What if a student knows the patterns or rules you've taught, but still stumbles during reading or when trying to use the words in context? Would you slow down and work toward automaticity with those earlier concepts, or keep moving through your scope and sequence while working on fluency along the way? I think there's room for both. I'd probably slow down a little, but I wouldn't necessarily stop moving forward. First, I'd want to know: Does the student really know the rule and apply it to...

Happy Summer! I don't know about you, but summer always seems to go faster than I expect. If you've been meaning to fit in some literacy practice but haven't found a rhythm yet, there's still plenty of time. That's exactly why I created the 2-2-2 Summer Plan. Instead of trying to squeeze in full lessons several days a week, the idea is to keep skills active with a routine that's realistic for busy summer schedules: ✔ 2 days a week✔ 20 minutes a day✔ 2 types of practice If you'd like to learn...

Hi! If you read my last email, you saw the 2–2–2 plan: 2 days a week 20 minutes 2 types of practice The question is: what does that actually look like with a student? Here’s one example. Let’s say you’re reinforcing the FLOSS rule. Day 1 (20 minutes) Sound & Word Work Choose a small set of sounds (for example: 5 consonants and 2 short vowels) Review those sounds and connect them to letters (and keywords, if necessary!) Dictate 5 words and 2 short phrases or sentences (be sure the student...