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Supporting Research Articles: Teaching Reading is Rocket Science: What Expert Teachers of Reading Should Know and Be Able to Do. 

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Supporting Research Articles: Teaching Reading is Rocket Science: What Expert Teachers of Reading Should Know and Be Able to Do. 

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Focus: Informs the foundation of structured literacy and teacher knowledge (Moats, 2020).

Supports Part 1 by explaining why teachers must explicitly teach phonics.

Supports Part 2 by outlining knowledge teachers need to teach reading well.

Link: https://www.aft.org/sites/default/files/moats.pdf

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Supporting Research Articles: Learning to Read Words: Theory, Findings, and Issues

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Supporting Research Articles: Learning to Read Words: Theory, Findings, and Issues

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Focus: Explains word recognition and the role of phonics (Ehri, 2005).

Reinforces the theoretical framework for phoneme-grapheme instruction covered in Part 1.

Validates the need for coaching teachers to apply these strategies in real-time (Part 2).

Supports explicit decoding instruction central to structured literacy.

Link:https://www.tandfonline.com/doi/abs/10.1207/s1532799xssr0902_4

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Supporting Research Articles: Structured Literacy and Typical Literacy Practices: Understanding Differences to Create Instructional Opportunities.

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Supporting Research Articles: Structured Literacy and Typical Literacy Practices: Understanding Differences to Create Instructional Opportunities.

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Focus: Comparison of Structured Literacy to balanced literacy, and benefits of systematic instruction (Spear-Swerling, 2019).

Helps teachers understand differences in approaches and adjust classroom practices in Part 1.

Supports coaching efforts to align instruction with evidence-based practices in Part 2.

Link: https://doi.org/10.1177/0040059917750160

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Supporting Research Articles: Ending the Reading Wars: Reading Acquisition From Novice to Expert.

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Supporting Research Articles: Ending the Reading Wars: Reading Acquisition From Novice to Expert.

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Focus: Synthesizes research on decoding and the necessity of phonics instruction (Castles, Rastle, & Nation, 2018).

Guides the theory for phonics instruction discussed during professional learning.

Supports the rationale for ongoing instructional coaching on decoding.

Link: https://doi.org/10.1177/1529100618772271

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Supporting Research Articles: Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction.

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Supporting Research Articles: Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction.

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Focus: Classic study identifying phonics as a key component in effective reading instruction (National Reading Panel, 2000).

Provides empirical support for phonics as key instructional component.

Coaches can refer to this when discussing data-informed instructional choices.

Link:https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf

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Phonics Hero

Interactive phonics games and decodable stories aligned to systematic phonics instruction (Phonics Hero, (n.d.).

Digital practice tool introduced during the tech portion of Part 1.

Teachers can assign to students post-observation in Part 2 to reinforce taught skills.

Link: https://www.phonicshero.com

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Supporting Resources: The Measured Mom Blog

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Supporting Resources: The Measured Mom Blog

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The Measured Mom Blog

Evidence-informed literacy resources and printable phonics lessons for K-2 teachers (Measured Mom, (n.d.).

Used in Part 1 as a relatable resource for classroom-ready phonics ideas.

In Part 2, used to help teachers adapt new strategies after coaching.

Link: https://www.themeasuredmom.com/phonics/

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Reading Rockets

Resource hub for research, classroom strategies, videos, and toolkits on reading instruction (WETA, (n.d.).

Provides video examples and teaching guides used during the session.

Excellent for reflection activities and teacher follow-up post coaching.

Link: https://www.readingrockets.org

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Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5–51. https://doi.org/10.1177/1529100618772271

Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167–188. https://doi.org/10.1207/s1532799xssr0902_4

Measured Mom. (n.d.). Phonics resources and tips. https://www.themeasuredmom.com/phonics/

Moats, L. C. (2020). Teaching reading is rocket science: What expert teachers of reading should know and be able to do (2nd ed.). American Federation of Teachers. https://www.aft.org/sites/default/files/moats.pdf

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development. https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf

Phonics Hero. (n.d.). Phonics Hero: Online phonics games and lessons. https://www.phonicshero.com

Seesaw. (n.d.). Seesaw: The learning journal. https://web.seesaw.me

Spear-Swerling, L. (2019). Structured literacy and typical literacy practices: Understanding differences to create instructional opportunities. Teaching Exceptional Children, 51(3), 201–211. https://doi.org/10.1177/0040059917750160

University of Florida Literacy Institute. (n.d.). UFLI Foundations: A program for foundational literacy instruction. https://ufli.education.ufl.edu/foundations/

WETA. (n.d.). Reading Rockets: Launching young readers. https://www.readingrockets.org

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Supporting Resources: University of Florida Literacy Institute (UFLI)       

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Supporting Resources: University of Florida Literacy Institute (UFLI)       

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UFLI Foundations

Complete phonics instruction system with downloadable lessons, routines, and decodable text sets (University of Florida Literacy Institute, (n.d.).

Used in Part 1's mini lesson and video model activities.

Used in Part 2's for modeling, co-planning, and structured follow-up lessons.

Link: https://ufli.education.ufl.edu/ufli-foundations/

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Seesaw App

Digital portfolio and lesson-sharing platform that is great for interactive phonics reflections and assessments (Seesaw, (n.d.).

Used during Part 1 to demonstrate student-teacher interaction and formative assessment

In Part 2, used as a reflection portfolio during the post-observation feedback cycle.

Link: https://web.seesaw.me