NEISD Reading Academy News

Per House Bill 3 , passed by the 86th Texas Legislature in June of 2019, all kindergarten through third grade teachers and principals must complete a Texas Reading Academy by the end of the 2022-2023 school year. The goal of the Texas Reading Academies is to equip educators with the knowledge and skills needed to implement evidence-based literacy instruction, assess student progress, and use data to inform instruction so that all Texas children develop a strong foundation in reading and writing.

Cohort 20 includes K-3 teachers along with special education, redirection, and newcomer teachers who are all enrolled in the TRA comprehensive pathway. In the comprehensive pathway, participants engage in four coaching cycles with their cohort leader and attend 60 in-person seat hours of professional learning. As with any effective professional learning, it is vital for teachers to receive feedback as they apply their learning in the classroom. Cohort 20 participants have completed their first TRA coaching cycle and will begin cycle two mid-October. For in-person sessions, Cohort 20 attends along side Cohorts 21 and 22, which include the district's ALE, Deaf/DHH, and VI teachers. Take a look at the pictures below to view all the great happenings in Cohort 20!

Meet Brittany Bjugstad

3rd grade

Canyon Ridge Elementary

"When I found out about Reading Academies, my initial feeling was dread! I didn't want the extra work or one more thing to do. I have completed two modules of the academy and already learned so much. I've also found the first coaching cycle to be helpful as well. I'm already looking forward to the next session!"

"I have some phonics knowledge due to my experience as a first grade teacher. During my time in first, I used Superkids to teach phonics which helped me learned a lot about spelling. With Reading Academy, I'm hoping to gain more knowledge about phonics, so I can teach students about the English language. I want them to be to knowledgeable and confident in reading and writing!"

-B Bjugstad

The main objective of this module is to ensure that teachers have the knowledge and skills to implement oral-language and vocabulary instruction, so students develop strong language and literacy skills. To support teachers' understanding, this module provides information about critical factors that contribute to oral-language development and vocabulary development, including how children learn more than one language. This module also provides assistance in the form of routines and instructional practices that teachers can incorporate in classroom instruction. -TEA

With Reading Academies Module 5 focusing on oral language development, many of the instructional practices shared in this module overlap with the processing strategies mentioned in The New Art and Science of Teaching. It's a natural connection, as verbal processing often helps learners grapple with complex and/or new information. No single processing strategy fits every learner or every learning situation, and neither NASOT nor the Reading Academies provide an exhaustive list of options. The key idea to remember is to plan for processing time within the lesson and teach students routines for processing, so student talk can seamlessly integrate into a variety of lessons throughout the day.

According to research, unless students learn to read by the end of first grade, they are highly likely to remain poor readers and suffer academic difficulties across all subject areas. However, we now know how students learn to read, what goes wrong if they struggle, and what can be done to help students of all abilities improve their reading skills. Texas Reading Academy will provide you with the tools needed to ensure the literacy growth of all your students. Without a doubt, informed teachers are the best assurance against reading failure. To help support teacher development of literacy instruction, this section of the newsletter will provide resources for teachers to blend their Reading Academy learning with NEISD resources!

Spanish Version

Strategically group students to provide the necessary support. Consider these examples:

• Pair an average student with a high student rather than grouping students with extremely different proficiency levels.
• Include a newcomer, beginning EL, or student needing more support in a trio.
• Pair multilinguals with students of the same language background when they are learning new content or working on challenging tasks to allow for translanguaging.
• Change partner assignments frequently or vary partnerships by purpose (e.g., a partner for the carpet and for tables).

Every elementary teacher knows it can be challenging to teach students when to speak and when to listen during Think-Pair-Share. To create structure during this strategy, provide each pair of students two Popsicle sticks. One stick has a picture of a mouth while the other has an ear. The student who gets the mouth talks first, and the one who gets the ear listens. The partners trade sticks when prompted by the teacher.

Spanish Version

Academic conversations are intentional, sustained conversations about content-area topics. We can point to five skills that help students successfully engage in academic conversations. These skills are integrated into TEKS across grade levels and content areas.

• Elaborate and clarify
• Support ideas with examples
• Build on or challenge a partner's idea
• Paraphrase
• Synthesize conversation points

According to Reading Rockets, semantic gradients can:

• broaden and deepen students' understanding of related words
• help students distinguish between shades of meaning
• enhance students' vocabulary, which can help them be more precise and imaginative in their writing

Semantic Gradient Handout

The video below from Reading Rockets shows a teacher reviewing the procedure for think-pair-share in her classroom. Consider the routines and procedures you have in place as you watch the video!

How can administrators support oral language and vocabulary instruction?

Word conscious students notice words, are curious about their meanings, and quickly learn new words. They are motivated to use their newly learned vocabulary in their daily conversations and writing.​ Due to the sizeable difference in language exposure between children with highly verbal parents and children with relatively nonverbal parents or caregivers, it is essential for students to hear descriptive and precise words at school to help them develop a robust vocabulary.

Ideas for Administrators:

• Select a word as a focus word for 1-2 weeks. Introduce the word during morning announcements. Celebrate when students use the word.
• Upgrade your talk. When greeting students during morning announcements, use complex vocabulary, sentence structure, and idioms. Ex: "I'm anticipating an undeniably wondrous day of learning for you!"

Tools for Administrators:

• Oral Language Development- Insights, Look Fors, and Coaching Questions

Inspiration for Administrators:

• S6 E3: Focused implementation: Doing less to do more with Dr. Doug Reeves: Science of Reading: The Podcast

The latest issue of Literacy Today by the International Literacy Association discusses the role of language in literacy. One of my favorite literacy experts, Sonia Cabell, guest edits the issue offering insight, along with many considerations for language instruction.

Favorite articles:

"Coaching and Oral Language" pp. 12-13

"Improving Comprehension Through Vocab" pp. 39-41

"Packed with Potential" pp. 52-54

"Focus on Syntax" pp. 56-58

"Finding Time for Vocab" pp. 62-64

-Julie

The Panel offers the following implications for practice:

1. Vocabulary should be taught both directly and indirectly.

2. Repetition and multiple exposures to vocabulary items are important.

3. Learning in rich contexts is valuable for vocabulary learning.

4. Vocabulary tasks should be restructured when necessary.

5. Vocabulary learning should entail active engagement in learning tasks.

6. Computer technology can be used to help teach vocabulary.

7. Vocabulary can be acquired through incidental learning.

8. How vocabulary is assessed and evaluated can have differential effects on instruction.

9. Dependence on a single vocabulary instruction method will not result in optimal learning.

-National Reading Panel Report, 2001

Miram Jaurrieta, Steubing Ranch

Theresa Thomas, Oak Meadow

Elisa Lopez, Clear Spring

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