March 15, 2025 • 19 mins
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Jocelyn (00:00):
Hello there and welcome back to our Research to the
Classroom series on theStructured Literacy podcast.
I'm Jocelyn and I'm recordinghere in Burnie, on the lands of
the Palawa people.
In our last episode we exploredthe research behind integrating
reading and writinginstructions, looking at models
like the Interactive DynamicLiteracy Model, and
(00:22):
understanding the sharedknowledge and strategic
processes that underpin bothsets of skills.
Today we're getting practical.
I'm going to share five keyevidence-informed strategies for
meaningfully connecting readingand writing across your school,
and these aren't just add-onsto your existing practice.
(00:43):
They represent shifts in how weconceptualise literacy
instruction so that we can getstronger outcomes for all
students.
So strategy number one is tointegrate reading and writing in
phonics instruction.
This one is probably theeasiest of them all.
So this is about buildingfoundational skills, essentially
(01:05):
in word level reading andspelling.
Traditionally, we've taughtphonics primarily for reading,
but research shows thatintegrating writing into phonics
instruction creates a powerfulreciprocal effect.
When we have students write thewords during a phonics lesson,
we're not only helping themcement their phoneme-grapheme
(01:27):
correspondence, but we'rehelping them to build patterns
and recognition of thosepatterns in their mind for
recognising words when they read.
To make this even more powerful, we put it into the context of
simple sentences and that helpsgive us the full experience.
When teaching new phoneme-grapheme correspondences, have
(01:51):
students both read and writewords containing this pattern.
And before we do that, let'smake sure that they're
practicing both recognising andrecalling to write the graphemes
themselves.
So if you're teaching the AIpattern, as in RAIN, you will
have students say A when youshow them the card with the A
(02:14):
and the I on it, you'll havethem write the A, and I like to
have the students say A as theywrite it over and over, not for
a hundred minutes, but just fora moment or two, maybe a minute,
so that they get a fullmultisensory experience.
Remember, multisensory does nothave to involve shaving cream
and sand.
So we're going to recognise theA, we're also going to write it
(02:38):
.
This is an opportunity for youto notice letter formation and
where you might need to do somefirming up of that formation for
ease of writing as well.
You'll also have students readwords with this pattern and in
decodable texts.
So we're just going to have thewords on their own and then
they're going to practice themin decodable sentences that
(03:00):
contain graphemes and highfrequency irregular words they
already know.
We're also going to havestudents write these words and
then build on this with somesimple sentence application.
These activities mean that youdo not need to have a separate
spelling program that sitsdifferently from your phonics;
(03:25):
your phonics program here isyour spelling.
This two-way street betweenreading and spelling helps
students develop strongerorthographic mapping.
That means that they're mappingwords to their long-term memory
.
And remember, the context isimportant, so we're going to
have students deal with this atgrapheme level, at word level
(03:46):
and at simple sentence.
As students write words, theyhave to segment them, segment
the sounds or the phonemes, andthen match them to the letters.
So they have to say the wordthemselves, pronounce it, then
attach the graphemes to thesounds that they say and write
them down.
All of this reinforces thosevery patterns that they need to
(04:11):
recognise when they're reading.
Graham and Santagelo's 2014meta-analysis found that
spelling instruction improvednot just spelling, but also word
reading, and it improvedcomprehension.
Ehri's research also showedthat instruction in word reading
via phonics enhanced spellingand vice versa.
(04:34):
So the take-home message hereis don't separate phonics for
reading from phonics forspelling.
While they are different skills, they are two sides of that
same coin and we've learned fromthe previous episode that they
draw on the same knowledge forboth.
Integrating word reading andword spelling makes both of them
(04:58):
stronger.
Strategy two is use rich text asa foundation for text-based
units, and this second strategycenters on the use of high
quality texts.
So when we're thinking about anupdated approach to literacy
instruction that responds toresearch, high quality text has
(05:19):
a central place.
It hasn't gone anywhere.
We haven't done literacybecause we've taught phonics.
We must work with those highquality texts.
Now these texts can form afoundation for both reading
comprehension and writinginstruction.
So, rather than teaching readingand writing as separate blocks,
(05:39):
design text-based units wherestudents read and analyse a
high-quality stimulus text.
They learn about the craft ofwriting, as well as things like
text structure, by examining thetext or using it as a jumping
off point for learning, and thenuse that text as the stimulus
(06:01):
for both comprehensionactivities and writing tasks
that focus on those same similarstructures or features.
So the key difference fromtraditional mentor texts is that
we're not just asking studentsto imitate what they see.
Instead, we're explicitlyteaching the elements of the
(06:21):
text being studied and providinga gradual release of
responsibility, explicitteaching model for students that
guides them through the processof learning about how to write
and learning to respond to texts.
So, for example, if you'restudying a narrative text like
the Velveteen Rabbit in yearfive or six, you might analyse
(06:45):
how the author developscharacters through description
and dialogue, explicitly teachtechniques for character
development and then guidestudents to incorporate similar
techniques in their own writing.
This approach creates naturalconnections between reading and
writing at the text level, whileensuring students have the
(07:07):
scaffolding they need to besuccessful.
If you're using our text-basedunits, you have this built in.
It's the exact approach that weuse in our work.
Strategy three is to distributewriting across the curriculum
and the school day, and I'vespoken about this in a previous
episode called Help my StudentsAren't Writing Enough.
(07:30):
This third strategy addresses acommon challenge: finding
enough time for writing.
Instead of confining writing tothe literacy block and having
the literacy block do all theheavy lifting, spread those
writing opportunities across thecurriculum and across the day.
The research shows that writingabout learning does two
important things (07:52):
it improves the quality of students' writing
and it enhances recall andlearning of the content that you
want them to learn.
So this gives you the doublebenefit: students improve as
writers while deepening theirunderstanding of content.
But I have to say here, it's notjust about giving students time
(08:14):
to have a pen or pencil intheir hand.
We can't expect them to getbetter at things we haven't
taught them yet.
So we need to be mindful thatif we're asking students to use
particular structures orfeatures to write about learning
, that we've actually taughtthose structures or features
first, and know that thestudents are able to apply what
(08:35):
they've learned independently.
Practical approaches to thisinclude: writing responses to
learning situations acrosssubject areas, summarising main
points of lessons, writing toexplore and develop thinking
about content, and doing thingsthat have been described as a
brain dump.
So write down everything youknow.
(08:56):
So when you do that, you'realso getting in some retrieval
there as well.
So again, you're getting bangfor your buck in your
instruction.
Students can answer shortquestions about content and take
notes in age-appropriate ways.
So we want to be careful thatwe're not just pushing down the
note-taking we would expect insecondary school down into a
(09:18):
year two classroom.
But we can get students torepresent their thinking
throughout learning in a varietyof ways.
When planning with teachingteams identify where writing can
meaningfully support learningin different curriculum areas.
This doesn't mean adding moreto an already full curriculum,
it means using writing as a toolto deepen the learning that's
(09:42):
already happening.
And, as I said before, theliteracy block shouldn't do all
the heavy lifting in reading andwriting.
By distributing writing acrossthe day, you're breaking it into
shorter, more manageable chunksthat still provide substantial
practice.
Strategy four is ensure that weare teaching prerequisite skills
(10:04):
to automaticity or fluency,depending on what they are.
So the fourth strategy herefocuses on developing
automaticity in both reading andwriting, in lifting words from
the page and putting words ontothe page.
In order for students to writewell, handwriting and letter
(10:25):
formation must be automatic,spelling must be automatic and
sentence construction must befluent, and the same goes for
the reading side.
We need to be able toeffortlessly lift most words
from the page and have robuststrategies to figure out what's
going on when we encounter wordsthat we're unfamiliar with.
(10:46):
When these lower level skillsbecome automatic, cognitive
resources are freed up for thehigher level processes like
comprehension and composition.
As Steve Graham notes, sentenceproduction has to be fluent to
attend to high level concerns.
So, once again, just givingstudents the pencil or the pen
(11:07):
and giving them time to write isnot going to help them be a
better multi-paragraph textlevel writer, and giving
children opportunity to readsilently to themselves is not
the same as instruction inreading.
So we can build thesefoundational skills with regular
brief practice sessions,systematic instruction, sentence
(11:31):
level work, where studentsconstruct, combine and
manipulate sentences, but alsoexamine sentences to unpack
their meaning and talk aboutthem with a partner.
It all starts with orallanguage, though, so we can
build from vocabularyinstruction through to oral
sentence construction, with lotsof talk before we ask students
(11:52):
to write.
The same goes for reading.
So building vocabulary helpsstudents in the comprehension
and in the writing, and youdon't need masses of time to do
this.
We just need to be intentionaland hold space for it, and that
might mean letting something gothat you've been doing that's
nice, but maybe isn't leadingyou to the same strong outcomes
(12:15):
that we could be getting.
The fifth strategy is to use ahierarchical framework for
literacy development,understanding that we need to
build on lower order skills toachieve the higher order skills.
So drawing on models like theinteractive dynamic literacy
model, we can conceptualiseliteracy development as a
(12:38):
structure with the foundation ofthe domain general cognitive
skills (12:43):
working memory, inhibitory control and attention
.
So this is about how do Imanage myself, how do I organise
my thoughts?
How do I manage to rememberwhat's being talked about?
Then there are the emergentliteracy skills, and I spoke
earlier in this episode aboutthe phonics work being the
(13:03):
foundation for reading and forspelling.
Frameworks like this that buildfrom the simple to complex, help
us identify where studentskills might be breaking down,
target instruction at theappropriate level and understand
how different skills supporteach other.
This makes looking at data awhole different ballgame,
(13:24):
because we're not just lookingfor a final score.
We're looking to see (13:26):
does the student have similar skills in
reading and writing in this area?
So, are our students able toboth recognise and recall
graphemes?
Are our students able tocomprehend particular sentence
structures and also produce them?
If we're seeing a mismatch,that gives us wonderful depth of
(13:50):
understanding about where wecan improve what we're doing in
the classroom and beef upcertain elements of instruction.
So when students struggle withwritten composition, we can be
looking at transcription skills,the handwriting and the
spelling.
If they're struggling withaccuracy, then we can be looking
(14:11):
at teaching those parts ofwords that they need,
remembering that when we teachthat content, both for
recognition or reading and forspelling or the encoding, we're
going to benefit all of it.
When we teach spelling, we'renot just making the students
more accurate spellers, we'realso making them more accurate
(14:32):
readers.
All of this enables us toprovide targeted support at the
appropriate level, recognisingthat strengthening the
foundational skills and thepillars of oral language and
syntax will support thedevelopment of the higher level
skills.
What does it mean, then, tobring it all together?
(14:53):
Well, with these fivestrategies integrating reading
and writing in phonicsinstruction, using rich texts as
the foundation for text-basedwork, distributing writing
across the curriculum, teachingprerequisites and using that
hierarchical framework, we startto see how the literacy block
(15:14):
is like a permaculture garden.
Everything has more than onepurpose and is interconnected.
The key to success here isintentionality.
So, rather than seeing readingand writing as separate subjects
competing for time, we canrecognise that the
interconnectedness of thisenables us to plan instruction
(15:36):
that is way more efficient thanhaving that hour of reading and
that hour of writing.
This can mean that we can aligncurriculum documents to
highlight reading-writingconnections, provide
professional learning thatbuilds teachers' understandings
of these connections.
We can create assessmentsystems that look at reading and
(15:56):
writing development asconnected rather than as
separate.
We can plan text-based unitsthat integrate reading and
writing in meaningful ways andwe can establish consistent
language and approaches acrossgrades.
The goal here isn't to try anddo more.
It's to work smarter byrecognising the shared
(16:19):
foundations of reading andwriting and then designing
instructions that build both atthe same time.
It can feel a little confusingand teachers will often say can
you just tell me what to do?
And if that's where you andyour school are sitting in this
right now, that's okay.
You don't have to knoweverything, but you can take
(16:43):
some simple steps to get started.
If you've noticed that yourphonics instruction has more
reading than it does spelling,well, just beef up the spelling
bit.
If you're recognising thatyou're spending a lot of time
reading and analysing text, butnot necessarily spending a lot
of time unpacking the elementsof syntax and grammar that helps
(17:06):
students not just understandtext but also write better well
you can just beef up the otherelement.
You don't have to be perfect inthis, you just need to have the
idea in mind that we want toget better at integrating the
two of these things.
In the next episode, we're goingto hear from a school leader
(17:28):
who has worked with her schoolto implement these approaches,
and we're going to hear from herwhat it looks like in a real
world context.
Research to the Classroom isall about just that helping us
understand the why of what we'redoing, the what we can be doing
and the how of how to bring itto life in a realistic way.
(17:53):
Remember, perfection is theenemy of progress.
We're not looking forperfection in the next five
minutes, in fact, I don't thinkwe're looking for perfection at
any time.
But what we are looking to dois to take those meaningful
steps that are going to helpmove our instruction, and
therefore our student outcomes,in the right direction.
(18:14):
Thanks for listening to thisepisode of the Structured
Literacy Podcast.
Until I see you next time,happy teaching, bye.
Hello there and welcome back to our Research to the
Classroom series on theStructured Literacy podcast.
I'm Jocelyn and I'm recordinghere in Burnie, on the lands of
the Palawa people.
In our last episode we exploredthe research behind integrating
reading and writinginstructions, looking at models
like the Interactive DynamicLiteracy Model, and
(00:22):
understanding the sharedknowledge and strategic
processes that underpin bothsets of skills.
Today we're getting practical.
I'm going to share five keyevidence-informed strategies for
meaningfully connecting readingand writing across your school,
and these aren't just add-onsto your existing practice.
(00:43):
They represent shifts in how weconceptualise literacy
instruction so that we can getstronger outcomes for all
students.
So strategy number one is tointegrate reading and writing in
phonics instruction.
This one is probably theeasiest of them all.
So this is about buildingfoundational skills, essentially
(01:05):
in word level reading andspelling.
Traditionally, we've taughtphonics primarily for reading,
but research shows thatintegrating writing into phonics
instruction creates a powerfulreciprocal effect.
When we have students write thewords during a phonics lesson,
we're not only helping themcement their phoneme-grapheme
(01:27):
correspondence, but we'rehelping them to build patterns
and recognition of thosepatterns in their mind for
recognising words when they read.
To make this even more powerful, we put it into the context of
simple sentences and that helpsgive us the full experience.
When teaching new phoneme-grapheme correspondences, have
(01:51):
students both read and writewords containing this pattern.
And before we do that, let'smake sure that they're
practicing both recognising andrecalling to write the graphemes
themselves.
So if you're teaching the AIpattern, as in RAIN, you will
have students say A when youshow them the card with the A
(02:14):
and the I on it, you'll havethem write the A, and I like to
have the students say A as theywrite it over and over, not for
a hundred minutes, but just fora moment or two, maybe a minute,
so that they get a fullmultisensory experience.
Remember, multisensory does nothave to involve shaving cream
and sand.
So we're going to recognise theA, we're also going to write it
(02:38):
.
This is an opportunity for youto notice letter formation and
where you might need to do somefirming up of that formation for
ease of writing as well.
You'll also have students readwords with this pattern and in
decodable texts.
So we're just going to have thewords on their own and then
they're going to practice themin decodable sentences that
(03:00):
contain graphemes and highfrequency irregular words they
already know.
We're also going to havestudents write these words and
then build on this with somesimple sentence application.
These activities mean that youdo not need to have a separate
spelling program that sitsdifferently from your phonics;
(03:25):
your phonics program here isyour spelling.
This two-way street betweenreading and spelling helps
students develop strongerorthographic mapping.
That means that they're mappingwords to their long-term memory
.
And remember, the context isimportant, so we're going to
have students deal with this atgrapheme level, at word level
(03:46):
and at simple sentence.
As students write words, theyhave to segment them, segment
the sounds or the phonemes, andthen match them to the letters.
So they have to say the wordthemselves, pronounce it, then
attach the graphemes to thesounds that they say and write
them down.
All of this reinforces thosevery patterns that they need to
(04:11):
recognise when they're reading.
Graham and Santagelo's 2014meta-analysis found that
spelling instruction improvednot just spelling, but also word
reading, and it improvedcomprehension.
Ehri's research also showedthat instruction in word reading
via phonics enhanced spellingand vice versa.
(04:34):
So the take-home message hereis don't separate phonics for
reading from phonics forspelling.
While they are different skills, they are two sides of that
same coin and we've learned fromthe previous episode that they
draw on the same knowledge forboth.
Integrating word reading andword spelling makes both of them
(04:58):
stronger.
Strategy two is use rich text asa foundation for text-based
units, and this second strategycenters on the use of high
quality texts.
So when we're thinking about anupdated approach to literacy
instruction that responds toresearch, high quality text has
(05:19):
a central place.
It hasn't gone anywhere.
We haven't done literacybecause we've taught phonics.
We must work with those highquality texts.
Now these texts can form afoundation for both reading
comprehension and writinginstruction.
So, rather than teaching readingand writing as separate blocks,
(05:39):
design text-based units wherestudents read and analyse a
high-quality stimulus text.
They learn about the craft ofwriting, as well as things like
text structure, by examining thetext or using it as a jumping
off point for learning, and thenuse that text as the stimulus
(06:01):
for both comprehensionactivities and writing tasks
that focus on those same similarstructures or features.
So the key difference fromtraditional mentor texts is that
we're not just asking studentsto imitate what they see.
Instead, we're explicitlyteaching the elements of the
(06:21):
text being studied and providinga gradual release of
responsibility, explicitteaching model for students that
guides them through the processof learning about how to write
and learning to respond to texts.
So, for example, if you'restudying a narrative text like
the Velveteen Rabbit in yearfive or six, you might analyse
(06:45):
how the author developscharacters through description
and dialogue, explicitly teachtechniques for character
development and then guidestudents to incorporate similar
techniques in their own writing.
This approach creates naturalconnections between reading and
writing at the text level, whileensuring students have the
(07:07):
scaffolding they need to besuccessful.
If you're using our text-basedunits, you have this built in.
It's the exact approach that weuse in our work.
Strategy three is to distributewriting across the curriculum
and the school day, and I'vespoken about this in a previous
episode called Help my StudentsAren't Writing Enough.
(07:30):
This third strategy addresses acommon challenge: finding
enough time for writing.
Instead of confining writing tothe literacy block and having
the literacy block do all theheavy lifting, spread those
writing opportunities across thecurriculum and across the day.
The research shows that writingabout learning does two
important things (07:52):
it improves the quality of students' writing
and it enhances recall andlearning of the content that you
want them to learn.
So this gives you the doublebenefit: students improve as
writers while deepening theirunderstanding of content.
But I have to say here, it's notjust about giving students time
(08:14):
to have a pen or pencil intheir hand.
We can't expect them to getbetter at things we haven't
taught them yet.
So we need to be mindful thatif we're asking students to use
particular structures orfeatures to write about learning
, that we've actually taughtthose structures or features
first, and know that thestudents are able to apply what
(08:35):
they've learned independently.
Practical approaches to thisinclude: writing responses to
learning situations acrosssubject areas, summarising main
points of lessons, writing toexplore and develop thinking
about content, and doing thingsthat have been described as a
brain dump.
So write down everything youknow.
(08:56):
So when you do that, you'realso getting in some retrieval
there as well.
So again, you're getting bangfor your buck in your
instruction.
Students can answer shortquestions about content and take
notes in age-appropriate ways.
So we want to be careful thatwe're not just pushing down the
note-taking we would expect insecondary school down into a
(09:18):
year two classroom.
But we can get students torepresent their thinking
throughout learning in a varietyof ways.
When planning with teachingteams identify where writing can
meaningfully support learningin different curriculum areas.
This doesn't mean adding moreto an already full curriculum,
it means using writing as a toolto deepen the learning that's
(09:42):
already happening.
And, as I said before, theliteracy block shouldn't do all
the heavy lifting in reading andwriting.
By distributing writing acrossthe day, you're breaking it into
shorter, more manageable chunksthat still provide substantial
practice.
Strategy four is ensure that weare teaching prerequisite skills
(10:04):
to automaticity or fluency,depending on what they are.
So the fourth strategy herefocuses on developing
automaticity in both reading andwriting, in lifting words from
the page and putting words ontothe page.
In order for students to writewell, handwriting and letter
(10:25):
formation must be automatic,spelling must be automatic and
sentence construction must befluent, and the same goes for
the reading side.
We need to be able toeffortlessly lift most words
from the page and have robuststrategies to figure out what's
going on when we encounter wordsthat we're unfamiliar with.
(10:46):
When these lower level skillsbecome automatic, cognitive
resources are freed up for thehigher level processes like
comprehension and composition.
As Steve Graham notes, sentenceproduction has to be fluent to
attend to high level concerns.
So, once again, just givingstudents the pencil or the pen
(11:07):
and giving them time to write isnot going to help them be a
better multi-paragraph textlevel writer, and giving
children opportunity to readsilently to themselves is not
the same as instruction inreading.
So we can build thesefoundational skills with regular
brief practice sessions,systematic instruction, sentence
(11:31):
level work, where studentsconstruct, combine and
manipulate sentences, but alsoexamine sentences to unpack
their meaning and talk aboutthem with a partner.
It all starts with orallanguage, though, so we can
build from vocabularyinstruction through to oral
sentence construction, with lotsof talk before we ask students
(11:52):
to write.
The same goes for reading.
So building vocabulary helpsstudents in the comprehension
and in the writing, and youdon't need masses of time to do
this.
We just need to be intentionaland hold space for it, and that
might mean letting something gothat you've been doing that's
nice, but maybe isn't leadingyou to the same strong outcomes
(12:15):
that we could be getting.
The fifth strategy is to use ahierarchical framework for
literacy development,understanding that we need to
build on lower order skills toachieve the higher order skills.
So drawing on models like theinteractive dynamic literacy
model, we can conceptualiseliteracy development as a
(12:38):
structure with the foundation ofthe domain general cognitive
skills (12:43):
working memory, inhibitory control and attention
.
So this is about how do Imanage myself, how do I organise
my thoughts?
How do I manage to rememberwhat's being talked about?
Then there are the emergentliteracy skills, and I spoke
earlier in this episode aboutthe phonics work being the
(13:03):
foundation for reading and forspelling.
Frameworks like this that buildfrom the simple to complex, help
us identify where studentskills might be breaking down,
target instruction at theappropriate level and understand
how different skills supporteach other.
This makes looking at data awhole different ballgame,
(13:24):
because we're not just lookingfor a final score.
We're looking to see (13:26):
does the student have similar skills in
reading and writing in this area?
So, are our students able toboth recognise and recall
graphemes?
Are our students able tocomprehend particular sentence
structures and also produce them?
If we're seeing a mismatch,that gives us wonderful depth of
(13:50):
understanding about where wecan improve what we're doing in
the classroom and beef upcertain elements of instruction.
So when students struggle withwritten composition, we can be
looking at transcription skills,the handwriting and the
spelling.
If they're struggling withaccuracy, then we can be looking
(14:11):
at teaching those parts ofwords that they need,
remembering that when we teachthat content, both for
recognition or reading and forspelling or the encoding, we're
going to benefit all of it.
When we teach spelling, we'renot just making the students
more accurate spellers, we'realso making them more accurate
(14:32):
readers.
All of this enables us toprovide targeted support at the
appropriate level, recognisingthat strengthening the
foundational skills and thepillars of oral language and
syntax will support thedevelopment of the higher level
skills.
What does it mean, then, tobring it all together?
(14:53):
Well, with these fivestrategies integrating reading
and writing in phonicsinstruction, using rich texts as
the foundation for text-basedwork, distributing writing
across the curriculum, teachingprerequisites and using that
hierarchical framework, we startto see how the literacy block
(15:14):
is like a permaculture garden.
Everything has more than onepurpose and is interconnected.
The key to success here isintentionality.
So, rather than seeing readingand writing as separate subjects
competing for time, we canrecognise that the
interconnectedness of thisenables us to plan instruction
(15:36):
that is way more efficient thanhaving that hour of reading and
that hour of writing.
This can mean that we can aligncurriculum documents to
highlight reading-writingconnections, provide
professional learning thatbuilds teachers' understandings
of these connections.
We can create assessmentsystems that look at reading and
(15:56):
writing development asconnected rather than as
separate.
We can plan text-based unitsthat integrate reading and
writing in meaningful ways andwe can establish consistent
language and approaches acrossgrades.
The goal here isn't to try anddo more.
It's to work smarter byrecognising the shared
(16:19):
foundations of reading andwriting and then designing
instructions that build both atthe same time.
It can feel a little confusingand teachers will often say can
you just tell me what to do?
And if that's where you andyour school are sitting in this
right now, that's okay.
You don't have to knoweverything, but you can take
(16:43):
some simple steps to get started.
If you've noticed that yourphonics instruction has more
reading than it does spelling,well, just beef up the spelling
bit.
If you're recognising thatyou're spending a lot of time
reading and analysing text, butnot necessarily spending a lot
of time unpacking the elementsof syntax and grammar that helps
(17:06):
students not just understandtext but also write better well
you can just beef up the otherelement.
You don't have to be perfect inthis, you just need to have the
idea in mind that we want toget better at integrating the
two of these things.
In the next episode, we're goingto hear from a school leader
(17:28):
who has worked with her schoolto implement these approaches,
and we're going to hear from herwhat it looks like in a real
world context.
Research to the Classroom isall about just that helping us
understand the why of what we'redoing, the what we can be doing
and the how of how to bring itto life in a realistic way.
(17:53):
Remember, perfection is theenemy of progress.
We're not looking forperfection in the next five
minutes, in fact, I don't thinkwe're looking for perfection at
any time.
But what we are looking to dois to take those meaningful
steps that are going to helpmove our instruction, and
therefore our student outcomes,in the right direction.
(18:14):
Thanks for listening to thisepisode of the Structured
Literacy Podcast.
Until I see you next time,happy teaching, bye.
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