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.

Isn't it great to see students invested in their work? Check out these published works from students in NEISD. Students read about a topic, wrote about what they learned, then published their work to share with the world. When students know their audience extends beyond the classroom, they are more likely to stay motivated. Students increased their background knowledge and writing skills in the process of teaching us all about a topic. Fabulous work, NEISD students!

In the beginning, I was not happy to be attending another reading academy. This is my 26th year of teaching at Larkspur Elementary and this is one of several “academies” I have had to attend. In the past, the content from the academies has rarely fit with our NEISD scope and sequence or the time requirements of a school day. However, the in-depth explanations of content and how to use it in the classroom, paired with practice time to try various strategies has been greatly beneficial this year. Similarly, the cohort leaders have done a great job of spiraling back to previous modules to make explicit connections which has greatly aided my understanding of the Science of Teaching Reading.

One big rock that I’ve taken away from Reading Academies this time around is that students need to go back to phonemic awareness no matter what age/grade level if they are struggling in reading. Every reading struggle can be traced back to phonemic awareness deficits. Also, I have loved the coaching in Reading Academies. It has provided the time and opportunity to have a conversation about applying what was learned during the session(s). Being able to ask questions that arise while you are applying what was learned in your own classroom is truly beneficial. Similarly, so much of the coaching was positive; teachers appreciate positive feedback when trying something new.

I will admit that the speed at which content has been presented has been a hurdle. There is so much good information to take away! For those that will attend Reading Academies next year, make sure you’re mentally prepared to listen and learn while in a session. Come with the mindset that it will be fast and intense. Be open minded to new information and ideas, and be happy that you are already doing so many good things!

-Theresa Zoetewey, Larkspur Elementary

In Module 11, participants learn that when children are in classrooms with teachers who understand the importance of writing and how writing develops over time, these children will develop into proficient and confident writers who use writing to shape their worlds. To support students as they become effective writers, teachers understand how to build and nurture classroom communities of writers, and they support writers through the whole process—from planning to publication.

In addition, teachers know that through writing, students develop literacy knowledge (purpose, audience, genre, and structure), as well as the conventions of writing. This module also addresses the assessment-instruction connection.

It is important to note that skilled writing requires integrating skills from all three writing components, even for our youngest writers. If any one of these components is missing, the quality of writing is compromised.

The “literacy transfer theory” suggests that English learners transfer their literacy skills in their first language (L1) to their learning in the second language (L2), such as linguistic knowledge and sense of audience. Author, Danling Fu suggests that English learners be allowed to write in their first language in every subject area before they can express themselves fully in English.

Fu outlines four phases of English learners’ writing development. These phases assume that learners are becoming bilingual, rather than transitioning from L1 to L2.

-Texas Reading Academy

When students practice their handwriting, spelling, word processing, and sentence construction skills so they can use these skills automatically and with little effort, their minds are free to focus more on the development of ideas while composing, rather than being distracted by the formation of letters, the correct spelling of words, finding the letters on a keyboard, or writing effective sentences!

The gradual release of responsibility is integrated in daily writing instruction.

I Do: Teachers explicitly teach new strategies by thinking aloud and modeling.

We Do: They arrange for students to practice the new strategy with small groups and check for understanding and provide feedback while students practice.

You Do: Students apply the new strategy while writing independently and teachers continue to provide both affirmative and corrective feedback.

Making Sense of Phonics is an easy to read book that provides many phonics activities to engage your learners. You will learn effective ways to strengthen students decoding skills by teaching letter-sound relationships, blending, word building, fluency and much more! The great news is every NEISD campus has a copy of the book! Enjoy this wonderful resource and happy reading.

Explicit Instruction By Anita L. Archer and Charles A. Hughes offers helpful instructional techniques for new teachers and affirms effective instruction for experienced teachers. It uses scientific based research to help reach all students with varying abilities across all grade levels. This book is a good companion read to the Reading Academy content.

March's Prize Time winners included:

Dominique Rosales, Woodstone

Ashleigh Daroowala, Camelot

Tori Manley, Jackson-Keller

Science of Reading: The Podcast by Amplify