Thank you for sharing this webinar. I have seen and referred to the reading rope quite a bit, but it really elevated my understanding to see these specific examples of how to incorporate the principles into a read-aloud. I am always looking for ways to make a read-aloud more influential and meaningful, and the Text Talk method really stuck out to me. I like how it allows students to perceive new vocabulary while still implementing direct instruction and getting them to understand and use the words.
Thanks so much for making this presentation available. I just graduated from a MAT program at USC. I have a background as a behavior therapist and a lifelong commitment to literacy. I have also worked in the carceral system and know too well how literacy, or the lack of it, impacts lives. I had reading issues as a young student and have four of my own grown children. While my masters program did include articles with references to, for example, Gough and Tunmer's Simple View, I also had a doctoral level instructor who talked up miscue analysis, using the picture, does it sound right, and other no-nos. When I student taught I saw the SPED teacher using F & P and doing the same coaching around the initial sound, look at the pictures, remember when two vowels go walking, etc. Same with ignoring or not knowing what is behind number sense when teaching mathematics. I did my own deep dive into the science of reading and how to teach math (webinars, books, podcasts, reflection), but know many teachers who do not, which is frustrating. I so appreciate you and the work of the Reading League:)
Thank you for sharing this webinar. I have seen and referred to the reading rope quite a bit, but it really elevated my understanding to see these specific examples of how to incorporate the principles into a read-aloud. I am always looking for ways to make a read-aloud more influential and meaningful, and the Text Talk method really stuck out to me. I like how it allows students to perceive new vocabulary while still implementing direct instruction and getting them to understand and use the words.
Thanks so much for making this presentation available. I just graduated from a MAT program at USC. I have a background as a behavior therapist and a lifelong commitment to literacy. I have also worked in the carceral system and know too well how literacy, or the lack of it, impacts lives. I had reading issues as a young student and have four of my own grown children. While my masters program did include articles with references to, for example, Gough and Tunmer's Simple View, I also had a doctoral level instructor who talked up miscue analysis, using the picture, does it sound right, and other no-nos. When I student taught I saw the SPED teacher using F & P and doing the same coaching around the initial sound, look at the pictures, remember when two vowels go walking, etc. Same with ignoring or not knowing what is behind number sense when teaching mathematics. I did my own deep dive into the science of reading and how to teach math (webinars, books, podcasts, reflection), but know many teachers who do not, which is frustrating. I so appreciate you and the work of the Reading League:)