The kids are here!
Remember, they are not:
SPED kids
EIP kids
RTI kids
Bad kid
504 kids
"Those" kids
Low kids
_____ kids.
Kids are kids.
First, love them
Then learn them.
We don't love labels.
We love learners.
We teach learners, not labels.
Love, believe & challenge ALL kids.
Decodable Text Reading Science 👇🏼
“There's really never a time that kids should be limited to only decodable text, and certainly not after they have learned all the most basic grapheme-phoneme correspondences. The research on decodable texts is extremely thin, and the few studies that have compared using decodables to using other texts have either non-significant or very modest outcomes.
Keep in mind that we don't read decodable text so that we can read more decodable text. We read decodable text to practice what we've been learning in our phonics instruction so that we can read ANY text.
My main reason for wanting kids to be reading less controlled text is for their statistical learning. Decodables by their very nature skew the probabilities that a particular grapheme will represent a particular phoneme. So, for example, I may read one decodable text designed to practice the /ē/ sound for EA and another designed to practice the /ĕ/ sound. If I never have opportunities to read uncontrolled text, I may think these grapheme-phoneme correspondences occur with similar frequency, when /ē/ is FAR more common.
Part of learning to decode is learning which correspondence is most likely to help me successfully decode a word. In the case of EA, I'd be much better off trying /ē/ before /ĕ/. A teacher may explicitly state which one is more common, but extensive experience encountering the grapheme in authentically structured text is what really helps solidify those understandings.
So, all this is to say that decodable texts are terrific for practicing new GPCs, but uncontrolled text also provides important practice opportunities. If you want kids to be able to read ANY text, you can't restrict them to only practicing with decodable text.”
~ Dr. Holly Lane
A family in Liberty, Mo is whole again, now that Cpt. Jesse Hernandez has returned home from a 325-day employment in Africa. His first mission? Have lunch with his son at Alexander Doniphan Elementary School. https://t.co/7TPWWIS9sc
Our class has been making connections to what we do daily at school to the LPS Graduate Profile! #Lpsleads#whcats
The students thought it reminded them of being a Lifelong Leaner ❤️
We all have an opportunity to impact the climate and culture of the halls and classrooms within our school.
We all play a part ❤️🙌 in students saying, “I love it here!”