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Using nonsense words was mentioned some times in the module, but the importance of talking about the meaning of words was also emphasized. For what purposes are nonsense words the most useful?

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Make sure I follow the scope and sequence in my daily instruction. 

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Make sure I follow the scope and sequence in my daily instruction. 

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Reanalyzing the decodeable readers I use and making sure they are quality readers and not just used for memorizing. 

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Reanalyzing the decodeable readers I use and making sure they are quality readers and not just used for memorizing. 

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How and when do you introduce these items in the classroom.

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Session 4 - TACO_CoP Meeting Agenda Make-Up Session

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What is the difference between them?
When do you use each of them?

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Share out resources for phonics team members (I really like the coreknowledge.org) and look into more decodable texts

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In regards to phonics and spelling; in the modules they referenced K and 1 for the direct spelling instruction. What should this look like in 2nd grade? My spelling really needs help!!! Also, at the end of the module it mentioned more sections, explicitly on decodable texts. Will these be coming and be available to us? This has truly been a wonderful learning experience and so worth my time!!

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In regards to phonics and spelling; in the modules they referenced K and 1 for the direct spelling instruction. What should this look like in 2nd grade? My spelling really needs help!!! Also, at the end of the module it mentioned more sections, explicitly on decodable texts. Will these be coming and be available to us? This has truly been a wonderful learning experience and so worth my time!!

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I want to support staff with explicit instructional practices.

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Look at decodable books and determine if they are a quality decodable.

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Work on finding decodable texts for struggling readers

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I will make sure to utilize chunking while decoding each day.

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I will make it a priority to give students time to practice decoding and encoding each day.

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To communicate and organize these skills with my team. And to show them,  do it  together with them,  develop them to do it on their own. Learning different methods that works for each child. 

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To communicate and organize these skills with my team. And to show them,  do it  together with them,  develop them to do it on their own. Learning different methods that works for each child. 

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My bite-size action is to work with my colleagues to start and keep a consistent academic vernacular throughout each grade level.

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Reading aloud to middle and high school students is a practice I will continue to incorporate this practice on a regular basis.

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Look over decodable readers making sure they are quality readers and are introduced at the right time.

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Look over decodable readers making sure they are quality readers and are introduced at the right time.

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come up with common language among all teachers, including, Intervention specialist, title teachers, gen ed teachers, lit. coaches, etc

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come up with common language among all teachers, including, Intervention specialist, title teachers, gen ed teachers, lit. coaches, etc

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My bite sized action plan is tough. I am being moved up to 7th grade. I really am just hoping to find a few struggling motivated students to invest in this year and do some after school tutoring and apply what I have learned from these modules.

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I would like to enhance my awareness of elementary school practices in terms of SOR.

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I was always taught that leveled readers are THE way to teach! This past year we really focused heavily on decodable texts. I can see the difference...I'm going to continue to keep my eye out for high quality decodable texts vs. shallow

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I was always taught that leveled readers are THE way to teach! This past year we really focused heavily on decodable texts. I can see the difference...I'm going to continue to keep my eye out for high quality decodable texts vs. shallow

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I would like to be more in touch with what the phonics teacher is teaching each day/week so that I can be more supportive.  I'm thinking of reading through the teacher manual each week so that I know what is being taught.

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I would like to be more in touch with what the phonics teacher is teaching each day/week so that I can be more supportive.  I'm thinking of reading through the teacher manual each week so that I know what is being taught.

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Utilizing small amounts of time for phonemic awareness activities. 

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Utilizing small amounts of time for phonemic awareness activities. 

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Bellevue Elementary School - M. Bova, T. Barr, M. Ruffing, A. Kilgore, M. Cramer, M. Strow

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revamping lesson plan format for intervention, increasing use of decodable text

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share the dandelion analogy with teachers

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I want to help the teachers I work with design their phonics lessons to align with the design recommendations.  

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I want to help the teachers I work with design their phonics lessons to align with the design recommendations.  

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To work as a primary team to maintain the same vocabulary when teaching phonics to students.

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I will start looking for delightful Decodable texts that I can map onto Weiley Blevin’s k, 1, 2 grade phonics progressions.

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I plan to communicate with other faculty to make sure the classes we teach that connect to this content include the newest and most accurate techniques and materials.

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I want to figure out how to incorporate reading/phonics review in my middle school science curriculum. I should be able to make time for phonics while teaching science content. 

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I want to figure out how to incorporate reading/phonics review in my middle school science curriculum. I should be able to make time for phonics while teaching science content. 

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I will work with the phonics teacher to learn the scope and sequence of Really Great Reading, so that I can support my students in a more meaningful way for phonics instructions

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To look at sight words/heart words and spelling and looking at decodables

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To look at sight words/heart words and spelling and looking at decodables

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Check out the scope and sequence of the new Heggerty book for my younger students.

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I plan on using more high-quality decodable texts and to allow parents to take home. This way the parents can become more involved in the students learning to read.

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I plan to work on making my explicit instruction interactive, while providing feedback and moving at a faster pace, using a clear scope and sequence.

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Figuring out the language used by the younger grades so I am able to help review and build on for my 5th graders.

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With it being May, how do we keep this at the forefront with all of the chaos of the new year? How do we start implementing this within the building/ district?

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With it being May, how do we keep this at the forefront with all of the chaos of the new year? How do we start implementing this within the building/ district?

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Helping college students organize literacy resources from courses and learning modules to better prepare them to utilize once they are in the field.

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Enhance use of decodable readers and heart words.

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I plan to use more blending techniques in my classroom. Additionally, taking graphics from the module to incorporate in my classroom; such as phonics rules. Also, as a parent of a child who will be seeing instructional changes in his classroom next year, I plan to use more decodable text with him during his summer readings.

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Look through my phonics curriculum and make sure it supports the science of reading.

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I plan to read a Seidenberg text this summer and as I close my classroom today and tomorrow, I am reorganizing all my files and materials.... pitching items that are balanced literacy and do not lend themselves to the science of how the brain learns to read.

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Aligning scope and sequence with decodable texts!

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Aligning scope and sequence with decodable texts!

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Bridging the gap for recent grads and current students with changing OAE and expectations.

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incorporating more decodable and resources

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I would like to incorporate more decodable text with my seventh graders. 

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I would like to incorporate more decodable text with my seventh graders. 

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I plan to incorporate more decodable texts with my students next year and make it more intentional than an after-thought

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I plan to incorporate more decodable texts with my students next year and make it more intentional than an after-thought

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Research decodables for secondary students

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Research decodables for secondary students

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More decodable books in the classroom and incorporating more phonics based learning into my core instruction.

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I plan to use the Jamboards with my university students. 

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I plan to use the Jamboards with my university students. 

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We have training beginning on our new phonics program. We need to get that under our belt to move forward.

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revamping some courses to emphasize a scope and sequence for early phonics work...

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Looking at scope and sequence and really understanding what needs to be covered utilizing our curriculum. Then, making it interesting for our students to learn the material.

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I plan on adding decodable text that aligns with Kindergarten sequences

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I plan on adding decodable text that aligns with Kindergarten sequences

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streamlining the academic language that we use across our school

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streamlining the academic language that we use across our school

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I plan on incorporating and being conscientious about the implication of phonics and explicit instruction for students in music.

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Team up with my grade level team to evaluate our curricula and see what changes we can make to our lesson delivery more seamless- Gain a better understanding of the resources we currently have and how to use them, and to find supplements where necessary, as well. I'm really wanting to find a better way to help my struggling and/or non-readers.

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Doing some further research on phonics and transitions at the high school level and some present level opportunities.

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Talk in a positive tone about phonics and the science of reading to help get the buy in from all of the other teachers (both in the field for 20+ years and those just joining) to do what is best for ALL studnets. 

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Talk in a positive tone about phonics and the science of reading to help get the buy in from all of the other teachers (both in the field for 20+ years and those just joining) to do what is best for ALL studnets. 

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I would love to implement the scope & sequence for Phonics in my classroom as well as focus more on decodable books that are appropriate for the grade level.

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Continue with open communication with administrators and staff to support the students. Engage and prepare phonics instruction that will best align with the curriculum.

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growing our own knowledge with utilizing new decodable resources and incorporating what we already have with more effective intention

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growing our own knowledge with utilizing new decodable resources and incorporating what we already have with more effective intention

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Our group agreed that we need to organize our scope and sequence with the decodable books that match the skills.

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having more decodable texts available for students. Also, I learned that you can put review anywhere, I've always put it at the beginning but am excited to be able to do it any point in the lesson.

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I plan on finding ways to make decodable texts interesting and relevant to my middle school students. 

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I plan on finding ways to make decodable texts interesting and relevant to my middle school students. 

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I will think about potential changes to the phonology aspect of my language development course and whether I switch from using terms from a more linguistic perspective to terms that align more closely to what my students will encounter when they go on to their phonics class. 

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I will think about potential changes to the phonology aspect of my language development course and whether I switch from using terms from a more linguistic perspective to terms that align more closely to what my students will encounter when they go on to their phonics class. 

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Review the scope and sequence more in depth to provide additional support/effective strategies to candidates.

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Explore high quality decodable readers for our students this next school year.

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Explore high quality decodable readers for our students this next school year.

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Teaching to mastery in regards to foundational skills.

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I plan to look at the decodable books resources that were shared in this module, as well as the scope and sequence that was shared.

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I plan to look at the decodable books resources that were shared in this module, as well as the scope and sequence that was shared.

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Aligning my small group lesson plans with OG and the science of reading method.

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I will be utilizing Geodes. This approach to decodable reading will be a game changer for students.

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My continue bite-size action step is to continue to redevelop our Emergent Reading & Literacy Course at Hocking College to be aligned with the Science of Reading and the Simple View of Reading. This is inclusive of helping educators determine whether or not materials are high-quality and evidence-based!

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I will work on creating some phonics based small group teacher led sessions with my team.

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To look at a couple different programs for decodable readers

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To look at a couple different programs for decodable readers

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I plan on completing my research on successfully incorporating phonics into lessons for autistic students.

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Making sure to include each aspect of the Phonics Lesson Scope and Sequence in each Phonics lesson with students, while also having engaging, meaningful activities that students will truly learn from.

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For my college students--go through the steps of an explicit phonics lesson ----as they write a phonics lesson for a student--etc.

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For my college students--go through the steps of an explicit phonics lesson ----as they write a phonics lesson for a student--etc.

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I plan to use Geodes next year.  These are decodables that go with our phonics program - Fundations.

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I plan to use Geodes next year.  These are decodables that go with our phonics program - Fundations.

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So, I'm thinking a lot about how differentiation may work with this approach. Most of the examples have been whole-group instruction, but not all learners will be able to go at the same pace. How are teachers working as the pace of the sequence begins to vary learner-to-learner?

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I plan on incorporating more decodable texts

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Encourage instructional models that provide affirmative and corrective feedback. *I do. *We do. *You do. This will in turn prevent students from practicing mistakes at independent centers for such a HUGE part of their day.  

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Encourage instructional models that provide affirmative and corrective feedback. *I do. *We do. *You do. This will in turn prevent students from practicing mistakes at independent centers for such a HUGE part of their day.  

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_ALL Ohio Session # 3 Taco Tuesday - Alex & Sloan

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I am just interested in learning about the specific names of phonics/literacy curricula that districts are currently using so that I can potentially access these so that my teacher candidates can look at some of those that are currently being used and evaluate their effectiveness, learn more about what the instruction actually looks like.

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Not a question but a shout out to the individual who put the modules together. They are AMAZING and full of information and resources. Thank you SO MUCH!

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Not a question but a shout out to the individual who put the modules together. They are AMAZING and full of information and resources. Thank you SO MUCH!

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I’m my classroom next year I will creat a sound wall to promote my students understanding of phonics.

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Use the prompts given that focus on decoding when students get stuck on a word

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Use the prompts given that focus on decoding when students get stuck on a word

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I just began having conversation with our younger grades trying to understand where phonics instruction begins and ends in our school.  It is very eye opening. There is a halt when the students reach grades 3,4,5 on teaching how to read.  It becomes about testing content at that point.  Students "should" already know how to read by then.  So the only reading instruction is now done on an intervention level. So the bite sized action step is to have conversation and bring to light that all basic reading instruction halts after the second grade.

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I just began having conversation with our younger grades trying to understand where phonics instruction begins and ends in our school.  It is very eye opening. There is a halt when the students reach grades 3,4,5 on teaching how to read.  It becomes about testing content at that point.  Students "should" already know how to read by then.  So the only reading instruction is now done on an intervention level. So the bite sized action step is to have conversation and bring to light that all basic reading instruction halts after the second grade.

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I would like to use the four prompts discussed when students are stuck on a word, and make an anchor chart for students to refer to when they are stuck on a word. 

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I would like to use the four prompts discussed when students are stuck on a word, and make an anchor chart for students to refer to when they are stuck on a word. 

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I want to learn more about teaching root words, etc. in my classroom.

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I will continue to be more intentional in my teaching.

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Keep attending trainings and researching to have a better understanding of what structured literacy is and looks in the classroom and how to support staff.

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I will reread Kearns (2020) Does English Have Useful Syllable Division Patterns? RRQ, 55 (1) S145-160.  I will look for peer reviewed research that supports the teaching of syllabication as an efficient decoding strategy.  Would love to hear if anyone has read research on the utility of syllabication.  

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I will reread Kearns (2020) Does English Have Useful Syllable Division Patterns? RRQ, 55 (1) S145-160.  I will look for peer reviewed research that supports the teaching of syllabication as an efficient decoding strategy.  Would love to hear if anyone has read research on the utility of syllabication.  

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I want to view and teach sight words differently. I've only every taught them by memorization. This isn't what I should've been doing for the past 18 years! I'll be reading the articles you've posted as further research

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To transfer my thinking from using some of my previous prompting such as check the picture, get your mouth ready, does that look right or make sense to: look at the word, say the sounds, blend the sounds together, check and reread.

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I will explore ways to implement phonics instruction into my small group reading lab time.