I loved my first grade teacher, but she didn’t teach me how to read. The Start of a Problem Mrs. B earned her teaching credential during the height of Whole-Language. She read aloud to us every day and led projects related to books– making moon hats like Little Bear and our own Stone Soup. For a whole-class rendition of Where the Wild Things Are, a parent volunteer taped construction paper
Doubt Crept In: Questioning My Faith in Reading Research
Uh oh I thought that the more I knew about the science of reading, the better my teaching would become. And I’ve staked so much of my identity on this belief that my newfound doubt has shaken me terribly. At a recent conference for reading researchers, I realized: “There is a whole world of reading science that is not meant for me.” Panicked, I said to a researcher-friend: “Please tell
Hoping for the Best is Not a Viable Strategy
We’re keeping our worries about the Science of Reading movement quiet, afraid that voicing them will somehow increase the chances that it could fail. But anyone who cares deeply about its success is plagued by “what ifs” that keep us up at night. What if we fall short because… Anyone knowledgeable about reading research and what’s happening in classrooms has worries like these. But most of us have remained quiet,
What does your literacy block look like? It depends…
Schools all over the country are changing how reading is taught and they face two big questions: Decisions about what will be taught, when, and for how many minutes will determine the daily experience of students, and how much they’ll learn in school. Instructional time is limited, so building classroom schedules requires a series of choices that ultimately reflect our values. Looking back at my old schedules, I can see
Grasping for Meaning: What it’s Like to Struggle with Reading Comprehension
I thought experiencing reading difficulty of our own could help us relate to the comprehension challenges that our students face, so I planned a professional development session for the teachers at my school. To select a text to share, I followed the parameters we often use when choosing passages for students: But also, it was really hard. I prepared a lesson by drafting questions, collecting kid-friendly/teacher-friendly definitions for the challenging
When Language Is a Wall
When I began to learn about phonics instruction, I saw spelling puzzles in words I’d never noticed before, and I gained appreciation for the difficulty of learning to decode. Now, as an increasing number of students at my school can read accurately, the challenge of comprehension is looming large. It’s hard to identify potential barriers to comprehension when students read a text we ourselves can easily understand. And it’s harder
New (School) Year’s Resolutions
Perfect Isn’t Possible I love the bustle of a new school year. In the days before school starts, I organize and label absolutely everything, from the books in my classroom library to the blocks of time in my planbook. I remember and laugh at my grandma’s joke– “Everything’s perfect until the kids come!”– but still I spend hours color coding and alphabetizing. Kids will doodle on their notebooks, glue sticks
For the Students We Wish We’d Taught Better
This Letter Was Originally Published in The Hechinger Report To the Editor: Re OPINION: A call for rejecting the newest reading wars Nov. 18, 2022 We are teachers who were sold the very story that journalist Emily Hanford describes in her new podcast: a myth about how students learn to crack the alphabetic code. So, we were disappointed to see the recent letter by fifty-eight professors, authors and curriculum developers
Letting Hero-Worship Go
As discussion of Emily Hanford’s new podcast builds, teachers are questioning stories we were sold by people we trusted. For some teachers, this is the first time they’ve doubted instructional materials that are ubiquitous in elementary and reading intervention classrooms. When we question the tenets of Balanced Literacy, teachers can unearth a trove of information. But how to make sense of it all? As researchers Stanovich and Stanovich explain: The
Differentiation Done Right: How “Walk To Read” Works
When we’re asked to switch to explicit, systematic instruction, many teachers worry that we’ll no longer be able to tailor our teaching to the students in front of us. Calls for whole-class phonics instruction lasting 30-45 minutes, for example, summon fears that our students will be bored by concepts they already know or aren’t yet ready for. And they resurface memories of teachers stripped of our ability to differentiate instruction as