Independent Practice with Decodable Word Lists

Independent Practice with Decodable Word Lists

Last week we offered seven ways to use our “Decodable Lists and Sentences” to supplement and support your phonics instruction.  Based on the positive response from readers, we decided to add one more way to use these collections.  Today’s idea is focused...
Laying Language Track for the Word Reading Train

Laying Language Track for the Word Reading Train

In Chapter 1 of Shifting the Balance, we untangle a widespread misunderstanding about reading comprehension. It is “Misunderstanding 4” in the chapter that is about language comprehension.  Misunderstanding 4 goes like this, “Successful comprehension in beginning...
METANOIA  . . .

METANOIA . . .

We didn’t know this word a few weeks ago. But since we first became aware of it, we seem to be noticing it more and more.   Maybe it’s because we’re immersed in thinking about children’s language development these days.  Maybe it’s because we’re thinking a lot about...
Structure vs. Choice?  Urgency vs. Joy?

Structure vs. Choice? Urgency vs. Joy?

We’ve been thinking lately about the opposing tensions in our lives and the ways these tensions often leave us longing for a perfect balance.  The idea that our lives will be in perfect balance is,  of course, absurd.  Nevertheless, balance as an imprecise descriptor...
How do We Shift the Balance for 3-5 Students?

How do We Shift the Balance for 3-5 Students?

It has been almost a year since Shifting the Balance: Bringing the Science of Reading into the Balanced Literacy Classroom hit real and virtual bookshelves. We’ve been so moved by the robust response to this little book, to say the least.  Quite honestly, what started...
Hold the Vision. Trust the Process.

Hold the Vision. Trust the Process.

You may already know how much we LOVE the New Year with its fresh start and promise. But, even by the time calendar turns over to February, we can sometimes find ourselves fatiguing and starting to lose sight of our vision. It’s often easier for us to set big...
If You Take a Speech-to-Print Approach

If You Take a Speech-to-Print Approach

If you approach learning to read and write as a speech-to-print -rather than as a print-to-speech – process, . . .  . . . then you will want to start by making sure children have strong oral language.  And if you are going to build children’s oral language, . ....