As educators, we can all reflect on what we might have done differently over the past 18 months. While these reflections have value, the most urgent questions are…
Margie B. Gillis In our second installment of the blog series Structured Literacy: Unpacking Eight Key Questions for Transforming Reading Instruction and Outcomes for Readers, we’re honored to…
When we consider the reality of a class of incoming kindergarteners, we know that some students come struggling to form their letters and are insecure in most of their sounds. Meanwhile, others arrive ready for more complex phonetic and lexical knowledge, having figured out or been taught some of the systems of decoding English. Given the wide variations in students’ literacy development, “one-size-fits-all” phonics instruction is unlikely to succeed.
How does SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) address the needs of students in grades 6–12 who are striving readers?In this spotlight, we hear from leaders and teachers at a Harlingen, Texas district that is using SIPPS on all of its secondary-school campuses.
Kim Still shares her journey from guided reading to small group instruction with a structured literacy approach. This introduction launches a new blog series, "Structured Literacy: Unpacking 8 Key Questions for Transforming Reading Instruction and Outcomes for Readers."
In this insightful review of Substantial Classrooms: Redesigning the Substitute Teaching Experience, Karen J. Pittman, Co-Founder and Senior Fellow at The Forum for Youth Investment, provides the perfect overview and entry point for understanding the premise of this remarkable book.