Advancing Literacy Beyond the Classroom

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Emily Butler Smith
Welcome to advancing literacy beyond the classroom. Our goal is to provide space for families and caregivers as you aim to support the literacy learning that goes on outside of school, beyond the school day. We welcome all of you to join us as we aim to make learning fun and purposeful. We know that literacy learning is a big life thing and not just a school thing.

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Emily Butler Smith
And as family members and caregivers, we know your role is central to your kids’ literacy development. You may have preschoolers with you, young children, kids, pre-teens, or young adults. We have suggestions that will support their literacy journey. So let's get started. I'm Emily Smith.

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Christine Holley
I'm Christine Holly.

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Amanda Hartman
And I'm Amanda Hartmann. We are staff developers at Advancing Literacy at Teachers College in New York City. We are a center within the Teacher Education and Community Partnerships Division, providing professional development for school districts in the New York City metro area across the country and worldwide. This school year, we will be offering over 20 free workshops for families, caregivers and educators.

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Amanda Hartman
You can find our events and future workshops on our social media pages at TC Advancing Lit and our website, Advancing literacy dot tkt columbia.edu.

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Emily Butler Smith
Thank you Amanda and thank you Christine. We have a great topic today. Decodable books. And, I think it would be great if we could start off with a definition. Christine, how would you define or answer the question? What is a decodable book?

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Christine Holley
Well, thank you, Emily, that's a great question and an important one to be discussing with your child's teachers and school. And let's talk briefly about what children are learning in early childhood. That lays the foundation for reading. Well, phonics instruction teaches what we call the alphabetic principle, the understanding that letters represent sounds in spoken language. Decoding is the process of applying that knowledge.

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Christine Holley
Sounding out letters and blending them together to read unfamiliar words. And for this to be effective, phonics instruction needs to be explicit and systematic, meaning it moves in a clear, intentional sequence from simple patterns to more complex ones. But here's the key. Children need a place to practice those skills. That's where decodable books come in. A decodable book is specially designed to support early readers.

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Christine Holley
It uses a controlled set of phonics patterns, meaning the words in the book are made up of the sound letter combinations the child has already been taught. And this allows kids to practice blending sounds, decoding accurately, and building their confidence as readers. And it's important to note how decodable a book is depends entirely on what the reader knows.

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Christine Holley
As their phonics knowledge grows, the range of texts they can decode grows with them.

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Emily Butler Smith
And I think it's interesting. There are two big things in my mind. One is that what's decodable depends on the reader, because it depends on their phonics knowledge and what they've been taught in focused instruction and in systematic instruction in phonics. So that and then the second part is that it's really that decodable books are the books that kids get to practice right?

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Emily Butler Smith
Their instruction.

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Christine Holley
Their.

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Emily Butler Smith
Learning. Yeah, yeah, yeah.

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Amanda Hartman
And they're designed that way. That's right. It's a controlled text so that the words are all to support that decoding process. Okay.

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Emily Butler Smith
Thank you. I think that's a good start for everybody to just have that definition in place. And and I think maybe it would be helpful for us next to, to visualize this, especially for, family members or caregivers who aren't classroom teachers and aren't familiar with this in the same way. What might this look like for a child who's in kindergarten or first grade who knows their letters and sounds?

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Christine Holley
Okay, so let's think about this. So a child who knows their letters and can already connect sounds still to those letters. At this stage, they're often working on what we might call CVC words. That stands for consonant vowel consonant words. Simple words like cat, rug, mit, mud pig. They all follow that same pattern. Consonant. Short vowel. Another consonant.

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Christine Holley
So a truly decodable book at this stage would contain mostly these kinds of words, and that makes the book decodable for that reader. For example, there's a book that is on the screen here that you can see it's called The Case of the Lost Pig. And the kids are looking for the pig. And this page says, I can see a fish swim and flip.

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Christine Holley
But Pink Pig cannot swim and flip. You can see this first page has the word ‘fish’ and ‘swim’ and ‘flip.’ All words that have a short ‘i’ sound. So a child who knows short vowels can move through these sounds to decode, ‘flip,’ ‘swim’ and ‘fish.’

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Amanda Hartman
Well, and it also has some blends. So has the word flip and swim. So four phonemes or four letter sounds are harder than three. Yeah. And.

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Christine Holley
And it has a digraph s h at the end.

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Amanda Hartman
It has a digraph at the end of ‘fish.’ So kids who have learned things about short vowel sounds, blends and digraphs, like that's a, that's going to be a good book to practice those phonics principles as well as decoding, in, you know, across those sentences.

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Christine Holley
Absolutely.

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Emily Butler Smith
Great. Okay. So that's really helpful. And then, Amanda, I'm wondering if you could talk to us a little bit about how this unfolds for readers in terms of over time. So if we're thinking about readers' development over time, like from kindergarten to first grade to second grade, what's the role of decodable texts, in that progression of development?

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Amanda Hartman
Well, first, I mean, I think it's important to remember it's not necessarily by grade. Right. Like this will unfold differently for different types of readers, and different kids. So there's not one way that it unfolds, but it is helpful to know and to ask your teachers what is my child learning about phonics? And decoding words in kindergarten, first grade, second grade.

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Amanda Hartman
And you can go up the grades, right? Like it's not necessarily only a grade thing. And so your school and teacher will have a sequence of phonics that they are working on and that they are following, that they are teaching and assessing. So it's really nice to ask your teacher, what's my child working on? And what books or texts?

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Amanda Hartman
They don't have to just be books. Is my child reading at school? So that way, as kids gather up more and more features of phonics to tackle and decode words, then, they can continue to read decodables that become more and more complex, that have more and more features, to, to work on, and apply their knowledge.

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Amanda Hartman
So, you know, as I'm still learning features of phonics to have some controlled text that allow me to practice, that will be really important for, especially beginning readers, to be working on. And then as their knowledge grows and strengthens along with their fluency, then kids will be orchestrating more of that knowledge so that when their also, their fluency rates start to improve and their word knowledge starts to improve, that, their brains will spend less effort on the decoding.

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Amanda Hartman
And then it becomes more seamless. I mean, they still are working at it, but it becomes less, you know, less of an effort. And, and they can work more on understanding. So then you can start being in other kinds of more like what we call like trade books or, you know, even some early chapter books, when you start to have that more under control, sometimes kids are in, some early chapter books and still in some decodable because there are particular features that they are still working on acquiring.

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Amanda Hartman

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Emily Butler Smith
Right. Okay. Nice. So their books don't all have to be decodable depending on where they are, they might have some books that are like highly decodable and others that are a little more varied.

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Amanda Hartman
Right. So that and all of that would depend on where you are on the continuum of learning phonics. So beginning readers, it's more the most beginning, most important to be in those kinds of texts. Yeah.

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Emily Butler Smith
Yeah, absolutely. Okay. I think that's super helpful for families and caregivers to consider. And in these workshops, one of our goals is to make sure we're highlighting some key research in the field. And I think this is a good time for us to think about that. Christine, what are some of the things that you think are really important for people to know in terms of educational research when it comes to decodable text?

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Christine Holley
Well, one of the most important things to know is that early readers need lots and lots of practice. And, so here's, I would say that practice can happen in two ways. One can be, in context, like when a child is reading a decodable book that's carefully matched to their phonics that they've been taught, and also out of context, which can be just as valuable.

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Christine Holley
That might look like reading individual words on index cards, practicing a list of words that follow the same pattern, and even noticing and reading words in the environment on signs, labels, menus. You know, anything that contains words that match the phonics that they know. And the key is alignment. Practice is only effective when the words match what the child has already been taught.

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Christine Holley
And there's a well known quote from reading expert Wiley Blevins, and I think it sums it up nicely. He says a high proportion of the words in the earliest selections children read should conform to the phonics they've already been taught. Otherwise they will not have enough opportunities to practice, extend and refine their knowledge of letter sound relationships. And that's really at the heart of it.

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Christine Holley
I mean, kids, it's like they don't need just exposure. They need targeted, meaningful opportunities to apply what they're learning. Yeah.

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Amanda Hartman
I mean, he's such a great person to bring up because his research in phonics says it has to be out of context and in context. So I love that that it's like both places they need the work in practice. Yeah.

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Emily Butler Smith
You need to practice in both scenarios. Yeah, yeah. Which makes sense with what we think about with learning. So we often.

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Christine Holley
Warm up with words out of context and then they get the book to read and contact. Yeah.

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Emily Butler Smith
Yeah. I'm thinking too about some of the learning that we've done with Dr. Kay James, who's professor of neuroscience here at Teachers College. And she gives this regular reminder that I think is helpful for families and caregivers to remember to or to be aware of, and that is that while our brains are wired for spoken language, so we learn to speak through exposure.

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Emily Butler Smith
If you have children in your lives and you, you know, they're past the age of three, you've generally seen that process unfold, hopefully. But we must be taught how to read. So reading instruction changes our brain structure and how they work. And I think, one of the quotes I pulled for us to think about today is, from Dr. James's work with our multilingual symposium, at Teachers College in May of 2025, where she was speaking to us and said language develops naturally with exposure during childhood, the human brain is primed for language development.

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Emily Butler Smith
However, no brain network is specifically evolved for reading, which means that for people to learn to read, they must be taught.

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Amanda Hartman
Yeah. And that's exactly what decodable texts are trying to do, is try to help you wire your brain for reading. I love that. Yeah. I mean, so I was thinking a lot about the importance of productive struggle. And thinking about how productive struggle is, the way that our brains grow, we learn through some struggle.

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Amanda Hartman
So not too hard. And not too easy. Like a nice little sweet spot. So we know that through some trial and error, getting some feedback in the moment, and working on saying each of those sounds and then blending them together, is good work that doesn't have to sound perfect. It won't if you're a beginning reader.

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Amanda Hartman
Right? So this idea of productive struggle is really important for our kids. And, and we can watch to make sure that no one's too frustrated or, sailing through too easily, like, we can look at those things, and then provide supports or other books, if it feels in a way, like too hard.

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Emily Butler Smith
It goes back to sort of, I think, where we started in saying that what defines a decodable text depends on what's going to provide you with productive struggle if you're the learning reader. Yeah.

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Christine Holley
Exactly.

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Emily Butler Smith
Okay. Helpful there. Good to get a little framing on some of the different, educational research that informs this. And I, I think the next one, I mean, this one, I'm gonna reveal my age a little bit. I'm 54, and I remember in first grade having some Dick and Jane books that I did not find especially compelling.

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Emily Butler Smith
I think they were decodable for me, but I was super bored by them, so not too interesting to me. So I'm curious about this. Could we talk about what makes for a good decodable book? And I know that's subjective, but, I think they're not all equal. And what should we look out for in decodable books?

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Christine Holley
Yeah, well, just to bring back some of the research, Anderson, Hiebert, Scott and Wilkinson name three criteria that I, I like to, refer to here. And one is comprehensible that the book is understandable. Most words derive from kids speaking and listening vocabulary. They'll understand the book. It's instructive. Like we've been talking about, the majority of the words should contain sound spellings.

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Christine Holley
Previously taught. And then I think this third one is so important that it's engaging that readers, you know, they want to read it again and again. There's funny parts that they'll laugh about or there's like surprising parts or things that they can really think more about.

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Amanda Hartman
Yeah. I mean, I think the book industry is kind of slowly catching up to this, both for educational materials in the classroom as well as what's available to families, in the commercial space. I mean, before I mean, I know a lot of teachers were kind of like turned off because the books wouldn't make sense. And then they didn't really see the purpose of it, or they weren't very engaging.

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Amanda Hartman
And then kids didn't really find reading enjoyable. And so I think that, there are now some early decodables that have some cute storylines to that. I mean, they're short, but like, they're a little bit more enjoyable. There are ones that reflect more inclusive and diverse communities, and even some that are now nonfiction that help you build knowledge about the world.

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Amanda Hartman
So I do think that there are some, but there are lots of publishers now really looking at that for schools. And that some of those are even online, like the one that you just shared. Christine, I know you love Little Blossoms and those are on Epic, which is a free resource for, schools, kids, families.

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Amanda Hartman
They get to see that these books are to learn from, to have fun with, that they have a little meaning, that there's some purpose to them and that they can be readers too. Right, like this is their introduction to like, reading the words on the page. It's not their first book ever because you've been reading to them, but this is their first introduction, and we want it to be one that feels positive.

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Amanda Hartman
And so I think that there are a lot more that do those three things that you're, that you're suggesting. Yes. Let's think about some recommendations of working with these books, and then we'll get to our book recommendations. So what advice would you give, about book selection, reading with your children, asking questions.

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Christine Holley

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Amanda Hartman
Like what are some things that you might do first?

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Emily Butler Smith
Yeah. Well, I think, I'm always thinking about access because as you said, these are really educational materials, more than their books that you would find, especially in the library or the bookstore, you might find some, but I think the higher quality ones are probably more ones you're going to find in educational settings. And so I think one thing that we might think about, the ways that we communicate with our teachers, we're all former classroom teachers and and we can think about and recommend for families and caregivers to be in close communication with your children's teachers and to ask, “What is my child reading decodable text at school?”

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Emily Butler Smith
And could you send some of those decodable books home for more practice? Sometimes teachers are hesitant to send things home because they have potentially limited resources. They need to use them in the classroom, and they're afraid they're going to get lost. And so, you know, one thing is to just be thinking about access and how to help, to make sure they don't get lost in your home and get back to school.

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Emily Butler Smith
But that could be something you're thinking about, is just to talk to your teacher and ask questions and ask if there was a way to have more access. If they're not bringing them home from school already.

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Christine Holley
Absolutely. And it's helpful to ask about what students are learning in phonics. I mean, you could literally ask that question to your teachers. And then knowing this, you can work on word reading and you can see how how your child reads those types of words in their books and, you know, reminding them to use all the sounds they know.

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Christine Holley
So that, they misread a word or, or if they don't know it, you can of course, give them the word and show it to them. But you can also know what phonics they know to nudge them in, not to them to do that as well. I might add that, thinking about what you do at home and what you don't do at home, it's first and foremost, your role at home isn't really to be the teacher.

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Christine Holley
It's it's it's to be, a partner, right, that supports someone who's encouraging and ready to assist. And you don't want to do the work for them, because you know what? Really, these young readers really need is space to try things and make mistakes and, of course, build their confidence, like we've talked about. I can give you an example, from that book that we just looked at where I can see a fish swim and flip.

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Christine Holley
Let's say your child's reading this page, and they come to the word flip and they pause and, you know, maybe they're not sure what to say. Instead of just jumping in and saying the word for them. Right. It's so easy to do, right? We just want to tell it to them all the time. It's very simple.

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Christine Holley
You can just say, hey, put your finger into the word. Let's say that, let's say the sounds together. Let's slide through the sounds. F…L…I…P. Now put it together. Flip. Right. And so just that simple coaching, it's you're helping them, basically that kind of prompt and keeps them active in the process and builds their confidence. You know, especially when they figure it out with just a little support.

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Christine Holley
Right. But I think I think we want to avoid jumping right in because, you know, we want to give them that space.

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Emily Butler Smith
I appreciate that so much. I mean, it goes back to your productive struggle conversation because if they're not, if the kids don't have some space to work on it. Yeah, then, you know, they're missing out on the learning. That's where the learning happens. Yeah.

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Christine Holley
We're trying to build that confidence and grow independence and, you know, I just think it's so important. And I just feel really, really strongly that it's just important to be warm and supportive and present with them and let them know it's okay to struggle. Right. And that figuring it out is the learning. And your encouragement means so much.

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Emily Butler Smith
I mean, I think Amanda too, you were also just saying the importance of, this is their first experience with their own reading. They're doing the reading, the decoding. And this is the beginning of a beautiful, like an amazing, lifelong thing. And so we don't want it to be that the first experiences are painful ones. They need to be warm and exciting.

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Emily Butler Smith
And, you know, the confidence building.

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Amanda Hartman
And yeah, yeah, I was working with a five year old who was doing so much work of saying each of the sounds and blending them together and saying it to the sounds and blending it together. And the teachers were like, should we stop her? And I was like, well, let's see, like, is she frustrated? Is she getting it?

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Amanda Hartman
Is she excited? Is she enthusiastic? Does she have momentum? And she was just like rolling through it. And by the end she even could tell us about what she read, which is not so easy to do when you're doing so much effort to work on that decoding work. And, so, you know, I think you have to really pay close attention to your kids, your child's energy, you.

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Christine Holley
Know, and I think when you just said, pay close attention, you made me think how important it is after they do slide through the word flip, for example, we'll just keep with that example, maybe say, oh yeah, there's the fish flipping or oh, the fish is flipping in the water. You know, just bringing it back to like also what's actually happening on the page.

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Amanda Hartman
I'm sure they've just done a huge cognitive load. So yeah. You're sharing it. Yeah, I love that.

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Christine Holley
I love it. Let's not forget the importance of rereading.

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Amanda Hartman
Sure. It does have to be the only time they read the book. They can reread the book and by rereading you get multiple exposure and multiple times at decoding through those words and when they become kind of mapped on your brain, you start to read them with more fluency and, and automaticity. So I often say find somebody else at home to read to, you know, read to a pet, read to your grandma on the phone, read to.

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Christine Holley
Your stuffed animals.

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Amanda Hartman
Yeah, totally. We can share our reading with so many people. Rereading is so important even through the grades, right? Through this, you know, process it, it supports reading, both through decoding and comprehension. And then talk about the books like, let's just like what you said. Oh my goodness, the fish is flipping out of the water.

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Amanda Hartman
Where is that fish going? You know, having conversations about these books after you've read them a couple times at the end, we want to show that books have meaning. That's right. And we can notice things that we're learning that make us laugh, that we have questions about, just as we might in any book.

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Christine Holley
Absolutely.

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Emily Butler Smith

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Amanda Hartman
Okay. So okay. So now can we recommend some books. I'm really eager to recommend some books. Yeah.

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Emily Butler Smith
Oh absolutely. Okay so we have some of the decodables that we can think about here. We've got, you can see a collection here from different, different publishing companies.

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Amanda Hartman
Daffodil Hill Press was on there and Half-Pint and Sprouts. And you have to really look for the ones, that are called Dakota balls and defined, which features of phonics do you want to focus on? That feels really important. And then we have some other ones that you can find in bookstores, like the Bob Books are in bookstores.

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Amanda Hartman
The Lisa Charlesworth books are also in bookstores. You might ask your school which ones they have. If anyone's in need, you could give them some some recommendations of some titles. For you and.

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Emily Butler Smith
Okay. And then we also want to think about not just decodable texts, but we also want to think about book recommendations. We've been talking about this. These are about decoding. These are about working on the phonics and applying that phonics in context. And we also want to always be talking about how whenever we're reading, we're talking to kids about how we comprehend the text and make meaning and find the funny parts and the joyful parts.

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Emily Butler Smith
And so we do want to also close out with some picture book recommendations. So I think, Amanda, I'm going to start.

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Amanda Hartman
I'll start us off because we have three recommendations of some fiction books that we all enjoy. I'm picking The Day the Books Disappeared. I think this is by Johanna Ho. And, I love this book so much. It's brand new out, and it's all about this little boy who reads about airplanes and loves them.

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Amanda Hartman
And his friend is reading about tomatoes, and he's not so interested in tomatoes, and he's like, kind of like, I don't really like tomatoes. And then the book disappears. And he does this with all of his friends, and then all the books start to disappear. And then he's like, so upset because his book disappeared and his friend's book about tomatoes disappeared.

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Amanda Hartman
And she's like, I love that book because it reminded me of my grandmother. And when I read the book, I think about my grandmother, and he just was like, oh my goodness, this is terrible. And suddenly the book reappears. So, it's just a really beautiful book. I mean, especially, you know, with, the read banned books and, that campaign is covered up.

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Amanda Hartman
And just to think of the importance of books and availability of knowledge for all children, just felt really important. And this is just such a beautiful way to bring that to kids. You know, read the books that you love. Do it. Yeah. There should be books for everyone.

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Christine Holley
Great. Well, that sounds wonderful. And I'll share a new favorite of mine, Ruthie Rose's Big Idea. And it's just a fun, playful, uplifting, positive, book that really celebrates poetry. It's by John Shue, and it's written in a very fun, rhythmic, poetic, singsong way. And, and it's a reminder of really the joy and inspiration of sharing ideas.

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Christine Holley
Like, she has an idea and she takes it through the school, and one person helps her, another person helps her, and by the end, she's sort of hosting a little poetry reading. And, it's beautiful fun with this idea that you can pursue your ideas.

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Amanda Hartman
At any age.

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Christine Holley
So a big idea and a fun, playful book. Beautiful.

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Emily Butler Smith
Another picture book I love is, Plátanos Are Love and this is written by Alyssa Reynoso Morris and illustrated by Maria Ramon. And, it's a beautiful picture book about love and family and the food and the way that we come together. We want picture books where we can read and reread them that feel like old favorites and also, mirror what we experience with our own families.

00;28;42;22 - 00;28;50;01
Emily Butler Smith
And I think that's, yeah, that's part of what happens here. Many families and, and caregivers will respond to that, and the kids will too.

00;28;50;04 - 00;29;01;16
Amanda Hartman
Yeah, I love it because it's about that intergenerational family and all of your history that you pass down passing down recipes. And I just I love that book too.

00;29;01;17 - 00;29;10;17
Emily Butler Smith
Yeah. It encourages more storytelling where you can just be, you know, talking about your own families and what your traditions are and, and, how that plays out.

00;29;10;17 - 00;29;11;08
Amanda Hartman
So I love that.

00;29;11;12 - 00;29;13;10
Christine Holley
Yeah. The idea of reading books together at home. Right.

00;29;13;11 - 00;29;15;07
Amanda Hartman
That's right. Yeah. Absolutely.

00;29;15;08 - 00;29;16;21
Christine Holley
Okay. Okay. Non fiction.

00;29;16;21 - 00;29;17;28
Emily Butler Smith
We love nonfiction too.

00;29;17;29 - 00;29;42;28
Amanda Hartman
I know there's so many great nonfiction books out there, but I decided to choose Little Rebels by Yuyi Morales. I just love her books and illustrations. She's both the writer, the author and the illustrator. And I just love it for everything that Yuyi is. And this book really focuses on community care and how we can really be there for one another.

00;29;42;28 - 00;29;58;01
Amanda Hartman
And so it's a little bit of a list book, about these friends. And they talk all about how they can help and support one another and community, which I just think is beautiful and really important to talk about.

00;29;58;03 - 00;30;16;16
Christine Holley
Beautiful. Well, yours is a list style. I chose a Q&A style, so mine is Why Do Elephants Have Big Ears? By Steve Jenkins and Robin Page. And I'm just a big fan of Q&A books. It's what kids love to like, oh, that's a cool question. What's the answer? And often you turn the page and you figure it out.

00;30;16;17 - 00;30;19;21
Christine Holley
You know. And it's often the answer is surprising. Yeah.

00;30;19;23 - 00;30;23;01
Amanda Hartman
But I'm such a big Steve Jenkins fan. His books are.

00;30;23;03 - 00;30;24;15
Emily Butler Smith
So, so engaging.

00;30;24;15 - 00;30;30;23
Amanda Hartman
Yeah. And the illustrations and facts are so interesting to pore over it.

00;30;30;26 - 00;30;55;09
Emily Butler Smith
Absolutely. I think whenever we're doing these book recommendations, we're really thinking about the authorship, too. So when you get one book by an author and you love it, then you're going to go to others. That's right. And I chose, How to Bird by Rasha Hamid. And, this one, it's a how to. So you've got a Q and A, and I've got a how to, but it literally is a how to like, how to become a birder.

00;30;55;11 - 00;31;17;22
Emily Butler Smith
And what I love about this, is that it? It really can be a guide for people to, and everybody can do it. All you have to do is go outside, so you can find birds no matter where you live. And you can go outside. And it really gives families, like, again, a sort of this is immediate, application of the reading that we're doing.

00;31;17;22 - 00;31;29;27
Emily Butler Smith
And let's go do it and gives you something to talk about when you're walking. And, and then to come back and reread and have more conversations about what you noticed and add on to it from there, from your own experiences.

00;31;29;27 - 00;31;40;03
Amanda Hartman
I mean, this is one of my favorites. I just love this book. And the photographs are fun. Yeah. And you literally could go do it right now. Let's go. Yeah.

00;31;40;05 - 00;31;41;09
Emily Butler Smith
Let's go, let's go bird.

00;31;41;16 - 00;32;16;08
Amanda Hartman
Okay, well, thanks, Emily and Christine for this conversation. I think it's so helpful to understand how and where decodable books are supportive for readers and the ways to make use of them, to support beginning readers. We want to decodable books and more complex texts, that will engage kids that boost their vocabulary and support their knowledge of the world, creating habits for reading aloud and talking about books, are just really important.

00;32;16;10 - 00;32;44;20
Amanda Hartman
So thank you all for joining us today at Advancing literacy beyond the classroom. We hope that this continues to spark curiosity conversations outside the classroom with your kids, and supports the growth and enjoyment that you have to gather around literacy. Remember, literacy isn't just about the books they read in school. It's about the stories we share, the world we explore, and the conversations that we have.

00;32;44;27 - 00;33;01;08
Amanda Hartman
If you are interested in bringing professional development to your families, schools or districts, please email us and we hope you join us again. Keep advancing literacy. One word, one book, and one conversation at a time. Thanks, everyone. Great.

00;33;01;08 - 00;33;03;28
Emily Butler Smith
Thanks, Amanda. Thanks, Christine.

00;33;04;01 - 00;33;05;15
Christine Holley
Happy reading.

00;33;05;17 - 00;33;06;18
Emily Butler Smith
Yeah. Thank you.