You’ve spent the whole year building your students up as readers. The last thing you want is to watch those gains disappear over summer because parents didn’t know what to do at home. The problem isn’t that parents don’t care. Most of them do. The problem is the advice they’re working with: read for 20…
Testing is over. Field day is on the calendar. And somewhere between the end-of-year chaos and counting down the days, phonics instruction falls off the schedule. It makes sense. You’re tired. Your students are distracted. And if you’re honest, it can feel like whatever you do in the last three weeks won’t matter much anyway….
You know the teacher I’m talking about. Maybe you are that teacher. You’ve done everything. You sat through the PD. You bought the decodable readers and the phoneme mapping sheets. You restructured your reading block, dropped the leveled readers, and stopped asking kids to use picture cues. You followed the curriculum, watched the YouTube videos,…
I used to think I needed to completely transform my reading block overnight. Sound familiar? You read about the Science of Reading, attend a workshop, or dive into structured literacy research, and suddenly everything you’re doing feels wrong. Your mind races with all the changes you think you need to make. Here’s what I’ve learned…
You’ve heard about the science of reading. You’ve made changes. Maybe you’ve swapped out some materials, added more phonics, stopped telling kids to “sound it out and skip it.” But here’s something that doesn’t get talked about enough: 3-cueing can still be happening in your classroom even after you think you’ve let it go. The…
If you’ve ever used the terms “sight words” and “high-frequency words” like they mean the same thing, you’re in good company. Most teachers do. I did too. It wasn’t until someone sat down and explained the actual difference that I realized the mistake I’d been making, and immediately understood why some of my students weren’t…
Every time I scroll through teacher Facebook groups or sit in a PD session, I hear the same thing: “We’re doing the science of reading now.” And almost always, what that means in practice is: “We switched to a new phonics program.” I get it. Phonics has been the loudest part of this conversation, and…
When I see a product labeled “Science of Reading aligned,” my alarm bells go off. I know that sounds strong. But after looking into countless programs, activity sets, phonics tools, and readers that carry that label, I’ve learned it doesn’t always mean what you think it means. It’s trending, and everybody is slapping that label…
Here’s something most teachers find surprising: the letter Y acts as a vowel in over 1,000 words in English. It only acts as a consonant in 57. That’s not a typo. Most of us grew up hearing “A, E, I, O, U, and sometimes Y.” The truth is, it should be “A, E, I, O,…