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If students aren't reading by 1st grade, they may fall more behind. They may not be able to catch up

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Neurodiversity is something to be celebrated. 

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Neurodiversity is something to be celebrated. 

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We don't have the gift of time, especially in the upper grades! 

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We don't have the gift of time, especially in the upper grades! 

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Oftentimes, we are told to wait and give students more time with reading skills. However, I found it interesting that the end of 1st grade is a strong marker of the time to take further action. 

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Oftentimes, we are told to wait and give students more time with reading skills. However, I found it interesting that the end of 1st grade is a strong marker of the time to take further action. 

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I never knew everyone learns to read the same way!

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I never knew everyone learns to read the same way!

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When it comes to reading, the gift of time is not a thing. 

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When it comes to reading, the gift of time is not a thing. 

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The value of reading is taught as much as the how. 

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The value of reading is taught as much as the how. 

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Learning to read is the BIGGEST equity issue of our educational careers.

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Learning to read is the BIGGEST equity issue of our educational careers.

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I am very excited for this because I have always felt lost in how to support students when they were struggling to read. 

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I am very excited for this because I have always felt lost in how to support students when they were struggling to read. 

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Students not being able to catch up if they aren't reading by grade 1.

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Quality systematic early reading instruction is crucial .

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Quality systematic early reading instruction is crucial .

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If this is the case, how do we address our MS students who are struggling?

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If this is the case, how do we address our MS students who are struggling?

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This resonated with me, and for my student with dsylexia and reading difficulties, I wonder how best to support their learning.

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I feel like we tell parents this a lot and it isn't true! So hard teaching an upper grade and having them so far behind

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Yes and the benefits to the students are wide reaching including social, academic and behavioral/emotional.

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What IS explicit and systematic instruction? What are some examples?

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K-1 teachers need more training and resources!

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K-1 teachers need more training and resources!

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This make me feel valid as a child who struggled to learn to read

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This applies in so many areas!! But especially with reading.

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When I taught reading to middle school students, I taught this to them so they could see how they learned how to read.  I helped with the buy in on the program.  

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When I taught reading to middle school students, I taught this to them so they could see how they learned how to read.  I helped with the buy in on the program.  

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The 'gift of time" is constantly said when there is an EL concern.

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The 'gift of time" is constantly said when there is an EL concern.

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I definitely agree with this. Last year with Lexia and structured literacy, I saw reading progress that included the ELLS.

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I definitely agree with this. Last year with Lexia and structured literacy, I saw reading progress that included the ELLS.

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I think as teachers we need to really think of this and not pass the student on to the next grade by thinking they are not ready for this yet.

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I think as teachers we need to really think of this and not pass the student on to the next grade by thinking they are not ready for this yet.

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Waiting past first grade is not a great option

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I like the idea of recognizing difficulties that students are having, and spotting those difficulties early so that students can have success in later grades. (I think of my own experience with having a math learning disability, and how difficulties were recognized when I was in the 1st grade).

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I like the idea of recognizing difficulties that students are having, and spotting those difficulties early so that students can have success in later grades. (I think of my own experience with having a math learning disability, and how difficulties were recognized when I was in the 1st grade).

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I agree with this statement. Our struggling readers CAN learn to read, they just aren't there yet. However, through explicit instruction, we can get them there.

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I agree with this statement. Our struggling readers CAN learn to read, they just aren't there yet. However, through explicit instruction, we can get them there.

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The "not natural" helps take the mystery out of how children learn to read

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So, this should help "even the playing field"!

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So, this should help "even the playing field"!

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I found this surprising because there are so many different learning styles!

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I found this surprising because there are so many different learning styles!

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waiting until third grade is too late to be the gatekeeper!

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waiting until third grade is too late to be the gatekeeper!

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By the "gift of time" she means waiting & hoping the student gets it

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By the "gift of time" she means waiting & hoping the student gets it

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I am glad that people are recognizing that we have to teach this skill.

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I am glad that people are recognizing that we have to teach this skill.

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Celebrating our great K and 1 teachers who set the stage for success.

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Celebrating our great K and 1 teachers who set the stage for success.

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I see students willing to read when books speak to their experiences.

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I see students willing to read when books speak to their experiences.

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Structured literacy is an example of explicit instruction.

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Structured literacy is an example of explicit instruction.

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This is shocking to me that everyone can learn to read the same way when so often students need different ways to learn

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I wonder what this means for 2nd graders who missed a chunk of hands on instruction for over a year?

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We are seeing this on the word recognition end, looking forward to seeing this with the language comprehension end.

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We are seeing this on the word recognition end, looking forward to seeing this with the language comprehension end.

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It is vital to make sure students are reading by 1st grade in order to transition from "learning to read" to "reading to learn"

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It is vital to make sure students are reading by 1st grade in order to transition from "learning to read" to "reading to learn"

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This resonates; even students that seem to be "getting it" with reading benefit from explicit phonics instruction so that they can continue to read more challenging words and have strategies to decode those words

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I never knew everyone learns to read the same way.

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This is a relief, because it takes the guesswork out of teaching.

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This is a relief, because it takes the guesswork out of teaching.

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Cognitive psychology does still speak to the making sense of reading as well as patterns.

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Cognitive psychology does still speak to the making sense of reading as well as patterns.

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More training is needed for teachers who are grounded in balanced literacy.

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More training is needed for teachers who are grounded in balanced literacy.

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Is there an age limit to build these connections?

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Is there an age limit to build these connections?

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Meaningful instruction has it's moments and should be within the pace of the student. Intervention is difficult and often creates it's own problems.

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Meaningful instruction has it's moments and should be within the pace of the student. Intervention is difficult and often creates it's own problems.

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I have a student in 4th grade who doesn't read at all.  I'm wondering how we might best support him with becoming a successful reader this year. 

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I have a student in 4th grade who doesn't read at all.  I'm wondering how we might best support him with becoming a successful reader this year. 

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We need more support in K/1 to really intervene and support these students.

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We need more support in K/1 to really intervene and support these students.

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I agree with this statement. The earlier we address areas of need, the easier it will be to get students on track. As students get into higher grades, it gets harder and harder to fill in the gaps while we are simultaneously adding new content instruction.

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It's good to know that no matter what, your students are benefitting in some way from your instruction.

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Didn't realize!

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I loved teaching structured literacy because it really made them focus on specific skills. 

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I loved teaching structured literacy because it really made them focus on specific skills. 

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Continuing to do the same thing for struggling readers does not address the underlining concerns or needs

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learning to read is a civil right for every student

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learning to read is a civil right for every student

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makes sense--it cannot be "hit and miss" instruction

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makes sense--it cannot be "hit and miss" instruction

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I agree that explicit and systematic instruction really helps students understand how to read.

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Sometimes we give the gift of time to ELs, which has proved to not always have been appropriate!

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Sometimes we give the gift of time to ELs, which has proved to not always have been appropriate!

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It's useful to think of learning to walk as an analogy. Infants learn to roll over, then to crawl, then scoot along furniture...then walk. Reading is the same way--it goes through logical and predictable steps on the way to fluent reading. Of course individual children will have specific challenges to address, but the overall milestones are the same. 

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It's useful to think of learning to walk as an analogy. Infants learn to roll over, then to crawl, then scoot along furniture...then walk. Reading is the same way--it goes through logical and predictable steps on the way to fluent reading. Of course individual children will have specific challenges to address, but the overall milestones are the same. 

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This makes sense, and that some pathways are formed more easily, but all circuits exist -- so all learners can understand speech to print with explicit instruction

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This makes sense, and that some pathways are formed more easily, but all circuits exist -- so all learners can understand speech to print with explicit instruction

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I am surprised by this. What about students who cannot hear letter sounds?

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I am surprised by this. What about students who cannot hear letter sounds?

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I'm wondering how this past year and a half will effect students ability to read. Since we may have not had the best resources to prevent struggling readers. 

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I'm wondering how this past year and a half will effect students ability to read. Since we may have not had the best resources to prevent struggling readers. 

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If we can do this early on we may not need to use it as much later on in the later grades.

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If we can do this early on we may not need to use it as much later on in the later grades.

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Everyone is different! Shouldn't put students in a box expecting them to all learn the same

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This is surprising to me. I’d think that we have different ways of learning.

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We need to provide all students with explicit, systematic instruction starting in Kindergarten

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I agree with this one and hope that the programs Arlington has in place now will help with having less older students with reading problems in the future.  

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I agree with this one and hope that the programs Arlington has in place now will help with having less older students with reading problems in the future.  

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The deeper the pathways, the better you understand it and the easier it is to remember. 

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The deeper the pathways, the better you understand it and the easier it is to remember. 

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This is making sense to me as what I am seeing in the classroom fits with this idea. It's important to build the background in p.a. and phonics.

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This resonates with me. I'm eager to find resources and learn how best to support students early.

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So glad APS is moving in the right direction with a new reading program as the previous program was not systematic.

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So glad APS is moving in the right direction with a new reading program as the previous program was not systematic.

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I am wondering the same thing--if you cannot hear, you can still learn to read. Different process, right?

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I am wondering the same thing--if you cannot hear, you can still learn to read. Different process, right?

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This makes sense to me and highlights just how important it is to spend time with young readers, reading to them, and having them practice with you!

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This makes sense to me and highlights just how important it is to spend time with young readers, reading to them, and having them practice with you!

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It's hard to feel this way when reading comes so much easier to some than to others.

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It's hard to feel this way when reading comes so much easier to some than to others.

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Yes! Even children who seem to be doing extremely well. The texts will get harder as they age, and if we've taught them explicitly and systematically, they will have robust tools to use when they need them. 

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Yes! Even children who seem to be doing extremely well. The texts will get harder as they age, and if we've taught them explicitly and systematically, they will have robust tools to use when they need them. 

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I agree different strategies and grouping aid in making gains in reading.

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I agree, but some students need time to practice.

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I agree, but some students need time to practice.

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What does this look like in older grades?  We have not been given explicit instruction as K-3 has been given.  We have struggling readers too...especially with covid!

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What does this look like in older grades?  We have not been given explicit instruction as K-3 has been given.  We have struggling readers too...especially with covid!

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To above comment: yup!

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What about the research we used to hear about how many times we need to see/hear words?

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What about the research we used to hear about how many times we need to see/hear words?

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"We cannot intervene our way to excellence. Tier 1 instruction must be excellent." - Heard on a SoR podcast, from a superintendent who turned around the rates of reading proficiency in struggling school district. 

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"We cannot intervene our way to excellence. Tier 1 instruction must be excellent." - Heard on a SoR podcast, from a superintendent who turned around the rates of reading proficiency in struggling school district. 

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If students can fall behind if they're not reading by the end of 1st Grade, the gift of time is not long enough.  We need more time in our day to implement the foundational skills for our Kdg kids and should be given that time to help ensure the kids don't fall behind.

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If students can fall behind if they're not reading by the end of 1st Grade, the gift of time is not long enough.  We need more time in our day to implement the foundational skills for our Kdg kids and should be given that time to help ensure the kids don't fall behind.

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Can we acknowledge that Lucy Calkins reading UoS, which we were committed to for years, is NOT explicit or systematic? That our fidelity to that model resulted in dismal reading proficiency scores? Is someone in APS talking to the Reading and Writing project at Columbia and telling them directly that committed use of their program does not work?  

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Can we acknowledge that Lucy Calkins reading UoS, which we were committed to for years, is NOT explicit or systematic? That our fidelity to that model resulted in dismal reading proficiency scores? Is someone in APS talking to the Reading and Writing project at Columbia and telling them directly that committed use of their program does not work?  