be paired with opportunities for students to wrestle with ideas, encounter complex texts and engage in discussions that spark critical thinking,” she advised.
Beyond encouraging reading at home and at school, don’t sleep on your local library: Public libraries are “spaces where families can access story hours, tutoring programs and cultural events that bring stories to life,” Mitchell said.
Ultimately, solving any literacy crisis is about discovering new and different ways to incentivize children to engage in reading — and that will usually depend on their individual interests. “Helping [children]find the right reading materials (even digitally) can remind them that reading is not a chore and can help them learn about their favorite sports stars, unique animals in nature, how to solve a problem, etc.,” Mitchell advised.
One thing parents can do is model good reading habits for their children. (Yes, that includes you, Gen Z parents.)
This starts with reading to your kids while they’re still babies and toddlers. Even if the child is too young to read, there are several benefits of constant exposure to books. This can include “pretend reading for non-readers, or re-reading familiar books over and over again,” said Hupert. “Each of these kinds of activities helps children reinforce some of the foundational skills needed for later successful reading.”
“Something as small as reading aloud with expression to children offers repeated exposure to story structure, vocabulary and fluent phrasing,” said Mitchell. “Diving deeper into the text by having parents ask questions about the text, whether retelling the story or making inferences about the characters, can deepen their understanding of the text and thus create more engagement around reading.”
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We remain committed to providing you with the unflinching, fact-based journalism everyone deserves.
Thank you again for your support along the way. We’re truly grateful for readers like you! Your initial support helped get us here and bolstered our newsroom, which kept us strong during uncertain times. Now as we continue, we need your help more than ever. We hope you will join us once again.
And once they’re old enough to read on their own, keep setting that positive example: Grab that romantasy paperback that’s been collecting dust on your nightstand, pour yourself a cup of tea, and rediscover the art of reading yourself. “Preferably in print rather than on a screen,” reiterated Wexler. “Reading comprehension often suffers when people read on a screen.”
Students from the class of 2024 had historically low scores on a major national test administered just months before they graduated.
Results from the National Assessment of Educational Progress, or NAEP, released September 9, show scores for 12th graders declined in math and reading for all but the highest performing students, as well as widening gaps between high and low performers in math. More than half of these students reported being accepted into a four-year college, but the test results indicate that many of them are not academically prepared for college, officials said.
“This means these students are taking their next steps in life with fewer skills and less knowledge in core academics than their predecessors a decade ago, and this is happening at a time when rapid advancements in technology and society demand more of future workers and citizens, not less,” said Lesley Muldoon, executive director of the National Assessment Governing Board. “We have seen progress before on NAEP, including greater percentages of students meeting the NAEP proficient level. We cannot lose sight of what is possible when we use valuable data like NAEP to drive change and improve learning in U.S. schools.”
In a statement, Education Secretary Linda McMahon said the results show that federal involvement has not improved education, and that states should take more control.
“If America is going to remain globally competitive, students must be able to read proficiently, think critically, and graduate equipped to solve complex problems,” she said. “We owe it to them to do better.”
The students who took this test were in eighth grade in March of 2020 and experienced a highly disrupted freshman year of high school because of the pandemic. Those who went to college would now be entering their sophomore year.
Roughly 19,300 students took the math test and 24,300 students took the reading test between January and March of 2024.
The math test measures students’ knowledge in four areas: number properties and operations; measurement and geometry; data analysis, statistics, and probability; and algebra. The average score was the lowest it has been since 2005, and 45% of students scored below the NAEP Basic level, even as fewer students scored at NAEP Proficient or above.
NAEP Proficient typically represents a higher bar than grade-level proficiency as measured on state- and district-level standardized tests. A student scoring in the proficient range might be able to pick the correct algebraic formula for a particular scenario or solve a two-dimensional geometric problem. A student scoring at the basic level likely would be able to determine probability from a simple table or find the population of an area when given the population density.
Only students in the 90th percentile — the highest achieving students — didn’t see a decline, and the gap between high- and low-performing students in math was higher than on all previous assessments.
This gap between high and low performers appeared before the pandemic, but has widened in most grade levels and subject areas since. The causes are not entirely clear but might reflect changes in how schools approach teaching as well as challenges outside the classroom.
Testing officials estimate that 33% of students from the class of 2024 were ready for college-level math, down from 37% in 2019, even as more students said they intended to go to college.
In reading, students similarly posted lower average scores than on any previous assessment, with only the highest performing students not seeing a decline.
The reading test measures students’ comprehension of both literary and informational texts and requires students to interpret texts and demonstrate critical thinking skills, as well as understand the plain meaning of the words.
A student scoring at the basic level likely would understand the purpose of a persuasive essay, for example, or the reaction of a potential audience, while a students scoring at the proficient level would be able to describe why the author made certain rhetorical choices.
Roughly 32% of students scored below NAEP Basic, 12 percentage points higher than students in 1992, while fewer students scored above NAEP Proficient. An estimated 35% of students were ready for college-level work, down from 37% in 2019.
In a survey attached to the test, students in 2024 were more likely to report having missed three or more days of school in the previous month than their counterparts in 2019. Students who miss more school typically score lower on NAEP and other tests. Higher performing students were more likely to say they missed no days of school in the previous month.
Students in 2024 were less likely to report taking pre-calculus, though the rates of students taking both calculus and algebra II were similar in 2019 and 2024. Students reported less confidence in their math abilities than their 2019 counterparts, though students in 2024 were actually less likely to say they didn’t enjoy math.
Students also reported lower confidence in their reading abilities. At the same time, higher percentages of students than in 2024 reported that their teachers asked them to do more sophisticated tasks, such as identifying evidence in a piece of persuasive writing, and fewer students reported a low interest in reading.
Chalkbeat is a nonprofit news site covering educational change in public schools.
Disclosure: Our goal is to feature products and services that we think you’ll find interesting and useful. If you purchase them, Entrepreneur may get a small share of the revenue from the sale from our commerce partners.
As a business owner, balancing a 60-hour work week with family time is already hard enough without screens getting in the way. If you’re looking for a meaningful way to connect with your kids, Readmio makes story time feel like something special again.
Readmio is a mobile reading app that turns your voice into the centerpiece of the story. As you read aloud, the app adds sound effects and music that respond in real time. When the story says the wolf growled or the wind blew, you’ll actually hear it. The result is an experience that feels more immersive than a regular book, without relying on screens or flashy visuals to keep your child engaged. It’s also on sale right now.
Add some magic to story time
The Readmio Premium Plan gives you lifetime access to more than 800 interactive stories, with new ones added every week. There are fairy tales, folk stories, science adventures, bedtime favorites, and even empathy-themed stories. Stories are sorted by age group and topic, so it’s easy to find something your child will enjoy. You can also download stories to read offline, which is great for travel or evening routines.
The app includes more than just stories. It also offers printable worksheets, coloring pages, and comprehension quizzes to reinforce learning. If your child prefers hands-on activities or needs help staying focused, these extras can make story time even more rewarding.
For parents who want to stay connected to their kids without defaulting to screen time, Readmio is a simple and creative way to build that habit. All it takes is your voice, a phone, and a few minutes together.
As a business owner, balancing a 60-hour work week with family time is already hard enough without screens getting in the way. If you’re looking for a meaningful way to connect with your kids, Readmio makes story time feel like something special again.
Readmio is a mobile reading app that turns your voice into the centerpiece of the story. As you read aloud, the app adds sound effects and music that respond in real time. When the story says the wolf growled or the wind blew, you’ll actually hear it. The result is an experience that feels more immersive than a regular book, without relying on screens or flashy visuals to keep your child engaged. It’s also on sale right now.
Responding to what you read is an important literacy skill. Reading about other people’s experiences and perspectives helps kids learn about the world. And although students don’t need to dive deeply into every single book they read, occasionally digging into characters, settings, and themes can help them learn to look beyond the prose. Here are 40 creative book report ideas designed to make reading more meaningful for kids.
1. Concrete poem
Donna Paul for We Are Teachers
This clever activity is basically a “shape poem” made from words, phrases, and whole sentences found in whatever the student is reading. The words are laid out to create an image that represents something from the story. For example, if a student is reading a fairy tale about a princess, they may create a found poem using words from the story in the shape of a castle.
Donna Paul for We Are Teachers
2. Graphic novel
Challenge your students to reimagine something they’re reading—a scene, a chapter, or a whole book—as a graphic novel. Provide a task list for the assignment. For instance, six scenes from the story, three characters, setting details, etc. And, of course, provide detailed illustrations.
3. BookSnaps
Donna Paul for We Are Teachers
BookSnaps are digital, visual representations of a reader’s reflection on and insight into a book or other text. Students simply take a photo or screenshot of a page or passage, then add annotations, comments, illustrations, or other reactions. They are a great way to share personal connections and spark discussion.
4. Journal entry
Ask your students to place themselves in the shoes of one of their book’s characters and write a first-person diary entry from their perspective. Ask them to choose a critical moment in the story with plenty of interaction and emotion to talk about.
If you’re looking for creative book report ideas that use upcycled materials, try this one using a pizza box. It works well for both nonfiction and fiction book reports. On the inside of the top lid, students draw their book’s cover. On the bottom, they draw a circle and divide it into pizza slices. On each wedge, they tell a part of the story.
6. Book jacket
Challenge your students to think like a book illustrator and create a new, different book jacket for the text they’re reading. Make sure the jacket has an enticing front cover and a summary inside the front fold. On the back fold, provide a short biography of the author and on the back cover a few book reviews.
7. Rewrite the ending
Challenge students to come up with an alternate ending to the book they are reading. Write a summary of the story up to the point of the new ending, then take the story in a different direction.
8. Fictional yearbook entries
Donna Paul for We Are Teachers
Have your students create a yearbook entry based on the characters and setting in their book. What do the characters look like? Cut out magazine pictures to serve as their school pictures. What kind of superlative might they get? Best-looking? Class clown? What clubs would they belong to or lead? What awards have they won? This fun assignment is a great opportunity for your students to dig deep into the characters’ personas.
How fun is this? Instead of a food tasting (or wine tasting for us adults), students can put on a book tasting. Set a lovely table, prepare the main dish (a book report from each student), and have students circulate and sample.
Students are obsessed with stickers! In this unique activity, students will design water bottle stickers that the main character of the book would love to have, along with a short description of their choices.
We Are Teachers
11. Sandwich book report
Yum! You’ll notice a lot of creative book report ideas revolve around food. In this oldie but goodie, different-colored paper cut into appropriately sized shapes represent parts of a sandwich. For instance, tan for the bread, pink for ham, green for lettuce, red for tomato, etc. On each part of the sandwich, students will write about a different element of the book—characters, setting, conflict, etc.
12. Alphabet book
Have your students create their own alphabet book based on the book they read. After they find a word to represent each letter, have them write one sentence that explains where the word fits in.
Using cardboard lap books (or small science report boards), students display details about their book’s main characters, plot, setting, conflict, resolution, etc. Then, they add a head and arms created from card stock and attach them to the board from behind to make it look like the main character is peeking over this book report.
14. Act the part
Have students dress up as their favorite character from the book and present an oral book report. If their favorite character is not the main character, retell the story from their point of view.
15. T-shirt book report
Another fun and creative idea: Create a wearable book report using Sharpie pens and acrylic paint on a plain white T-shirt. Include all the pertinent book report elements and add colorful illustrations. Have all your students wear their T-shirt book reports on the same day and give them time to share with one another.
16. Bookmark
Donna Paul for We Are Teachers
Have students create a custom illustrated bookmark that includes drawings and words from either their favorite chapter or the entire book.
17. Rays of sunshine book report
This is great for biography research projects. Students cut out a photocopied image of their subject and glue it in the middle. Then, they draw lines from the image to the edges of the paper, like rays of sunshine, and fill in each section with information about the person. As a book report template, the center image could be a copy of the book cover, and each section would expand on key information such as character names, theme(s), conflict, resolution, etc.
18. Reading lists for characters
Ask your students to think about a character in their book. What kinds of books might that character like to read? Take them to the library to choose five books the character might have on their to-be-read list. Have them list the books and explain what each book might mean to the character. Post the to-be-read lists for others to see and choose from—there’s nothing like trying out a book character’s style when developing your own identity.
We Are Teachers
19. Character to-do list
Donna Paul for We Are Teachers
This fun activity is an off-the-beaten-path way to dive deep into character analysis. Get inside the head of the main character in a book and create a to-do list that they might write. Use actual information from the text, but also make inferences into what that character may wish to accomplish.
20. Collage
Create a collage using pictures and words that represent different parts of the book. Use old magazines or print pictures from the internet. Glue the pictures onto a piece of poster board and add text. Display student collages around the classroom and do a gallery walk.
21. Book reports in a bag
Donna Paul for We Are Teachers
Looking for book report ideas that really encourage creative thinking? With book reports in a bag, students read a book and write a summary. Then, they decorate a paper grocery bag with a scene from the book, place five items that represent something from the book inside the bag, and present the bag to the class.
22. Timeline
Create a timeline using a long roll of butcher paper, a poster board, or index cards taped together. For each event on the timeline, write a brief description of what happens. Add pictures, clip art, word art, and symbols to make the timeline more lively and colorful.
23. File folder book report
Also called a lap book, this easy-to-make book report hits on all the major elements of a book study and gives students a chance to show what they know in a colorful way. Open a manila file folder flat, then fold each side into the center fold so that it looks like a French door. On each of the outside flaps and all of the inside area, have students create different boxes of information such as author, genre, setting, theme, etc. Students can use colored paper, markers, and crayons to make their report.
24. Map it
Donna Paul for We Are Teachers
Create a colorful illustration map of the book’s setting and label all the important locations. This is an especially fun activity for tracking the action in mystery books.
We Are Teachers
25. Triorama book report
Who doesn’t love a multidimensional book report? A triorama is a three-dimensional triangular diorama, but you can also try an accordion-folded book report, a quadrama, or an info-sphere.
26. Character cards
Create trading cards (like baseball cards) for characters from the book. On the front side, draw an illustration of the character. On the back side, make a list of their character traits and include a quote or two. Give students time to share their cards with classmates or present them to the whole class.
27. Book report mobile
This creative project is easy to make with a wire clothes hanger, strings, and paper. Cover the body of the hanger with a paper illustration of the book cover. Then, fill out cards with key elements of the book like characters, setting, and summary, and attach them to the bottom wire of the hanger with string.
28. Top 10 fact sheet
Donna Paul for We Are Teachers
Have students create a list of 10 facts that they learned from reading the book. Have them write the facts in complete sentences, and be sure that each fact is something that they didn’t know before they read the book.
29. Create a sequel
Have you ever finished a great book and wished the story would go on? Or wondered what happened to the characters 10 or 20 years later? This fun book report idea challenges students to take up where the author left off and follow up on the action and characters on their next adventure.
30. Be a character therapist
Many book plots revolve around a character’s fear and the work it takes to overcome that fear. Ask students to make like a therapist and identify a character’s fears. Have them find two or three scenes that illustrate how this fear exists. Then have them write about ways the character overcame the fear (or didn’t) in the story. What might the character have done differently?
31. Comic strips
Donna Paul for We Are Teachers
If you’re looking for creative book report ideas for students who like graphic novels, try comic strip book reports. Include an illustrated cover with the title and author. The pages of the book should retell the story using dialogue and descriptions of the setting and characters. Of course, no comic book would be complete without copious illustrations and thought bubbles.
We Are Teachers
32. Charm bracelet book report
What a “charming” way to write a book report! Have students trace their hand and forearm onto a piece of stiff paper and then cut it out and decorate it. Next, add a strip of paper around the wrist as a bracelet. Finally, create “charms” that capture a character, an event in the plot, setting, or other detail to dangle from the bracelet.
33. Letter to the author
Have kids write a letter to the author of the book. Tell them three things you really liked about the story. Ask three questions about the plot, characters, or anything else you’re curious about.
We Are Teachers
34. Poems
Write a poem or song lyrics about the book. Be sure to include main themes, characters, and events that tell the story.
We Are Teachers
35. Board games
Donna Paul for We Are Teachers
This is a great project to help your students develop deeper insight into what they’re reading. Check out our roundup of the best board games below and challenge students to adapt one to create an interactive book report using one of our free printable games boards.
Create a brochure advertising the book you are reading. Begin by folding an 8 x 11 piece of paper lengthwise. Illustrate all four panels with enticing information about the book to demonstrate understanding. Have students set up a library of the brochures for classmates to browse through on their next book hunt.
Food sometimes tells a story of its own, defining time, region, and history. Find or create a recipe related to the book’s setting, time period, or events, and explain its connection to the story.
38. Movie vs. book
If the book your students have read has been made into a movie, have them write a report about how the versions are alike and different. If the book has not been made into a movie, have them write a report telling how they would make it into a movie, using specific details from the book.
39. Wanted poster
Donna Paul for We Are Teachers
Make an old-timey Wanted poster for one of the book’s main characters. Indicate whether they are wanted dead or alive. Include an illustration of the character and a description of what the character is “wanted” for (with examples) as well a detailed account of where the character was last seen.
40. Wheaties box book report
Recycle a cereal box and create a book report to look like a classic Wheaties box that featured sports heroes. Include a main image on the front of the box. Decorate the sides of the box with information about the book’s characters, setting, plot, summary, etc.
Come share your own creative book report ideas in our We Are Teachers HELPLINE group on Facebook.
While most teachers are eager to implement the science of reading, many lack the time and tools to connect these practices to home-based support, according to a new national survey from Lexia, a Cambium Learning Group brand.
The 2025 Back-to-School Teacher Survey, with input from more than 1,500 K–12 educators nationwide, points to an opportunity for district leaders to work in concert with teachers to provide families with the science of reading-based literacy resources they need to support student reading success.
Key insights from the survey include:
60 percent of teachers are either fully trained or interested in learning more about the science of reading
Only 15 percent currently provide parents with structured, evidence-based literacy activities
79 percent of teachers cite time constraints and parents’ work schedules as top barriers to family engagement
Just 10 percent report that their schools offer comprehensive family literacy programs
Teachers overwhelmingly want in-person workshops and video tutorials to help parents support reading at home
“Teachers know that parental involvement can accelerate literacy and they’re eager for ways to strengthen those connections,” said Lexia President Nick Gaehde. “This data highlights how districts can continue to build on momentum in this new school year by offering scalable, multilingual, and flexible family engagement strategies that align with the science of reading.”
Teachers also called for:
Better technology tools for consistent school-to-home communication
Greater multilingual support to serve diverse communities
Professional learning that includes family engagement training
Gaehde concluded, “Lexia’s survey reflects the continued national emphasis on Structured Literacy and shows that equipping families is essential to driving lasting student outcomes. At Lexia we’re committed to partnering with districts and teachers to strengthen the school-to-home connection. By giving educators practical tools and data-driven insights, we help teachers and families work together–ensuring every child has the literacy support they need to thrive.”
An oft-cited phrase is that students “learn to read, then read to learn.”
It’s time to put that phrase to bed.
Students do need to learn the fundamentals of reading in the early grades, including phonics, which is critical for reading success and mastery. However, it is not true that students learn all they need to learn about reading by the end of elementary school, and then spend the rest of their lives as reading masters who only read to learn.
In grades 6-12, students are still learning to read and are still reading to learn. However, “learning to read” matures into more advanced decoding of multisyllabic words, syntax (all those annoying grammar rules that the reader needs to pay attention to to understand a sentence), fluency on longer sentences and paragraphs, and comprehension, which requires an increasingly sophisticated understanding of a wide range of topics across content areas.
Consider the word “sad.” Most elementary school students can decode the word sad and would easily recognize it in both speech and print. Now, consider the words “crusade,” “ambassador,” “Pasadena,” “misadvise,” and “quesadilla.” Each contains the letters “sad” within the word, none of the pronunciations are the same as “sad,” and none mean unhappiness or sorrow. Without instruction on multisyllabic words (and morphemes), we can’t assume that middle schoolers can decode words containing “sad,” especially with different pronunciations and meanings. But middle schoolers are expected to navigate these types of words in their language arts, social studies, and science classes.
“Sad” and its many appearances in words is just one example of the increasing complexity of literacy beyond elementary school, and middle schoolers will also encounter more interdisciplinary subjects that play a unique role in their developing literacy skills. Here are four points to consider when it comes to adolescent literacy:
Reading and writing instruction must become increasingly discipline-specific. While foundational reading skills are universal, students must enhance their skills to meet the unique expectations of different subjects, like literature, science, social studies, and math. Texts in those subjects vary widely, from historical documents to graphs to fictional literature, each having its own language, rules, and comprehension demands. Students must be taught to read for science in science, for math in math, and for social studies in social studies. How and what they read in language arts is not sufficient enough to transfer to different content areas. The reading approach to “The Old Man and the Sea” is different from “The Gettysburg Address,” and both are different from a scientific article on cell division. Along with reading, students must be taught how to write in ways that reflect the uniqueness of the content.
This means that it’s all hands on deck for upper-grade educators. Adolescent literacy is often associated with language arts, but reading and writing are integrated practices that underpin every discipline. This calls for all educators to be experts in their discipline’s literacy practices, supporting and developing student skills, from reading and writing poetry and prose in language arts; to primary and secondary source documents, maps, and political cartoons in social studies; graphs, reports, and research in science; and equations and word problems in mathematics.
Build background knowledge to enhance comprehension. As students advance to higher grades, their discipline-specific reading skills impact their ability to attain content knowledge. The more students understand about the discipline, the better they can engage with the content and its unique vocabulary. Precise language like “theme,” “mitosis,” “amendment,” and “equation” requires students to read with increasing sophistication. To meet the content and knowledge demands of their discipline, educators must incorporate background knowledge building, starting with the meaning of words to help students unlock comprehension.
Teaching fluency, vocabulary, and syntax is evergreen. Along with multisyllabic decoding, students should continue to receive instruction and practice in each of the above, as they all play a starring role in how well readers comprehend a text.
And most importantly, the education community must take a K-12 approach to literacy if it’s serious about improving reading outcomes for students. As more data emerges on the reading challenges of adolescents in this post-COVID era, it’s more critical now than ever to include adolescent literacy in funding and planning. The data are clear that support for literacy instruction cannot stop at fifth-grade graduation.
While middle school students are “reading to learn,” we must remember that they are also “learning to read” well into and through high school. It’s more important than ever that state and local education leaders support policies and resources that seamlessly provide for the ongoing academic literacy needs from kindergarten to 12th grade.
Miah Daughtery, EdD, NWEA
Miah Daughtery, EdD, is NWEA VP of Academic Advocacy at HMH (NWEA’s parent company). She spends her days figuring out how to get kids more excited about reading and writing. Prior to joining NWEA, she was a classroom reading and English teacher for almost 10 years, a district literacy specialist, the state literacy coordinator for the Tennessee Department of Education, the director of literacy for Achieve, and the executive director of professional learning for Odell Education. She earned her BA in English at the University of Michigan, her MEd in reading at Wayne State University, and her EdD in public policy and educational administration from Vanderbilt’s Peabody School of Education in 2016.
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Arlington Public Schools is searching for volunteers to read to elementary-aged kids for an hour each week, as part of a push to improve literacy skills and get kids excited about reading.
Arlington Public Schools is searching for volunteers to read to elementary-aged kids for an hour each week, as part of a push to improve literacy skills and get kids excited about reading.
The pilot program, called “Readers Rise: Empowering Young Minds Through Reading,” is scheduled to start in mid-October. Volunteers will get trained and then read to K-2 students at Barrett, Hoffman-Boston or Long Branch elementary schools. The district said those schools were picked based on a “diversity of needs.”
“We’re seeing positive trends in our K-2 data,” APS Chief Academic Officer Gerald Mann said. “But we also know, until every student is reading on grade level, we want to provide them the opportunity to continue to practice their reading and also gain a mentor.”
The pilot schools are in the process of identifying students who will participate and searching for volunteers. Ideally, Mann said the sessions will be one-on-one, giving students the chance to build a new relationship with an adult from the community.
“A lot of times when kids get to work directly with somebody that is not a well-known figure in the school, that gets them even more jazzed about the special thing that they’ve been invited to,” said Jessica DaSilva, the principal at Long Branch Elementary.
The district is planning to review the results of the program mid-year to determine if it can expand to other schools.
“It is going to help continue to get kids excited about reading,” DaSilva said. “It is going to help them see that it’s not just teachers that can teach them things.”
Many times, DaSilva said, community members want to help students but think it’s out of their area of expertise.
“Now this is a targeted, explicit way that they can support, and I think that’s exciting,” DaSilva said. “And I think that will hopefully encourage people to come in, because they’re going to get some training.”
Mann, meanwhile, is hoping the effort could also motivate more students to read for fun.
“It is concerning when you see, just as a population, that we’re not interested in this,” Mann said. “But if we can get them excited about that, and that’s one of our hopes, is the excitement to see the joy in reading, to go to the library, whether at the school, public library; to have a book in your hand and experience that joy that so many of us do daily.”
In a statement posted on X, the group Arlington Parents for Education, which has been advocating for a volunteer reading program, said the pilot “is a huge step forward for student literacy and a win for everyone who spoke up for more investment in reading support.”
The application to volunteer is scheduled to close Sept. 26. Mann said 48 people signed up on the first day it was open.
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