What I've Learned from @SoR Classroom
It’s been about three months since we launched the @SoRClassroom project. Over 200 tweets and 900 followers later, I thought it might be helpful to reflect on and share a few lessons.
As I’ve written previously, the account has one function: to illustrate what science of reading-informed practice looks like in the classroom.
The content I share ranges from a full-class fluency exercise to a knowledge-building Socratic Seminar to samples of student writing to small group exercises, where younger students work on blending and manipulating sounds and letters. And that’s just a snapshot of the last few days.
When I started learning about the Science of Reading, I was so focused on the theory, the science, the models, and the studies, that I neglected to consider how it translated to actual classroom practice…which is the point and goal of the theory, of course. I don’t think I’m alone in this. So, this account was borne from my desire to learn and share what science of reading-informed practice might look like in a classroom environment.
Here are a few things I think about almost everyday:
#SoR classrooms are joyful, vibrant, and interactive. The kids are learning how to read. They’re acquiring knowledge about the world around them and the world that came before them. They’re forming opinions that are grounded in evidence. They’re sharing their thoughts and ideas through writing. They know they are growing and are excited to share.
Why does this matter? Because critics of the science of reading claim that it leads to boring, listless classrooms where children do phonics exercises all day long and never read actual books. This is clearly not the case. When you hear that criticism, direct the critics to this account! Show them that they’re wrong. Don’t just tell them.
“Science of Reading” is a silly term! But I’m not sure what to use instead. “Science of reading” refers to the body of research that examines how people learn how to read and write AND the most effective ways to maximize student outcomes in these domains. The “science of reading movement” refers to the group of people trying to bring this knowledge into the classroom (I consider myself a part of this movement). But what do you call “science of reading informed classroom practice?” That’s quite a mouthful. How do you describe the teachers that translate what they know about the science of reading into actual lessons and activities on phonemic awareness, fluency, knowledge building, phonics, vocabulary, writing, etc.? “Structured literacy?” “Comprehensive literacy?” I’m open to ideas on this one, but for now, I’ll stick with “science of reading.”
Why does this matter? It matters because first, “science of reading” is not a descriptive term and second, every teacher or curriculum developer believes or at the very least claims that they’re following the science. When everyone claims they’re “doing the science of reading,” it doesn’t mean anything at all.
More Middle and high school content. Share videos of high schoolers engaged in a Socratic Seminar about the book they’re reading. Share videos of your middle schoolers acting out Romeo and Juliet. Show us how you teach them how to introduce evidence in writing, write a clear thesis, and break down and analyze a quotation. We want to see and highlight all of that!
Why does this matter? It matters because the science of reading doesn’t just stop in 3rd or 4th grade. Teachers are building knowledge, teaching vocabulary, developing fluency, and introducing new structures from PK to 12th grade. Let’s see and let’s celebrate it.
More ELL content! More AAE content! There’s no doubt that reading depends on spoken language. There’s no doubt that when a child’s home language is different from General American English (GAE), then learning how to read GAE is going to be more complicated. This is true for English language learners. It’s also true for students who use African American English (AAE). We need more examples of how teachers are honoring and working with these linguistic differences. What does sound-phoneme mapping look like in a classroom of GAE speakers? How do you assess fluency? How do incorporate students’ home languages or dialects into your instructional practice?
Why does this matter? It matters because we want to teach all children how to read and write.
So what’s next? I’ll keep sharing and learning, to be sure. It’s inspiring and exciting to find exceptional content to share every day. And in the next few weeks, I hope to share a fellowship opportunity for teachers…so stay tuned! And if you ever have any special requests or ideas, don’t hesitate to reach out!
