S3 Episode 5 - When Having the Right Stuff Isn't Enough

In this episode, we'll continue our discussion on effective questioning techniques in the classroom.  We'll also discuss the importance of providing robust teaching leading up to asking questions and increasing the number of opportunities for students to produce correct responses. Additionally, we'll dive into the first element of questioning – what happens at the start of a new unit of work or topic – by sharing two real-life scenarios from primary and secondary schools. Join us to learn how to ask great questions in the right way and at the right time to get great answers from your students.

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On today's episode, I'd like to speak with you about how you can get bang for your buck in the good stuff in the classrooms. That is through an element of explicit instruction that we have all seen in action but that so many of us are yet to embrace—not asking students to put their hands up in response to a question. The words, hands up if, are such an ingrained part of teaching practice that it feels odd not to use them. But if we can do some things instead of asking students to volunteer responses, we will get more engagement in our classrooms. That is naturally going to lead to better learning outcomes for all.

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In today's episode, I will run through a few shifts we might've made in our schools  and share some pointers for how you can get the best out of each of them. Let's start with the early years. There are two main things to consider here. That is phonics instruction and decodable text; of course, there are more elements of early years instruction. These are just two of them that usually come with pretty big purchases  and a lot of time invested. Let's begin with phonics.

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In today's episode of the Structured Literacy Podcast, I interview fellow teacher Kirby about fluency and assisted reading in the classroom. Kirby shares insights on fluency practice in her classroom and talks about her journey towards understanding structured literacy. Listeners who have followed the previous two episodes can expect better to understand Dyad reading and fluency development lesson structures. 

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This Week's Episode.
This is the second episode in our current Research to the Classroom series about assisted reading. Our Research to the Classroom series is in three parts: part one, where we share a published research paper; part two, where we unpack what classroom instruction might look like; and part three, where I talk to a real-life teacher about their experience of the particular practice with their students.

What is the Research to the Classroom series?
 The Research to the Classroom series is made up of three episodes. The first episode is a discussion of a research paper.   The second episode shares some specific instructional routines.  The third episode is a conversation with a real life teacher who is employing these practices in their classrooms and can share the good things and the tricky bits with you to help you shortcut success. 

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Today's Episode.
This week, we are discussing dyad reading or assisted reading. The paper I'm sharing is The Effects of Dyad Reading and Text Difficulty on Third Grader's Reading Achievement. It was published in  2017 by Lisa Brown, Kathleen Moore, Bradley Wilcox, and Tyson Barrett.   And they're from the Utah State University.   The journal that was published was the Journal of Educational Research.   The main focus of this study was to, in the author's words, replicate previous research about dyad reading. 

What is the Research to the Classroom series?
 Hi there. Welcome to the Structured Literacy Podcast. It's Jocelyn here, and I am so pleased to welcome you this week because we have a brand new series for you. One of the things I remember so vividly is being in school as a teacher and then leader,   Really wanting to keep up with readings and research and just not having the bandwidth to do it.   So we've started a brand new series for you called Research to the Classroom. It's a series of three episodes on a topic.   The first episode is a discussion of a research paper.   The second episode shares some specific instructional routines or very practical applications of this research.   The third episode is a conversation with a real live teacher who is employing these practices in their classrooms and can share the good things and the tricky bits with you to help you shortcut success. 

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I'd like to start us off for the year with an episode all about goals. We're going to talk about getting clear on some things that are important. There are so many things   that we all get hung up about   and overcomplicate in our quest to ensure that every child learns to read and write,   that it's easy to lose sight of some of the basic things that will really make a difference to student outcomes.   . Some of the things that will be helpful for us to get clear about  .  are   .  what we teach  .  and   .  how we teach. Matters relating to how we teach,  .   are, applicable right across the curriculum,  not just as we deal with literacy.   

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Guided reading in small groups is a key feature of many upper primary classrooms; however, with a move to structured literacy, there are other choices. In this episode, I will share key ideas from two key books and provide details about how you can create a robust reading lesson. 

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Hello there. Welcome to the Structured Literacy Podcast. My name is Jocelyn, and I'm so pleased to welcome you here today. This week, we will tackle another tricky thing that is scary to let go of. Benchmark reading assessment. You can read more and find support at www.jocelynseamereducation.com 

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In the past, when we had struggling readers in our class, we'd do a benchmark assessment, identify reading levels, and try to support these students in our small group rotations. But these days, with the growing awareness that guided reading, levelled texts and three queuing are no longer supported, upper primary teachers are asking exactly what they should do. Well, we here at Jocelyn Seamer Education have the answer. In today's episode, I share the 3 steps you need to take in your Upper Primary Phonics Catch-up plan.

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