Today’s Literacy Headlines

In 2022, Linda Darling-Hammond, State Board of Education president, said only a handful of districts — thankfully, including San Diego Unified — gave adequate emphasis to phonics, long recognized as the gold standard of reading instruction. At long last, Gov. Gavin Newsom loudly backed the “science of reading,” teacher unions stopped defending the status quo, and, on June 5, the Assembly unanimously passed a bill requiring schools to phase in phonics-based instruction in early education. If approved by the state Senate, as seems inevitable, all districts must use phonics beginning in 2026.

When generative AI entered classrooms, it promised a revolution. For many teachers, it delivered an avalanche of tools instead. While edtech vendors race to integrate AI into every aspect of teaching and learning, educators are drawing clearer boundaries: AI should save them time, not replace their judgment. They want support for differentiation, not decision-making. Most of all, they want tools that align with the values and realities of teaching. The most consistent theme among educators is a desire for AI to tackle time-consuming, repetitive tasks that don’t require human judgment or relationship-building. Administrative work and basic instructional support are at the top of their wish lists.

By developing — and revisiting — an instructional roadmap that connects standards, activities, and skill development, these teachers at Barbara Morgan STEM Academy in Meridian, Idaho, put students on a path toward mastery. A key part of managing these complex PBL units is a learning map, a tool that helps teachers break down an essential question and identify the academic skills that students will need to master the content at hand. The district carves out weekly planning time for all teachers, to discuss their current PBL unit and check it against the learning map. They analyze progress, identify gaps, and plan activities—always keeping their essential question at the center.

It’s a summer day and it’s too hot to play outside. Your child is glued to a screen, content to spend their day with air-conditioning and digital media. Sound familiar? It’s the time of year when many parents are waging a war against technology – while it’s fun to have an inside lazy day now and then, these can add up quickly without school. And with fall on the horizon, the summer slide is a looming threat to school-aged children. How to get your kids to read this summer? Here are five tips to try with your household this summer, plus reading suggestions for books that’ll keep kids engaged. 

Parents are increasingly worried about their children’s screen time. A new study from the nonprofit Education Development Center finds podcasts could help with learning — which could cut down on other media consumption. The report, which polled 110 low-income families across the U.S., found podcasts seemed to spark creative play and conversations among children. Podcasts can also serve as a supplement for children who may not be reading at their own grade level by introducing new vocabulary and concepts.

A reliable and valid assessment of student achievement  — the National Assessment of Educational Progress — has been a valuable compass for helping policymakers, researchers and school leaders alike navigate the path forward and, critically, drive improvements for students with disabilities. The need for a reliable compass is greater now more than ever before. As policy and research leaders at the National Center for Learning Disabilities, an organization with nearly 50 years of experience advocating for the rights of individuals with learning disabilities, we fear the country may be entering an era in which we will be navigating this path without a reliable compass.

As the school year ends, it’s easy for kids to want to forget about school and learning but the loss of knowledge that comes from not being in school is real. Known as the summer slide, this academic loss can be prevented. There are plenty of ways to keep summer learning fun so kids stay engaged and don’t lose important knowledge. There are many ways to keep summer learning fun and here are 24 different ideas to keep kids motivated to learn when they’re not in school.

Louisiana is the only state where students’ reading scores have improved since 2019. Officials credit the state’s new policies, and now, the final piece is taking effect. Starting this year, schools must hold back third graders who fail to pass the state’s reading test unless they qualify for an exemption, including if a child is diagnosed with dyslexia or new to the country and still learning English. Students who attend charter schools are also exempt. Nearly a quarter of Louisiana’s third graders did not pass the test on their first try in April. Students could retake the test in May and have one final chance this summer.

At age 3, children learn language best through play and the back-and-forth with caregivers who talk, read and sing to them, says Susan Neuman, a professor of childhood and literacy education at New York University. Parents might read nursery rhymes, a powerful tool that teaches children rhymes they remember throughout their lives. “That’s really essential. Oral language is the foundation of early literacy, and that’s what we need to do at 3 or 4.” Research suggests these oral skills may actually prove more valuable than learning to read early: Children who learn their letters early may be more “school ready” in kindergarten, but that benefit fades quickly as other children catch up. A strong vocabulary in the early years, however, predicts school readiness in the fourth grade, Neuman said.

Every summer, many families across the country receive suggested — or required — reading lists from schools. And every summer, it’s likely some version of the same battle begins: Kids push back against reading expectations and parents try to motivate them. Or parents may be unaware whether their older kid is reading at all. “For most children, [summer reading] becomes summer homework and for parents it becomes something to fuss about over the summer,” says Senior Lecturer Pamela Mason. “With summer reading, the explicit problem we’re trying to solve is summer melt, keeping learners reading over the summer so that they at least maintain their level of reading skill. But we all know motivation is so key.” A good place to begin is letting kids choose what they read. Motivation increases when kids have autonomy over what they read. 

Newark Public Schools will use a new artificial intelligence tool this fall to help identify students who may be struggling to read, as part of the state’s new literacy plan aimed at boosting early reading skills. The Newark school board last week approved the use of Amira, an AI-powered literacy tool, as a universal screener, an assessment given to students to identify who may be at risk for reading difficulties. Under the state’s new Literacy Framework, New Jersey school districts are required to screen students in grades K-3 starting this fall. Amira is designed to assess student reading deficiencies and improve reading skills through personalized intervention plans based on individual needs.

Visit the aquatic hereafter in a fantasy, then track down threats on Martha’s Vineyard in a taut contemporary suspense novel. “Graciela in the Abyss,” Medina’s first work in the magical realist fantasy genre, is the more ambitious of the two novels in terms of scope and the world it renders. Anna and Elena Balbusso’s mesmeric illustrations accompany Medina’s graceful and gently eerie narrative about a sea ghost who must find purpose beyond the material contours of mortality. “Blood in the Water” takes place in a similarly nautical environment, although its milieu and its characters’ motivations differ.

California first touted its plan for “universal pre-K” in 2021, pushing for a full rollout by the 2025-2026 school year. As the start of that academic year nears in August, the state has largely kept its promise that all 4-year-olds can attend a high-quality early learning program for free. But with the rollout comes what many call growing pains, including unclear guidelines, fluctuating curricula and a potential drop in the number of teachers available.
Among the hurdles is helping families — and educators themselves — understand one of the flagship offerings of the program: transitional kindergarten.

Recent research from NWEA, an assessment and research company, found several common roadblocks to family-school partnerships. The organization highlighted the need for improved collaborations — especially as schools continue to recover from COVID-19-related setbacks — and offered strategies to strengthen family-school connections. Educators should have frequent, ongoing communication with families and share complete pictures of student academic progress.

Kylene Beers, PhD, a beloved member of the International Literacy Association for 35 years, passed away on June 20. A tireless advocate for literacy and beloved educator and author, Kylene’s work transformed how we teach and engage with young readers. Kylene began her career as a middle school teacher, where she first recognized the disconnect many struggling readers experienced with traditional instruction. That insight became the foundation for a career devoted to closing that gap—not through rigid prescriptions, but with compassion, curiosity, and trust in every student’s potential for learning. Her groundbreaking book When Kids Can’t Read, What Teachers Can Do became a beacon for educators seeking practical strategies for teaching literacy.

The Horn Book, Inc., established in 1924, has announced the 2025 Boston Globe–Horn Book Award winners. First presented in 1967, the Boston Globe–Horn Book Awards celebrate excellence in children’s and young adult literature. The picture book award winner is I Know How to Draw an Owl by Hilary Horder Hippely. “This year’s winners and honorees represent such a wide range of what books for young people can be and say,” said Elissa Gershowitz, Editor in Chief of The Horn Book, Inc. 

Now, as multisensory instruction has become a hallmark of the “science of reading” movement, some educators and advocates have started to question its necessity, raising new questions about programs that feature the techniques, laws that prescribe it, and training that includes it among other early-reading elements. Several meta-analyses suggest that adding in these multisensory components doesn’t provide a definitive edge in reading ability over other forms of explicit, systematic instruction in foundational skills.

The University of Florida Learning Institute (UFLI) curriculum was developed over the course of nearly 30 years, refined along the way as University of Florida developers piloted their work-in-progress with cooperating Florida districts. Teachers were invited to critique the curriculum as well as to share fun or effective tricks for how to put across each concept. Having classroom teachers field test curricula components is rare. As a result, when the program was published in 2023, it included a wealth of downloadable materials, detailed lesson plans, activities, and assessments. Compass School in North Kingstown, RI adopted it in 2023.

By the time these innovators had finished their projects, they had designed four new resources and approaches for engaging with families in their districts, working with and eliciting feedback from parents along the way. Their simple tools and techniques, which can be borrowed and adapted in schools and districts around the country, are examples of low-cost solutions that can have a big impact in building trust and creating conditions for lasting relationships between parents, caregivers, school leaders, and teachers. These relationships build social capital, strengthening communities in the long run.

The U.S. Department of Education and the White House are moving to pull national funding from the Public Broadcasting Service. As PBS leaders fight the loss of funding, they argue that it may not only spell the end of PBS programming like “Arthur,” “Clifford the Big Red Dog” and “The Cat in the Hat Knows a Lot About That!”; it could also be detrimental to the foundation of research focused on children’s media. And when there are more options than ever for children’s entertainment, advocates say that producing research-backed, high-quality, non-commercial options for families — particularly those who live in low-resource areas — has never been so important.

Here’s how it works at my school: Every morning, for 45 minutes, all students in grades K–2 receive Tier 1 instruction using Reading Horizons. That’s 14 classrooms running simultaneously, including general education teachers and interventionists. To begin, we administer a spelling inventory aligned to the Reading Horizons scope and sequence. Based on those results, we create skill-based groups — regardless of students’ ages or grade levels. Groups range from letters and sounds coupled with phonemic awareness (more foundational), all the way to multisyllabic decoding and comprehension strategies (more advanced).

 “So Many Years: A Juneteenth Story” is such a perfect example of how to pack an emotional punch with a spare text and exquisite art. The celebrated author of Ezra Jack Keats Award winner Nell Plants a Tree and a Caldecott Honor artist come together for a poetic picture book introduction to Juneteenth and its origin.

Ellen Oh is the co-founder of We Need Diverse Books, the nonprofit organization that advocates for diversity in all aspects of the book publishing industry. As part of WNDB’s 10th-anniversary celebration this year, Oh is being honored by Dav Pilkey and Sayuri Pilkey, who recently established a grant in Oh’s name for creators of Asian heritage. Having served as WNDB’s executive director for 10 years, Oh stepped back a year ago and currently serves as an honorary trustee. PW spoke with Oh about the group’s beginnings, its accomplishments, the impact of book bans, and what people can do to combat censorship.

Students can have fun and learn a lot by making some 21st-century linguistic and thematic tweaks to the Bard’s plays. For the past nine years, I’ve been running after-school drama clubs for upper elementary students focused on adapting Shakespeare’s plays. Now, as a third-grade teacher in an Oregon public school, I’ve continued the after-school drama club—called the Pine Ridge Players—using the same process I started back in 2016. Yet, this year’s show is different from all the previous ones. This time, we’re modernizing Macbeth to incorporate widely held concerns about the influence that technology has on society.

Two youth-related divisions of the American Library Association, which originated as one association in 1941 but have been separate entities since 1957, have announced plans to reunify. The Young Adult Library Services Association, dedicated to serving teens, will be dissolved and its membership activities merged with the Association for Library Service to Children. By fusing the two divisions, ALSC can rethink member dues, unify committees, and streamline operations. Bittner believes that having a single division will mean “improved financial viability” and help staff “focus on unified goals and initiatives, and creating more efficient workflows.”

Families and caregivers are more essential than ever in supporting children’s learning. Based on my research, I offer four ways to support children’s summer learning in ways that feel playful and engaging but still foster their interest, confidence and skills in STEM. #1: Look for “problems” in or around your home to engineer a solution for.

Teachers can amplify students’ creativity by showing them how to demonstrate their learning with multimedia applications. “I love Science class!” exclaims a third-grade student. Why? Because she’s getting to show her learning by creating a podcast. This year, our third-grade students were empowered to take ownership of their learning by developing graphics, writing scripts, and even creating songs to teach their audiences all about energy.

When the California Assembly passed a bill last week adopting the so-called “science of reading,” a literacy approach that emphasizes phonics, it was a sign of progress. More than 40 states have taken similar measures, but California was one of the last holdouts. The bill advances phonics and other skills like comprehension and reading fluency, but its adoption is only voluntary. The state would only be encouraging school districts and teachers to revamp their reading instruction, not mandating it. Some school districts have already started transitioning to a more phonics-friendly curriculum, including Oakland, San Francisco and Los Angeles Unified. 

Education Secretary Linda McMahon has repeatedly said that the February and March cancellations and firings at her department cut not only the “fat” but also into some of the “muscle” of the federal role in education. So, even as she promises to dismantle her department, she is also bringing back some people and restarting some activities. Court filings and her own congressional testimony illuminate what this means for the agency as a whole, and for education research in particular. 

As literacy coaches and bilingual educators, we work alongside teachers across a variety of classrooms: general education, bilingual, and special education. One of the most versatile and underutilized tools we see time and again is the bilingual picturebook. These books don’t just support language learners — they elevate comprehension, vocabulary, and engagement for all students.

George and Martha and Frog and Toad are among the most memorable duos in children’s literature, beloved for the way their relationships convey the true value of friendship. Their creators, James Marshall (George and Martha) and Arnold Lobel (Frog and Toad), are now the subjects of two picture book biographies, JIM! Six True Stories About One Great Artist: James Marshall by Jerrold Connors, released by Dial in May; and Outside In and the Inside Out by Emmy Kastner, about Lobel’s life, due out from Viking on September 23.

Research indicates that learning to spell is directly correlated with improved reading and writing skills, especially for young learners. Yet many schools across the country no longer do spelling tests and have cut explicit spelling instruction from their curriculum. Spelling bees can help fill the gaps. Experts told Education Week that spelling bees are both educational and enjoyable for kids, in part because they allow for some friendly competition. “Some people think of it as memorization, but the national spelling bee is not memorization at all. It is the origin of the word and where it comes from—it’s quite amazing, actually,” said Nikki Montana, the 2025 Scripps National Spelling Bee Educator of the Year and an instructional coach at Edwin Forrest Elementary School in Philadelphia.

Over 80% of early elementary teachers are concerned about their students’ literacy skills, according to a new national survey commissioned by Nemours Children’s Health, one of the nation’s largest pediatric health systems. Teachers reported that, on average, only half of K-3 students entering the classroom are meeting grade-level reading expectations. Two particular areas where 1st grade teachers said students struggled were phonics and decoding (61%) and phonological awareness (58%). Many respondents said they feel ill-prepared to tackle the reading crisis. Less than a quarter reported being very satisfied with the literacy tools available to them, and about 2 in 5 said their materials lack engaging content and that there isn’t enough time for literacy instruction.

Early learning professionals bring a unique perspective to early care and education issues. Their voices are key to moving the field forward. Their stories can inform efforts to retain talent and to improve systems serving families with young children. The stories highlighted here feature the perspectives of center- and home-based teachers and leaders on issues that matter to them.

Just as the Trump administration in recent months has slashed U.S. Department of Education programs that schools rely on, deep cuts to programs run by other agencies have similarly left students and schools without services and programming on which they have come to rely. With AmeriCorps, the cuts have halted before- and after-school programs. They’ve torpedoed funding for preschool programs. They’ve sent program administrators scrambling to fill budget holes in what is now a competitive market for replacement funding as organizations appeal for backup dollars. In Georgia, where the Communities In Schools chapter was among 14 AmeriCorps programs to be cut, Principal Benja Luke is disappointed to see the erosion of a service that helped bolster her school’s grade-level reading proficiency.

The true value of education technology doesn’t lie in its sophistication or its complexity; it’s the impact on learning that matters. That was crystal clear a few months ago, when we asked our community to share the truly brilliant ways they’ve seen technology integrated into classrooms this year. What stood out as we selected the most intriguing use cases were both high-tech and low- tech applications that addressed real classroom needs — enabling richer, more meaningful communication; driving deeper learning for students; and supporting teachers as they grow and evolve in their practice. 

Scottsbluff and many other communities across Nebraska have joined a statewide effort over the past few years to include more children with disabilities in general education classrooms for the majority of the day. In 2022, faced with dismal outcomes for students with disabilities and pandemic-related gaps, the state launched a program called “Journey to Inclusion” to teach educators about keeping students with disabilities and other children together and promote proven strategies to improve it.

Writing is an inherently social activity contrary to the mental image of a student writing independently at their desk. Partner writing, sharing published writing, and authentic audiences are an easy onramp to engage students in social, joyful, purposeful writing. Sharing writing builds teamwork and the writing community by allowing students to listen and learn from each other, take risks, give feedback, and exchange praise.

“On a mild autumn morning, Oscar was doing his daily digging when he discovered a magnificent wooden chest.” Does this opening sentence raise questions in the mind of an adult reader? It certainly does. But even if you pause briefly to ask why Oscar digs every day — and whether child protective services should be alerted — the attractive picture book A CHEST FULL OF WORDS, by the frequent collaborators Rebecca Gugger and Simon Röthlisberger, soon sweeps you along. Because what Oscar finds in this long-buried chest is a tangled treasure of words — and they are, intriguingly, quite fancy words at that, such as bulbous, docile and featherlight.

Earlier this month, Dana Goldstein of the New York Times wrote one of the most important education articles in years. In it, she argues that both political parties have abandoned the ed-reform agenda. So allow me to offer a robust education-reform agenda, one that would actually bring marked improvements to our public schools. Consider this a complement to ongoing efforts to expand high-quality parental choice via charter schools, private school scholarships, and other means. No doubt, “my agenda” will remain hypothetical unless and until politicians and other leaders embrace and run with it.

A first-of-its-kind lawsuit against three influential reading professors and their controversial literacy curricula has been dismissed, after a U.S. District Court declined to wade into the murky landscape of curriculum quality and education research. Last year, a group of parents filed the lawsuit, which alleged that the professors and their publishers used “deceptive and fraudulent marketing” to sell their popular reading materials. The case, brought by two parents from separate families in Massachusetts, centers on two sets of reading programs, one created by Lucy Calkins, an education professor at Teachers College, Columbia University, and the other by reading researchers Irene Fountas and Gay Su Pinnell, of Lesley University and The Ohio State University, respectively.

What’s not to love about summer reading? Opening an enticing novel under a umbrella by the pool is one of the joys of summer. For kids, reading in a hammock, under a tree, or in a tent are all great ways to enjoy books during the summer (and summer reading has academic benefits too). Get kids into summer reading with summer reading programs that keep them motivated to read while earning prizes along the way. Here’s our list of the best 2025 summer reading programs and challenges for kids.

As microschools and similarly personalized educational models spread quickly across the U.S., visionary educators working within traditional public schools are taking notice. These “intrapraneurs” are embracing the spirit of entrepreneurship and innovation that is fueling the growth of new schools and learning spaces in the private sector, and they are bringing that enterprising attitude to their own schools and school districts. George Philhower is one of them. As Superintendent of the Eastern Hancock public school district in rural Charlottesville, Indiana, Philhower first heard about microschooling during the Covid pandemic, and saw the growing appeal of these smaller, more flexible learning communities that tailor curriculum and instruction to each child’s individual needs. He began to wonder if there was a way to bring the microschooling model into the public school system.

Today’s challenges are increasingly urgent and complex. Learner gaps. Enrollment shifts. Educator shortages. Political flashpoints. Family demands. And beneath it all, a widening chasm between what students experience in school and what they need to thrive in a world shaped by automation, AI, and accelerating change. Public microschools offer a focused, actionable path forward in this era of uncertainty and opportunity. These small, purpose-built, learning environments give public schools and their communities the power to design experiences that are deeply personalized, flexible, and malleable without waiting for entire systems to shift. They can serve students, empower educators, and address community needs.

As states rush to address falling literacy scores, a new kind of education debate in state legislatures is taking hold: not whether reading instruction needs fixing, but how to fix it. A bipartisan wave of state-level changes to the ‘science of reading’ is gaining momentum. However, the “science of reading” has met resistance in other states. In California, legislation that would require phonics-based reading instruction statewide has faced opposition from English learner advocates who argue that a one-size-fits-all approach may not effectively serve multilingual students.

While the new law, which comes with no funding, won’t immediately require schools to screen kindergarten through third grade students for signs of dyslexia, it marks another milestone in the state’s ongoing campaign to boost reading proficiency among Colorado students. Over the last seven years, state leaders have cracked down on debunked reading curriculum, required more training for elementary teachers and principals, and held teacher prep programs to higher standards for how they train future elementary educators to teach reading.

As states pass laws requiring schools to follow the “science of reading,” one aspect of these policies has stirred up particular controversy: Holding back struggling readers who don’t reach proficiency by the end of 3rd grade. Some research shows that states with these retention policies have seen bigger student test-score increases than states without them. Now, a new study suggests that the benefit to kids doesn’t actually come from having them repeat a grade. Instead, it stems from the extra reading support that’s unlocked when students are flagged for retention.

Elisha Cooper, a Caldecott honoree and a winner of the New York Times Best Illustrated Children’s Book Award, is the author, most recently, of “Here Is a Book.” In this essay she says, “In the work of artists I admire, all the training and discipline come out in an act of letting go: a splotch of ink, a wayward wash of color.”

New research addresses unresolved issues, such as exactly how to teach reading once students have learned phonics and how to decode the words on the page. “Early research showed that background knowledge plays a part,” said Kausalai Wijekumar, a professor of education at Texas A&M University, who has been studying reading instruction and recently produced a study that sheds more light on the debate. “If we want all the children to read, we have proven that they can be taught with the right strategies,” said Wijekumar. She has a body of research to back her position.

Scientists are developing tools to discover the spectacular processes behind infant and toddler brain and language development. As never before, scientists have access to experimental methods and machines that enable them to understand the neural mechanisms occurring as babies become children and learn to navigate their environment. With every scientific discovery, wonder deepens. The following stories offer a glimpse into some of the extraordinary research at the heart of these discoveries.  

Burgess is an award-winning author and poetry teacher and Salati is a Caledecott Medalist. They now have an illustrated book of poetry called Words with Wings and Magic Things. “One of the ways I describe this book is Shel Silverstein meets Rumi for kids,” says Burgess, who remembers discovering Silverstein’s poetry when he was a child. The poems run the gamut. There’s a dragon piñata, a hungry yeti, primordial slime, a terrible, horrible idea, serious questions, dancing, and some magic tricks.

Charter school founder Matthew Levey shared some thoughts about what he saw this spring while observing some Louisiana classrooms. “Bayou Bridges, which the Louisiana education department developed in partnership with the Core Knowledge Foundation, knits together history, geography, civics, and economics to build student knowledge and literacy skills in grades K-8. In Ouachita Parish, teachers use Bayou Bridges alongside two ELA curricula, Louisiana Guidebooks and Core Knowledge Language Arts, that my colleagues at the Knowledge Matters Campaign recognize as content-rich and based on the science of reading.”

In teaching, a field often beset by burnout and high turnover, TK stands out as a joyous and messy world of puzzles, finger painting and puppet theater, a world unique from the rest of the K-12 system. This fall, California’s long-awaited vision of universal pre-kindergarten finally comes to fruition as transitional kindergarten, or TK, becomes accessible to all 4-year-olds across the state. Many hope that increasing access to preschool may be one of the keys to closing the state’s ever-widening achievement gap. 

Districts must develop comprehensive action plans that start in the schools and extend into students’ homes. Here are three ways they can start: 1(1) lead with empathy and understanding; (2) establish holistic wraparound services; and (3) reengage parents and caregivers in their children’s education.

In my nearly two decades first as a classroom teacher then a teacher trainer, I have found the following three scaffolding strategies highly effective: active reading strategies (such as cloze, partner, and choral); background knowledge activation; and peer-assisted learning. A caution: Let’s remember that scaffolding is not differentiation. When we scaffold our instruction, we are giving students access to grade-level material without altering the grade-level expectations. 

Seven former National Ambassadors for Young People’s Literature today announced their opposition to the Trump administration’s removal of the Librarian of Congress. Librarian Carla Hayden was fired from the role without justification on May 8, and Robert Newlen is the acting Librarian at this time. Past ambassadors Jon Scieszka, Katherine Paterson, Kate DiCamillo, Gene Luen Yang, Jacqueline Woodson, Jason Reynolds, and Meg Medina all signed a joint statement.

Morphemes are important because knowing how they work helps us understand both familiar and unfamiliar words. For instance, you can probably make sense of words like yellowness and quickify, even if you’ve never heard or used them before. The fact that we can interpret new words like these so easily shows that we’ve developed knowledge about how morphemes work. But what we don’t fully understand is how this sensitivity to word structure is acquired in the first place. That’s what we set out to explore in this project. We analysed every word in 1,200 books popular among British children and young people aged 7–16 to assess how experience with these words might support the learning of morphemes. What we found was surprising!

STEM activities are the perfect way for students to practice problem-solving, teamwork, growth mindset, and resilience. All of these skills are vital to student success in school, in their future workplace, and in life. Teachers can build an engaging STEM program on a limited budget by going slowly and adding one activity at a time—which also gives them time to learn.

Next To Me is a children’s book with a simple but joyful premise: a child and a mom walk home from school and notice things. As the child and mom walk home from school, they notice a big tree next to a red car. They notice a twisty slide next to swinging swings. Next to big kids playing basketball. When they get home, they notice what’s for dinner and who is making it. They notice bubbles in the bath. After dinner and a bath, it’s time to get ready for bed. Things wind down and get cozy. Instead of noticing and seeing, the child starts feeling — the blankets and stuffed animals.

New Jersey’s new, first-of-its-kind literacy plan aims to boost early reading skills among young learners, but advocates worry schools won’t be ready to roll it out this fall. The statewide effort aims to refine foundational literacy practices in schools based on research in reading and learning. The bills called on school districts to implement literacy screenings for students in K-3, create reading intervention plans, and start new training on reading instruction for pre-K-6 staff starting this upcoming school year.