Embedded Files
Dispel entrenched myths regarding the science of reading
Explore the science of reading including the current and historical proficiency of our students
Synchronous Session: The Science of Reading
Synchronous Session: The Science of Reading
Opening Reflection Prompts
Opening Reflection Prompts
Respond to the following reflection questions | Facilitators may create polls to capture responses
What was something from the podcast “Hard Words: Why Aren’t Students Being Taught to Read?” that made you think in a new way? | Facilitators may create polls to capture responses
Please share one instructional shift you have made in response to what you learned from the TEA Reading Academy training.| Facilitators may create polls to capture responses
If you already responded from your prework you may add an additional response OR review responses of the other participants!
Mini Lesson: The Science of Reading
Mini Lesson: The Science of Reading
Student centered BL provides increased opportunities and flexibilities to deliver the components of effective reading instruction which incorporates systematic phonics in accordance with the science of reading and provides students ample exposure and practice (across the five essential components of reading) to master foundational reading skills.
Classify the 5 Essential Components of Reading
Classify the 5 Essential Components of Reading
Click to make a copy of the activity slide, and drag & drop each of the 5 Es to classify as either Decoding/ Word Recognition OR Language Comprehension. Be ready to provide justification/ evidence for why you think it belongs there.
Asynchronous Session: Mythbusters & the Science of Reading
Asynchronous Session: Mythbusters & the Science of Reading
Mythbusters & the Science of Reading
Mythbusters & the Science of Reading
Explore : Entrenched Myths and The Science of Reading Activity (this link will ask you to make your own copy to work on).
Step 1: Read each myth
Step 2: Match the scientific truth about learning to read with each myth (using the letters (ABCDEF) to represent each of the scientific truth statements)
Step 3: If you'd like to refresh your memory on the myth topic, listen to the podcast clip as needed.
Step 4: Check your work here
Activity Materials
Online Copy - Activity: Entrenched Myths and The Science of ReadingEntrenched Myths & The Science of Reading Activity
Synchronous Session: Mythbusters & the Science of Reading Discussion
Synchronous Session: Mythbusters & the Science of Reading Discussion
Mythbusters Discussion
Mythbusters Discussion
Discussion: Mythbusters & the Science of Reading
What we should see
Word recognition/ decoding
Language comprehension
Online Copy - Activity: Entrenched Myths and The Science of ReadingWhat should we see?
What should we see?
"According to all the research, what you should see in every school is a heavy emphasis on explicit phonics instruction in the early grades. There is no evidence this turns kids off to reading or makes reading harder. In fact, it's the opposite. If you do a good job teaching phonics in the early grades, kids get off to a quicker start. And they accelerate their progress faster and read more and like it better and so it becomes a self-reinforcing cycle. Whereas the converse is true. When you don't give kids insight into the code and don't arm them with insight into language, both spoken and written, what happens is, "This is a mystery. I'm not sure I'm getting what these words really say. Therefore, I'm uncomfortable. And therefore, I don't really like it." *SOURCE: Louisa Moats in Hard Words: "Why Aren’t Students Being Taught to Read?” Hanford, Emily. American Public Media, September 10, 2018.
Turn & Talk - Mythbusters
Turn & Talk - Mythbusters
Discuss
Which mythbuster(s) made you think in a new way?
Which mythbuster(s) has the most immediate implication on the way students experience reading instruction in your classroom/ campus/ district?
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