"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!