There's been lots of talk about implicit/statistical learning after this week's episode of "Sold a Story" from @apmreports, @ehanford, and @CLPeak (and team).

Here's how I think about the role of statistical learning in my intervention context🧵

@SoRclassroom @goyenfoundation

https://twitter.com/ReadSimplified/status/1778579349815366060

Some responses to the pod seem to be suggesting that Mark Seidenberg's comments in the ep mean that we return to balanced literacy (BL) but with more phonics in the beginning. But structured literacy (SL) is different from BL in many respects. A couple of years ago... (2/12)

Student-generated questions are my absolute favorite! Here I'm talking through a couple of questions my students asked to get meta about how we answer them. (1/9) @goyenfoundation @SoRclassroom Part 2. (/9)

After each unit (or phase of a unit) in my intervention groups, I like to have some kind of culminating experience to build on what we've learned. Here's our hallway display for conference week from our "Build-a-Bird" activity. @goyenfoundation @SoRclassroom #KnowledgeMatters At the end of our bird unit's first phase, our culminating activity was a readers' theater (like @ClassroomD4 I often use ChatGPT to create content-related readers' theater scripts.) We practiced reading with fluency, using vocab and concepts we'd learned about.

Modeling writing sentences with appositives!

My students have just finished a study of bird adaptations, and they have each created an imaginary bird adapted to a specific habitat, synthesizing their understanding of adaptations. (1/5) @SoRclassroom #KnowledgeMatters Here are a few of their opening sentences using appositive phrases. (We drafted on white boards and I gave feedback, then students transferred to a final copy, a very quick writing process in the limited time of an intervention block.) (2/5)

@ksirach asked this question today so I thought I'd elaborate on how I've scaffolded this strategy for my striving readers, supporting them to identify that most elusive of creatures ... the main idea. (1/9)

@SoRclassroom @goyenfoundation

https://twitter.com/ksirach/status/1769763461968302573

I have had so many teachers tell me kids struggle with "main idea." This strategy provides scaffolds so kids can be successful. Below, I lay out how I use gradual release to teach this strategy. (2/x)

I spend most of my lesson- planning time reading.

(This post is a sequel to this one, about how I choose and sequence texts for knowledge building in intervention.)

@SoRclassroom #KnowledgeMatters

https://twitter.com/EvidentlyR/status/1760423138876404053?t=3Z5FCGU3m6ue_tN9b44G7g&s=19

My planning has changed a lot over the years, and much of the change is due to the writings of @ReadingShanahan, who has written that reading comp is "the ability to negotiate the linguistic and conceptual barriers or affordances of a text." (2019)

shanahanonliteracy.com/blog/why-not-t…

Knowledge building and challenging text in intervention, Part 1: Text Choice

When I started as an interventionist, I wanted to bring more knowledge/vocab building to my students who no longer need an intensive focus on foundational skills. @SoRclassroom #KnowledgeMatters (1/6) I began to develop units - similar to those in the gen ed classroom. This is our unit on birds.

I begin with simple texts to build general knowledge of the topic. Our first guiding question: What do all birds have in common? (2/6)

What does it look like to plan instruction while considering the "science of reading" (SOR)? There is a perception that SOR advocates teach only-or mostly-phonics. That's a misrepresentation.

Come along as I explain how I plan instruction for my 3-5 intervention students. (1/x) Backstory: In response to @ehanford's podcast "Sold a Story," 58 literacy folks gave the critique that the pod focused too much on phonics, neglecting other aspects of literacy. So one might ask: do SOR advocates teach those aspects? (2/x)

🧵So, I thought I'd share how I came to be an advocate for explicit, systematic phonics instruction as part of comprehensive, evidence-based literacy instruction.

See, at first: I was not a fan. (1/x) I was a hippie girl who grew up in the woods and didn't really love school. I also learned to read by watching Sesame Street. So when I learned about everything constellated around the term balanced literacy (BL), it spoke to my hippie girl soul. (2/x)