The pictures below highlight the significance of explicit and systematic phonics. Pictured on the left is a second grader's spelling screener taken in late August. After about 3 months of high-quality Tier 1 instruction, along with supplemental support through Tier 3 instruction, you can see the gains made by the student.

His classroom teacher, Mrs. Alcoces, applies the gradual release model to Superkids and his intervention teacher, Mrs. Riojas, does the same with West Virginia Phonics intervention lessons. Together, the two teachers work to close his learning gaps, while continuing to teach new concepts through Tier 1.

As learned in Module 2 of Reading Academies, explicit instruction, including the gradual release model, is the best approach to teaching all students to read and spell. Systematic phonics includes plenty of cumulative review, while also teaching skills in order of difficulty from less complex to more complex.

This student progressed from identifying letters and sounds at the beginning of the school year to the current goal of encoding words with final blends. He is expected to meet grade-level expectations in decoding and encoding by end of the year.

The Reading Academy, especially the earlier modules, reaffirmed my teaching practices. It is gratifying to learn that I’ve been on track with my teaching practices, and I gained new understandings of phonemic awareness.The phonological awareness module presented many strategies to implement, specifically the use of Elkonin boxes. The way the teachers modeled the use of Elkonin boxes really cemented my learning.

For us, an obstacle is time to implement all the needed components, but to overcome this, we get creative. I am learning the Superkids curriculum and figuring out the absolute “have to do” list and the “nice to do” list of each lesson. It has been really helpful to look at it this way because there are many good components to each lesson, and we decide what we can do in whole group and in small groups.

Some advice I would give to next year’s RA participants, which I also had to tell myself because there is so much research and so many strategies offered in the Reading Academy, is to pick three big rocks, three big things that you want to try, and make those three things your focus. These three things you have to make the time for, be consistent, and practice with fidelity. This has worked for me because there is a lot to process from each module, yet I want to make sure I implement in a way that will help me be successful.

-Ms. DeLeon

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.

In addition, they identified the components of explicit and systematic phonics instruction, and of instructional supports for differentiating phonics and word study skills for all students. Participants also learned how to analyze effective instructional practices to support those with reading difficulties.

In his book, A Fresh Look at Phonics, Wiley Blevins shares:

• Tasks, blending routines, word lists, and lessons that develop solid foundations for reading along with differentiation techniques for ELLs and advanced learners
• Help on how to use decodable texts
• Interactive “Day Clinic” activities that facilitate educator self-reflection and school wide professional learning

Blevins also explains the ten common reasons instruction fails and shows educators how to correct these missteps.

You can find a copy of the book on your campus!

• Talk to engage...
  
• Talk to extend understanding...
  
• Talk to express learning...
  
• Talk to evaluate learning" (Escamilla et. al 2014)
  

Gabby Woolard, IIT, Stone Oak

Stephanie Green, IIT, Bulverde Creek

Marissa Celestino, 3rd grade, Jackson-Keller

They were the first 3 readers to correctly respond with the answer to the question, "What are the syllable types in the word perfection?"

Answer: r-controlled, closed, final stable