NEISD Reading Academies News

Check out all the fantastic Reading Academy learning in the pictures below. It's not enough to learn about the science of teaching reading. The real magic happens when participants take their learning and apply it to classroom instruction.

As participants learned in Module 8, phonics is a critical component in a comprehensive literacy program. Most phonics curriculums include phonological awareness, handwriting instruction, fluency, connected text, connected spelling practice, connected writing, and independent reinforcement activities.

Independent reinforcement activities should be carefully organized to progress from easier to more difficult tasks. In addition, the practice of new phonics skills should be integrated with the review of previously mastered phonics skills. The link below provides technology-based phonics reinforcement that aligns to NEISD's curriculum. Be sure to check out the activities!

"The lessons below are not intended to take the place of instruction, but to be used as additional support to the whole group/small group instruction as an opportunity for students to practice and apply the skills in stations while leveraging the tech we have in a meaningful way."

-Kathy Hulbert, Instructional Technology Specialist

"Initially, I was overwhelmed at the thought of Reading Academies. I really thought it was going to be one more thing on an already-full plate. I heard coaches and administrators talk about how much work it was and how time consuming it was the year before. That did not interest me at all!"

"The thing that has made the most impact for me from Reading Academies is that I am much more intentional with the phonics portion of my small group instruction. I am also much more intentional with some of my phonics station activities. I find phonics activities that focus on their specific needs. West Virginia Phonics has become one of my favorite resources!"

"The biggest hurdle for me with Reading Academies is that I have learned so many things. There are so many great ideas, and I want to try to implement all of them! I have learned to pick one or two and try them out with my students. But then my other big problem is that I forget what some of the other great ideas were. It really is a ton of great information. I just need to learn how to remember it all and implement more of it."

"My cohort coach has been amazing! She has listened to me with my frustrations and concerns, and she is always willing to help me problem-solve. She has great advice and will support me anyway she can. Thank you, Jessica! You are a rockstar!"

"My advice to teachers starting this adventure next year is to go into it with an open mind. Yes, it can be very overwhelming, but the tools and resources you will receive are worth it. I truly feel like I am a better reading teacher now than I was in August (and I have been teaching for 20 years!). My students are benefiting from the knowledge I am gaining this year. Rely on your cohort coach. Don’t hesitate to voice concerns with them. If you need help with activities, time management, etc., ask them. They are a wealth of knowledge! They are there to help and support you. Take advantage of that!"

-Kristen Pack, 2nd Grade, Northern Hills

In Module 10, participants learn how young children develop comprehension over time and what skills and knowledge lead to language comprehension. This module explains research about what teachers can do to support reading comprehension and vocabulary development across a variety of texts, genres, and content areas.

"In simplified terms, knowledge is an accumulation of facts and experiences across different modalities that allows us to communicate and interact with the world. The organization of knowledge into different categories is called schema. When we already have background knowledge for facts and experiences on a particular topic, this information typically moves from our working memory (conscious thought) to our long-term memory, solidifying its place in our background knowledge. The more relevant a new fact or experience is to the knowledge we have already built, the easier it is to notice patterns and to connect it with what we already know, and the more likely we are to remember it."

-TEA Reading Academy

How can we build students' knowledge base? The answer is simple: Through science and social studies! Check out the lesson below to explore the rich content found in a social studies lesson. Don't forget to access NEISD's IPG for other amazing science and social studies lessons!

Literacy knowledge can be explored, expanded, and reviewed every time you touch a text. These questions challenge your students to stretch and strengthen their comprehension muscles.

Genre

• What type of text is this?
• What characteristics help you identify that?

Purpose

• What is the author’s main purpose for writing this?
• What message did the author send through the text?

Point of View

• What angle is the text being shared from?
• Is the narrator inside the text or outside the text?
• Who is the narrator?

Structure

• How did the author organize the ideas and details?

-TEA Reading Academy

A knowledge of words and phrases related to instructional topics or themes serves as a crucial resource for readers.

According to the IES Practice Guide, teach academic vocabulary in the context of other reading activities.

• Choose vocabulary relevant in many content areas.
• When introducing a new word/phrase, provide a clear definition, provide sentences using the word, and make connections between the new word and known words.
• Relate the word to students’ experiences.
• Differentiate between correct and incorrect uses of the word.
• Generate and answer questions that include the word.
• Ensure that students encounter new academic vocabulary words or phrases in many different contexts throughout the day.

Which words should you teach?

Look for Tier 2 academic vocabulary and content-specific words that should be explicitly taught for a student to fully comprehend a text.

Reading aloud books is one of the most valuable experiences a teacher can provide to students. When we model fluency, provide think alouds, and facilitate discussion, we demonstrate our own enthusiasm for reading. Students respond best when teachers have a book in hand and read aloud to students. If possible, limit the use of Youtube for read alouds. Instead, reach for a hard-copy of a book to share with your class!

In this resource, Maria Walther shares two-page read aloud experiences for 101 picture books.

The read alouds in this book will help:

• Celebrate the written (and illustrated) word
• Build a foundation for future reading and learning
• Expand vocabulary with a focus on Tier 2 words
• Support developing writers
• Encourage perspective-taking, empathy, and a growth mindset

You can find a copy of the book on your campus by reaching out to your IC or IIT.

"While my professional books have been piling up during these busy months, I did read an article that distilled much of the research I’ve heard regarding reading comprehension in recent years. With Reading Academies delving into that very topic this month, I recommend taking a look at the article “Rethinking How to Promote Reading Comprehension.” It’s a quick read and provides some great insight on how to build a more robust approach to developing students’ reading comprehension. Even though some of the ideas presented in the article require systemic change, there are a few actions we can take in the present to promote more effective instruction."

-Brigit Locke, Cohort Leader

Science of Reading: The Podcast by Amplify

February's Prize Time winners included:

Erin Cooper, IC, Montgomery

Brittany Gonzales, 1st, Ridgeview

Denise Gonzalez, 3rd, Jackson-Keller