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In this final Summer Reset episode, we are talking about self-efficacy and why it matters in the upper elementary literacy classroom. Throughout the Summer Reset series, we have talked about systems, time sucks, instructional clarity, and Tier 1 instruction. This episode brings those ideas together by asking an important question: How do we design literacy instruction that helps students become less dependent on us? Because the goal is not just for students to complete the task or look successful while we are standing beside them. The goal is for students to begin carrying the learning for themselves. That is where self-efficacy and transfer come in. What self-efficacy is Why self-efficacy matters in the literacy classroom How students’ beliefs about their ability impact learning behavior Why students may avoid tasks they do not feel equipped to handle How modeling can support both self-efficacy and self-regulation What self-efficacy has to do with independence and transfer Self-efficacy refers to what students believe they are capable of doing in relation to learning and completing a task. A student’s self-efficacy can be influenced by their learning environment, and it can also impact how they behave in that environment. Even students with strong self-efficacy may avoid a task if they do not feel equipped to handle it. If students only appear successful when the teacher is guiding every step, we have to ask whether the learning has really transferred. The goal is for students to think, apply, problem-solve, and make meaning with more confidence and less dependence on us. What did your students learn to do independently this year that they could not do at the beginning of the year? As we wrap up the Summer Reading Teacher Reset, this question is going to carry us into the next season of the podcast: In this episode we discuss: How do we design literacy instruction so students are not just completing work, but building the confidence and capacity to use what they have learned without us? Because learning that only works when the teacher is standing beside the student has not fully stuck yet. For coaches and leaders: How can we support teachers in designing instruction that moves students toward independence instead of dependence? Strong instruction is not just about helping students get through the lesson. It is about helping students build the confidence, strategies, and self-regulation needed to use what they have learned with greater independence. Quotables: “Self-efficacy refers to what a student believes they are able to do as it relates to learning and their ability to perform a task.” “Self-efficacy can be influenced by a student’s environment, and a student’s self-efficacy can impact how they behave in their learning environment.” “Even students with high self-efficacy will not attempt a task if they do not feel equipped to handle it.” “The goal is not just for students to complete the task. The goal is for students to begin carrying the learning for themselves.” “Learning that only works when the teacher is standing beside the student has not fully stuck yet.” Research and resources mentioned in the episode: Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children’s self-efficacy and self-regulation of reading and writing through modeling. Reading and Writing Quarterly, 23, 7–25. Free Guide: How to Keep Your Mini Lesson Mini Book a discovery call for one-on-one coaching or school professional development Next Steps: If this episode resonated with you, take a screenshot and tag me on Instagram at @msevamireles. You can also support The Reading Teacher’s Playbook by leaving a rating or review wherever you listen to podcasts. This helps the show reach more upper elementary teachers, coaches, and literacy leaders who are looking for practical, thoughtful ways to strengthen instruction.

Summer Reset Series: What Is Tier 1 Instruction in the Upper Elementary Literacy Classroom? In this Summer Reset episode, we are revisiting one of the foundational pieces of strong literacy instruction: Tier 1 instruction. After talking about time sucks and instructional clarity in the last episode, this conversation brings us back to a key question: What are students getting access to during core instruction every day? Tier 1 instruction matters because it is the instruction every student is entitled to receive. Before we add more interventions, small groups, resources, or supports, we need to strengthen the instruction most students receive first. What high-quality Tier 1 instruction is Why Tier 1 instruction matters for every student How Tier 1 gives students access to grade-level standards Why strong core instruction supports intervention and differentiation How intentional mini lessons can help deliver focused literacy instruction Tier 1 instruction is not extra. It is the foundation of the literacy block. Strong Tier 1 instruction gives students access to the knowledge, skills, language, and thinking required by grade-level standards. When Tier 1 instruction is unclear, planning, intervention, differentiation, and teacher decision-making all get heavier. An intentional mini lesson can be one of the best vehicles for delivering clear, focused, high-quality literacy instruction. If every student in your classroom could only get one thing from your literacy block this year, what would you want it to be? For coaches and leaders: How can we help teachers strengthen core instruction before asking them to carry more interventions, programs, or disconnected supports? “Tier 1 instruction is what every single student in your classroom is entitled to.” “Tier 1 instruction gives students access to grade-level standards and provides the foundation they need for new learning.” “Before we add more interventions, we need to strengthen the instruction most students receive every day.” “When Tier 1 instruction is unclear, everything else gets heavier.” Guided Reading Basics Episode Conferring Basics: Use Data to Determine Types of Small Group Instruction Free Guide: How to Keep Your Mini Lesson Mini Book a discovery call for one-on-one coaching or school professional development If this episode resonated with you, take a screenshot and tag me on Instagram at @msevamireles. You can also support The Reading Teacher’s Playbook by leaving a rating or review wherever you listen to podcasts. In This Episode We DiscussKey IdeasSummer Reset Reflection QuestionLeadership LensQuotablesResources MentionedNext Steps

Listen in as: I unpack the three most common time sucks and how to avoid them so that you are saving time in the long run. I talk about: -What time sucks are, how they fool us into thinking they are good for us and a plan for how to avoid them all together. They are: Going down the TPT rabbit whole without a clue of what we actually need or what we already have. Not knowing our grade level standards well enough to know what our students need most to understand the current reading unit. Not planning and trying to wing it, which really just keeps us in a constant state of overwhelm Quotables: Looking at TPT before really analyzing what we already have or tapping into our resources aka our people is a time suck. Not knowing your standards well enough to vet potential resources, know what students need to know most and have the confidence in your ability to get students to a point of mastery is a time suck. We plan because doing so respects our craft and we plan because it helps us to get a better handle on what  our students need and how we plan to get them to mastery. Links to resources mentioned in the podcast: Book a discovery call for one on one coaching or school PD Next Steps: If this episode resonated with you, take a screenshot of the episode and tag me on instagram @msevamireles. Leave a Rating and Review:This helps my show remain active in order to continue to help other upper elementary teachers get ideas they can use in their class today.The Reading Teacher’s Playbook Search for my show on iTunes or Stitcher. Click on ‘Ratings and Reviews.’ Under ‘Customer Reviews,’ click on “Write a Review.” Sign in with your iTunes or Stitcher log-in info Leave a Rating: Tap the greyed out stars (5 being the best) Leave a Review: Type in a Title and Description of your thoughts on my podcast Click ‘Send’

In This Episode We Discuss Many teachers think they need better time management, more productivity hacks, or stronger self-care routines. But often the real issue isn't a lack of effort. It's a lack of systems. In this Summer Reset replay, we're revisiting one of the most downloaded episodes of the podcast and exploring why systems—not willpower—are often the key to reducing stress, improving instructional consistency, and creating a more sustainable school year. You'll learn: • The difference between systems, routines, and habits • Why decision fatigue contributes to teacher overwhelm • How systems can support both teacher wellness and instructional effectiveness • Practical ways to create daily, weekly, and monthly routines that reduce cognitive load • Why strong systems create more space for meaningful teaching and learning Whether you're a classroom teacher, instructional coach, assistant principal, or district leader, this episode invites you to consider: How much of teacher burnout is actually caused by a lack of systems? When everything requires a decision, teachers carry an enormous cognitive load. Strong instructional systems don't remove professional judgment. They create the conditions that allow educators to use that judgment where it matters most. Reflection Question: What is one thing in your literacy block that should become a system before August? Quotables: "Sometimes we're not burned out because we need more self-care. Sometimes we're burned out because everything requires a decision." "The goal isn't perfection. The goal is creating systems that make good teaching easier to sustain." "When routines become automatic, teachers gain more mental space for the work that matters most." "The best systems don't make you rigid. They make you consistent." Leadership Lens As you listen, consider: • What decisions am I making every day that could become a routine? • What instructional tasks consistently create stress or overwhelm? • Which systems supported me this year? • Which systems need to be redesigned before August? Join the Summer Reset Email Series Weekly reflection questions, planning prompts, and instructional leadership insights delivered throughout the summer. Grab My Free Guide: How to Keep Your Mini Lesson Mini A practical resource for upper elementary literacy teachers who want to maximize instructional impact. Work with Eva If you're looking for support strengthening Tier 1 literacy instruction, designing professional learning, or helping teachers translate research into classroom practice, let's connect. Opportunities include: • School and district professional development • Literacy coaching • Conference presentations • Workshops focused on instructional design, learning science, and upper elementary literacy If this episode resonated with you: ✓ Share it with a colleague ✓ Take a screenshot and tag me on Instagram @msevamireles ✓ Join the Summer Reset email series by grabbing my free Mini lesson guide ✓ Leave a rating and review so more literacy educators can find the show

In This Episode We Discuss Why student thinking—not compliance—became a central theme throughout Season 12 How read aloud, accountable talk, writing, and learning science all connect to helping learning stick The difference between understanding something during a lesson and actually learning it over time Why retrieval practice matters and how simple instructional moves can strengthen memory What high expectations look like in literacy instruction and why they are easier to maintain than rebuild How writing serves as a powerful tool for thinking, organizing ideas, and demonstrating understanding The overarching lesson from Season 12: learning is not accidental—it is designed As you reflect on this school year, consider: What instructional practice had the biggest impact on student learning this year? What did you learn about yourself as an educator? What is one thing you want to stop doing next year? What is one thing you want to do more intentionally? What do you now know about teaching that you didn't know in August? Throughout the summer, we'll be revisiting some of the most impactful conversations from the podcast while reflecting on how to move forward with greater clarity and intention. Topics will include: Systems and teacher sustainability Avoiding survival mode Tier 1 instruction Differentiation Guided reading Supporting struggling readers Supporting advanced readers Self-efficacy and transfer Building instructional clarity The goal isn't to add more to your plate. The goal is to help you reflect, refine, and rebuild before next school year begins. As you listen, consider this question: What idea from this season most changed the way you think about literacy instruction? Not your favorite strategy. Not your favorite resource. What idea changed the way you think? Because lasting instructional growth often starts with a shift in thinking before it shows up in practice. If you're looking for a thinking partner as you strengthen literacy instruction in your classroom, school, or district, I'd love to support you. Join the email list for summer reflections and resources Learn more about coaching and professional learning opportunities Explore literacy workshops and professional development options Remember: You don't need permission to teach well. You need the tools to lead your own practice.

Episode 137- Listen to this interview with  Lanesha Tabb as we talk about: 1.Closing the gap between student thinking and student writing 2.Using grammar and sentence-level instruction to improve writing quality 3. Keeping writing instruction meaningful, manageable, and engaging through the last day of school Stay in touch with Lanesha Tabb:  @lanesha_tabb on instagram If you’re ready to strengthen your instruction and design literacy lessons that actually stick, you can learn more about coaching and professional development below: Work With EvaGrab my free guide: How to Keep Your Mini Lesson Mini  Book a discovery call for 1:1 coaching or school professional development

Episode 136- Listen to this interview with Dr. Shane Saeed as we talk about: 1.The role forgetting plays in learning.  2. Familiar vs Known and the role it plays in student learning. 3.What retrieval strategies to use now as you wrap up the school year.  Stay in touch with Dr. Shane Saeed:  @drshanesaeed on everything If you’re ready to strengthen your instruction and design literacy lessons that actually stick, you can learn more about coaching and professional development below: Work With EvaGrab my free guide: How to Keep Your Mini Lesson Mini  Book a discovery call for 1:1 coaching or school professional development

Listen to this interview with Naomi O’Brien as we talk about: 1.What high expectations are as it relates to your literacy classroom. 2. How maintaining high expectations saves your sanity and keeps end of the year chaos at bay. 3.How to hold on to high expectations all the way through to the end of the school year.  4.What having high expectations looks like in your literacy classroom at the end of the school year.  Stay in touch with Naomi O’Brien:  Instagram: @readlikearockstarteaching TPT Store: https://www.teacherspayteachers.com/Store/Read-Like-A-Rockstar website:https://readlikearockstarteaching.com/ If you’re ready to strengthen your instruction and design literacy lessons that actually stick, you can learn more about coaching and professional development below: Grab my free guide: How to Keep Your Mini Lesson Mini   Work With Eva Finish Strong-ish Challenge WaitlistJoin the waitlist for the upcoming challenge designed to help upper elementary teachers maintain expectations, keep learning front and center, and finish the school year with intention. Book a discovery call ⁠for 1:1 coaching or school professional development

In This Episode We Discuss Why end-of-year classroom routines often fall apart after testingHow to maintain high expectations in your upper elementary literacy classroom through the last day of schoolThe connection between teacher expectations, student behavior, and student effortWhy structure and consistency matter more than “keeping students busy” during the post-testing seasonHow to cast a realistic vision for the end of the school year without burning yourself outThe difference between reacting to the end of the year vs. intentionally designing itA simple framework for helping students continue reading, writing, thinking, and learning through May and JuneHow maintaining expectations supports both classroom management and academic growth • Casting a vision for how you want your classroom to look, sound, and feel at the end of the school year• Choosing a few clear academic and behavior non-negotiables• Maintaining literacy routines even after state testing• Continuing reading, writing, discussion, and thinking work through the final weeks• Reflecting on where expectations became unclear during the school year• Editing unrealistic end-of-year plans so they align with your energy and values• Supporting students through transitions while maintaining structure and consistency These are all practical strategies designed to help upper elementary teachers finish the school year with intention, maintain classroom expectations, and protect the learning students have worked hard to build all year long. As you listen, consider this question: What am I intentionally maintaining in my classroom right now? Because students don’t just respond to what we say matters at the end of the year—they respond to what we consistently reinforce. Instructional leadership starts with teachers who are willing to design the ending of the school year with as much intention as they designed the beginning. This episode focuses on the first component of Eva’s four-part Finish Strong-ish framework: Clarify: What students will be doing, saying, and producing What expectations supported student success What routines and expectations need to stay consistent How you want your classroom to feel through the final weeks of school Future episodes in this series will also unpack: Back End (teacher systems, organization, and motivation) Front and Center (keeping learning intentional) Community (cultivating classroom connection and belonging) • The Pygmalion Effect (Rosenthal & Jacobson)• Research on teacher expectations and student outcomes• World Economic Forum research on vision, resilience, and future-focused thinking Episode 133: Finish Strong-ish Series Overview 🎯 Finish Strong-ish Challenge WaitlistJoin the waitlist for the upcoming challenge designed to help upper elementary teachers maintain expectations, keep learning front and center, and finish the school year with intention. 🎁 Free Guide: How to Keep Your Mini Lesson Mini If you’re ready to strengthen your literacy instruction and design learning experiences that actually stick, Eva offers: • 1:1 instructional coaching• Campus professional development• Literacy support grounded in learning science and upper elementary classroom practice Practical Strategies MentionedSelf-Leadership ReflectionThe Finish Strong-ish Framework1. Cast a VisionResearch MentionedPrevious Episodes ReferencedResources MentionedWork With EvaYou can learn more here.

In This Episode We Discuss Why most end-of-year classroom plans fall apartHow to move from reacting to intentionally designing the end of the school yearThe three patterns that lead to behavior shifts and loss of structure after testingWhy maintaining high expectations matters academically and behaviorally through the last day of schoolHow to keep learning, routines, and classroom community intact without burning yourself outA simple 4-part framework for helping upper elementary teachers finish the year strong-ishHow to maintain structure and student engagement during the post-testing seasonWhy self-led teachers focus on clarity instead of adding more to their plate • Casting a realistic vision for how you want your classroom to look, sound, and feel at the end of the year• Identifying what expectations, routines, and instructional practices need to stay in place• Using a 4-part framework to simplify end-of-year planning• Keeping reading, writing, thinking, and discussion front and center during post-testing season• Supporting teacher motivation and organization behind the scenes• Continuing classroom community-building practices through the last weeks of school• Prioritizing intentional instruction instead of “time-filling” activities These are all strategies designed to help upper elementary teachers maintain strong instruction, clear expectations, and sustainable classroom systems through the end of the school year. As you listen, consider this question: Am I reacting to the end of the school year…or am I intentionally designing how I want it to go? Because those are two very different experiences—for you and your students. Instructional leadership often starts with teachers who are willing to pause, reflect, and create clarity before chaos takes over. Finish Strong-ish Challenge WaitlistJoin the waitlist to be the first to know when the challenge opens. If you’re ready to strengthen your literacy instruction and design learning experiences that actually stick, you can learn more about coaching and professional development below: Practical Strategies MentionedSelf-Leadership ReflectionResources MentionedWork With Eva• Join the Finish Strong-ish Challenge waitlist• Book a discovery call for 1:1 coaching or campus professional development• Grab the free guide: How to Keep Your Mini Lesson Mini

Listen to this interview with Dr. Pooja Agarwal as we talk about: 1.What’s actually happening when students aren’t holding on to what we have taught them from one day to the next.  2.How to think about retrieval strategies as design decisions. 3.How to use retrieval practice in order to simplify your lesson design.  4. One shift you can make this week to help learning stick during your literacy block.  Past Episodes mentioned:  Episode 131: Designing Read Aloud Lessons That Build Understanding (and Actually Stick) Resources mentioned during the episode: Smart Teaching, Stronger Learning (affiliate link) Stay in touch with Dr. Agarwal:  Websites: retrievalpractice.org | poojaagarwal.com Social Media: Bluesky | LinkedIn | Facebook | Instagram | YouTube | Linktree If you’re ready to strengthen your instruction and design literacy lessons that actually stick, you can learn more about coaching and professional development below: Grab my free guide: How to Keep Your Mini Lesson Mini  Book a discovery call for 1:1 coaching or school professional development Powerful Teaching: Unleash the Science of Learning (affiliate link) Work With Eva If you’re ready to strengthen your instruction and design literacy lessons that actually stick, you can learn more about coaching and professional development below:Grab my free guide: How to Keep Your Mini Lesson Mini  Book a discovery call for 1:1 coaching or school professional development

Episode 131  How to design read aloud lessons that build understanding—not just engagement The difference between read aloud that supplements vs. supplants your instruction Using read aloud to teach reading skills like character motivation and author’s craft How to connect knowledge building and accountable talk into one cohesive lesson Embedding learning science strategies like retrieval practice and interleaving into read aloud Designing literacy instruction so students remember and apply what they learn over time Practical Strategies Mentioned • Modeling character motivation during read aloud using sentence stems • Using repetition in a text to teach author’s craft • Retrieval prompts like “What happened yesterday?” • Interleaving skills (character traits + motivation in one question) • Echo, choral, and partner reading followed by comprehension checks • Planning intentional stopping points and think-alouds • Using text sets (poems, articles, videos) to deepen understanding These are all strategies grounded in the science of reading and learning science that help students move from understanding in the moment to learning that actually sticks. As you listen, consider this question: What is my read aloud actually doing in my literacy block? Is it: Filling time? Reinforcing skills? Or driving instruction and building understanding over time? Instructional leadership starts with teachers who are willing to move from doing the lesson to designing the learning experience. Earthquake Terror (used as a mentor text example for author’s craft) Wonder by R.J. Palacio (used for text connections and deeper thinking) Episode 129: Why Read Aloud Still Matters in Upper Elementary Episode 130: How Accountable Talk Builds Thinking in Your Literacy Classroom If you’re ready to strengthen your instruction and design literacy lessons that actually stick, you can learn more about coaching and professional development below: In This Episode We DiscussSelf-Leadership ReflectionResources MentionedPrevious Episodes ReferencedWork With EvaGrab my free guide: How to Keep Your Mini Lesson Mini  Book a discovery call for 1:1 coaching or school professional development

Episode 130 Show Notes Accountable Talk During Read Aloud: How to Move Beyond Turn and Talk to Real Thinking Why student talk doesn’t always lead to deeper thinking How to structure read aloud conversations to move beyond participation The role of explanation, listening, and idea-building in student learning How accountable talk supports comprehension and long-term retention Using simple, high-impact sentence stems to guide discussion Designing read aloud instruction that builds thinking without adding more to your plate Using one strong prompt instead of multiple surface-level questionsThree high-leverage discussion stems: “I think ___ because ___.” “I want to add ___.” “My partner said ___.” In This Episode We DiscussPractical Strategies Teaching students how to listen as part of discussion Structuring discussion: Partner → small group → whole class 15-minute read aloud flow with intentional thinking stops Think-aloud modeling to demonstrate how to explain and build ideas These are all strategies grounded in learning science that support deeper processing, elaboration, and stronger comprehension over time. Self-Leadership Reflection As you listen, consider this question: What kind of thinking do I want my discussions to produce—and how am I designing for that? Self-led teachers don’t just create opportunities for students to talk—they design conversations that build understanding. This episode is grounded in research on: Accountable Talk (Resnick, Michaels, & O’Connor) Elaborative Interrogation (Pressley et al.) Deep Processing and learning science principles These research based approaches emphasize that students learn more when they explain their thinking, connect ideas, and engage in meaningful discussion. Previous Episode Referenced Episode 129: Does Read Aloud Still Matter in Grades 3–5? How to Use It to Build Comprehension and Knowledge If you’re ready to strengthen your instruction and design literacy lessons that actually build student thinking, you don’t have to figure it out alone. Ready to Take the Next Step? You can learn more about: One-on-one coaching Campus professional development Instructional support for your literacy block Check the link below to explore how we can work together. Grab my free guide:Keeping Your Mini Lesson Mini Book a discovery call to explore: One-on-one coaching School or campus-based support  Final Thought Self-leadership doesn’t mean doing more alone—it means knowing when to seek the right support.

Episode 129- Why Read Aloud Still Matters in Grades 3–5 Classrooms In this episode we talk about: Why read alouds still matter in your Upper Elementary literacy classrooms. How Read alouds support learning science,  How Read alouds support The Science of Teaching Reading.  Choose texts that build knowledge Pause for thinking, not just predictions Plan 2–3 intentional thinking stops instead of a lot of questions “How might my read aloud time become one of the most instructionally powerful parts of the day?” Schema Theory in Reading by Shuying An If you’re ready to strengthen your instruction and implement research-based literacy strategies with support, you can learn more about coaching and campus support in the link below. Grab my free guide for keeping your mini lesson mini  Practical Strategies Mentioned:Self-Leadership Reflection:Resources Mentioned:The Neuroscience of Narrative and Memory by Judy WillisWork With EvaBook a discovery call for one on one coaching or school professional development

In this episode: Listen in as I interview Stacey Riedmiller of Literacy for Big Kids. We talk about the what, the why and the how of reading what your students are reading.  We talk about: 1.What- What does it mean to read what your upper elementary students are reading? 2. Why- Why is reading what your upper elementary students are reading important? 3. How- How do we make reading what our upper elementary students are reading happen? Quotables:  - Reading what students are reading means that you read what they gravitate to during independent reading and what you are going to use to teach from whether that be in whole group or small group instruction. -We read what our students are reading because it helps us build connections with students, showcases our professionalism, and deepens the conversations we can have with students. - We make reading what our students are reading happen when we remember our why and make time to read in the edges of our day.  Stacey Riedmiller- Is a fifth grade language arts teacher who lives near Cincinnati, Ohio. She is finishing up her 11th year teaching in the school she went to as a child. She has a Masters in Writing from The Ohio Writing Project at Miami University. Next up is working on her reading endorsement. You can find her on instagram ⁠@literacyforbigkids⁠ or at ⁠literacyforbigkids.com⁠ Links to resources mentioned in the podcast: ⁠Grab my free guide for keeping your mini lesson mini ⁠ ⁠Get on the mini lesson revamp bootcamp waitlist⁠ ⁠Book a discovery call⁠ for one on one coaching or school professional development Next Steps: If this episode resonated with you, take a screenshot of the episode and tag me on instagram @msevamireles.  This helps my show remain active in order to continue to help other upper elementary teachers get ideas they can use in their class today. ⁠The Reading Teacher’s Playbook⁠  Search for my show on iTunes or Stitcher. Click on ‘Ratings and Reviews.’ Under ‘Customer Reviews,’ click on “Write a Review.” Sign in with your iTunes or Stitcher log-in info Leave a Rating: Tap the greyed out stars (5 being the best) Leave a Review: Type in a Title and Description of your thoughts on my podcast Click ‘Send’