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Vientiane International School: Evolutions in Reading G3-G5

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AI Generated Text: ***Revised first paragraph to make it more relevant to the body of the text and set readers up for better comprehension.

Updated text lexile estimate:

The readability aligns with Grade 5-6 nonfiction texts, likely falling within the Lexile range of 900L-1050L.

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G5 Revised Text: Exploring Space: Driven by Curiosity and Technology

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G5 Demo Comprehension/Read Aloud Planner

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G5 Demo Comprehension/Read Aloud Planner

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G5 Demo Read Aloud Comprehension Planning

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G5 Labsite: AI Generated Read Aloud Example: "Exploring Space: Driven by Curiosity and Technology"

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G5 Labsite: AI Generated Read Aloud Example: "Exploring Space: Driven by Curiosity and Technology"

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Read Aloud Example: The Tantrum that Saved the World

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Read Aloud Example: The Tantrum that Saved the World

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The Cosy Bookworm - Kids Books Brought To Life

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The Tantrum That Saved The World - AMAZING rhyming story by Megan Herbert & Michael E. Mann

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G4 Demo Read Aloud Comprehension Planning Guide

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Teaching Ideas for Youth Climate Activism: The Tantrum That Saved the World

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Written primarily in rhyming couplets and iambic pentameter, The Tantrum that Saved the World centers on a young child who decides to do something about climate change. Just in time for Earth Day, in the classroom this engaging picture book offers an action plan to help students, families, and communities to work together in preserving the planet for future generations.

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Key moves to supporting learners with growing language comprehension skills.

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Consider how these methods and structures can enhance learning and exploration of the UOI Lines of inquiry...

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Teaching Reading Across the Day, Grades K-8

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Research-based and classroom-tested lesson structures help K–8 teachers plan and deliver lessons that ensure students meet both reading and cont…

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elizabethbkhoury@gmail.com

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Shifting the Balance, Grades 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom

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In this much anticipated follow-up to their groundbreaking book, Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom, authors Jan Burkins and Kari Yates, together with co-author Katie Cunningham, extend the conversation in Shifting the Balance, Grades 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom. This new text is built in mind specifically for grades 3-5 teachers around best practices for the intermediate classroom.

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The Six Shifts Where Science of Reading Meets Balanced Literacy. We provide resources, professional development, and literacy audits for busy literacy educators like you.

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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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Your Research-based Guide to Developing Skilled Readers. 300+ strategies with learning progressions support 13 reading goals, with each strategy cross-linked to skills, teacher tips, prompts, research, and reading levels-everything from fluency to literary analysis.

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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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Melissa and Lori Love Litereacy

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Hi Teacher Friends! Welcome to Melissa and Lori Love Literacy, the weekly podcast that discusses all things literacy. We love to tackle big ideas about the way we teach reading and writing within the science of reading.

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Teaching Kids to Talk with Clarity and Purpose

Practical strategies for teaching talk across the school day and in every subject. Classroom video shows the work in action!

Shana Frazin and Katy Wischow passionately believe in the need to help students develop strong talk skills across the school day, in every subject, to prepare them for their academic lives and lives as active citizens outside of school. Using a unique "cycle" for talk that's similar to the writing process (generating, choosing, developing, acting, and reflecting), they name the predictable things we do most times we engage in a conversation, and show us how we can teach into those parts.

Shana and Katy provide practical strategies for teaching four important purposes for talk that exist both in the classroom and in the real world:
* talking to build relationships
* talking to play with ideas
* talking to clarify, analyze, and argue
* talking to report.
They offer a clear description of each purpose, the "when and how" to teach into those purposes, and what to do when things go awry. Classroom video brings the content to life showing what the talk looks and sounds like in action.

(click any section below to continue reading)

Contents

Part One: Foundations of Talk
Ch. 1: Why Teach Talk?
Ch. 2: Talk Is a Cycle, Too
Part Two: Purposes for Talk
Ch. 3: Talking to Build Relationships
Ch. 4: Talking to Play with Ideas
Ch. 5: Talking to Clarify, Analyze, and Argue
Ch. 6: Talking to Report
Part Three: Leveling Up Your Talk
Ch. 7: Reciprocity: The Relationship Between Listening and Talking
Ch. 8: Making Talk Visible: Celebrating, Going Public, and Assessing
Ch. 9: Tackling Talk Trouble

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Practical strategies for teaching talk across the school day and in every subject. Classroom video shows the work in action! - Heinemann

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This informational text is connected to the UOI and offers rich opportunities for tecxt centered planning and learning.

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Going green: Environmental sustainability a big part of life in schools

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SINGAPORE - After Pratibha Naidu, 16, learnt about environmental sustainability in school, she decided to make a conscious effort to reduce her carbon footprint. Read more at straitstimes.com.

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Leverage UOI Knowledge Building to Increase Comprehension

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Leverage UOI Knowledge Building to Increase Comprehension

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Building Knowledge and understanding so we can generalize, apply and transfer!

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G3 Example Read Aloud: Once Upon a Time Online

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G3 Example Read Aloud: Once Upon a Time Online

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Once Upon a Time- Online, Happily ever after is only a click away! by David Bedford and Rosie Reeve

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Shared/Close Reading can be a whole class or responsive small group learning experience.

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XCL Onsite Responsive Interactive Shared Reading (Mar 2025)

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Selecting Texts with More or Less Teacher Support

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Selecting Texts with More or Less Teacher Support

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Literacy Lesson Format with Collaborative Reading Experiences

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Literacy Lesson Format with Collaborative Reading Experiences

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Example of Shared/Close Reading Plan Across a Week

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Example of Shared/Close Reading Plan Across a Week

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Example Shared Reading Planning Notes (4 Reads)

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G3 Demo Comprehension / Read Aloud Planner

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G3 Demo Comprehension / Read Aloud Planner

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G3 Demo Read Aloud Comprehension Planning Guide

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Close Reading Example: Multiple Reads Across a Week

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Close Reading Example: Multiple Reads Across a Week

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Notice how the same passage is used to closely analyze different aspects of the text. The class novel read-aloud can continue parallel with revisiting of the 'close passage'.

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Close Reading Example with a Nonfiction Text

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Close Reading Example with a Nonfiction Text

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The Importance of Teaching Grade Level Complexity

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The Importance of Teaching Grade Level Complexity

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G5 Sentence Expansion / Comprehension Work

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G5 Sentence Expansion / Comprehension Work

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Expansion prompt and stem are translated in Chinese & Japanese.

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Two space rover prototypes that could be used to help search for life on Mars are being trialled at a quarry in Bedfordshire. The robots are being put through their paces by the European aerospace giant Airbus, which is considering using the technology to aid missions to the moon.

A four-wheeled rover, named Codi, features navigation cameras and a robotic arm that it can use to collect rocks sealed in small tubes without the need of a human operator.

Charlie, a six-wheeled robot, has a "rocker bogie" suspension and can navigate obstacles twice the diameter of the wheel without getting stuck or falling on its side.

Charlie, the six-wheeled rover prototype, boasts a 'rocker bogie' suspension to navigate obstacles. Photograph: Joe Giddens/PA

Chris Draper, rover programme manager at Airbus, said: "The thing we are excited about the most at the moment is the moon. The moon is a stepping stone to Mars, so there is obviously a lot of interest in going back to the moon and you can envisage rovers being part of the lunar ecosystem.

"Rovers can really support transporting things around at the base and support astronauts in their day-to-day activities. And then, once we can prove we can do that on the moon, we [will] want to do the same on Mars."

Codi, based on another European Mars rover called the Sample Fetch Rover, which was built by Airbus in Stevenage, is able to drive to and retrieve samples with an accuracy of around 10cm.

Meanwhile, Charlie is testing a new navigation system developed for the European Space Agency's flagship Mars mission, known as the ExoMars Rosalind Franklin rover, which is expected to launch in 2028.

Pantelis Poulakis, Esa's Mars sample return project team leader, said: "When you are doing robotic missions that interact with the environment of another planet, being able to do field trials and testing is a very important part of the development.

"Nasa has a culture of testing, so even when they do not have a mission, they have an annual field-testing campaign with robotics, because this creates competence."

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Airbus trials prototype space rovers in Bedfordshire quarry

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Fitted with robotic arms and navigation cameras, the rovers are being developed for mooted missions to the moon and Mars

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Additional Information Specific to Rovers

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Additional Information Specific to Rovers

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The Mars 2020 rover, Perseverance, is based on the Mars Science Laboratory's Curiosity rover configuration, with an added science and technology toolbox. An important difference is that Perseverance can sample and cache minerals.

The Mars 2020 entry, descent, and landing camera suite included:

Sounds of Mars

Grab your headset, turn up the volume and listen for the subtle differences between the sounds on Earth versus how they would sound on the Red Planet.

Step 1: Collecting the Samples

Samples are sealed in tubes and left in a well-identified spot, or spots, place on the Martian surface. Detailed maps will be provided for any future mission that might go to Mars and pick up these samples for study by scientists on Earth.

Step 2: Sample Sealing and Storing Onboard

After a sample is collected, the sample tube is transferred back to the rover's belly, handed off to the small interior robotic arm and moved to inspection and sealing stations. Once the tube is hermetically sealed, nothing can enter or leave it. The tubes are stored in the rover belly until the team decides on when and where to drop off the samples on the surface.

Sampling Equipment in the Rover Belly

The rover belly houses all the equipment and supplies needed to collect samples. It contains a rotating drill carousel with different kinds of drill bits. Next to that are 43 sample tubes waiting to be filled.

While the rover's big arm reaches out and drills rock, the belly hosts a small robotic arm "lab assistant." The small arm picks up and moves new sample tubes to the drill, and transfers filled sample containers into a space for sealing and storing.

Perseverance must meet extraordinary cleanliness requirements to avoid contaminating Martian samples with terrestrial contaminants that may have inadvertently been brought from Earth. Strict rules limit the amount of inorganic, organic, and biological materials from Earth in the rover and its sample handling system.

Perseverance carries five "witness tubes'' along with sample collection tubes. The witness tubes are like sample tubes except they are preloaded with various materials that can capture molecular and particulate contaminants, such as:

- Gasses that may be released, or "outgassed," from materials on the rover;
- Chemical remnants from the firing of the landing propulsion system;
- Any other Earthly organic or inorganic material that may have arrived on Mars with the rover.

In the future, if the Perseverance samples are returned to Earth for analysis, the witness tubes would show whether Earth contaminants were present during sample collection. This would help scientists tell which materials sampled may actually be of Earth origin.

Step 3: Depositing the Samples on the Surface

Samples are deposited on the Mars surface at a sample cache depot.The depot location or locations must be well-documented by local landmarks and precise coordinates from orbital measurements. The Mars samples remain at the depot, available for potential pickup and transport Earth.

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Perseverance Rover Components - NASA Science

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Differences Between Perseverance and Curiosity The large robotic arm on the front of the rover differs from Curiosity's: Curiosity collected and studied samples collected onsite with its tools, using the rover's onboard laboratory. Perseverance collects rock cores for possible future advanced study by scientists back on Earth.

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What’s stopping us from teaching reading comprehension really well?

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What’s stopping us from teaching reading comprehension really well?

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On a scale of 1-10, how good are you at comprehending what people say to you?

It's a bit of a silly question, isn't it? Whether or not we comprehend what we are told is dependent on our grasp of the individual words being used, the concepts to which they relate and how these interact to convey meaning. Talk to me about the first nine seasons of The Simpsons using familiar words and I'll comprehend pretty well. Talk to me about your favourite "anguilliform" Pokemon character and I'll probably stare at you blankly. Yes, there are some basic capacities that underpin our ability to understand what people say aloud, such as our hearing and our working memory capacity. But - on the assumption that these things aren't an impediment - our ability to comprehend what we are told is dependent on what we know about the subject at hand and the words being used to describe it. In other words, there is no generic listening comprehension ability. There is instead a vast network of understanding that determines the extent to which we can construct meaning from the words we hear. Trying to determine - or, heaven forbid, quantify - a person's ability to comprehend what they are told would rely on some way of measuring their grasp of all there is to know about the world and the language used to describe it. How do you measure a person's entire understanding of their world and their language? How do you effectively sample a domain this extensive? Answer: you can't.

And this brings me on to reading comprehension. Our ability to comprehend what we read is reliant on much the same network of understanding that is required for listening comprehension. Let's assume that we can recognise the words on a page fluently enough to free up the cognitive resources necessary for comprehension. Under these circumstances, whether or not we comprehend what we read is dependent on our grasp of the individual words being used, the concepts to which they relate and how these interact to convey meaning. Just as with listening comprehension, this is a domain so vast as to rule out valid assessment. To be clear, what I'm suggesting is that - beyond the development of relatively fluent word recognition* - our ability to comprehend what we read is based on everything we know about our world and our language, alongside an additional layer of knowledge related to written text conventions (e.g. punctuation, sub-headings, italics, etc). How do you measure a person's entire understanding of their world, their language and the conventions of written texts? Answer: you can't.

So, we've established that trying to measure reading comprehension is a non-starter.** From this, we can assume that the results from reading comprehension assessments need to be interpreted very cautiously, especially on the level of the individual pupil.

And this is where this blogpost would end if reading comprehension assessment hadn't warped the teaching of reading. But it has. A lot. For the sake of assessment, teachers have been incentivised to see reading comprehension as a generic skill, or, more precisely, a small set of generic skills. If this perspective were a canvas, it would look something like this:

Here is reading comprehension ability interpreted as a small collection of generic skills, things like retrieval, prediction and summarising. Reading comprehension assessments tend to divide the questions they use into a few categories such as these. Countless teachers and school leaders have thus made the understandable leap that teaching reading comprehension is the process of building up each of these generic comprehension skills. They attempt to add another broad-brushstroke layer to a pupil's prediction skill as a means of filling up the canvas. This conveniently allows for the creation of medium-term plans that state that a given class is working on prediction or inference or some other generic skill. It also allows schools to make lists related to those skills that can be ticked off as children develop. If we're going to gather evidence of a pupil's reading comprehension development, then what we presumably need is a small set of statements that correspond to a relatively small set of generic skills. This interpretation of reading comprehension achieves that.

The problem, of course, is that this interpretation is completely bogus. It is based on a view of reading comprehension that is palpably false. Yes, when we comprehend what we read, we tend to be able to retrieve information, to make predictions, to summarise what we have read, etc, and doing this stuff while we read is a useful set of habits that keeps us awake to what we are doing.*** But this is an unhelpful way to visualise our ability to comprehend what we read. I'd argue that this is better:

Forget for a moment the exact scene being portrayed, and consider the means of portraying it. Here reading comprehension ability is interpreted as a vast interacting network of understanding. It is not built up through broad brushstrokes, but through the painstaking accumulation of knowledge about words, texts and the wider world to which they relate. The natural consequence of such an interpretation is that the teaching of reading comprehension must prioritise the guided exploration of text, involving lots of reading and lots of rich discussion. Retrieval, prediction, summarising, etc will naturally form a part of this, but developing these habits is not the central goal of reading comprehension lessons. The central goal of reading comprehension lessons is to understand the specific text being read and the world to which it relates through exploration of the text's use of language. Everything else is secondary.

However, this interpretation leaves us with some problems. I've lost count of the number of school leaders and teachers who - despite their instinctive enthusiasm for this content-focused conception of reading comprehension - have asked the same two questions:

1. "How would we evidence this?"

2. "What would this look like in terms of our long-term planning?"

I will address these two questions in turn:

The answer to (1) is simple: Don't bother.

I'm serious. Just don't bother. Ofsted have made it abundantly clear that they don't want teachers gathering evidence for its own sake. If your method of assessment requires you to pretend that reading comprehension is something that it clearly is not, then it's time to dump that method of assessment. Think instead about how fluently your children read and how much they know about the English language and the wider world. The former can be assessed by hearing children read aloud and by undertaking quick fluency assessments; the latter, however, is not accessible via reference to simple rubrics. Standardised reading assessments may give a very rough idea, but they are not to be relied upon as precise measures of individual progress for all the reasons explained above. It's time to accept that there are some things that we can measure and other things that we cannot and to change our assessment decisions accordingly.

The answer to (2) is a little more difficult. Think back to the canvas above. To build up a picture like that, many thousands of dots are added across the breadth of the canvas, each chosen partly based on its relationship to the other dots on the canvas. In a content-focused view of teaching reading comprehension, our planning must focus on the content being read - the characters, the themes, the text features, the aspects of the world being described, etc. And it must do so in relation to the rest of that which has been, and will be, added to the canvas. In short, stop focusing on how non-existent generic comprehension skills will be taught. Instead focus on the texts themselves - not least their variety and their relationship to the rest of the curriculum**** - and on how you will ensure that pupils learn lots about them.

A content-focused approach to the teaching of reading comprehension aligns with a more accurate view of reading comprehension. It allows teachers to do away with pointless, time-consuming forms of assessment. It encourages school leaders to re-imagine their reading curriculum primarily in terms of the texts to be shared. Most of all, it offers our pupils a more authentic, enriching and effective experience of reading.

So, what's stopping us from teaching reading comprehension really well? Absolutely nothing.

If you'd like to find out more about teaching reading, please consider my book, The Art and Science of Teaching Primary Reading: link

All royalties will be going to the Malaria Consortium, a Give-Well-recommended charity.

* Fluent word recognition is also dependent on our broader language comprehension alongside our knowledge of phoneme-grapheme relationships, phonemic skills, etc.

** The Teachwell blog has an excellent series on this idea: http://www.teach-well.com/reforming-the-key-stage-2-reading-sat-why-its-needed-and-possible/

*** There is lots of research into comprehension strategies. This blog is a good place to start if you want to know more: https://www.shanahanonliteracy.com/blog/comprehension-skills-or-strategies-is-there-a-difference-and-does-it-matter#sthash.ZC5WlzWX.dpbs

**** This does not mean that every text has to directly relate to something else in your wider curriculum. It might even be the case that texts are chosen precisely because of how they supplement the curriculum. (E.g. If a primary history curriculum doesn't include a study of a South American civilisation, a non-fiction text relating to the Maya civilisation might be an apt choice to add breadth to the pupils' understanding of the challenging - and often controversial - concept of civilisation.)

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What's stopping us from teaching reading comprehension really well?

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On a scale of 1-10, how good are you at comprehending what people say to you? It's a bit of a silly question, isn't it? Whether or not we comprehend what we are told is dependent on our grasp of the individual words being used, the concepts to which they relate and how these interact...

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Natalie Wexler, education journalist and author of "The Knowledge Gap," hosts the inaugural series of our new podcast, Reading Comprehension Revisited.

In six short (~30-minute) episodes, Natalie tackles crucial questions such as, why do students from low-income backgrounds typically score lower on reading tests? Why do improvements in the early grades fade out as students advance to higher levels? And most significantly, why haven't substantial investments in education reform delivered expected results?

The answer lies in a longstanding misunderstanding about reading comprehension itself, and how students learn to make meaning from texts. Over six episodes, you'll learn what research tells us about how children really learn to read, and you'll hear from educators from around the country as they share their experiences of embedding knowledge-building into their literacy instruction, and the powerful effects this change has had on their students.
Episode 1: "Kids were bored to death"
June 28, 2023 - Despite substantial investments in education reform, the US remains in the grip of a decades-long reading crisis. But why? With the help of teachers and researchers, host Natalie Wexler introduces the urgent need to revisit our approach to reading comprehension.
Episode 2: "A simple way of looking at a complex problem"
June 28, 2023 - Thanks to tireless efforts by researchers, advocates, and educators, the importance of systematically teaching decoding is finally being recognized. But, as you'll hear, there's far more to reading than decoding, and more we need to do to help our kids become truly literate.
Episode 3: "That cloud looks like an anvil"
July 5, 2023 - Abby Boruff, Deloris Fowler, and Kyair Butts teach different ages and subjects, in different parts of the country. When their schools adopted knowledge-building curricula they were skeptical, but the dramatic results they saw in their classrooms helped change their minds.
Episode 4: "Now they had something to write about"
July 12, 2023 - It's hard to read about a topic you don't have knowledge about, but it's virtually impossible to write about it. By having students write about content they're learning about, knowledge-building curricula boost both writing ability and learning in general.
Episode 5: "Everything was in silos"
July 19, 2023 - To become fully literate, many students need a curriculum that builds knowledge in a logical, coherent way across grade levels, and only a leader can put that kind of system in place. Meet Brent Conway and Dr. LaTonya Goffney, two leaders who did exactly that.
Episode 6: "Think what a better society we'll have"
July 26, 2023 - American education has a number of serious problems - and our failure to start building kids' knowledge early is a fundamental one. But there are ways to ensure that the growing trend toward knowledge-building curriculum takes root and spreads.

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Natalie Wexler, education journalist and author of "The Knowledge Gap," hosts the inaugural series of our new podcast, Reading Comprehension Revisited. In six short (~30-minute) episodes, Natalie tackles crucial questions such as, why do students from low-income backgrounds typically score lower on reading tests?

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jordan@erinkentconsulting.com

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Join the EKC Literacy Community of Teachers

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Join the EKC Literacy Community of Teachers

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https://erinkentconsulting.com/community

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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About the Community | Erin Kent Consulting (EKC)

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A few special gifts for signing up now: a strategy call with Erin Kent or an EKC Senior Strategist to get started using the EKC Community to support your current literacy initiatives; and 5 free spots in our live, virtual winter courses ($1495 value!)

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Planning for Comprehension Groups