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Last Thursday, we said our goodbyes to many of Washington, D.C.'s newest teachers. While we are already missing our twice-weekly meetings with these dedicated corps members, we’re excited to share some insights and reflections from this Literacy Masterminds course on structured literacy.
During our series on Teaching Students How to Read Through Explicit and Systematic Instruction, we delved deep into the science of teaching reading, focusing on topics like the reading brain and high-impact routines to effectively teach phonemic awareness, sound-spelling correspondences, decoding and encoding, irregular words, and decodable texts.
Throughout the course, participants raised insightful questions about different aspects of literacy instruction. Here are some of our favorites!
Question 1: How do you know when to use C, K, or CK to spell /k/?
Answer: Spelling the /k/ sound can be tricky, but understanding the rules can help. We use C when /k/ is heard before the sounds represented by the vowels A, O, and U (e.g., cat, cot, cut); before consonants (e.g., cling); and at the end of multisyllabic words (e.g., picnic). The letter K is used when /k/ is heard before the sounds represented by the vowels E and I (e.g., kept, key, kite) or after a long vowel (e.g., make, beak). CK is typically used when /k/ is heard at the end of one syllable words that contain a short vowel (pick, slick).
Question 2: How do you adjust student groups when you have learners at different levels?
Answer: Adjusting groups requires targeted data analysis and flexibility. Instead of relying on broad measures (e.g., red/yellow/green benchmark scores), it's crucial to use specific data points. When perfect group formation isn't possible, consider using differentiated instruction within the same group by modeling skills broadly and providing individual turns for targeted practice. Partner work can also be useful in managing and addressing the diverse needs within a group.
Question 3: At what age are children typically able to read to learn, as opposed to learning to read?
Answer: While the idea of children transitioning from “learning to read” to “reading to learn” by the end of 3rd grade is prolific, this view isn’t so much an evidence-based concept as it is a habit of instructional practice. Reading proficiency is a lifelong journey, and it's important for educators across all grade levels to support both learning to read and reading to learn. This dual approach ensures that students develop robust reading skills that will serve them well throughout their academic careers and beyond.
Question 4: How can these literacy strategies be applied to math instruction or other content areas?
Answer: Literacy is not confined to ELA! Literacy support can and should be present in all content areas, including math. Content area teachers can focus on vocabulary development -- especially with multisyllabic words -- and use strategies like syllable division to aid in decoding. Additionally, adapting word problems for readability, teaching word-problem-specific vocabulary, and encouraging students to generate their own word problems can greatly support students, especially those with dyslexia, in accessing math content.
We are grateful to all the teaching candidates who engaged so thoughtfully with the content of our PD this summer and contributed to the rich discussions during this Literacy Masterminds course!
Here’s what participants had to say about this 12-session Literacy Masterminds PD:
“Participating in Literacy Masterminds reignited my passion for teaching, providing a fresh perspective on literacy instruction -- and I was able to see great outcomes with my students.”
“The instructors cared a lot more than many of my previous professional development instructors, which made a considerable difference.”
“I liked the intensity and smaller size of Literacy Masterminds much better than other trainings. I felt like we could reflect and brainstorm solutions with a smaller group and get more direct coaching, too.”
If you're interested in coordinating Literacy Mastermind PD sessions for your own school or district, reply to this email to let us know!
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