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BIGGER Kids Need BIGGER Words—Accelerating Decoding Skills With Multisyllabic Words

BIGGER Kids Need BIGGER Words—Accelerating Decoding Skills With Multisyllabic Words

by Jan and Kari | Sep 1, 2024 | Word Reading Instruction

 It’s surprisingly common to find upper elementary students who still need help with foundational spelling patterns, like short vowel sounds in closed syllable (CVC) words. But with older kids, not only is time of the essence—they need to catch up without missing out...
Making Phonics and Word Study Meaning-FULL: 10 EASY Ways to Embed More Meaning Into Decoding Instruction

Making Phonics and Word Study Meaning-FULL: 10 EASY Ways to Embed More Meaning Into Decoding Instruction

by Jan and Kari | Apr 13, 2024 | Language Comprehension, Word Reading Instruction

Systematic and Explicit Phonics Instruction is a big deal, but . . . Everywhere we go these days, teachers are working hard to provide more explicit and systematic phonics and word study instruction. This is part of an effort to ensure that the students get...
Adjustments to Small-Group Instruction (Part 2):What else is STILL IMPORTANT, and What else NEEDS RECONSIDERING?

Adjustments to Small-Group Instruction (Part 2):What else is STILL IMPORTANT, and What else NEEDS RECONSIDERING?

by Jan and Kari | Jan 27, 2023 | Word Reading Instruction

Last week, we shared 5 adjustments that can help you bring small-group instruction for early decoders more in line with your other shifts to early literacy instruction. If you missed it, you can find that post here. We hope that you have taken some time this week to...
Adjustments to Small-Group Instruction (Part 1): What’s STILL IMPORTANT and What NEEDS RECONSIDERING?

Adjustments to Small-Group Instruction (Part 1): What’s STILL IMPORTANT and What NEEDS RECONSIDERING?

by Jan and Kari | Jan 20, 2023 | Word Reading Instruction

What about small-group instruction? What changes in light of new learning? What stays the same? If you’re like many of the educators we work with, questions like these are top of mind as you consider shifts to more brain-friendly literacy instruction for early...
Looking for a bit of ✨magic✨in your sight word instruction? Start here!

Looking for a bit of ✨magic✨in your sight word instruction? Start here!

by Jan and Kari | Aug 16, 2022 | Fluency, High-Frequency Words, Phonemic Awareness, Phonics, Word Reading Instruction

If you’re looking for a bit of magic in your sight word instruction, you’re in the right place! The real magic, of course, comes from HOW you teach high-frequency words. And spoiler alert – successful word instruction has everything to do with leveraging the...
Helping Children Remodel Their Brains for Reading

Helping Children Remodel Their Brains for Reading

by Jan and Kari | Nov 24, 2021 | Phonemic Awareness, Phonics, Word Reading Instruction

Kari’s husband, John,  likes to save scraps of wood and other building materials. Sometimes he buys new stuff . . . but, boy does he get excited when he can repurpose something he already has on hand, using it in a new and useful way. In the same way that John loves a...

Recent Posts

  • Some Good News About “All This Foundational Skills Instruction” (And a Few Big Ol’ Red Flags)
  • Learning from the Science of Reading + Pitfalls on the Journey to Brain-friendly Instruction
  • Cracking the Code on CVC Words (and Beyond!)
  • The Text Structure Box: The 5 Basic Text Structures Are a Bit Too Basic
  • Kindergarten Sight Words: Are We Trying to Teach Too Many?

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