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Want to know how the Science of Reading applies to your classroom? Keep reading to discover what the research suggests, and how we should teach phonics and phonemic awareness to help all students learn to read.

Categories
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  • Phonics

Teaching Syllable Types and Syllable Divisions

I was 27 years old with 2 master’s degrees before I knew the 6 syllable types in English.  If I made it that far without knowing them, you’d think it can’t actually matter, right?  The reality is, though, that I was one of those children lucky enough that learning to read seemed effortless.  Reading has never been a struggle for
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uncovering
  • Book Reviews, Phonics, Science of Reading

Book Review: “Uncovering the Logic of English”

I tend to talk too much, so let me get straight to the point.  Every month or so, I’m going to do a book review for a book that I’ve found helpful on my journey towards the Science of Reading.  I’ll keep it short, with minimal verbal floof on my part!How many times have you heard the words, “English doesn’t
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centers
  • Small Group

What are the other kids doing? A guide to centers

You have perfectly planned your small group lessons.  You know the skills, you’ve copied the materials, you’ve read the texts to help plan.  You. Are. Ready.  And then you remember that while you’re working with 5 kids, you have 18 other kids that will need meaningful work.Sounds familiar, right?  Today, I want to talk to you about what the other
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skill based intervention phonics (2)
  • Phonics, Small Group

Skill-Based Instruction: Phonics Intervention

I wish we could all take days to peek inside each other’s classrooms and learn from one another.  I’ve actually taken a personal day to travel an hour to one of my favorite teacher’s school so I could see how she teaches.  My goal anytime I go to a professional development or watch someone else teach is to try and
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skill-based intervention alphabet and letter sounds
  • Alphabet Knowledge, Phonemic Awareness, Phonics, Small Group

Skill-Based Intervention: Phonemic Awareness and Letter Sounds

We need to start this post with a mantra, and I want  you to hold on to this mantra as long as needed.  Are you ready?  It might be hard to say, but I promise it is important.Repeat after me:  I do not have to rush kindergarteners into reading books.Seriously.  Say it again, and this time I want you to
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breakingup
  • Science of Reading, Teaching Tips

Breaking Up is Hard to Do

I broke up with Lucy Calkins this year.  I fully severed the ties when I threw my Art of Teaching Reading book into the garbage.  I threw it into the trash at school, so I couldn’t dig through the garbage and rescue it.  All of my blog posts so far have been aimed at giving tips, spreading information, and helping
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smallstepsfinal
  • Science of Reading

Small Steps Towards the Science of Reading

               Making the shift towards the Science of Reading can be overwhelming.  If you are starting this on your own, without the support of your school and county, it can seem impossible.  I mean, if it were really the best thing for kids, we’d all know about it by now right? I wish it were that simple.  You want to
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scienceofreading
  • Reading Research, Science of Reading

The Science of Reading

This was intended to be my first post when I launched my blog. As I began writing, though, I was overwhelmed with the idea. My apprehension came because this is just too important to mess up, too important to do half-heartedly. But today, I’m writing for those of you who, like me, are still overwhelmed sometimes with the Science of
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ksuccessimage
  • Alphabet Knowledge, Phonemic Awareness, Teaching Tips

Keys to Kindergarten Success

               How comfortable are you with writing the letter e?  I think, at this point in our lives, we’re pretty solid.  Since we are so good at it, we could probably teach it to others, right?  How would you explain writing the letter e to a child who is just learning their letters?  “You start kind-of halfway down the line. 
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Posts
  • Phonics

Decodable is not a 4-Letter Word

If you are a math teacher who is teaching multiplication to their students, what does their practice look like?  Do you give them 25 problems where 15 review addition and subtraction, 5 are division (even though you haven’t taught that yet), and only 5 problems practice your target skill?  OF COURSE YOU DON’T.  You know that in order to be
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