Why this article is relevant to my practice:

This article deepened my understanding of how skilled reading develops beyond phonics alone by emphasizing the interaction between word recognition, language comprehension, executive functioning, and motivation. As an elementary literacy teacher using structured programs like SIPPS and analyzing student data regularly, this research supports my instructional decisions around small groups, differentiated supports, and comprehension work. It also reinforces the importance of balancing foundational skills with meaning making, which directly impacts how I plan lessons and interpret assessment data. 

Duke, N. K., & Cartwright, K. B. (2021).

The science of reading progresses: Communicating advances beyond the simple view of reading.

Reading Research Quarterly, 56(S1), S25–S44. 

Dates: 24–25 Mar, 2026

Location: Towson, MD 

Why I want to participate:

The SoMLA Conference would allow me to learn from current literacy research, explore evidence-based instructional strategies, and collaborate with educators who are focused on improving reading outcomes in elementary classrooms. The sessions on structured literacy, assessment, and differentiation directly align with my instructional goals and would strengthen my ability to use data to plan responsive instruction. 

Scavenger Hunt

1. Find two words with today’s SIPPS spelling pattern
   Example: ship, wish (short i + sh pattern)

2. Find one high-frequency word we have practiced
   Example: because

3. Find a word with a prefix or suffix
   Example: unhappy (prefix un-) or jumping (suffix -ing)

4. Find a multisyllabic word and clap the syllables
   Example: basketball → bas / ket / ball (3 syllables)

5. Find a word with a vowel team or vowel sound you know
   Example: train (vowel team ai)

6. Find a complete sentence and underline the verb
   Example: The dog ran across the yard.

7. Find a word you did not know before and circle it
   Example: discover

8. Find a sentence and read it fluently to a partner
   Example: We went to the library after school.

I led a classroom activity focused on the idea that everyone learns differently and that needing support does not mean someone is less capable. Students rotated through different learning stations and reflected on which activities felt easiest or hardest for them. This helped students see that strengths vary from person to person. The activity promoted empathy and normalized the use of learning supports in our classroom. 

My cohort sharing their educational prop. 

Music & Movement

The biggest challenge I faced in the program was learning how to consistently use assessment data to drive instruction rather than relying on intuition alone. I overcame this by leaning into progress monitoring, small-group instruction, and mentor feedback, which helped me become more intentional and confident in my instructional decisions. 

I always act in the best interest of students by making decisions that are fair, reflective, and grounded in what helps them learn and grow.