Our Purpose

These routines are designed to tackle literacy barriers that students encounter across content levels. Common definitions and routines have the power not only to give students multiple and rich experiences in learning but also to transfer ownership of learning to the students themselves. In this way, students are free from the need to depend on teachers for access to knowledge. This transition in learning behavior is a natural fit for middle school students.

We provide concrete examples that inspire literacy-based activities among teacher teams and students. Just as we see sharing definitions as a hand-off of expertise to students, this handbook lives and grows with your school teams, customized by you, for you.

Why Should I Use this Handbook?
  • My students are not high-school ready with reading, writing, and/or discourse.
  • I don't know how to teach reading in my subject area.
  • My students struggle with content because of a literacy barrier.
  • I'm in my first year at a school.
  • I'm a veteran teacher looking for new learning strategies.
  • My colleagues use terms like 'GIST' and 'annotation' and I'm not exactly sure what they mean.
  • I see the same strategies like annotation taught differently in other classrooms, which must be confusing for students.
  • I want to improve how I approach literacy in my daily lesson plans.

The Teacher Perspective