Imagine the moment a young learner unlocks a new skill. Not just any skill, but one that will enhance their ability to communicate and understand the world around them. The joy and confidence that shine through as young students become skilled, critical, and fluent readers motivate and inspire early elementary educators all around the world. By leveraging the Science of Reading in elementary classroom, we can create literacy experiences that empower every student to discover the joy of learning.

What is the Science of Reading

The national conversation on the Science of Reading has spotlighted a comprehensive body of research from educational researchers, cognitive scientists, linguists, speech and language pathologists, and teacher researchers on how best to support early literacy. While this body of research continues to grow, it has identified several key areas that, when explicitly and systematically taught, can support students as they develop these 5 essential literacy skills: phonemic awareness, phonics, vocabulary, fluency, and comprehension.

1. Phonemic Awareness

Phonemic awareness is the oral and auditory ability to identify and manipulate individual sounds (phonemes) in spoken language or words. Many students enter school thinking of words as whole units. To begin their literacy development, students must understand that each word can be broken down into smaller units. Supporting a child’s understanding of phonemic awareness helps them realize that each word is made up of a series of sounds. Educators can adopt various activities to support phonemic awareness instruction. These may include alliteration exercises, where students orally create silly sentences or lists within a certain theme using words that start with the same sound. Oddity tasks with picture cards can help students identify similarities and differences between sounds in the context of words. Phonemic manipulation activities such as correcting intentional errors in stories or solving rhyming riddles challenge students to play with sounds in words. These activities can help make phonemic awareness instruction fun and effective, laying a strong foundation for students’ literacy journeys.

2. Phonics

Once students understand that words are made up of individual sounds, we can begin helping them develop their knowledge of sound-spelling relationships to help them decode words. Phonics instruction teaches students the relationship between sounds (phonemes) and written letters or spellings (graphemes) and how to use this knowledge to read and spell words. Impactful phonics instruction includes a purposeful scope and sequence from high-utility to low-utility sound-spelling patterns, blending activities, dictation opportunities, word awareness activities, explicit instruction on high-frequency words, and access to controlled and/or decodable texts that focus on specific sound-spelling patterns. By systematically implementing these strategies and building in recursive review opportunities, educators can continue to build upon their students’ literacy foundations.

3. Vocabulary

Educators can seamlessly integrate phonics instruction with intentional vocabulary development to create a rich language learning environment that supports word recognition and understanding. Vocabulary instruction involves exposing students to new words in meaningful contexts. For example, alphabet books or letter books can serve a dual purpose; in addition to reinforcing alphabet recognition, they also can serve as excellent resources for vocabulary discussions and expansion. For Multilingual Learners (MLLs) to really know a word, it is important to explicitly focus on three key aspects: the word’s meaning, the word’s sounds and spelling, and the context in how the word is used. Activities such as word sorting and contextual guessing games can further enhance this integrated approach.

4. Fluency

As students become more proficient in applying complex phonics skills to recognize words effortlessly while expanding their vocabulary, they free up more cognitive resources for fluency and comprehension. Fluency is the ability to read connected text accurately with appropriate speed and expression. Fluent readers can focus on the meaning of texts rather than focus on decoding individual words. Modeling fluent reading (such as through read-alouds) is a powerful way to foster students’ fluency. Additionally, educators can integrate fun repeated reading opportunities such as echo reading, partner reading, choral reading, reading to a stuffie, or reader’s theater. These activities, especially combined with controlled or leveled texts, provide students with multiple engaging opportunities to strengthen their fluency in a supportive and fun environment.

5. Comprehension

Research consistently demonstrates a strong connection between reading fluency and reading comprehension. Comprehension, the ability to derive meaning from texts and understand what has been read or said, is the ultimate goal of literacy instruction. As students become more fluent readers, they can devote more mental energy to making meaning of new vocabulary or complex texts. To support students’ reading comprehension, educators can teach and model various strategies such as visualizing the text, making predictions, asking questions, monitoring your understanding, making connections, inferring, retelling, and summarizing. These strategies encourage students to become more active, thoughtful readers who can critically respond to diverse texts. Moreover, it is also important to provide students with opportunities to write about their reading. Incorporating writing activities that connect to their reading comprehension work creates a synergistic relationship between reading and writing skills.

In Summary

By consistently incorporating activities that support phonemic awareness, phonics, vocabulary, fluency, and comprehension, educators can create a more holistic literacy experience for their students. The Science of Reading conversation reminds us of the interconnected nature of literacy development, recognizing that progress in one area often supports growth in others. This integrated approach, coupled with early intervention, continuous review and practice opportunities, and ongoing progress monitoring will help ensure that educators can continue to target their instruction to best meet their diverse students’ needs.

References

Blevins, W. (2017). A fresh look at phonics: Common causes of failure and 7 ingredients for success. Corwin.

Burkins, J., & Yates, K. (2021). Shifting the balance: 6 ways to bring the science of reading into the blanched literacy classroom. Stenhouse.

Duke, N. K., Ward, A. E., & Pearson, P. D. (2021). The science of reading comprehension instruction. The Reading Teacher, 74(6), 663-672. https://doi.org/10.1002/trtr.1993

Foorman, B.R., Chen, D. T., Carlson, C., Moats, L., Francis, D.J., & Fletcher, J.M. (2003). Necessity of the alphabetic principle to phonemic awareness instruction. Reading and Writing, 16, 289–324.

McBreen, M., & Savage, R. (2020). The impact of motivational reading instruction on the reading achievement and motivation of students: A systematic review and meta-analysis. Educational Psychology Review. Advance online publication. https://doi.org/10.1007/s10648-020-09584-4

Petscher, Y., Cabell, S. Q., Catts, H. W., Compton, D. L., Foorman, B. R., Hart, S. A., Lonigan, C. J., Phillips, B. M., Schatschneider, C., Steacy, L. M., Terry, N. P., & Wagner, R. K. (2020). How the Science of Reading Informs 21st-Century Education. Reading Research Quarterly, 55(Suppl 1), S267–S282. https://doi.org/10.1002/rrq.352

Saha, N. (2022, December 14.) The Science Behind Decodable Books. Metametrics, Inc. https://metametricsinc.com/the-science-behind-decodable-books/

Suggate, S. P. (2016). A meta-analysis of the long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions. Journal of Learning Disabilities, 49(1), 77-96.

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Pick one word that is your focus or intention this school year.

Jessica: Student Agency

What are some traditions or superstitions you have for the first day of school?

Jessica: I always take a first day of school picture of the students individually and as a group, and mark their height on the wall in pencil. They love looking back at the end to see how much they have grown and changed throughout the year!

What is your favorite activity to build classroom community during the first week of school?

Jessica: I like to set the tone about meaningful peer feedback by watching the video about Austin’sButterfly and teaching students to ask and give feedback from their classmates. To give them space to practice, students make self-portraits and get their classmates’ advice (the more specific, the better!) about how to make their drawings the best they can be. They are amazed by how well they come out with the help of their peer, and really get a chance to observe each other and interact in a positive way.

How does Seesaw bring learning to life in your classroom?

Jessica: I see Seesaw as a way to take a snapshot of the students’ thinking in time and help them document their learning. I love hearing them use the microphone tool to explain their thinking process or take pictures of themselves in different activities.

How do you use Seesaw to connect with families?

Jessica: I love the message feature to send group messages about upcoming activities, materials, schedules, etc. Likewise, each Friday, I use the progress feature to send parents updates about what assignments students have completed or have pending from the week.

If you were able to have an unlimited amount of something for your classroom, what would it be and why?

Jessica: It’s such a simple tool, but I love white boards, dry erase markers, and erasers. They givestudents a chance to all participate actively and working with them lets me as a teacher have a diagnostic tool for formative evaluation and differentiation.

Share one Seesaw goosebumps moment. Was there a time learning was captured on Seesaw that gave you goosebumps?

Jessica: For the first month or two of the pandemic before we started with Zoom classes, Seesaw was my only communication with students. At the beginning, students completed assignments and did their best work, but soon after they began to use it to search for that oh-so-necessary human connection. I would get voice messages just to say hi, beautiful drawings, and pictures of students’ pets and houses. It was amazing how it allowed us to stay in contact in such a complicated time, and it truly moved me how much each of us needed it.

What are your tips to build relationships with families at the start of the school year?

Jessica: From the very beginning I try to let parents know that I value them and would love for them to be as involved as possible. At Back to School night, I always take attendance and pass around a list where parents can write any areas of expertise that they have and could share with students, and refer to this while planning experiences during our different units. When possible, I try to give them small opportunities to participate with their students or assignments at home so they have a glimpse into what is happening in the classroom. Likewise, I send Seesaw progress reports every Friday, so parents can check what their students have been working on. They love the constant communication and we are then able to work together during the year.

What is your favorite “teacher hack” or tip?

Jessica: Your coworkers are your best friends! If you have the possibility to plan and work collaboratively, it makes life so much easier – you don’t have to be a hero and do it all on your own, a team can be your best ally!

What is a classroom challenge you’ve conquered that you are most proud of?

Jessica: When I first started teaching, I believed I needed to have everything completely planned out for the whole unit before we started. Slowly, I have come to realize that students really need to take part in their own learning process. For me, it was a big challenge to let go of the control and let students take over, but it has been one of my most successful decisions as a teacher.

What is your favorite quote of all time?

Jessica: “You don’t want to cover a subject, you want to uncover it.” – Eleanor Duckworth

What would your students be surprised to find out about you?

Jessica: I play the trumpet and the violin in my church group.

If participants take away one thing from your #Connect2023 session, what would you want it to be?

Jessica: I hope teachers come away from the session excited about using provocations in their classroom, and confident with at least one or two provocation techniques that they can apply immediately in their classroom.

The post An Interview with 5th Grade Teacher Jessica Robertson appeared first on Seesaw | Elementary Learning Experience Platform.

1. READ AND REPEAT!

Have students choose and set a summer reading goal of 15 – 30 minutes a day and stick to it. Encourage students to read what they want and in different locations. Public libraries can help give students access to a variety of reading materials and online resources. Students may also have access to Reading programs from school.

2. WRITE ABOUT IT!

Have students document their summer in a journal by writing and drawing. Encourage students to set aside journal time to write about whatever they want to share. This can be done daily or weekly.

3. ACT IT OUT!

Have students put on a play to act out a favorite scene from a book they read. Challenge students to make a poster for the show they are going to put on and discuss why they chose the scene they did.

4. BECOME A BOOK CRITIC!

Have students track the books they read over the summer by writing a book review. They can give the book a rating and share what they liked and didn’t like about it. For added fun, students can draw a new cover for the book!

5. TURN GROCERY SHOPPING INTO A MATH EXTRAVAGANZA!

Have students compare prices, find the best deals, total amounts, round prices, multiply quantities, and more. Encourage students to come up with their own math problems and observations.

6. FIND MATH IN NATURE!

Have students go on a nature walk to compare and contrast objects, classify objects, estimate quantities, or measure objects. Encourage students to set aside outdoor exploration time to be done daily.

7. GAME TIME!

Have students play card games and board games. Encourage students to play games that use logic and reasoning. For an extra challenge, have students create their own games!

8. ARTS AND CRAFTS!

Have students create a sidewalk chalk mural, construct a nature collage, build a milk carton bird feeder, put together a scrapbook of their summer, and much more! Encourage students to get creative and express themselves in different ways.

9. PLAY A SPORT!

Have students choose some form of physical activity every day. Encourage students to complete the activity with others. They can learn how to play a new sport or make up their own.

10. COOK OR BAKE TOGETHER!

Have students be your assistant in the kitchen as they read the recipe, gather the ingredients, practice measuring ingredients, and follow directions to help complete it. Encourage students to talk about the different steps as they complete them.

BONUS: Have students choose from the activities shared and come up with their own ideas to make a summer calendar.

Turn it into a summer learning challenge!

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Many teachers have their go-to ways to use their interactive whiteboards. But there are a few benefits of interactive whiteboards you might be missing. Now that the Present to Class button is available on any Seesaw activity or lesson, getting started is easy.

Model Concepts or Skills with Present to Class

With the new Present to Class button available on all Seesaw activities and lessons, teachers can easily model an activity before students complete it on their own.

Here’s how it works:

• Open the Seesaw app on your interactive whiteboard
• In the Resource Library, open an activity or lesson
• Click Present to Class
• Use Seesaw tools to model the task
• Go further! Invite students up to the board

Increase Accessibility of Rigorous Content with Screen Recordings

A common way to use interactive whiteboards in the classroom is to model or demo a new concept or skill. One of the easiest ways to get more from your interactive whiteboard is to screen record what you’re already doing!

When using Seesaw on your interactive whiteboard, simply click the microphone icon to record your screen and voice. Or use you favorite screen recording app.

Then, share the screen recording with students to rewatch as many times as they need.

On Seesaw, you can post the recording to the Class Journal and pin the post to keep it at the top of the feed. Or send the recording in a message to all students.

Rather than wait for help, students can access the resources they need to take ownership of their learning – freeing you to help students who need additional support.

Enhance Lessons with Multimodal Resources

With internet connectivity, interactive whiteboards mean anything that can be found online can be used for instruction.

Not only does multimodal learning increase engagement, accessibility, and relevance of content, using resources from different sources teaches students how to use digital tools to explore and learn about that world.

You might consider:

• Show a video from PBS Kids, Storyline Online, or Seesaw Lessons
• Present images of historical artifacts from the Life Magazine photo archive
• Go on a virtual field trip with Google Arts & Culture or an online museum
• Listen to a podcast
• Explore primary source documents from the National Archive

Multimodal learning experiences like these help students see that knowledge is at their fingertips – that they have the power to learn whatever they set their minds to.

Pro tip: Cue up your materials in the morning to ensure a smooth lesson.

Empower Student Agency by Letting Students Take the Lead

When students get to be the teacher, it can increase engagement and retention of learning – not to mention offers valuable opportunities to practice leadership.With proper scaffolding, even our youngest learners can take the lead! 

Here’s a great place to start: Consider completing an interactive activity as a class, designating a student to be your helper.

Head to the Seesaw library for ready-to-assign lessons perfect for student participation, including:

• Calendar Math lessons 
• SEL Stories interactive read-alouds
• Practice activities from Numbers in Space
• And more!

As students get more confident in front of the class, consider projecting an exemplar student post. The student can explain their thinking, share how they solved a problem, or read their response aloud.

Once a strong classroom culture has been established, students can even ask for positive feedback from their peers.

With interactive whiteboards, whole group instruction can not only teach grade-level content but also build student agency, ownership, and engagement in powerful ways.

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