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Planning across the cycle for conferring & small groups

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Planning across the cycle for conferring & small groups

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Plan ahead of the 1 or 2 week cycle to organize small groups and conferring. Be intentional (not spontaneous).

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P1 Phonics Word Study Focused Reading Group

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UFLI Passages
The Measured Mom-Fiction  Nonfiction
Core Knowledge Student Readers
Beyond Decodables
Speld Phonic Books
Open Source Phonics (Passages)
Flyleaf Publishing
Starfall

Other decodable books to purchase

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Start with this blog post as provocation of practice...

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During a keynote address at an event for teachers, my colleague Kathy Collins played a game with the audience called "Oh-no-you-didn't." To play the game, you had to share one thing you did as a new (or not so new) teacher that you would never consider doing now. She told the story of a teacher she knew. He took his kids on a field trip and had them sit on the floor of the subway while waiting for the train. Ewwwww. At least, that's how I remember the story. (Sorry subway teacher, if I've mixed it up).

The point is, we've all made mistakes. Mistakes are how we grow and learn and get better. We tell our students this all the time, but it's hard to accept it for ourselves. Personally, I've made probably every mistake there is and I'm not ashamed to share. I am happy to help others learn from my many, many, many mistakes. Why repeat them?
Here are some things I used to think... but now I don't.
I used to.... encourage kids to "think about spelling" in general while writing.

And now I... help students break down spelling into bite-sized pieces. I try to remind students of specific spelling patterns they've recently studied, and focus just on those. I might say, "Today during word study many of you studied words that double the consonant when you add certain endings-don't forget to keep that in mind as you work on your writing today during writing workshop(and every day)!"

I used to... wait until students had chosen a writing workshop piece for publishing before focusing too much on spelling, and then coach the whole class to edit everything: spelling, handwriting, punctuation, sentence structure, you name it.

But now I... leave aside one minute at the end of each writing workshop for editing, and editing alone. Then, during that time, I can coach each student to edit for just one thing each day. Instead of saying "Everybody edits for everything! Spelling, punctuation, and handwriting! Go!" I now say, "Today, pick just one thing from your editing checklist and just check for that one thing."

I used to... teach editing for spelling primarily by handing out an editing checklist near the end of the writing process in writing workshop, and saying, "Be sure to check each word for spelling."

But now I... Model what it looks like to encounter difficulty and work through it. In minilessons, during shared writing, or during small group work-any time I am writing in front of kids- I try to model what I do when I encounter a tricky word. Even during science or social studies, I'll stop. Think aloud. Say out loud, "I don't know exactly how to spell this word, but I'm going to use what I know to give it my best try." Then I continue thinking aloud as I spell the word as best I can and move on.

I set aside a separate time every day for explicit phonics and spelling instruction so that writing workshop is the place where kids can practice and apply what they've learned in context.

I

I used to... skip writing workshop from time to time in order to finish up other projects that I deemed more important - a science lesson, or a math assessment, for example. Writing seemed to be the first thing to go. I constantly wondered why I struggled with kids not being able to spell words during writing workshop. I'll just tuck in extra writing during science/social studies/math, I'd tell myself. But it never really happened. Plus, content area writing is not the same as learning how to write. I'm somewhat embarrassed to say sometimes we only wrote two or three days in a given week. Even if we still had explicit phonics and spelling lessons every day, skipping writing workshop left limited time for kids to practice using what they were learning in context.

But now I... strongly protect independent writing workshop time.If students have the opportunity for extended time for writing each day, then they will have much more of a chance of encountering words where they can apply their new spelling skills as they write new words, or edit for new spelling patterns they've been learning during phonics and spelling lessons. The more time students have for writing and the more pages or lines they write, the more opportunity they have to use what they know about spelling.

I used to... model spending a long time figuring out how to spell a word (over a full minute even on very short words), giving kids the impression that they should stop in their tracks if they encounter an unfamiliar or challenging word to spell.

But now I... coach students not to spend forever figuring out a word. In conferring and small group work, interactive writing, or other guided writing situations, you can use short, transferable phrases to help kids give the word their best attempt without spending too much time on it. A perfectionist student is going to try to replicate whatever you do together in a conference-so if you spend five minutes solving a word together, watch out, that is literally what the student will attempt to do every time! Say things like, "You gave it a try. Now move on." or "That's it! You wrote the word. Now keep going." or "You can always come back to it later, during our editing minute."

One of my favorite strategies is to write the word three times on a scrap of paper or in the margin, choose the best one, and move on. An even simpler version is to teach kids to write the word as best they can and circle it if they know it still might not be perfect. Grown-ups do this all the time - we write sp? next to words, put asterisks next to them, or underline them, just to show that we know it's not spelled perfectly but we're not wasting valuable time to worry about it too much.

I used to... spend a lot of time teaching young students to use picture dictionaries or word lists to look up words.

But now I... am more careful about making sure the resources match the students' independent reading levels (or easier). I model using the resources quickly and efficiently, rather than allowing the tools to take students away from their writing for minutes at a time. For many students, dictionaries might best be saved for final edits on a published piece, rather than during the generating ideas or drafting phases.

I used to... expect students to erase and correct their spelling so that their work looked "perfect" after making changes and edits.

But now I... provide lots of encouragement and positive feedback about making multiple attempts. I provide pens instead of pencils and teach students to cross out instead of erasing. I say things like, "Wow! I am noticing that you've crossed out a lot of words! That's so great! I can literally see your hard work! That's exactly what I do when I'm writing, too. I make a lot of changes as I go." I make it a point to highlight and display work with cross-outs, celebrating the process and the hard work, instead of only displaying perfect-looking writing.

I used to... teach students that spelling and mechanics were primarily connected to certain "rules" that writers have to follow.

But now I... just don't do that anymore. It was problematic for several reasons. First, it simply wasn't true. Writers don't truly follow the same set of rules from situation to situation, or from writer to writer. The English language is highly variable and is changing all the time. Second, even if some rules do hold true some of the time, this doesn't provide very meaningful or compelling feedback for students to improve their spelling. Saying, "You should fix the spelling on this because that is simply a thing that writers do," just isn't very motivating for most children.
What is your "I used to... But now I..." when it comes to spelling?
Students need to know that they have a real, authentic audience, and a real, authentic purpose for writing. Without these two things, kids see right through all the reminders, rules, cajoling, and coaching. There isn't a true reason to use everything you know about spelling unless it matters to you that real people will be reading your writing. And all the minilessons regarding editing and spelling in the world will fall short of improving student spelling during writing workshop unless kids have a real purpose for working on it.

Do your students have strong identities as writers? Can they describe themselves as, "I'm the kind of writer who..."

Do your students know who will be reading whatever it is they are writing?

Do they know the publishing date? Do they have a plan for how their work will be shared with a wider audience? Do they know the plans for the publishing party? (Celebrations and reflections support meaning and purpose for their writing-and spelling of the words in it).

Do students know why they are writing this particular thing? Do they genuinely have a clear purpose that matters to them?

Do students have the skills to give each other feedback and ask each other helpful questions?

The feedback we give students regarding spelling can be much more meaningful if we tie our work to those two things that matter to students - audience and purpose:

Who will be reading my writing? Will they be able to read it very easily?

Do I have a meaningful reason for spelling as best I can, rechecking my spelling, and editing to make changes?

Over time, you might grow a repertoire of phrases that help you to give feedback more effectively. Some phrases and language you might find helpful, starting out:

"Is your writing as easy to read as it could be? What could make it easier to read?"

"Checking for ____ spelling pattern will make your writing easier for ____ (name an actual person) to read."

"Your story will really make people laugh! (Or think, learn, cry, etc) But when it's hard to read, it's harder for people to see how funny/interesting/beautiful it is."

"When people read, sometimes they can get distracted by a spelling mistake-then they aren't thinking about what you wrote anymore. Let's check for _____ spelling pattern so that doesn't happen to you."

Giveaway Information:

This giveaway is for a copy of Answers to Your Biggest Questions About Teaching Elementary Writing by Melanie Meehan. Many thanks to Corwin Literacy for donating a copy for one reader.

For a chance to win this copy of Answers to Your Biggest Questions About Teaching Elementary Writing, please leave a comment about this post by Thursday, 8/11 at 11:59 a.m. EDT. You must have a U.S. mailing address to enter the giveaway. Amy Ellerman will use a random number generator to pick the winners, whose names she will announce in an in case you missed it post about this blog series Friday, August 12th.

Please be sure to leave a valid e-mail address when you post your comment so Amy can contact you to obtain your mailing address if you win. NOTE: Your e-mail address will not be published online if you leave it in the e-mail field only.

If you are the winner of the book, Amy will email you with the subject line of TWO WRITING TEACHERS - AUGUST BLOG SERIES. Please respond to Amy's e-mail with your mailing address within five days of receipt. Unfortunately, a new winner will be chosen if a response isn't received within five days of the giveaway announcement.

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Spelling Words for Kids: Resetting Our Workshop Practices

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During a keynote address at an event for teachers, my colleague Kathy Collins played a game with the audience called "Oh-no-you-didn't." To play the game, you had to share one thing you did as a new (or not so new) teacher that you would never consider doing now.

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Phonics and Flexibility — Can They Really Go Together?

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Teacher question: I am surprised that you are such a staunch advocate of phonics. English is a very complex language and teaching young children the sounds and letters won’t change that. Most letters and spelling patterns in English are not regular (not only the Dolch words, but lots of other words,…

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Copy of Reading Small Group -- Strategy Group Planner

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Flyleaf Publishing - Online Materials Portal

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For Students - Flyleaf Publishing - Online Materials Portal

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If you want hard copies of the books for your students and your school cannot afford to buy them, many teachers have written grants to obtain them, asked their PTO for help or used websites such as Donors Choose who buy materials for classrooms. It is unlawful to copy the books!

Please know that these digital books show up best on computers or iPad and tablets rather than phones.

In addition, you will see that I have listed the skills that children need to learn, BEFORE reading each set of books. Each book builds upon the skills from previous books so the books should be presented in sequence. An explicit, systematic, sequential and cumulative approach to teaching reading is the Science of Reading!

I have also included links to the FREE Teaching Guides, Activity Pages and Literacy Centers. You have permission to download and print these supplemental resources but you do not have permission to change the content and/or resell them.

Thank you and happy reading!

LuAnn Santillo, Author

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Online Materials Portal - Half Pint Kids Decodable Books

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If you want hard copies of the books for your students and your school cannot afford to buy them, many teachers have written grants to obtain them, asked their PTO for help or used websites such as Donors Choose who buy materials for classrooms. It is unlawful to copy the books!

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justine@erinkentconsulting.com
https://www.linkedin.com/in/justine-otte/

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750 million+ members | Manage your professional identity. Build and engage with your professional network. Access knowledge, insights and opportunities.

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Connect with educators around the world!

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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Choosing and Using Decodable Texts: Practical Tips and Strategies for Enhancing Phonics Instruction

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Amazon.com: Choosing and Using Decodable Texts: Practical Tips and Strategies for Enhancing Phonics Instruction: 9781338714630: Blevins, Wiley: Books

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Phonics Small Group Planning Template & Examples

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Phonics Small Group Planning Template & Examples

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Phonics Word Study Focused Reading Group

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Conversations with researchers and scholars and how to apply what research suggests in classrooms.

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conversations with researchers and Educators

The collection of knowledge and advice about best practices in literacy education is always evolving. This is both a gift and a challenge. In my new podcast for educators,I interview leading researchers and scholars to understand current, relevant, and digestible answers to all things literacy, learning, and best-practice, regardless of an educator's approach to literacy instruction. I'm joined by colleagues from my consulting team, and classroom educators, to debrief the researcher interview and answer the question, "How will we take what we've learned to the classroom?"

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To the Classroom: Conversations with Researchers and Educators - Jennifer Serravallo Author & Consulting

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Jennifer Serravallo interviews leading researchers and scholars about important findings, and has post-interview conversations about practical takeaways with colleagues from her consulting team.

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Narrative Reading Progression from TC (Literature)

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Narrative Reading Progression from TC (Literature)

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EKC Nonfiction Text Complexity Cards (1)

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NEW_K-Z Bands of Text Complexity Illustrated Cards with Teacher Letter_TCRWP 2021-22

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Malvern HK RW Onsite PYP P1-3 Meetings (March 2023)

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Malvern HK RW Onsite PYP P1-3 Meetings (March 2023) (1)

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Malvern HK RW Onsite PYP P1-3 Meetings (March 2023) (4)

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Malvern HK RW Onsite PYP P1-3 Meetings (March 2023) (2)

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Malvern HK RW Onsite PYP P1-3 Meetings (March 2023) (3)

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"Finally, a book that has the power to stop the literacy pendulum swings! In Shifting the Balance, Burkins and Yates skillfully explore 'balanced literacy' and 'the science of reading' to find the sweet spots where they overlap, connect, and actually complement one another. The result is a resource that raises our level of instruction while helping children discover and reap the joyful rewards of reading."

"What are the research-based, critical elements for teaching reading? In Shifting the Balance, Jan and Kari give you the information, classroom examples, and tools to help you make the best decisions around six key shifts for instruction. After reviewing the misunderstandings, the science, and the needs of your students, you will be able to audit your current practices (individually, in a PLC, or system-wide) to provide responsive and effective literacy learning for all your students."

"In Shifting the Balance, Jan and Kari invite us to reflect and reexamine our beliefs about teaching reading. They gently nudge us to rethink and possibly adjust our early literacy practices. Jan and Kari have taken on this controversial topic by embracing vulnerability and modeling what it means to be truly reflective practitioners. This book is a must read for new and veteran teachers!"

"In Shifting the Balance, Kari and Jan have masterfully dispelled many of the myths and misunderstandings associated with reading instruction. Additionally, they offer classroom teachers and coaches six simple, practical shifts that have the power to transform the way we teach children how to read. Indeed, balanced literacy and science do exist in harmony, and we practitioners can offer our children both concurrently. Thank you, Kari and Jan, for this important work that is sure to change lives!"

"In Shifting the Balance, Jan Burkins and Kari Yates provide a safe space for teachers to courageously examine some long-held balanced literacy practices and turn a critical eye to where those practices have gotten out of balance. If you're willing to be vulnerable and move towards resolving the gap between research and practice, this book provides actionable steps you can take to shift your thinking and bring instruction into alignment with the scientific evidence."

"Shifting the Balance is a welcoming opportunity to reexamine our familiar teaching practices. Without judgment, Burkins and Yates invigorate these practices by inviting educators to make scientific shifts in the systems that have been in place for years. This book will revolutionize reading instruction and in turn, the lives of countless students."

"This book speaks to teachers. It is overwhelmingly clear that Jan Burkins and Kari Yates have been and are immersed in the world of today's classrooms. Shifting the Balance will help many rethink instruction in ways that will support all students. In the current version of the Reading Wars, it is difficult for any of us to say we were wrong about some of our beliefs or practices. And thus, few do. However, Jan Burkins and Kari Yates have done just that. This is as commendable as it is unusual."

"This book found me at just the right time! Shifting the Balance gives voice to the questions I've had in my mind about Balanced Literacy and the Science of Reading and provides clear insights on how to connect the best parts of both to benefit early readers. Throughout the book, Jan and Kari confirm practices worth holding onto while providing actionable next steps I can't wait to implement with students to strengthen my reading instruction."

Dr. Jan Burkins was an elementary classroom teacher for seven years and a literacy coach for seven years. She has worked as a part-time assistant professor, a district literacy leader, and is currently a fulltime writer and consultant.

Kari Yates is an author, speaker, consultant and staff developer with a passion for helping busy literacy educators thrive. Her experiences include classroom teacher, special education, Reading Recovery teacher, elementary principal and district literacy coordinator.

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Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom

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Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom

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For each of these seven must haves, Wiley shares lessons, routines, word lists, tips for ELL and advanced learners, and advice on pitfalls to avoid regarding pacing, decodable texts, transition time, and more.

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A Fresh Look at Phonics, Grades K-2: Common Causes of Failure and 7 Ingredients for Success (Corwin Literacy)

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A Fresh Look at Phonics, Grades K-2: Common Causes of Failure and 7 Ingredients for Success (Corwin Literacy)

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UFLI
CKLA
LETRS
The Measured Mom

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UFLI Passages
The Measured Mom-Fiction  Nonfiction
Core Knowledge Student Readers
Beyond Decodables
Speld Phonic Books
Open Source Phonics (Passages)
Flyleaf Publishing
Starfall

Other decodable books to purchase

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Malvern HK RW Onsite PYP P4-P6 Meetings (March 2023)

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Malvern HK RW Onsite PYP P4-P6 Meetings (March 2023) (1)

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Malvern HK RW Onsite PYP P4-P6 Meetings (March 2023) (2)

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Malvern HK RW Onsite PYP P4-P6 Meetings (March 2023) (3)

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Malvern HK RW Onsite PYP P1-3 Meetings (March 2023) (5)

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P2 Strategy Group Planner - Influential Characters

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This book is a solid entry point into thinking about an approach to word study and spelling that sets kids up for long term success.

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" can be a tool to inform early and late career educators seeking foundational knowledge about classroom vocabulary instruction. The historical footing paired with critical issues such as linguistic diversity, multilingual students, and intentional materials selection offers an empirically-based yet approachable guide for teachers to strengthen vocabulary instruction within their classrooms. As stated by Hiebert, 'Long-lasting changes in the complex contexts of classrooms are made through steady application of small changes' (p. x). With Teaching Words, educators can develop effective, meaningful vocabulary instruction one small change at a time."

- Teachers College Record

"Hiebert's (2020) latest volume, Teaching Words and How They Work: Small Changes for Big Vocabulary Results, addresses the complexity and necessity of vocabulary instruction from a pragmatic perspective and offers educators both the opportunity to learn more about the relationships among words and discover practical pedagogical techniques to implement in the classroom."

- Journal of Language and Literacy Education

"This book is a must-read for teachers who want to move their instruction beyond the weekly word list. By integrating small, specific changes, Hiebert helps you develop lasting improvements in your curriculum. She has created a viable process that can make a significant, long-term impact in the vocabulary development of your students without overwhelming you in the process. It should be on every educator's bookshelf." -Melanie Kuhn, Jean Adamson Stanley Faculty Chair in Literacy, Purdue University

" Teaching Words and How They Work stands to make a significant contribution to the field. Teachers are expected to juggle numerous priorities and supporting children's word learning is often the ball that gets dropped. This book provides teachers with small but powerful suggestions for including vocabulary instruction through already-established classroom practices so that teachers can address multiple objectives at once. By making the small changes Hiebert suggests, teachers can make a big difference in children's vocabulary and thereby support children's learning throughout their school years."
-Rebecca D. Silverman, Stanford Graduate School of Education

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Reading Strategies Book - Revisions to Reading with Accuracy

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Reading Strategies Book - Revisions to Reading with Accuracy

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Free access to new strategies in the 2.0 book!

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Jennifer Serravallo has overhauled Chapter 3 in her beloved Reading Strategies Book and is making the resulting 30 strategies available at no charge to educators who have the book. In the letter below she tells you all about it.

To access these new strategies, you will need an account on Heinemann.com. Either log into your Heinemann.com account or create an account. Once you log into Heinemann.com, click the link that says, "Register an Online Resource, Video, or eBook." Then enter this code:
RDSTRATBK
You'll be asked to authenticate your registration, so keep a copy of The Reading Strategies Book at hand. "Reading with Accuracy" will remain available online only at this time.

Dear Colleague,

I approach everything I do as an educator with responsiveness: to student and teacher needs, and to research. I read articles and attend conferences constantly to stay up-to-date, I try what I learn from my studies with students in real classrooms, and I offer recommendations to teachers that make applying this research doable--even in classrooms with large class sizes and an enormous range of learners, like those in which I taught and continue to work in each year. I trust teachers to be decision-makers and I hope my resources equip you with options you need to meet the varying needs in your classroom.

With more than one thousand peer-reviewed articles published each year in education and related fields, findings are constantly evolving. In our enduring quest to make learning meaningful, relevant, responsive, and powerful to the children in our charge, we have the opportunity--and responsibility--to continue learning and growing, too. This reality means that as an author, with words printed permanently on pages, I sometimes find myself reading some new research, having an aha moment in a classroom with a student, or answering a wise question from a teacher and thinking: he chapter that follows this note is an update of Chapter 3 from I wish I could have written then what I know now. Sometimes the research-based and student-tested updates I want to make can wait until my next publication, blog post, or workshop presentation. But this time, I wanted to give you my latest ideas, right away.
The Reading Strategies Book, published in 2015. Since writing it back in 2014, I've worked with some children that needed strategies beyond what that chapter offered. These children inspired me to engage in a deep study of what neuroscientists, psychologists, speech and language pathologists, and linguists theorize and have been able to prove about the reading brain. Specifically, I've read countless articles (those most helpful to me have been by Nell Duke and Linnea Ehri), listened to many podcasts, attended various workshops and webinars (by Nell Duke, Carol Tomlin, Mark Seidenberg, and David Kilpatrick), and have studied (read, underlined, sticky-noted) a stack of books, most of which were published after Reading Strategies was released:
T

Mark Seidenberg's Language at the Speed of Sight: How We Read, Why So Many Can't, And What Can Be Done About It (2017)

Louisa Moats' Speech to Print: Language Essentials for Teachers, 3rd ed. (2020)

David Kilpatrick's Essentials of Assessing, Preventing, and Overcoming Reading Disabilities (2015)

Maryanne Wolf's Reader Come Home: The Reading Brain in a Digital World (2018)

Daniel T. Willingham's The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads (2017)

Heidi Mesmer's Letter Lessons and First Words: Phonics Foundations That Work (2019)

Isabel and Mark Beck's Making Sense of Phonics: The Hows and Whys (2013)

Wiley Blevins' A Fresh Look at Phonics: Common Causes of Failure and 7 Ingredients for Success (2016)

From this reading, I now more deeply understand the importance of offering students working on word-level reading skills the strategies that will aid them in applying their knowledge of the alphabetic principle and what they've learned from phonological awareness, phonics, and spelling lessons to their reading of connected text. I understand how crucial it is that we support orthographic mapping (when readers make letter-sound-grapheme-phoneme-connections to bond the spelling, pronunciation, and meaning of words in memory) so that decoded words become sight words, allowing for automatic and fluent reading.

And so, of the twenty-three strategies from the original version of this chapter, I've heavily revised about . It remains I'm incredibly grateful to be in a field where researchers and practitioners are constantly studying and working to outgrow our best thinking and new learning, and who share and collaborate. As your colleague, I feel a responsibility to share my learning with you and make my updated thinking easily available, and I invite you to join me in this important study. Above all, I hope this collection of strategies, along with those from the other chapters in Yours in teaching and learning, ten, and added twenty new ones to offer you crucial that word-level strategies like those in this chapter that focus on skills such as decoding, segmenting, and blending are taught alongside strategies for other areas of the Reading Rope: deepening comprehension, understanding the meaning of words and phrases and "language of books" (Wolf 2007), and developing fluency (Rasinski and Smith 2018). Also, we must support students in other crucial areas of reading such as active self-regulation, including motivation and engagement (Duke and Cartwright 2021). Strategies aligned to these other goals make up the remaining 277 strategies in The Reading Strategies Book, supports you as you provide instruction that helps your students to be capable, confident, and skilled readers who also love to read and choose to do so.

- Jen
The Reading Strategies Book and are as important now as ever.

thirty research-based options to choose from as you support your students, including those for whom learning to read is especially challenging. As with other strategies I've shared, these new strategies are not intended to be a phonics curriculum, and they and could never be a replacement for one. Instead, they are meant to help children apply and transfer what they learn from your systematic, explicit phonics and phonological awareness instruction to connected text reading. Along with the new and revised strategies, I have completely rewritten the introduction to the chapter to set an important research and theoretical context for those who may be unfamiliar with the scholars whose work I've studied. In addition, you'll read in the introduction my updated advice about which assessments I now recommend to determine if this goal is right for your reader, and about how to select from the strategies within the chapter to match what students need.

To place these new strategies in the larger context of the book, we know from Scarborough's Reading Rope framework (Scarborough 2001), the Simple View of Reading theory (Gough and Tunmer 1986), The Active View of Reading (Duke and Cartwright 2021), and countless researchers' findings that teaching word-level strategies alone are not enough (Castles, Rastle, and Nation 2018; Wolf 2007)

To access these new strategies, you will need an account on Heinemann.com. Either log into your Heinemann.com account or create an account. Once you log into Heinemann.com, click the link that says, "Register an Online Resource, Video, or eBook." Then enter this code:
RDSTRATBK
You'll be asked to authenticate your registration, so keep a copy of The Reading Strategies Book at hand. "Reading with Accuracy" will remain available online only at this time.

**A special thank you to researchers Dr. Linnea Ehri and Dr. Maryanne Wolf, Speech and Language Pathologist Angie Neal and Sandra Maddox, literacy specialist and member of the South Carolina Learning Disabilities Task Force, who read my many drafts, fed me a steady supply of research, and gave critical feedback throughout the project.

Jennifer Serravallo is the author of the New York Times bestseller The Reading Strategies Book and The Writing Strategies Book, which have been translated into Spanish, French, and Chinese. These and her other popular books and resources help teachers make goal-directed responsive strategy instruction, conferring, and small group work doable in every classroom. Her newest titles are Teaching Writing in Small Groups, A Teacher's Guide to Reading Conferences, Understanding Texts and Readers, and the assessment and teaching resource Complete Comprehension for Fictionand Nonfiction.

Jen is a frequently invited speaker at national and regional conferences and travels throughout the US and Canada to provide full-day workshops and to work with teachers and students in classrooms. She is also an experienced online educator who regularly offers live webinar series and full-day online workshops, and is the creator of two self-paced asynchronous online courses, most recently Strategies in Action: Reading and Writing Methods and Content.

Jen began her career in education as an NYC public school teacher. Now as a consultant, she has spent the last fifteen+ years helping teachers across the country create literacy classrooms where students are joyfully engaged, and the instruction is meaningfully individualized to students' goals. Jen is also a member of Parents Magazine Board of Advisors for education and literacy.

Jen holds a BA from Vassar College and an MA from Teachers College, where she has also taught graduate and undergraduate classes.

Learn more about Jen and her work at Hein.pub/serravallo, on Twitter @jserravallo, on Instagram @jenniferserravallo, or by joining The Reading and Writing Strategies Facebook Community

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Jen Serravallo on New Strategies for Reading with Accuracy

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Jennifer Serravallo has updated Chapter 3 from The Reading Strategies Book, and she is making it complimentary to educators who have a copy.

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Key slides from discussion on assessment practices

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Example of conferring record keeping based on Unit 'Look Fors'

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Example approach to conferring notes

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Example of one way to document conferring notes across a unit.

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Please complete this learning reflection to support planning of next steps in the learning journey.

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MCHK Readers Workshop Onsite Labs Learning Reflection

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Learning progress reflections following the onsite visit September 2023

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Article on SWI - Q&A with Shanahan and Peter Bowers

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Article on SWI - Q&A with Shanahan and Peter Bowers

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Are there any resources that provide a list of morphemes to teach at each K-5 grade level? I have been looking for a definitive list of morphemes that is organized by grade level like the Fry sight word list. I often come across research about how L1 and L2 students acquire morphemes, but I am looking for a list that represents the morphemes that students will most likely see in print at each K-5 grade level. Does anything like that exist? Thank you for your time. Shanahan response:
The short answer to this question is, "No, I don't know of such a list."

But when have I ever been satisfied with the short answer to anything?

Let's make sure we're all in agreement as to what constitutes a morpheme? Basically, a morpheme is the "smallest grammatical unit." It isn't the same thing as a word, and yet many words are morphemes. The distinction turns on whether the unit (the morpheme or word) can stand on its own. Words have to have that kind of independence, while morphemes don't require it.

Thus, bags, trucked, running, and redirect are all words in the English language while bag, s, truck, ed, run, ing, re, and direct are all morphemes. Each morphemic unit carries meaning, but sometimes morphemes can do that independently (bag, truck, run, direct), and sometimes they need to be combined with other morphemes to be considered a word (s, ed, ing, re).

I admitted ignorance on this issue, and I've tried to turn that ignorance to your advantage. I contacted Jeffrey and Peter Bowers. Both are outstanding scholars (Jeff at the University of Bristol in the UK, and Peter at WordWorks Literacy Centre, in Ontario) who are particularly knowledgeable about teaching morphology to improve literacy. They've both published widely on the issue, and both have chided me when they felt I wasn't paying sufficient attention to how words work morphologically. These days I know no one better able to provide you with a thoughtful answer to your question, and boy was I right! I apologize for the poor renditions of the Word Matrix and the Word Sums. I'll be working with my webmaster to get the real graphics in, but in the meantime you can go to the Word Works website to see them in their full glory. http://www.wordworkskingston.com/WordWorks/Home.html
Word Matrix:
A map of a word family Here is Peter Bower's response (with my light editing):
Word Sums: reveal underlying structure of any complex word (a word with more than just a base)

"I have no knowledge of such a list, but I wouldn't recommend one anyway.

"My recommendation based on theory not direct research evidence - is that the main value comes from teaching all or many members of a morphological family at one time with the matrix and word sums (see the attached figure illustrating a matrix and word sum). In the younger grades I start with free bases [those morphemes that stand alone as words], but once that is established, I have no trouble introducing bound bases [the units that can't stand alone]. This relates to the research we cite about the value of studying meaningfully related items at one time rather than disconnected items.

"Instead of a "scope and sequence" of morphemes to teach, what I recommend is starting with words in the children's vocabulary, analyzing such words to find their bases, then looking for other members of that family.

"The point is not that there is a "scope and sequence" of morphemes to teach. Rather there is a kind of a "scope" of orthographic concepts that we want students to learn, and teachers can address those concepts based on whatever words are central to the readings they are introducing to the students.

"A brief list of those concepts that should be taught would include:

Every word is a base or a base with something else (another base or affix)

Bases and affixes (morphemes) are the meaningful building blocks that construct words.

We can analyze complex words into constituent morphemes with word sums and show their interrelationship with a matrix.

English spelling prioritizes consistent spelling of morphemes over consistent pronunciation of morphemes. (This is why we refer to morphemes by their spelling not their pronunciation. The base of the word action is not referred to by the pronunciation of the wordact. Instead it is referred to by its spelling. The base "a - c - t". This is the same as the fact that we don't refer to the <-ed> suffix by one or all of its three pronunciation, we call it by it's spelling "e-d suffix.")

Thus, we need to understand grapheme-phoneme correspondences from within the context of morphological families. (e.g. we learn the phonology of the grapheme by studying morphological families).

There are reliable conventions for the three suffixing conventions.

Studying and understanding the suffixing conventions is not primarily about improving spelling accuracy, it is about being able to analyze hypotheses about connections between words. We can test the hypothesis that "imagine" has a base "image" only if we know vowel suffixes replace final, non-syllabic "e" (image/ + ine -> imagine).

The "structure and meaning test": To determine that two words share a base, we need evidence from both structure (word sum) and meaning (etymology). So with the earlier example of words related to "play" (play, playing, playful, replay, playhouse), we can prove all of those words can be analyzed with word sums with coherent affixes and bases. But we can also show that they all go back to an Old English rootplegan, plegian for "frolic, move rapidly". However, the word "display" which can be analyzed structurally turns outnot to be related. It does not belong in the morphological family with the others because it goes back to a Latin rootplic(ere) for "fold". So to "display" is to "unfold".

"If we are going to teach children how their writing system works, we need to teach them the interrelation of morphology, phonology, and etymology. As we have pointed out, this is why Structured Word Inquiry (SWI) is not about "adding" morphological instruction to phonics instruction - its about teaching how the system works. This is why I argue that SWI teaches grapheme-phoneme correspondences more explicitly and accurately than phonics. Phonics instruction (under the definition of associations of pronunciations and letters without reference to morphology or etymology) cannot explain the grapheme-phoneme correspondences in countless words like does or rough or every or homophones, and so on. So many people miss the absolute detail into orthographic phonology that comes with SWI.

"Here are some videos to illustrate my point:

Gr. 2 teacher showing investigations from his class Grade 2 morphology video

Investigating grapheme-phoneme correspondences in a Gr. 1 class - with the context of morphological word sums Grade 1 morphology video

A kindergarten lesson I taught introducing the word sum and matrix that touches on grapheme-phoneme correspondences like the pronunciation of the <-s> suffix for /z/ and /s/ Kindergarten morphology video

"It's as simple as starting with the "known" and then expanding from that. Even if kids know all the words in a morphological family (e.g. play, playing, playful, replay, playhouse) the lesson is not about new vocabulary, but learning how word structure links words. That concept can then be applied anywhere.

"The other thing I keep in mind when choosing morphological families to investigate is the orthographic concepts a family has to offer. If I've established the fact that words that share a base share a spelling and a meaning connection, then I can introduce a base like with words like actor, acting, react, and action as a way to introduce the fact that the pronunciation of morpheme might change but keep the spelling. In that way we learn the phonology of t is not the "t sound", but that the grapheme can write/t/ when that is the appropriate sound. I've attached an example of a lesson I've used for that before.

"I also draw on the <-ed> suffix from early on to highlight this same concept that morphemes do not have pronunciations until they are in a word. The pronunciation of a word like is another useful one to get rid of this idea of a "t sound" since this very common pronunciation of a very common suffix is what is typically thought of the "t sound," but their ain't no /t/!

"And then you also encounter words that give rise to the need to teach all the suffixing changes.
Shanahan again:
"These are concepts teachers need to learn and they can bring into work with their class as they investigate words."

I don't disagree with Peter on any of this, except I'm not as dismissive of the kind of list that you are requesting. I don't see it as mutually exclusive from the curriculum goals that he specified or contradictory of the kind of instruction he described.

Many teachers, when referring to morphology or "structural analysis", actually are talking about affixes alone, and not the bases. If that is the case here, there are some lists like that which present the most common prefixes and suffixes from textbooks in grades 3-9 (White, Sowell, & Yanagihara, 1989). You can easily find those lists on line and you could definitely make use of those lists to make sure that you are hitting all the notes if you do the word sums and matrixes that Peter recommends.

Otherwise, I haven't been able to come up with a graded list of bases for you to use. But I have passed your letter along to my friends at MetaMetrics (the Lexile people) and have asked if they could produce such a list from their language corpus of more than 1 billion words. Stay tuned!

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Morphology Instruction in Reading | Shanahan on Literacy

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Are there any resources that provide a list of morphemes to teach at each K-5 grade level? I have been looking for a definitive list of morphemes that is organized by grade level like the Fry sight word list.

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A great resource to learn even more...