"Isn't Explicit Instruction just a lecture? That is pretty boring!"

I love summer. Summer is a great time to engage with Educators and hear their concerns about their classroom instruction -- while also laughing and relaxing to the beat of the summer clock. Almost endless. 

Quite often, I am asked about the latest buzz -- which isn't really new in the world of education -- Explicit Instruction. This type of instruction may seem boring and tedious -- when treated as a keynote and/or lecture from the Ferris Bueller days. So, let's be clear -- that is NOT true explicit instruction. And as the conversation turns to if it is best for students, I will always say: "It's not IF, it is when." 

When is it best for students? Anytime. As long as we can agree that explicit instruction is not a lecture -- it is interactive instruction provided by the teacher with consistent engagement from the students. My Edu-Hero Dr. Anita Archer has shared this work for years with remarkable success. Dr. Zach Groshell has a resource Just Tell Them (mentioned on the blog) singing the same praises. As students enter our classroom, most of them do not have the prior knowledge or skills necessary to access the grade level content. This is when teaching & learning are truly FUN - how do we model, question, discuss, engage, and reflect with students while providing specific feedback all while teaching at a "perky pace" and ensuring students are retaining the content?

Admittedly, my early years included quite a bit of inquiry and discovery learning - not in and of themselves bad, but definitely NOT the best for students struggling to comprehend, understand, decode, and analyze. I love Stephanie Stollar's guidance on this issue during a summer workshop at Wabash Valley Education Center: If students are novices, they deserve explicit instruction. When they are experts, they are ready for inquiry. At first, my early training roots once again questioned the notion, until the doom & gloom of Genius Hour entered my mindset. Not pretty. 

Two things will never change -- everyone has an opinion in education. And no one will ever know everything. But please, please, please - let's stop the myth that explicit instruction is boring. Correctly implemented, it is engaging brain work for everyone involved. 

*If you have not read Explicit Instruction by Dr. Anita Archer, do so. Or check out Dr. Zach Groshell's book Just Tell Them.  

**Please also note: Direct Instruction (upper case) is not the same as direct instruction (lower case). Check out Direct Instruction: A Practitioner's Handbook.

Summer Short Read 1: "Do I Have Your Attention?" with Blake Harvard!

 

"Without knowledge of human cognitive processes, instructional design is blind."

Blake Harvard quoted this work in his awesome resource, Do I Have Your Attention? and it also stopped me in my tracks. There is nothing I love more than a quick, meaty summer read filled with action steps for teaching & learning. Blake is a classroom teacher seeking to ensure his students walk out the door remembering & genuinely learning the content -- the dream of every teacher, I know. Yet, he shares some very evidence-based practices to help all of us make this happen in our classrooms, while also acknowledging that NO ONE has all the answers. It is always refreshing to hear from leaders, experts, and educators that no one has the silver bullet answer-- and if someone claims it, they are giving you a big gulp of "snake oil" (if you haven't heard that expression, check out Holly Lane's presentation).

The first part of Do I Have Your Attention? focuses on research & evidence -- I highly recommend taking the time to digest it.  In education, we just want to know the WHAT -- tell me what to do -- but not knowing the WHY has put us in a lot of hot water over time. It is in our best interest to start asking the difficult questions before implementing the latest hottest trend in our classrooms -- and Educators are just the ones to lead these discussions. Blake does an awesome job of sharing the research that had the most impact on his understanding of memory and how it impacts learning. 

My email box is often full of concerns about students no longer having long enough attention spans to grasp the concepts that must be taught. Blake shares some action steps that will help with this deep concern across all classrooms (including Higher Ed)! Do I Have Your Attention? brings understanding memory constraints to the forefront of classroom application. Part of this discussion includes understanding the distractors that deter learning and how to help students LEARN how to pay attention -- I first heard this from Zach Groshell as he shared his story of how a teacher took the time to TEACH him what paying attention looks like & sounds like -- perhaps a much needed strategy in our TikTok attention-filled world. 

In the meantime, here are just 3 of my favorite action-packed strategies from Blake's resource:

1.  Anchor with Emotion

What it is: Connect content to emotional experiences—stories, personal reflections, or real-world stakes.
Why it works: Emotionally charged content activates the amygdala, enhancing memory and attention.
Classroom move: Use storytelling or ask students to relate concepts to meaningful moments in their lives (e.g., “When have you ever felt like an underdog in history, like the colonies in the American Revolution?”). I was blown away to discover this year that the brain reacts to story telling in a unique way -- and it is a great way to enhance learning. More reading on my part is needed in this area, but it has made me stop and think about the presentation of new material. 

2.  Make Thinking Visible

What it is: Use tools like think-alouds, anchor charts, or whiteboard snapshots of student thinking.
Why it works: When students see the learning process, not just the result, it activates metacognition and encourages sustained attention.
Try this: Use a visible thinking routine like “See-Think-Wonder” or capture evolving ideas during a discussion on a shared board. Valentina Gonzalez speaks extensively on a Vocabulary Wall that includes pictures for ML Learners -- I think it is a powerful strategy for all of our students. Do you use one? I'd love to see it!

3.  Utilize Desirable Difficulty

What it is: Design learning activities that challenge students just enough to require effort—but not so hard that they give up.
Why it works: Struggling productively keeps the brain active, promotes deeper processing, and boosts long-term retention.
How to use it: Try retrieval practice, interleaving, or asking students to explain concepts in their own words before giving them the answers. Retrieval practice is a critical component of my Literacy Courses at IUK. Students groan but by the end of the semester, they realize the importance as they are required to reflect on this activity in their own host classrooms and future classrooms. 

Which strategy is an AHA for you? I'm happy to report that Blake Harvard will be providing a session at Wabash Valley Education Center in the fall! Can't wait to learn more from him!

Molly Ness, Katie Pace Miles, and Orthographic Mapping!

 

"The average reader instantly and effortlessly recognizes 30,000 - 70,000 words, with no need to decode them or sound them out (Mather and Jaffe, 2021). But that does not mean decoding wasn't necessary for that to happen - or more specifically, to get those words into memory." 

Wowza!  I couldn't start the summer without finishing this amazing resource from Molly & Katie! From the very beginning, I was carried down a memory lane of mistaken spelling practices that were encouraged in my host classrooms and then later continued in my own centers with all grade levels. But just like Molly and Katie emphasize in their book, once we know better, we CAN do better!  

My absolute favorite was their 4-step system of making spelling instruction explicit and intentional - all of us can utilize it no matter what resource has been adopted.  If you are frustrated with the lack of transfer during written responses -- if you are ready to move beyond the Monday-Friday traditional list of memorization with minimal results -- please grab this research-to-practice quick read for changing and improving instruction for your students!

While the 4-step routine is detailed in the book, here are my three thoughts to ponder:

1. Orthographic Mapping Is Key to Long-Term Word Retention

Miles & Ness emphasize that orthographic mapping—the mental process of connecting sounds (phonemes), letters (graphemes), and meaning—is the foundation of fluent word reading. Students don't memorize whole words; instead, they map them sound by sound. Understanding this cognitive process reshapes how educators should approach decoding and spelling instruction.

Takeaway: Teaching should focus on helping students connect sound, symbol, and meaning—not just memorizing word lists. In my university classroom, we speak about this quite extensively and read the work of Dr. Ehri to further our understanding. The Teaching Reading Sourcebook, while huge and almost overwhelming, is an awesome resource to utilize for ideas in the 5 pillars!

2. The Four-Step Routine Makes Word Learning Systematic and Predictable

The heart of the book is a four-step instructional routine that supports orthographic mapping:

1. Pronounce and Segment – Say the word and break it into phonemes.

2. Identify Graphemes – Map the sounds to letters or spelling patterns.

3. Analyze for Patterns – Discuss any irregularities or patterns.

4. Practice and Review – Engage in active, repeated practice.

Takeaway: Consistently using this routine strengthens students’ decoding, encoding, and meaning retention in a simple, repeatable format. I love connecting it to a triangle model in my classroom -- see it, say it, write it. 

3. Meaning Matters

A unique strength of the authors' approach is how it integrates meaning-making into word recognition. Rather than teaching phonics in isolation, the routine ends with a focus on word meaning and usage. This creates deeper learning and increases the likelihood that students will remember and use the word.

Takeaway: Word learning is most effective when it links sound, spelling, and meaning—not just one or two components. We also connect this to a triangle figure -- letters, sounds, and meaning -- in my literacy course. We discuss how words should be utilized and modeled in a sentence to help student's understand meaning and usage.  Many teachers have practiced this routine to utilize with their students in my explicit phonics instruction & vocabulary work sessions. 

What are your key-takeaways?  

Summer Focus: Gratitude, Rejuvenation, & Moving Forward

"Does your brain ever shut down? Do you ever stop thinking about teaching & learning?!" Such a great question!  Simple answer: not really. But over time, I've managed to figure out ways to focus on resting & relaxation while scribbling ideas in my journals. 

My favorite past time is focusing on Brain Drain Gratitudes. This has been a collective game changer over the years! For the longest time I thought it was all phooey, but after an intense study of how gratitude changes the brain, I make a conscious effort to stop and record moments of joy and thankfulness. Sometimes those moments come wrapped in opening thank you notes from Educators who are working hard to make a positive impact on the learning in their classrooms. Often, they are moments of stopping to record a top 10 list of all the things that bring gratefulness.  This activity is a very quick Brain Drain -- anything that comes to mind. If you're still not convinced, check out this article to get started on your own journey.

Another favorite summer focus is Refreshing Rejuvenation -- if I can't make it to the mountains, hiding away at the lake works. Nothing like a cool breeze with a bit of Mel Robbins in my ears! Surprisingly, I also find great joy in seeing Educator friends at WVEC's Summer Celebration. This year, we have made it FREE after so many requests about knowing more about the impact of Read Alouds on literacy growth -- and the constant discussion of does the Science of Reading really kill the joy of reading? I'm very excited about this focused event on the power of literacy in a successful environment. IF we make the goal SUCCESS, perhaps JOY will follow?  To register for this event with local singer and songwriter Scott Greeson and international presenter & teacher Molly Ness, see our website HERE. 

Moments of Moving Forward is the way to catch small ideas for growth. This year, I participated in a project with one of the other Professors on SketchNoting. My class focused on Valentina Gonzalez's work for SketchNoting with MLs but this led to wondering how to utilize this work in my personal life. I'm a sucker for journals -- they are my very favorite. Nothing like a blank page! But now I enjoy adding the additional elements of design. What are some of my Moving Forward Moments? Can't wait to start sharing them with you soon - stay tuned!

In the meantime, how do YOU rejuvenate, replenish, and continue moving forward in our emotionally & mentally draining, but very rewarding, profession?!

Growth Requires Stepping Out of My Comfort Zone: researchED & Rosenshine's Principles in Action!

This magnet is at the top of my refrigerator - a gift from another leader reminding me of the importance to seek growth. The critical reminder that has made for more intentional reflection and development around the teaching & learning cycle. My current instructional leadership role allows for the opportunity to daily encourage all Educators to step out of their current mindsets and lean in to unlearn, learn, and/or relearn evidence based strategies and skills. 

Recently, I made another big leap that required airport layovers (I hate when the flights have layovers; historically, I have refused to fly - haha) and the opportunity to be in the room with experts and researchers that left me pretty much speechless in their expertise (nothing like sitting in the room with Holly Lane and competing against her in a game about literacy -- whaaa???!! Thanks for that memory, Judy & Faith!)  

My favorite resource from the researchED Conference was (without a doubt) Tom Sherrington's book Rosenshine's Principles in Action. I had read through this article just before leaving for New York with some of my students and shared it on my social media as the graphic of the Principles of Instruction aligned with our discussion of Dr. Anita Archer's Explicit Instruction.  What I truly enjoy about this new book resource is how Sherrington chunks the work for maximum understanding and impact for all of us! 

Here are just three best-practice strategies from Sherrington's resource that were especially impactful for me:

1. Daily Review and Retrieval Practice

• What it is: Begin lessons with a short review of previous learning (e.g., questions, quizzes, discussion). Thanks to Anita Archer and Patrice Bain, I had already started this practice in the fall with my undergrads! It was a simple change that has yielded big results. 

• Why it matters: Reinforces prior knowledge, strengthens memory through retrieval, and helps identify gaps in understanding. It holds participants responsible for the content -- they have to do all the work!  It's fun for me to see the retrieval!

• Best practice: Use low-stakes quizzing or short, focused retrieval tasks at the start of lessons. Mix in questions from several weeks back to promote long-term retention (spaced retrieval). Share & discuss answers. The goal is LEARNING, not a grade. Personally, I allow them to review their answers and share their thought processes. 

2. Modeling with Worked Examples

• What it is: Teachers explicitly model how to approach problems or tasks, thinking aloud to demonstrate processes. Not only am I doing this now for Undergrads and my Professional Learning sessions, but I'm asking teachers to partner up after modeling a strategy. I'm giving them space to reflect on and immediately practice the learning. Sometimes, it is hard to switch from the teacher hat to the student hat and vice versa, so we have this discussion of being able to switch. 

• Why it matters: Reduces cognitive load and gives a clear understanding of what success looks like. Although it can be uncomfortable to model in front of peers, students have become better at providing feedback to each other. It is also refreshing to see the Gradual Release Model in action with fellow educators in professional learning environments.

• Best practice: Use visualizers or whiteboards to walk through examples step-by-step. Start with complete worked examples before gradually increasing student independence. I model every part of my expectation so that others feel comfortable modeling the strategy with their colleagues.

3. Guided Practice with Scaffolding

• What it is: Structured opportunities to practice new material with support, before being expected to apply it independently.  I'm now very intentional with providing time for reflection and practice during my professional learning sessions. 

• Why it matters: Avoids errors and builds confidence by gradually removing support. Monitoring discussions to provide feedback and praise also builds the motivation for success.  

• Best practice: Use tasks like “I do, we do, you do” – where the teacher models, the class works together, and then students try on their own. Scaffolds (like prompts or sentence starters) are slowly faded as students grow more proficient.  Afterwords, you will find us ending our professional learning sessions with the following graphic (or something similar):

What are you thinking about changing now? How does this push your teaching & learning brain?

When Will We Move Away From Retention?

 

Recently, I had the most amazing planning session with teachers discussing their selected articles and resources for classroom instruction and how to best utilize explicit instruction to ensure all students are grasping the concepts. These types of daily interactions fill me with some hope and joy for our Teachers and the Students they teach (capitalized for emphasis)!

However, on Friday, I received a letter that left me frustrated and deeply annoyed, because it was an explanation of possible retention for my Autistic Child that didn't pass the state assessment. My Child is currently accomplishing more than we ever imagined possible after her diagnosis. She was once a screamer and table hider. As one of her administrators during this time, it was terrifying for her and frustrating for me. Excitedly, thanks to the dedication of some pretty amazing Teachers & Para Support Staff, she is now speaking, reading, writing, and trying to lead math sessions (believe it or not). She is not on grade level but each day she is growing leaps and bounds with explicit, systematic instruction. Her growth can't be limited by a yearly calendar. To do this is to miss her bigger life story. Her instruction began in Developmental PreSchool and continues today, thankfully, due to her amazing IEP Coordinator and determined 2nd Grade Teacher. 

When I opened her state testing results, she scored higher than I initially believed possible although it wasn't the score needed for passing. The horrifying statement was the threat of retention if she doesn't hit the mark by the end of summer (yes, she will have two more chances to pass this summer). As this has been provided as the answer once again for students that struggle, I've been reading, questioning, and researching. I'm by no means an expert on the subject (I'd love to hear from those that are), but as a Mother with a Child that has fought bigger battles than most adults do in a lifetime, I want some skin in the game. It was interesting to read that  “fail to demonstrate that grade retention provides greater benefits to students with academic or adjustment difficulties than does promotion to the next grade."  In this same article, I found: A 2017 analysis of student outcomes under this system found that kids who were retained had big initial gains in achievement. But within five years, the score increases faded out, and these students weren’t doing any better than their same-age peers. 

While no one seems to have an answer, while attending Laura Stewarts' session on Courage to Lead and new Science of Reading Literacy implementation, she noted that it takes 2-4 years for systems and structures to show success. This left me wondering about all of the students in need of systems and structures that support school trainings and teacher knowledge -- and have we allowed enough time for this to happen since this major shift in literacy instruction? I definitely do not have all of the answers, but I do know that my Child needs her current peer group that has supported and provided friendships. "She will make new friends" and "children are resilient and they adjust" are often the things said in response, which makes me wonder why so many adults are in need of therapy due to childhood. Perhaps resilience isn't the answer either. 

For the here and now, I am grateful for a school that provides explicit, systematic instruction in literacy. I'm hopeful they will see the results of their teacher knowledge and training and instructional integrity in the long-term, as Laura suggests. What are the best things that we can do for our students that have this new doom & gloom time clock imposed on them? Great question! Here are three items to reflect on for your school:

1. Explicit and Systematic Phonics Instruction?

• Teach letter-sound relationships clearly and sequentially.
• Use multimodal techniques (see it, hear it, say it, write it).
• Focus on phonemic awareness (blending, segmenting, manipulating sounds).

2. Structured Reading Practice with Support? 

• Fix Your MTSS! Join us for this one day session with Stephanie Stollar in West Lafayette. 
• Implement instruction to meet students' needs (see Stephanie Stollar's Facebook page for videos on Tier 1 instruction). 
• Learn everything you can about explicit instruction in all content areas.
• Encourage repeated reading to build fluency and connection to reading complex texts. We recently had a phenomenal session with Jan Hasbrouck on how to make this happen!
• Use audiobooks or text-to-speech tools for struggling readers to follow along with the text.

3. Vocabulary & Comprehension Strategies

• Teach word meaning through context clues, explicit instruction, and word maps, etc
• Use visual organizers like graphic organizers to break down ideas. I love the Top Down Web from Keys to Literacy!
• Encourage summarization and questioning to boost comprehension. Paragraph Shrinking is an awesome strategy!

"What Practical Resource Do You Recommend for Working with English Learners?"

As this question popped up on my phone, my mind responded without hesitation: Literacy Foundations for English Learners. Meeting Elsa Cardenas-Hagan completely changed instructional conversations four years ago. Her book is filled with small bite size action steps to improve our work with English Learners.  As my focus was primarily effective phonics instruction, it was a huge benefit to read about how to best merge Orton Gillingham methodology and Elsa's suggestions for this area of literacy to meet the needs of all students. During PLCs & onsite sessions, teachers were taking away key strategies and combining them with the work being done in their small groups. 

Phonics instruction is not the only component of literacy covered in this resource. Chapter 7 quickly became a favorite to share and discuss as explicit vocabulary instruction was found to be a "hot mess express" during data discussions. As I pondered what it meant to truly know a word, Elsa broke it down into meaningful action steps for active engagement. 

Ultimately, I love how she weaves in writing instruction. Our students must write but HOW?!  She addresses many ideas and key strategies in chapter 10. If you haven't opened this book and you work with English Learners, it should be your next purchase. (Definitely check out this webinar! ) In the meantime, here are three key takeaways:

1. Interactive Read-Alouds with Think-Alouds: Cardenas-Hagan recommends using interactive read-alouds to engage English learners with texts in a dynamic way. During these read-alouds, teachers model thinking aloud, explaining their thought processes as they engage with the text. This provides students with insight into vocabulary acquisition and how to make connections between the text and their own experiences. The interaction also encourages discussion and language use -- helping students practice speaking and listening skills while reinforcing comprehension -- win-win! If you struggle with oral language and discussion, see my blog post with Dr. Sonia Cabell.  Five- Turns is an awesome strategy to implement with your students.

2. Structured Language Routines: The book emphasizes the importance of incorporating daily language routines that build both oral and written language. For example, teachers can use sentence frames and structured prompts to support student responses in full sentences. By giving students predictable opportunities to practice language in a structured way, such as during group discussions or journal writing, students can develop fluency and confidence in using academic language. Keys to Literacy has some amazing discussion cards that are beneficial for all learners in your room.  Check them out here!

3. Word Walls and Vocabulary Instruction: A significant focus is on building vocabulary, particularly academic vocabulary. She suggests using word walls as a tool for ongoing vocabulary development. Teachers can organize words by themes or concepts and add new words as they come up in the classroom. These word walls should be interactive, with students encouraged to contribute to them and use the words in sentences. Valentina Gonzalez has a thought-provoking blog centered around this same strategy! Check it out here!

    Hopefully, you will have the same amount of success. Use this blessing from Elsa to fuel your own work!

Learning with Natalie Wexler & Beyond the Science of Reading: Connecting Literacy Instruction to the Science of Learning

Oh, happy day, as I'm reading this new release from Natalie Wexler!  She grabbed my attention from the very beginning: "advocates...want more effective phonics instruction."  Over the last 4 years, so many of my conversations & coaching sessions have been on this very topic! How are we explicitly teaching phonics? Do we know the best practices of explicit phonics instruction? How much time are we spending on phonics instruction? It should not take any longer than 30 minutes of your literacy block!

However, the most exciting feature is how she automatically weaves in the Science of Learning! My professional journey began with reading Patrice Bain's Powerful Teaching and has moved to include Daniel Willingham's "Why Don't Students Like School?" and Nathaniel Swain's Harnessing the Science of Learning. Each chapter of Wexler's resource makes us consider how we are purposefully including explicit literacy instruction throughout the day (yes, all content areas)? How are we including retrieval practice? Are we providing explicit writing instruction and allowing for written responses during the day (yes, all content areas)? How many times are we reading aloud complex, knowledge-rich texts with students? How are we engaging them during the read aloud? Are we providing times for students to engage in guided, meaningful discussions and modeling how to actively listen during those times? Does our comprehension instruction move beyond just skills and strategies?  So many wonderful nuggets to ponder as we continue to refine our craft! 

As you reflect on each of those questions, here are three key strategies:

1. Explicit Instruction with Scaffolding: Effective literacy instruction requires direct, explicit teaching of reading skills. Scaffolding ensures that students are not only taught the necessary skills but also receive the support needed to use these skills independently. This involves gradually removing support as students gain confidence, helping them move from a “guided practice” phase to full autonomy in applying reading strategies. I like that she reminds us that we provide scaffolds as needed - no learned helplessness!

2. Building Vocabulary through Rich, Contextualized Instruction: Research shows that vocabulary knowledge is one of the strongest predictors of reading comprehension. In this strategy, students are exposed to new words in context, not just isolated definitions. Teachers should create opportunities for students to interact with new words in multiple ways, such as through reading, speaking, writing, and discussion, allowing students to build deeper understanding and retention. Explicit instruction is crucial when we want students to master vocabulary - and not just memorize it for the week!

3. Promoting Metacognition and Self-Regulation in Reading: Encouraging students to reflect on their reading processes and understand how they approach comprehension is crucial. Metacognitive strategies—like thinking aloud, self-questioning, and summarizing—help students develop a better understanding of how to process text effectively. This allows them to monitor their understanding and adjust strategies as needed, leading to greater reading success. One of my favorite strategies from the CORE Reading Sourcebook is "Click or Clunk."  After students read a passage, they check in on the vocabulary and understanding of the content. Is it a "click" - all good - or a "clunk" - letting the teacher know this doesn't make any sense to me. So, so good!

Courageous Leadership with Laura Stewart & IRL!

This weekend began with a celebration hosted by the Indiana Reading League in honor of Science of Reading Champions in Indiana. I was thrilled to be a Top Ten Finalist and completely overwhelmed when named as a Champion. Of course, the highlight of the virtual reception was learning from literacy legend Laura Stewart, whose wisdom from Courage to Lead, not only validated the work being done in our schools but she also dropped some much needed inspiration to "keep on keeping on" as we work diligently to ensure all of our students succeed. My girls were thrilled to celebrate with a big dinner (complete with Reese Cheesecake for dessert), but as we all gathered, I couldn't help but realize how much they have opened my eyes as an Educator. I didn't know what I didn't know until everything I knew didn't help my children.  As a former first grade teacher, "just read more" has not worked for my girls. It haunts me to think how many times I have uttered those words to other parents. Fortunately, my oldest was blessed with an amazing first grade teacher that understood explicit phonics instruction -- she helped her not only with those foundational, necessary, important skills but then she modeled and demonstrated with complex, authentic, interactive read alouds filled with powerful vocabulary and examples of content knowledge -- and with joy, my girl finally decided that maybe she did like school after all.  Reading hasn't happened 'naturally' - easily - for my girls. It has opened my eyes to a whole new world of instruction, teaching and learning, that has resulted in the coaching adventures with many other Educators and Administrators, some of them parents like myself struggling to make sure our own children have the supports they need, and of course, all of them with the desire to do what is best for all of our students in Indiana. Implementation is hard - especially when you get caught up in perfection. "Progress over perfection!" became a natural part of the discussion during Saturday's celebration with Laura Stewart. As Educators, knowing our non-negotiable list is critical, implementing best practices for literacy in all subject areas is crucial, and realizing WE provide the necessary instruction when utilizing core resources with integrity is nothing more than...ground-breaking.  KUDOS to everyone breaking down barriers and stepping out of comfort zones - I am grateful for you.

My Top Ten of All Time: Uncovering the Logic of English!

Imagine my joy and excitement when this opportunity showed up in my LinkedIN feed! Denise Eide's resource has made a HUGE impact in my schoolwork with current Teachers and Pre-Service Educators (and my journey as a mother). As I work in my schools, we can't seem to find and allocate enough funds for Orton Gillingham training, but I know this background knowledge will be instrumental in changing the way we teach students during Phonics & Word Study. Utilizing Eide's book (along with UFLI) has changed the lives of many on this learning curve adventure!  

I remember telling my students in first grade, "You just need to memorize the word have. We write h-a-v and add an e...." And then several years later, I was fortunate to return as their 5th grade teacher, but I had to eat my own incorrect/incomplete notions and explain "no English word ends in v, always followed by a silent e." They were a little bit irritated that this information wasn't shared with them in first grade! However, just imagine their extreme frustration when they discovered that "when two vowels go walking, the first one does the talking" is rubbish. Most of the time. Simply not true! 

While working with Pre-Service Educators, I've heard so many "Ohhhhh" and "Are you serious?", and it makes me all the more determined to make sure my fellow Educators grab onto this resource to further the knowledge we didn't necessarily receive before leaving our college careers. If you can't join this book study, Denise has been kind enough to create this Logic of English Book Study webinar. So good! So well worth your time! Definitely for all grade levels that are working with readers & writers! 

Happy Learning! What did you not know? It's eye-opening, for sure!

STARS in Higher Education: Anna Geiger!

Recently, I joined an amazing group created by Dr. Stephanie Stollar! If you are involved with Higher Ed & Literacy Instruction, you should really consider signing up!  I've loved these sessions and recordings to support my work with Pre-Service Educators at IUK.  During our session with Anna Geiger, author of Reach All Readers, she shared some critical information for not only instructing our Pre-Service Educators, but some awesome things for us to consider as current practitioners. Recently, Dr. Archer presented for our state on the importance of "Rehearse, Retrieve"....and this session was another head-nod to keep on, keeping on with this intentional practice. Several of us begin class with the same old, "Do you remember yesterday...." and then we go into a 5-10 min Peanuts Teacher speech (blah, blah, blah) about all we worked on during our last class.  Students listen and nod....maybe attending to the verbal summary...or perhaps nodding off until the actual lesson begins. I love the idea of starting class with a Retrieval Practice activity! It can be a 2 minute quick write (Brain Drain) or a pop-quiz of 5 questions. I always allow for my students to self-check and share afterwards. It isn't about taking a grade -- it is about the learning. Are students retrieving? Are they remembering? Are they connecting and building schema? Such a quick powerful suggestion to allow for authentic engagement.

Here are a few other great suggestions from this resource (huge fan of Anna's):

1. Interactive and Intentional Oral Language Development

One of the central strategies Anna Geiger emphasizes is fostering oral language development as a precursor to reading. She suggests that interactive conversations in the classroom—whether with the teacher, peers, or through structured group activities—help children build the vocabulary and language skills they need to succeed as readers. Teachers can use open-ended questions, encourage storytelling, and provide rich vocabulary experiences (like describing images or asking students to elaborate on ideas) to strengthen their verbal language skills, which are essential for both reading comprehension and fluency. See my blog post about Dr. Sonia Cabell's book about classroom discussions!

2. Systematic and Explicit Phonics Instruction

In Reach All Readers, this is integrated within a larger framework of supporting students as they learn to decode and understand the relationships between letters and sounds. Geiger advocates for small, manageable chunks of content where teachers help students understand phonemic awareness, sound-symbol correspondence, and word-building strategies. She also encourages the use of decodable texts in early literacy practice, allowing students to apply their knowledge of phonics immediately to authentic reading experiences. Be sure to check out my blog post about UFLI if you are looking for something to utilize for classroom instruction.

3. Differentiated and Scaffolded Literacy Instruction

Geiger recommends differentiating instruction to meet the varying needs of students, especially struggling readers. The idea of scaffolding comes into play here, where instruction starts at a higher level of support (like teacher modeling or group practice) and gradually moves toward more independent reading. This gradual release of responsibility allows students to feel supported while still being challenged, and ensures that learners of all levels are moving forward in their reading skills. See Stephanie Stollar's Facebook videos for more information about small groups in Tier 1! So good!

"Teach First, Then Ask" -- Dr. Archer

Hello, my name is Melissa, I am a Nonfiction Nerd!  Can't read enough of it to deepen my own knowledge (don't worry, I still binge the latest Netflix series and can't stop watching Abbott Elementary, but I digress). 

Since August, approximately 150 teachers have worked with me to improve and/or learn more about explicit instruction. Half of those teachers have been Middle School and High School teachers -- and we all know they impact a grade level.  I sleep easier knowing about 9,000 students are now receiving explicit instruction, especially since 60% of our students desperately need it. 

The greatest recommendation given to them recently is Just Tell Them. Pre-Service Educators also met the empowering Zach Groshell this last week. Explicit Instruction by Dr. Anita Archer is top on my book shelf, and Dr. Groshell's book is top five in my Kindle. Why? Because he is another one of those experts that understands how to supply the research and make it meaningful for our classrooms (my favorite nonfiction to read, for sure). My 3 key takeaways from this resource:

1. Communicate Expectations Clearly and Upfront

One of the main lessons in Just Tell Them is the importance of clear, upfront communication. In the classroom, this translates to setting expectations right from the start. Students thrive when they know exactly what is expected of them, both in terms of behavior and academic performance.

Teaching Strategy:
At the beginning of each lesson or unit, clearly outline what you want your students to achieve and how they will be assessed. For example, if you’re teaching a new topic, tell them the key learning objectives, the skills they will develop, and how they can demonstrate understanding. By being upfront, students are more likely to stay on track and meet those expectations. Our expert brains consider this to be slightly cheesy but novice learners don't know what they don't know. Clarity matters!

2. Simplify and Break Down Complex Concepts

Break down complex messages into bite-sized, digestible pieces. This is particularly crucial for teachers, as students often struggle to grasp complicated concepts right away. Anita Archer recently provided virtual instruction for our state ESC members and she made this one of her top recommendations -- Chunking matters!

Teaching Strategy:
When introducing a difficult topic, don’t just lecture—break it down into smaller, manageable parts. Explicit Instruction is NOT boring!  If done correctly, your students are constantly engaged. Use analogies, visuals, and concrete examples to make abstract concepts more accessible. Encourage active learning by asking students to rephrase what they’ve learned in their own words or use concept maps to illustrate relationships between ideas. This makes the information stick and helps students build confidence.

3. Create an Open, Safe Environment for Feedback and Questions

A significant point in Just Tell Them is the value of creating an environment where feedback flows freely and questions are welcomed. In a classroom, fostering a space where students feel comfortable asking questions or expressing confusion is vital for effective learning. Proactive, positive feedback matters!

Teaching Strategy:
Let students know that it’s okay to not have all the answers right away. You are here to support their learning and to help them be successful. Additionally, give constructive, specific feedback regularly and provide opportunities for students to ask follow-up questions to ensure they truly understand the material. Making mistakes is a natural part of learning. 

Summary (Rehearse):

1. Set clear expectations so students know exactly what’s expected from the start.
2. Break down complex concepts into simpler, more manageable parts to enhance understanding. Be sure to teach students first, then ask about connections and allow for retrieval of information.
3. Foster open communication by creating a safe environment where students feel comfortable asking questions and receiving feedback.

Which action step are you taking to ensure explicit instruction is happening in your classroom to meet the needs of all students?

The One with Jerome Schultz & Supporting Our Students with ADHD

So many recent conversations have centered around not only how to motivate students, but how to meet the needs of our neurodivergent learners. The tricky part is that once you think you have the situation solved, the strategy stops working or systems change, and everyone is back at square one. How fortunate to find this awesome resource Nowhere to Hide: Why Kids with ADHD and LD Hate School and What We Can Do About It!  Schultz provides in-depth definitions, understandings, and applications for knowing our students while also reminding us of key strategies to help ensure success. There are so many hidden struggles that most of us take for granted! More amazing ideas can be found on the ADDitude Website (as a parent, I've also found so many helpful tips)!  You can also join this live session on Thursday during WVEC's Virtual Behavior Conference!  The live session with Jerome Schultz will be from 4:00-5:00 EST.  

As you read Nowhere to Hide (I know, it sounds like a Netflix series -- good stuff), you will find some of the ideas are validations of the environments we try to provide:

Structure and Clear Expectations

• Why It Matters: Children with ADHD and LD struggle with organization, time management, and focus. Without clear guidance, they may feel lost or overwhelmed, which can lead to frustration and disengagement.
• Strategy: Establish clear routines, expectations, and a predictable classroom structure. This includes providing visual schedules, breaking down assignments into smaller tasks, and offering reminders for deadlines. Structuring the environment in a way that minimizes distractions and provides consistent cues can help these students stay on track and succeed academically.

However, his resource also pushes us into thinking about the emotional safety of our classrooms:

Build Emotional Safety

• Why It Matters: Children with ADHD and LD often feel misunderstood, rejected, or incompetent, leading to anxiety and emotional distress. Emotional safety is essential for creating an environment where these children can thrive.
• Strategy: Teachers and caregivers should foster an environment where the child feels safe to make mistakes and take risks without fear of ridicule or punishment. This includes offering consistent emotional support, showing empathy, and building positive relationships that help the child feel valued and respected. It's about creating a classroom culture where students are not afraid to show their challenges or ask for help.

Of course, my favorite part was relating this information to the Science of Learning and all of the applications for our students with executive functioning needs:

Strategy for Improvement:

• Use memory aids (visual organizers, reminders, checklists) to help students with ADHD manage information.
• Break down tasks into smaller, manageable chunks to reduce cognitive overload.
• Provide frequent attention breaks or opportunities for movement to improve focus. One of my key strategies: if it's important for them to remember, add some movement to hear it, see it, say it and write it! 

Professional Learning: Does it ever end?!

I sure hope not! Because I hope doctors and lawyers and other service-minded professionals never stop learning new procedures either! Our career is equally important. I know there are some outside our realm that do not completely understand the impact that Educators have on learning and the brain, but the work is too important to even waste a minute with our students. Working with my teachers brings great joy because even in the midst of some groaning, they are eager to learn more about perfecting the craft of teaching (and we do end up laughing about something). As we dig deeper and deeper into research and evidence, we are finding that teaching is not a haphazard adventure full of bubbly science experiments and crafts (for sure, some non-educators really think so). The intention is not to rub anyone raw, but sometimes that happens in the pursuit of knowledge and best practice. The reward is bringing others on the journey and observing the change in their instruction as they grow in the learning process. Explicit Phonics Instruction has been 4 years in the making -- learning the drills, modeling the process, learning the process, understanding how the brain works, ensuring procedures are implemented correctly without adding additional cognitive load stress. Keeping in mind that we are operating from the mindset of experts teaching novices and they deserve the time to learn what we now know. Professional Learning is not for the weak of heart. It requires us to fully reflect on our practices and if they are hitting the mark to ensure student success.  How fortunate to be surrounded by individuals that desire to change! How awesome to have leaders that allow space for professional growth! My favorite quote, from a leading expert, is currently: "Over my career, I have often had to adjust my thinking because empirical studies revealed things that I did not know or believe."  Oh wow, I love that this is what we should aim for in teaching and learning. 

Powerful Teaching & Powerful Classrooms --> Powerful Renewal

Two years ago, I had the opportunity to lead a team of Educators seeking to improve their instruction, and we had the best time diving into Powerful Teaching. As teachers/instructors of upper grades, we were looking for something to meet the needs of our adolescent learners. Wow! We were blown away by the information we received from these two amazing lead learners, educators, and authors! My favorite nonfiction material to read is written by experts that have taught in the classroom/worked in the K-12 setting (& as a University Adjunct, my preference is widening to include higher ed as well). We loved how Pooja Agarwal and Patrice Bain broke down their work and results in not only bite-sized steps, but how each chapter was broken up into specific action steps we could take/make to improve our instruction with our learners. While I had first heard the term interleaved practice from Jamey Peavler, it was awesome to read & discuss the implications with colleagues utilizing this resource! During the study, we focused on these 3 main ideas to enhance instruction:

1. Retrieval Practice

Retrieval practice involves actively recalling information from memory, rather than passively reviewing notes or textbooks. This technique strengthens long-term retention and deepens understanding. Instead of simply re-reading material (which most of us are guilty of thinking is best practice for study), students should regularly be quizzed or prompted to retrieve and apply what they've learned.

• Example: Use frequent, low-stakes quizzes or "recall" activities where students write down everything they remember about a topic after a lesson. This forces their brain to practice retrieving information, which reinforces their learning. Beginning every class with a spiral review quiz sometimes results in a groan, but we also have fun with who can remember and retrieve the most information. 

2. Spaced Practice

Spaced practice refers to revisiting material over time, spreading out study or review sessions. This is the opposite of cramming, which leads to quick forgetting. When information is spaced out across multiple learning sessions, it improves retention and mastery.

• Example: Break up learning content over several days or weeks, revisiting key concepts periodically. You might have students study a topic one day, then review it the next week, and again after a few weeks, ensuring that they revisit and reinforce their knowledge. This really made me reflect on syllabus creation and being sure to revisit material throughout the semester.

3. Interleaving

Interleaving involves mixing different topics or concepts during study or practice rather than focusing on one topic at a time. This method helps students see connections between concepts and improves their ability to apply knowledge flexibly in various contexts. Interleaving enhances problem-solving skills by forcing learners to switch between different types of problems, fostering deeper understanding.

• Example: Instead of teaching all math problems of one type in a row, interleave different types (e.g., algebra, geometry, word problems) in one lesson or study session, so students get practice with varying challenges.

 

Powerful Read Alouds: Connecting with Dr. Molly Ness

It is always a joy to meet down to earth experts that become colleagues and friends. They understand the daily struggle of meeting the needs of a diverse group of students, but they also speak the science of evidence based practices to improve learning for all students. Bringing Molly Ness to Indiana for our ISLA Conference event was a 2024 highlight! My IUK students and I enjoyed hearing additional ideas to intentionally improve instruction during class read alouds. If you haven't heard her speak, I recommend her RTI Oregon presentation. If you are close to West Lafayette, Indiana, I suggest joining us in June for our Rocking Read Alouds Summer Celebration. When I speak with other Educators about Dr. Ness' book, Read Alouds for All Learners, three key ideas quickly become the center of discussion:

1. She encourages educators to think of read-alouds as an opportunity to model fluent reading, demonstrate thinking aloud, and encourage student interaction with the text. My advice is to dig into Dialogic Reading!

2. By reading aloud diverse genres and topics, teachers can spark curiosity, model excitement about books, and create a shared reading experience that encourages students to become lifelong learners. Some students may end up avoiding reading at all costs, but reading aloud provides them with the opportunity to engage in discussions & learning they wouldn't otherwise pursue for themselves (I know, it is hard to accept that some students just will not like reading -- ever). My oldest daughter still speaks highly of the history teacher that read picture books to teach content standards. 

3. Read alouds build an inclusive classroom environment. Ness emphasizes the importance of differentiating read-alouds to meet the diverse needs in our classrooms. This involves adjusting the pacing, language complexity, and level of support during the read-aloud to ensure that all learners, including those with disabilities or language barriers, can engage with the text.  My youngest daughter with autism frequently mimics the read aloud procedure of her teachers. I can always tell if she is in an environment that introduces her to the procedures of actively listening to & discussing a story. 

If you are looking to improve your read aloud craft and/or instruction, if you are looking for validation of intentionally using read alouds for classroom instruction, Dr. Molly Ness and her resources are the answer! 

Good-bye New Year Resolution, Hello One Word Challenge!

About 5 years ago, I did away with creating New Year Resolutions. (Anyone else struggle to keep the momentum after the hype subsides?!) Around this time, I discovered Jon Gordon's One Word Challenge and this tradition has changed my life! For the last three years, everything has centered around being INTENTIONAL. Before engaging with new schools and training, everything has funneled through being intentional with words and actions so as not to waste time. I wanted to also make sure my personal training & certifications were INTENTIONAL in order to provide the most recent and valuable resources for my favorite people - Educators. The year prior to INTENTIONAL was BE, which might seem confusing at first but as an Administrator and District Reading Specialist, I was locked into a cycle of DO. If I wasn't doing something, then it felt like nothing was being accomplished when upon reflection, the most beneficial moments were when I was just in the moment. Be here. Be there. Be in the discussion, the observation, the reflective conversation. Be with the students and teachers. Just BE.

Today, I'm finally able to let go of INTENTIONAL. It has been the cornerstone of a lot of work over the last 3 years, and I'm grateful for the new friendships that have been made, the new colleagues and mentors to count on in a moment, and the new learning that has built upon the teaching & learning toolbox utilized in my work with schools and pre-service educators. For this year, my goal is to stay INQUISITIVE. I don't want to become stagnant in learning, apathetic towards finding and hearing new ideas, specifically around literacy, explicit instruction, and evidence-based teaching. I want to continue to ask questions around Nell Duke's work The Active View of Reading and continually seek answers for aligning classroom instruction to all we know about the Science of Learning. I want to know more about the Science of Math and how it is changing current classroom instruction. 

Stay Inquisitive, Ask More Questions. Do not allow for stagnant thinking, do not rest in the comfortable air-space of "I know it, so I'm done," do not allow for the dust to settle into mediocrity & stillness. One word through which this year's adventures will cycle: INQUISITIVE: given to inquiry, research, or asking questions; eager for knowledge; intellectually curious: an inquisitive mind.

Challenge: What is your one word?

Trainer Mode: Adolescent Literacy & Keys to Literacy!

This last year, I've had the opportunity to engage in Adolescent Literacy work around our state. Our founder at Keys to Literacy, Joan Sedita, is very passionate about this work and encourages us to stay in the know, not only with her findings and writings, but other experts in the field as well. In fact, you can find a a phenomenal blog post here from November with the sole focus of Disciplinary Literacy. 

Some of my best discussions this summer came from working with fellow Indiana Educators as a Keys to Literacy Trainer preparing them for additional knowledge and application of evidence based practices centered on the Science of Reading.  While leading these sessions, my goal was to create cohorts based around community, support, and collective efficacy after our summer week sessions ended. Imagine my joy to meet several of my cohort members in person and to hear how the training has impacted their instruction AND/OR the friendships they made to lock arms with other like-minded educators. The work was long, some days tiresome, but motivating as over 5000 educators focused and reflected on their literacy instruction. The summer sessions were only the beginning for me! I look forward to meeting with the next 150 educators this spring, focused specifically on Adolescent Literacy, to support our struggling students in grades 4-12. Will you be one of them?

Higher Ed & Pre-Service Educators: Joining the IUK Team!

Do you ever have moments where you stop, look back, and think 'how did I get here?'  

I feel so many of those emotions as a Structured Literacy Methods Instructor for Indiana University Kokomo. Working with Transition 2 Teaching Educators and Undergrads has been absolutely challenging and rewarding. These educators are in the weeds of a major shift in literacy instruction across our state, and I look forward to hearing their reflections and questions each week. I've also enjoyed building a community cohort that they can reach out to for support and ideas for implementation of best practices and understanding the pedagogy.  In fact, the most eye opening moments have included our discussions of case studies and how to implement the evidence based practices - and even their investigation of true fidelity. While I am only a small part of their journey, I am grateful for the opportunity to watch them grow as learners and educators.  Our class motto is "Stay Curious" --> don't be afraid to ask the hard questions - you just might be part of moving your school into a different way of thinking and learning.  Over the course of this last semester we met with nine Literacy Experts including Dr. Jan Hasbrouck (Fluency) and Dr. Anita Archer (Explicit Instruction).  They were also able to ask Greg Smedley-Warren of ELEVATE Your Classroom some difficult questions about literacy, small groups, and classroom management! It was raw and real information to challenge their developing beliefs while building collective knowledge & efficacy. Many of them are moving into student teaching next semester, and I look forward to seeing where they end up in our amazing profession.  

Building Up Oral Language for Literacy Development & Success

Over a year ago, I connected with Dr. Sonia Cabell!  Her work around oral language development and assisting teachers with creating a 5-turn Conversation with students is amazing! During her recent presentation with Early Learning Educators at WVEC's Early Learning Conference, she shared that preschool students often mimic their teachers' oral language by easily adopting similar vocabulary, sentence structures, and pronunciation patterns they hear frequently in the classroom. We were filled with some hope as she shared the evidence & research that students with less opportunities for rich discussion are capable of success when paired with a classroom teacher that understands the science and complexities and needs of our youngest learners (we truly are brain scientists down here).  Educators finished out our session by reflecting and digging into our own conversational opportunities in the classroom specifically utilizing read alouds. Teachers shared their questions and challenged each other with additional thoughts for engaging students in 5-Turn Conversations. Teachers aren't often allowed the opportunity to hear the evidence based science AND reflect on the application of that knowledge. If I could turn back time (thank you, Cher), my teachers would KNOW the evidence as they learn new strategies so as to carefully analyze the benefits and struggles of each practice added to their toolbox. Many administrators have shared a fear of once again becoming followers instead of the lead learners - and I couldn't agree more. As the classroom experts, we can't allow ourselves to be led astray. My favorite advice on this journey thus far has been, "Stay Curious. Understand the evidence." In the meantime, I will celebrate the 2100+ students that are going to be learning from the Educators that attended the session this month.