Katie Kelly’s scientific contributions

This article describes the Four‐N‐Framework for responding to readers through focused and intentional individualized dynamic formative feedback. Making ongoing informed data‐driven instructional decisions and effective actionable feedback supports students' reading growth and fosters lifelong readers. This easy‐to‐implement process can support individual readers during real‐time conferences, book clubs, or even in online synchronous and asynchronous spaces. The four components of the framework include notice, note, nurture, and nudge.

When preservice teachers were no longer able to visit schools due to the pandemic, their university professor partnered with an alum who teaches fourth grade to design and implement virtual book clubs. The preservice teachers created book trailers for the fourth graders to view and choose from for their book club. The groups connected using a variety of digital platforms and modalities to discuss the selected books. Through this virtual experience, the preservice teachers learned how to individualize their responses using the Four‐N‐Framework as a guide to nurture and nudge each reader through virtual book club conversations.

Journey with a third‐grade community of writers as they develop their writing identities and abilities in a responsive approach to writers’ workshop. Instruction is framed around the writers’ workshop approach, where students’ choice and voice are centered within extended periods of time for writing, alongside daily mini‐lessons addressing the ongoing needs of each student writer. Knowledgeable about each child as an individual and as a writer, their teacher, Ms. H tailors whole group, small group, and individual instruction to address their unique needs. She fosters a community of writers through her intentional feedback and guidance to support children as they navigate writing partnerships with their peers. She supports them as they work to overcome roadblocks along the way while celebrating the journey as a community of authors.

Grounded in the work of critical literacy, the authors describe one preservice teacher’s journey as she develops her own critical lens while selecting children’s literature and designing instruction to engage second graders in critical conversations. She helps students unpack their biases and reflects on her own assumptions while becoming more critically conscious herself. Thinking within and beyond the texts, the students began to critically read the word and the world as they saw the power in their voices and actions. The authors also describe three sample lessons that can be adapted for other classrooms.

Culturally relevant and sustaining pedagogy is an asset‐based approach to teaching and learning. In this way, students’ identities, languages, and cultures are centered in the learning experience, creating a sense of belonging. The authors observed culturally relevant and sustaining approaches to teaching and learning while visiting schools in New Zealand as part of a three‐week study abroad program. Specifically, the authors observed how teachers in New Zealand centered Maori and Pasifika cultures into daily instruction and learning. Together as teacher educators, an inservice teacher, and a preservice teacher, the authors examine the importance of culturally relevant and sustaining teaching and share their observations of how students’ cultures are honored through writing and arts integration in the classrooms visited in New Zealand. The authors describe how a fifth‐grade teacher applied lessons learned from her visit to New Zealand in her own classroom context in the United States.