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We will use this together to unpack the next unit

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9 Predictable Lesson Structures - USE this to adapt Amplify Lessons

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9 Predictable Lesson Structures - USE this to adapt Amplify Lessons

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Jennifer Serravallo - Teaching Reading Across the Day

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Podcast & blog series following shifts- Casey Jergens (KG/G1 teacher

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Podcast & blog series following shifts- Casey Jergens (KG/G1 teacher

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Melissa & Lori Love Literacy Episode 142- Casey with Natalie Wexler

Putting the Structure in Structured Literacy

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G1-2 (look at inspired by slide deck for more details)

G2-3

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Shanahan on Organizing Daily Literacy Instruction

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Shanahan on Organizing Daily Literacy Instruction

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ASFM Instructional Minutes - Data Collection Tool

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Shanahan - 8 ways to support kids reading complex text

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Shanahan - 8 ways to support kids reading complex text

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Podcast-Folge · Shanahan on Literacy · 18.01.2025 · 9 Min.

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242: How to Do a Close Reading Lesson in Any Subject Area

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Podcast-Folge · The Cult of Pedagogy Podcast · 20.01.2025 · 50 Min.

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K-5 Curriculum Maps (ALL Units and Standards)

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K-5 Curriculum Maps (ALL Units and Standards)

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https://drive.google.com/file/d/1RUN9TJPrHQxlItczxSCACnvyuKvm9HN8/copy?usp=drive_link

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Know Better, Do Better - Reading Comprehension

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Know Better, Do Better - Reading Comprehension

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ALL 9 Lesson Structures Planners - EDITABLE

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ALL 9 Lesson Structures Planners - EDITABLE

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From Burkins and Yates

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A Teacher Friendly Guide to Reading Research.pdf

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natashya@erinkentconsulting.com

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Lots of Resources available on this website! You may have to register...

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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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National Council on Teacher Quality (NCTQ)

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We have a literacy crisis in this country. Last year's NAEP scores found that more than one third of fourth grade students can't read at a basic level, and that rate climbs even higher for students of color, those with learning differences, and those who grow up in low-income households. This dismal data has nothing to do with the students and families, and everything to do with inequities in access to effective literacy instruction. But there is good news: Decades of research has resulted in a rich, robust understanding of how children learn to read. So what does this research say? Inspired by a conversation at a recent Barksdale Reading Institute Lunch & Literacy forum, researcher Dr. Reid Lyon developed a clear, concise summary of the research on how children learn to read. Here we share Dr. Lyon's "Ten Maxims," originally published by - Dr. Heather Peske Reading Universe. These maxims underlie NCTQ's own work to advocate for the science of reading in teacher preparation. By increasing understanding and adoption of scientifically based reading instruction, together we can address the literacy crisis head-on, reversing historical patterns of inequity and changing the lives of millions of our children.

Ten maxims: What we've learned so far about how children learn to read

By Dr. Reid Lyon

Over the last 50 years, there's been a vast outpouring of research about reading development, drawing on insights from neuroscientists, psychologists, linguists, speech pathologists, educators and other experts. I'm sometimes asked to summarize, in plain language, what we've learned so far. These ten maxims represent my best attempt at doing that.

This may seem like a fool's errand, because no set of maxims can fully convey the scope or the nuance of thousands of studies. I hope nevertheless that these maxims might be useful in crystallizing some of the most essential findings. In collaboration with some outstanding researchers and practitioners, I've compiled here a selective list of studies that underlie each of the ten maxims. The research behind the maxims addresses a wide range of individual differences in reading development, reading difficulties and reading instruction. Taken as a whole, the studies encompass children identified as having dyslexia and other learning disabilities as well as children who struggle with reading as a result of inadequate instruction. Many of the studies also include proficient readers.

Because these maxims are very broad, there is of course more to say about specific subpopulations of students with distinct strengths and needs. I encourage advocates for these students to formulate additional maxims that are not adequately covered by these first ten. Any additions should be in clear, consumer-friendly language and supported by cited studies that report relevant empirical findings.

The overarching message is that learning to read is a complex process involving multiple abilities, skills, and knowledge. Each is essential but none is sufficient on its own.

With that as prologue, here are my ten maxims:

1. Almost all children learn to speak naturally; reading and writing must be taught.

2. Literacy begins at birth. It is rooted in early social interactions and experiences that include regular exposure to oral language and print. Strong roots tend to produce stronger readers.

3. All good readers are good decoders. Decoding should be taught until children can accurately and independently read new words. Decoding depends on phonemic awareness: a child's ability to identify individual speech sounds. Decoding is the on-ramp for word recognition.

4. Fluent readers can instantly and accurately recognize most words in a text. They can read with expression and at an appropriate rate for their age. Reading fluency requires comprehension AND it supports comprehension.

5. Comprehension-the goal of reading-draws on multiple skills and strengths, including a solid foundation of vocabulary and background knowledge.

6. One size does not fit all: use student data to differentiate your instruction.

7. Direct, systematic instruction helps students develop the skills they need to become strong readers. Indirect, three-cueing instruction is unpredictable in its impact on word reading and leaves too much to chance.

8. These maxims apply to English Learners/Emergent Bilinguals, who often need extra support to bolster their oral language as they learn to read and write in a new language.

9. We should support students who speak languages or dialects other than General American English at home, by honoring their home language and by giving them expanded opportunities to engage with General American English text.

10. To become good readers and writers, students need to integrate many skills that are built over time.

This piece originated with the Barksdale Reading Institute's Lunch & Literacy forum and originally appeared on the Reading Universe website. Reading Universe is a joint project of the Barksdale Reading Institute, WETA/Reading Rockets, and First Book that provides free resources for educators and families.

About the guest author:

Dr. Reid Lyon, a neuroscientist and specialist in learning disorders, joined the faculty of Communication Science and Disorders at Northwestern University in 1980 where he also directed the neuropsychology laboratory. In 1983 Dr. Lyon was recruited by the Stern Center for Language and Learning in Burlington, Vermont where he served as the director of research. He also served as a clinical associate professor of neurology at the University of Vermont Medical School. From 1992 to 2005, Dr. Lyon served as a research neuropsychologist and the chief of the Child Development and Behavior Branch of the NICHD at the National Institutes of Health; in this role he developed and oversaw research programs in cognitive neuroscience, learning and reading development and disorders, behavioral pediatrics, cognitive and affective development, School Readiness, and the Spanish to English Reading Research program. He designed, developed and directed the 44-site NICHD Reading Research Network. After leaving the NIH, Dr. Lyon held distinguished scientist and distinguished professorships at the University of Texas, Dallas (neuroscience) and Southern Methodist University (educational leadership).

Dr. Lyon is the author and co-author of over 130 peer reviewed journal articles, books, and book chapters addressing developmental neuroscience, learning and reading disorders/dyslexia, and the translation of science into practice and policy. He also co-authored the definition of dyslexia used at the NIH and worldwide. Dr. Lyon received the NIH Director's Award twice. Once for his contributions to the neuroscience of learning and learning disorders. He also received the Vietnam Veterans of America Excellence in The Sciences Award for contributions to educating veterans about the neuroscience of Combat PTSD in 2013. Dr. Lyon, a former paratrooper and combat veteran, received the Bronze Star, the Combat Infantryman Badge among other combat awards during his 15th month tour in Vietnam including the 1968 Tet Offensive.

Additional contributors to this piece include: Jane Ashby, Louise Dechovitz, Linda Diamond, Jan Hasbrouck, Kari Kurto, and Julie Washington. With appreciation to Kelly Butler, Claude Goldenberg, and Noel Gunther.

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Ten maxims: What we've learned so far about how children learn to read by Dr. Reid Lyon

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Together we can address the literacy crisis head-on, reversing historical patterns of inequity and changing the lives of millions of our children.

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M.Ed. - Character Education

Post-Grad. Cert. - Early Literacy Development

25+ years PK-G2 classroom teacher

Literacy Coach, Mentor Program Coordinator

Finds joy in: word study, creating caring classrooms, reigniting teacher’s joy, eating ice cream, swimming and travel

miles@erinkentconsulting.com

linkedin.com/in/milesmadison/

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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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Shared Reading and Close Reading: What's the Difference?

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Shared Reading and Close Reading: What's the Difference?

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By Katie Novak and Tara Trainor

College and career-ready standards require students to "read closely." Admittedly, we sometimes gloss over those words as we read the standards. To read closely is just to read, right? The answer, as we know, is a hard no.

So what exactly is close reading? And how does it relate to shared reading? And why does it matter?

Both " Reading Essentials: The Specifics You Need to Teach Reading Well," by Regie Routman, and "Closing in on Close Reading" by Nancy Boyles unpack and analyze both concepts. After reading, we came to the following conclusions. Hopefully, they help you to wrap your head around the concepts a little better.

Shared Reading

Shared reading is an instructional strategy based on a scaffolded model of learning. In shared reading, a teacher demonstrates how reading works - the skills, strategies, and behavior of good readers. Often, during shared reading, a group of learners observes an expert (usually the teacher) reading a piece of text with fluency and expression, and is invited to read along. Through teacher modeling, students join to read the text collaboratively. In this model, students can read the text multiple times to build confidence, fluency, and word familiarity, although it is not required. During these readings, teachers may also demonstrate their thinking and guide and support that discussion with students.

To begin a shared reading, a kindergarten teacher chooses a familiar text with a predictable rhythm and rhyme language pattern. A large or "big book" version of the text is best. As the teacher reads, the pace and inflection should be intentional and dramatic. The teacher points to the text and looks to the children to match their voices with hers, particularly during parts of the text that are predictable and familiar. The teacher may pause occasionally to ask questions, point to important print concepts, or encourage students to read along. Once they finish reading, a teacher may guide the students through a retelling or discuss the importance of reading with expression and fluency.

Close Reading

Close reading is the process by which students read a short excerpt of the text multiple times to extract multiple levels of meaning. Typically, a teacher will focus on a paragraph or two and dive deeper into the language the author is using. This is heavily driven by a standard where a close look, one sentence at a time, benefits the reader with a new understanding that they didn't have prior to this read, even though they had already read the text as a whole.

For example, in a fourth-grade classroom after the reading of a mystery story, the teacher may ask the students at what point they knew who the culprit was. Most students are aware only a sentence or two prior to the reveal. However, when looking at drawing on specific details in the text to understand a character's actions, the teacher reminds the students that the author often puts clues into the text long before the reader realizes it. The author may use words that contain multiple meanings, give irrelevant information to throw the reader off track, and literally hide the culprit in the text details. The teacher can then do a close read with the students of a section of text from the beginning of the book to reveal who the culprit was based on specific details the author provided about the character's actions long before the mystery was solved. As the students reread, stopping after every sentence, they are now equipped with the tools they need to see what was hidden in the text details. Close reading should spark an Aha! moment with readers and allow for them to have a deeper understanding of how authors play with language.

To bring student attention to the most important aspects of the text, teachers may prompt students to ask themselves questions about the context, the craft and structure, and the integration of knowledge and ideas in the text. Boyles suggests the following questions to begin:

What is the author telling me here?

Are there any hard or important words?

What does the author want me to understand?

How does the author play with language to add to meaning?

Once students have an understanding of the basic concepts in the short excerpt of the text, they can move on to subsequent readings to examine deeper questions. Boyles provides a figure that includes these questions, which would be a great tool to use with your own students.

What's the Difference?

Based on the analysis above, the two concepts are related but different. Shared reading is a tool for when fluency and expression are the targeted instruction. Close reading is for a rigorous portion of text that on the first read may seem basic, but on a slower line-by-line reread opens up a deeper understanding of the text to reach the targeted instruction.

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Close Reading and Shared Reading: What's the Difference?

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What's the Difference between Close Reading and Shared Reading? How does close reading relate to shared reading? Why does it matter?

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

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Literacy Consultants & Consulting Services | Erin Kent Consulting

# data[].attributes.attachment_link.title
Literacy Consultants & Consulting Services | Erin Kent Consulting

# data[].attributes.attachment_link.description
EKC provides literacy consultants, consulting services, and literacy professional learning for schools.