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Literacy instruction does not just happen during the language arts block, as students can learn more about reading and writing during science, social studies, and mathematics. This department features examples of how teachers can teach literacy across various content areas.

To positively influence students’ behavior and social relationships in the school and community settings, teachers can support students during early interventions and active conversations. Conversations held during class time that use picturebooks and restorative practice activities can be an appropriate way to support student learning and engagement. Lessons and activities can be implemented through any subject and integrated into classroom discussions to support students’ relationships, personal growth, well‐being, and behaviors. Incorporating discussions surrounding picturebooks with specific messages relating to social skills or situations in the classroom or community can support a restorative justice framework. The authors present ideas and activities relating to using picturebooks while upholding a restorative environment.

Readers Theatre has been used to introduce critical issues, promote fluency among English learners and non–English learners, teach vocabulary, and integrate content in the classroom. Previous studies of Readers Theatre application have demonstrated an increase in student reading fluency, motivation, and confidence. The focus of this systemic approach to the use of Readers Theatre is to promote comprehension and word study through a gradual release of responsibility model. The authors describe how and why this framework was developed and provide recommendations for implementation.

The authors share an activity in which two fifth-grade teachers and one sixth-grade teacher received book talk videos via Flipgrid from preservice literacy teachers and watched the videos with their students. Students responded with feedback and suggestions for how to better represent each book. The authors compiled and coded students' comments and created a checklist with six criteria, based on what the fifth and sixth graders suggested, that teachers can use when conducting book talks with their students.

This article shares key steps in how to negotiate writing Readers Theatre scripts with English learners or any small group of students. The author aims to help promote language and literacy development and encourage critical thinking and engagement through the powerful modality of Readers Theatre.

This article discusses how to implement paired reading with developing readers to foster students’ fluency and reading comprehension. The teacher first helps students comprehend the story with focused discussion questions and the completion of a beginning, middle, and end (B‐M‐E) chart. Then, the teacher scaffolds students to do the oral reading through modeling, guided practice, and independent practice. Students are encouraged to use a fluency self‐assessment rubric to reflect on their reading and think of ways to improve their reading. Once students are familiar with the routine, the teacher can set up a station with a variety of children's books where students can practice paired reading on their own. A bibliography of children's books is provided wherein the two main characters’ dialogue carries the majority of the story and font support is provided to aid in prosody.

Many professionals, including members of the International Literacy Association, are concerned with the lack of reading materials in classrooms across the world. In this paper, the authors present the creation of high‐quality, locally produced, complementary reading materials in Malawi, where there are very few children's books and few opportunities to read extended texts. The authors describe their approach to the creation of those materials, using engagement as their theoretical frame. Because many teachers in countries such as Malawi (and in many schools in the United States) often receive books that are culturally and linguistically inappropriate, the authors argue for the importance of local reading materials that take engagement into consideration as teachers make decisions about the reading materials they use in their classrooms.

Ezekiel Joubert III discusses the (im)possibilities of using literature that includes the death of or violence on bodies of color and the presence of ghosts of color in curricula that supposedly promote social justice to examine how we read historical and social tragedies that haunt our historical and collective memory. Using the literary responses and reflections from juvenile detainees in a summer reading program, this studies shows how teens identified and named the racialized ghosts present in literature taught to juveniles. The article explains how reading the presence of racialized ghosts within the curriculum allowed students to co-construct knowledge, build a sociopolitical consciousness and engage in dialogue with one another and the texts in the era of extrajudicial killings of people of color in the era of #BlackLivesMatter and Trayvon Martin.

This Teaching Tip describes the use of children's literature to help second‐grade students meet Common Core State Standards for English Language Arts and for Mathematics. During a shared reading experience, students used manipulatives to represent plot and characters while demonstrating mathematical reasoning. The article offers instructional ideas, guiding questions, authentic student work samples, and a rationale for using children's literature and mathematics manipulatives to help students make connections across disciplines.