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Need to be automatic readers before entering the world of silent reading.

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Need to be automatic readers before entering the world of silent reading.

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The importance of analyzing decodable texts in order to determine where they fall in scope and sequence and whether they are the right tool to meet students where they're at.

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Importance of understanding the SIPPS scope and sequence to match decodables aligned with what students are learning

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It is important to analyze the decodables to ensure they align with what has been taught and don't contain content words that are not decodable.

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Ensuring that spelling patterns/sight words have been introduced before giving a certian decodable. 

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Ensuring that spelling patterns/sight words have been introduced before giving a certian decodable. 

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It was a helpful process to go through so that we can more easily be able to identify the type of book--decodable or not. As well as determine when it would be helpful to introduce to students (aligning with pacing guides)

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What  are good practices for taking these exensive reading rules, often even tricky for adults, and making them more digestible for young readers?

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What  are good practices for taking these exensive reading rules, often even tricky for adults, and making them more digestible for young readers?

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Doing the work we expect our students to do in order to better meet their needs/address misconceptions

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importance of knowing what the decodables you are giving to students contain in terms of the scope

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Question: Are we giving students appropriate decodables instead of letting them choose their own independent reading books? 

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Question: Are we giving students appropriate decodables instead of letting them choose their own independent reading books? 

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Helpful to process what needs to be addressed and to know the trajectory of the year to help students be successful in decoding.

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Which scope and sequence do you prioritize?  While decodables are not aligned to the SIPPS scope and sequence, sight words- which make up majority of the decodable- also do not align.
ACA Team

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Explicit instruction on phonemic and phonological skills with decodables and interwining non-decodable books to support students growth. 15 minute explicit instruction 15 minutes application, we do, you do.

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Explicit instruction on phonemic and phonological skills with decodables and interwining non-decodable books to support students growth. 15 minute explicit instruction 15 minutes application, we do, you do.