Listening comprehension and Decoding are foundational components of reading comprehension and can be supported through the use of audiobooks, digital text-to-speech books, and e-books.

Providing instructional steps clearly and concisely can help learners understand classroom expectations and complete tasks efficiently.

Developing empathy in educators and in learners is an iterative process that requires taking the time to understand and honor others' perspectives.

Checking in with learners, or taking the time to talk with individual learners about their experiences or goals, is important for fostering a positive classroom environment.

Communication boards are displays of graphics (e.g., pictures, symbols, illustrations) and/or words where learners can gesture, touch, or point to the displays to extend their expressive language potential.

As learners work together to solve problems, they learn new strategies and practice Communication skills as they express their academic thinking.

Creating visual representations such as drawings, diagrams, graphs, and concept maps, whether student or teacher-generated, can help students process abstract concepts, enhancing understanding and retention of information.

Creating a culture of error means creating an environment in which errors are valued and encouraged as a necessary part of the learning process, which can help learners to view errors and learning more positively.

Developing cultural awareness as an educator is an ongoing process that includes a recognition and appreciation for the full diversity of students and an understanding of how one's own Identity intersects with students' identities.

Discussing emotions with children consists of supporting their ability to identify, label, and manage their feelings.

Discussing race with students can range from conversations on cultural celebration (e.g., celebrating the importance of diversity) to developing critical consciousness (e.g., understanding the impact of social inequities like racism and how to dismantle it).

Encouraging young children to draw and to explain their drawings in the classroom, can support the development of Core Academic Literacies.

A first step to supporting learners is truly understanding who they are.

Self-advocacy is the ability of an individual to understand and effectively express and assert their own rights, needs, desires, and interests.

Equitable grading systems and practices reimagine how to communicate student progress and mastery through various methods that reduce subjectivity and increase opportunities to learn.

Students explaining their thinking during learning is a metacognitive process that involves actively self-questioning or being questioned while exploring new concepts, and explaining thoughts and reasoning in response.

Family engagement happens when educators and schools collaborate with families to collectively support their child's learning in meaningful ways, both at school and at home.

Feedback is the process of providing learners with information about their learning to support their progress and improvement, which can come from a range of sources, including teachers and peers.

Visiting places connected to classroom learning provides opportunities to add relevance to classroom topics and deepen understanding through firsthand experiences.

Flexible grouping is a classroom practice that temporarily places students together in given groups to work together, with the purpose of achieving a given learning goal or activity.

Flexible seating refers to the practice of offering students a range of work surfaces, seating sizes and heights, movement, and varied body positions in the classroom.

Growth mindset is the belief that people can grow their intelligence and abilities (through effort, good strategies, and support from others).

Gallery walks are ways of showcasing content and materials as multiple “exhibitions” for students to view and interact with as part of larger learning goals.

Games support learning as learners engage with new information in fun and informal ways.

Using motions to explain new concepts or ideas supports the ability to process new information and to convey thinking and conceptual understanding.

Goal-setting and monitoring involves teachers working with students to set individualized academic or behavioral goals, plan actions to achieve those goals, and track progress.

In guided inquiry, teachers can help students use their own language for constructing knowledge by active listening and questioning.

Guided play is when a child is actively engaged in a playful learning environment, with an adult supporting their play and learning.

Learning about students' cultures and connecting them to instructional practices helps foster a Sense of Belonging, increase positive student Identity development, and mitigate Stereotype Threat.

Interactive writing activities for young learners can include cooperative activities to practice their foundational writing skills and can support engagement with content knowledge as they write and draw to reflect upon what they have learned.

A mnemonic device is a creative way to support memory for new information using connections to current knowledge, for example by creating visuals, acronyms, or rhymes.

Multimodal teaching and learning provides opportunities for students to engage with the same content through different sensory modalities, such as visual, auditory and tactile.

Music and dance supports young learners in a myriad of ways, including supporting their engagement and motivation, connecting with cultural background, and offering structure during play.

Music and dance supports young learners in a myriad of ways, including supporting their engagement and motivation, connecting with cultural background, and offering structure during play.

When students are able to encourage themselves through kind and motivating self-statements, they are practicing positive self-talk.

Project-based learning (PBL) actively engages learners in authentic tasks designed to create products or design solutions that answer a given question or solve a problem.

Read-alouds are an important part of developing young learners' foundational reading skills, and can occur both in the classroom and at home with the family, supporting the development of a strong Home Learning Environment.

Respectful redirection, or error correction, outlines a clear and concise way that educators can provide feedback on behaviors that need immediate correction, in a positive manner.

Retrieval practice requires students to access information, or get information “out” from Long-term memory in order to support better retention and understanding.

A rubric is a tool that communicates expectations for success for students and can include symbols or charts that are easy for young students to understand.

Culturally responsive texts include those that reflect different facets of students' identities, including race, ethnicity, gender, socioeconomic, and disability status, as well as the intersections of those identities.

Shadowing a student involves an educator, administrator, or designated adult observing a learner across different parts of their day to deepen their understanding of that learner's experience beyond their classroom.

Simulations involve students engaging in interactive experiences that mimic real-world scenarios to explore content, practice skills, and solve problems.

Spaced practice is a learning strategy that deliberately spaces out learning or study sessions over varying periods of time, with the purpose of increasing retention, understanding, and long-term knowledge acquisition.

A strengths-based approach is one where educators intentionally identify, communicate, and harness students' assets, across many aspects of the whole child, in order to empower them to flourish.

Providing students a voice in their learning is critical for making learning meaningful.

Supported independent reading, sometimes called Scaffolded Silent Reading, is when teachers scaffold and monitor learners' independent reading time, offering students a choice of accessible texts, and periodic check-in's with individual students to provide guidance and accountability.

Think-Pair-Share (TPS), also known as Turn & Talk (T&T), is when the teacher pauses instruction so students can discuss a topic or prompt in pairs or small groups, to enhance engagement, language development, and learning outcomes.

Translanguaging is a flexible classroom practice enabling students to listen, speak, read, and write across their multiple languages or dialects, even if the teacher does not have formal knowledge of these additional languages.