A 2026 report from the Thomas B. Fordham Institute found that 82% of K-3 teachers say they’ve received science of reading training. But only 52% say their instruction actually reflects it. That gap exists because the system never set most teachers up to close it. Only 2% of teachers say preservice training is where they…
If you’ve been skipping plural nouns in your phonics block, you’re not alone. Most teachers file it under grammar and move on. But plural nouns aren’t just a language arts standard; they’re one of the first morphology lessons your students actually need. Here’s why that matters, and how to teach it explicitly. What Are Plural…
The last week of school is not the time to plan next year. You’re exhausted. Your students are restless. The classroom looks like a paper tornado hit it. The last thing anyone wants to do is sit down with a blank planning doc and think about fall. But there’s one thing worth doing before you…
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…