@LizStepan@DrTozzo At least 60% of the reading block should be devoted to phonics and word work in K-1 according to Dr. Sally Shaywitz and the CT Longitudinal Study. https://t.co/9HPK6XCA36
The @NYPostOpinion asked me to identify a "pricey program" I'd axe from the @usedgov. My answer is that the waste and abuse isn't in the budget, it's in the mailroom: the time and money spent complying with "Dear Colleague" letters.
https://t.co/f0rTkizmZc
@MitchellBrookns@MrZachG Absolutely! Defining productive struggle along with the Learning Pit is critical! Build in scaffolds and supports when planning.
"Students progress at a much faster rate in phonics when the bulk of instructional time is spent on applying the skills to authentic reading and writing experiences, rather than isolated skill-and-drill work. "
--@wbny
https://t.co/JCFMg1MgXP
Teaching phonics must include fidelity of program and progress monitoring. If Ts use the program, but leave out a component like dictation, it WILL impact student learning, especially for the most vulnerable.
"Some people think 'Sold a Story' is about phonics. That’s not quite right. Many schools were teaching phonics. But they were also teaching beginning readers other strategies to read words. These strategies were the same ones used by struggling readers—like looking at the first letter of a word and thinking of something that makes sense."
https://t.co/tpT9aTWgfB
I wish ppl cared as much about the failure children are experiencing in reading as they do about the Lively/Baldoni saga. #whereistheurgency#outrageforkids
There's a Trauma Industrial Complex in schools. Jobs, products, ideologies feed off the trauma-porn industry. Please consider Dr Steven Dykstra's words... 1 of 3