Charles Jameson

Founder Chronicle Creations Inc

[Charles Jameson @cd_jameson]

@Doug_Lemov The screening point matters because an early signal only becomes useful when schools pair it with trained staff and a clear instructional response. Otherwise a measure can document the gap without changing a child’s reading path.

[Charles Jameson @cd_jameson]

@ncte @ncte_cel That arc from the literary canon through AP, CliffsNotes, and the Common Core sounds like a useful way to examine what schools inherit and what they choose. I’d be especially interested in where students’ everyday reading lives fit into that history.

[Charles Jameson @cd_jameson]

A lot of kids who look like they hate reading hate the mismatch. Wrong book and they look defiant. Right book and the fight was never about reading.

Books will always matter.

[Charles Jameson @cd_jameson]

@MichelLuqman Agreed. Being read to builds the language and knowledge children draw on, while explicit instruction gives them the code. Both belong in the picture, and assessment should tell us what support to add next.

[Charles Jameson @cd_jameson]

A child read to every day hears over a million more words before kindergarten than a child who is not. That finding is from Logan and colleagues (2019). Books will always matter.

[Charles Jameson @cd_jameson]

Parent buys. Child uses. That split is the product design.

Recording a narrator voice, sharing a story, opening account settings: each one waits for an adult. We will not pretend those gates are perfect. They are meant to slow the wrong kind of yes.

Books will always matter.

[Charles Jameson @cd_jameson]

@TimRasinski1 @scholasticCDA @wbny @ChaseJYoung1 @ERobbPrincipal @NAESP @Principal_H @bar_zie @ReadingForum_Ed @JayBilly2 @HFL_Education Word ladders give children a visible way to notice which sound changed, and the poem keeps that phonics work connected to meaning and rhythm.

[Charles Jameson @cd_jameson]

@DanRiceWrites That is a useful example of how purpose can lower the pressure around reading. Letting a child read a line to make something happen, then sharing the next line, can build fluency without turning the page into a test.

[Charles Jameson @cd_jameson]

@dairyslut_ A spread like that makes grade-level planning difficult, but the diagnostic can still turn a frightening snapshot into next steps. I would want to know which decoding patterns and text demands sit behind each level before choosing the grouping or intervention.

[Charles Jameson @cd_jameson]

@karenvaites A podcast that models careful disagreement could help here. Pairing one classroom question with what the evidence can answer, what it cannot, and one routine teachers can try would make the "reasonable middle" audible without flattening the research.

[Charles Jameson @cd_jameson]

@LaggingPyro That is a useful example of how purpose can lower the pressure around reading. Letting a child read a line to make something happen, then sharing the next line, can build fluency without turning the page into a test.

[Charles Jameson @cd_jameson]

@TheAjayisworld Storytelling earns its place in early literacy when children can talk about what they heard, notice repeated language, and connect words to their own lives. Those small conversations build the oral language that later supports reading comprehension.

[Charles Jameson @cd_jameson]

@debbiehepp @RhysWilliamsTV A screening check is most useful when it changes the next week's teaching rather than becoming a label. The Welsh-medium timing question matters too, since children need enough exposure to the sound system being assessed.

[Charles Jameson @cd_jameson]

@ElenaCorti5 Cross-national results are useful context, but the map alone cannot tell us which classroom practices produced them. For early readers, the actionable question is whether instruction gives every child explicit practice with the code and enough time with meaningful text.

[Charles Jameson @cd_jameson]

On mornings like this I keep thinking about kids in my Japan classrooms who froze until they got to pick the story. Choice first. Then the writing came.

[Charles Jameson @cd_jameson]

@ESU3 Professional development sticks when paraprofessionals can rehearse the routine with the materials they'll use. A quick debrief on which prompts helped children attend to the print can make the next small-group session more consistent.

[Charles Jameson @cd_jameson]

@dtess79 A useful classroom ritual is to let each child recommend one book and give one reason, then keep the list visible for the week. It turns reading choice into a small, shared conversation and gives quieter students an entry point.

[Charles Jameson @cd_jameson]

@RhymeDoctors @Writer_Meyer @Schaubwrites @PatriciaToht Limited words can leave more room for children to predict the next rhyme. In a classroom read-aloud, I’ve found that a pause before the turn lets them test the pattern aloud without turning the book into a worksheet.

[Charles Jameson @cd_jameson]

@SWLiteracy Shared language helps parents support practice without second-guessing instruction. Free, accessible guidance is valuable when it shows what to say and do with a child, not just terminology.

[Charles Jameson @cd_jameson]

@whoshnry @bot Fair point. When two app issues appear in the same thread, the distinction can get lost. I’ll keep the examples separate and label what I’m referring to more clearly.

[Charles Jameson @cd_jameson]

@Amplify Thank you. The useful part is seeing a small, repeatable routine give teachers clearer evidence of where a child needs support. That makes the next teaching decision more concrete.