Showing posts with label organize me. Show all posts
Showing posts with label organize me. Show all posts

I get questions and DMs all the time about lesson plans for small groups.   For teachers (like me), that "grew up" teaching small groups, it's part of our DNA.  Yet, we know now that guided reading is not the way. 

Over the last several years, I've dedicated this space to sharing why I said goodbye to guided reading.  And then, sharing how I set up small groups that aligned with the science of reading.  If you haven't read those posts, and want more background, go read those now and then come back!  We will wait for ya! :)

Today, let's talk about what makes a good, research based reading group lesson plan.  From start to finish.  We will talk about lesson planning a decoding-focused small group, choosing materials for the lesson, and what the actual lesson looks like!  And most importantly, it will be familiar enough for us small group loving teachers, but still aligned to the science of reading.

Assessing and Placing Kids In Small Groups

I'm not going to go into lots of detail about how I assess kids since I spill ALLLLLL the details on that in this blog post, but I will say that for decoding focused groups, I use these decoding screeners to help me decide who needs to work on what decoding skill! 

When I'm finished assessing decoding levels at the beginning of the year, I keep this record to update throughout the year.

Our decodable reader sets have checkups at the end of each set that I use as formative assessments in between our benchmark assessments at the beginnning, middle and end of the year. As kids master a decoding skill, I update our record sheet.

The record sheet is how I group my kids.  I write down the lowest decoding level for each kid and group them in this folder accordingly.

(The teams I've taught with in the past have worked together to combine groups as needed so that none of us has more than 4-5 groups.  For example, if I only have 2 CVC kids, and my partner teacher has 4, I will give her my 2 CVC kids and that frees up a group for me to take some extra CVCe kids or whatever.  Maybe I'll blog about that process in the future.... let me know if you'd be more interested in hearing about all of this!)

Focused Lesson Planning for Small Groups

Once we have our groups organized, we are ready to plan the lessons.  

The first thing I do is write down the focus sound we need to work on and the title of the book or passage I will be using.  In case it's not clear yet, I do NOT used leveled readers.  Period.  I only use decodable texts.  These decodable readers to be specific.  

Warning: Some texts are labeled "decodable" and far from it.  In order to be a true decodable, the majority of words should be words that are currently or previously have been taught.  The scope and sequence of the decodables should align with the science of reading.  And the books should actually be interesting!  That's exactly why I created these K-2 decodables.

Once I have my decodable text planned, I start honing in on each of the 4 parts of a decoding small group reading lesson plan: Activate, Preview, Read, and Retell.

Let's take a closer look at each one of them.

Decodable Small Group Lesson Plan: Activate

The first part of a decoding small group lesson is activate.  The purpose is to review or teach the focus sound of the text.  In this kindergarten reading lesson plan example, we are focusing on the short o sound in CVC words.  I chose some words to practice blending.  These will be 3-5 words that come straight from the text we will read.  For this example, I chose the words pin, cop, top, pot, and pops

Pin should be a review word because these kids have already mastered short i.  They have already learned the letter sounds for the consonants p, n, c, t, and s, so the only new sound should be /o/.

There are all kinds of ways to blend the words, so I will write how I plan to blend them as well.  A few blending practice ideas that I use are...

  • Use magnetic letters to build and blend each word.  
  • Have students write each word on dry erase boards and blend.
  • Write the word on your dry erase board and have students use their arm to tap and blend the sounds.
  • Use pencil boxes with sand in them to let kids write the word in sand and blend.

There are obviously more ways, but these are my favorite and go to ideas.  For this lesson, we will build and blend each word because it will be one of their first exposures to this new sound.  I love using these word building mats to help us.

The last part of activating is scanning the text for vocabulary words.  I will list out any words I think we need to talk about their meaning.  My kindergarten reading lesson plan example does not have any vocab words so we will skip this part, but for this 2nd grade decodable reader, I wrote down the words fetch and hutch.  We will quickly go over what these mean and I will have a photo of a hutch to help teach that word!

The activate section should take about 5-10 minutes depending on the number of words and how use choose to activate!

Decodable Small Group Lesson Plan: Preview

Back in our guided reading days, this part was called the "Picture Walk."  But previewing is slightly different.  In a guided reading picture walk you are basically giving away the story so that the kids know how to guess and read based on the pictures.

A preview is not about guessing.  It's about building some background knowledge to support comprehension of the text. 

In our kindergarten reading lesson plan example, I will show kids the cover and say, this book is called, Pop! Pop!  It is about things that make a popping sound.  What kinds of things do you know about that can pop?  

We will list out things that can pop.  Then, I will say, "Let's read to find out what pops in this book."  In this way, we have given them a preview of what's to come in the book without giving it away AND given them a purpose to read the book.

This preview and purpose section is VERY short.  Like 2-3 minutes. Max.  Don't spend too much time here so that you can get to the real meat of the lesson...

Decodable Small Group Lesson Plan: Read

Now that we have activated their decoding skills, previewed the book and given kids a purpose for reading, we are ready to READ!

This part of the lesson depends on your kids.  If it is a review, you may want them to just read independently and listen in to individual kids to record how they are reading the decodable book. 

If it is a brand new skill, you may want to read together!  However you choose to read, I like to give us time to read it at least 3 times to give them rereading practice.  

For my kindergarten reading lesson plan example, we will choral read together one time and then I will let them read independently the next 2 times.  For my 2nd grade reading lesson plan example, they will read it twice independently and then we will read it together to review.

As they are reading independently, I like to listen in and record how kids are reading and decoding.  This is just an informal way to check in with kids, track our interventions for RTI purposes, and share with parents or other colleagues on how a kid is doing.

The reading part of the lesson can take anywhere from 5-10 minutes depending on the length of the book.

Decodable Small Group Lesson Plan: Retell

Once we have read the book 3 times, we are ready to focus on comprehension.  Full disclosure, most of the time we stop here for the day and come back to this part the next day.  It just depends on how long it takes to get through the lesson.  I like to keep small group lessons 20 minutes or less.  If we are under 20 minutes and I really just want to quickly do the retelling, we will just orally go through the steps and be done.

But, if we've already been working for 20 minutes, I save the retell part for the next meeting time.  At that point, I will have kids jump in and start independently reading the decodable text right away for 5 minutes or so as a review and then we will move into retelling.

I start by planning a language or comprehension goal.  For this 2nd grade reading lesson plan example, we will be practicing retelling using key details. 

Our focus question is, "What key detail is most important from the beginning/middle/end of the story?"

We will use one of the retelling graphic organizers from this small group planning resource and fill this out together!

Retelling orally can take 3-5 minutes.  But if we work on writing the retelling with a graphic organizer and go more in depth, it will take 15-20 minutes and need to be done as a follow up lesson.

A Few Frequently Asked Questions

Can I use this same reading lesson plan format for whole group reading lessons?

Yes!  This lesson structure works great for whole group when teaching on grade level decoding skills and texts.  It may take a little longer, and could actually be stretched out across several days, but I have used this very successfully in kindergarten and first grade.  You can read more about my whole group decodable routines for the week here.

Where do you store the materials and plans to stay organized?

The decodable books are stored in tubs with labels for each skill set.

I also keep a binder that has the current weeks lesson(s) for each group.  I use these color-coded tabs to correlate with the color group they are in on my groups folder. In each tab pocket, I keep the lesson plan and book for that group.

How do you have time to write multiple lesson plans each week for multiple groups?

I don't! Ha!  It's more work in the beginning, but as you go, you will reuse the lessons over and over.  The key is to keep the lesson plan copy after you write it and put it in a small group lesson plan folder.  Use tabs to organize them by the skill.  

The next time you are needing to use that same book or skill, you will already have a lesson plan ready to go!  And if you are blessed like I have been to work with a great team, you can have a grade level binder of lesson plans that everyone is filling up and you will be shocked how fast you can get dozens of small group lessons ready to pull and teach!

Where can I find the resources used in these lessons?

All of the lesson plan templates, teacher organization tools and graphic organizers are in this small group planning resource.

You can shop all of the decodable texts here.  You can find a decodable reader that focuses on any phonics skill from kinder to second grade--from letter sounds to greek and latin roots!

One of the first things I struggled with when I began my science of reading journey a few years ago was how to adjust our schedule.

I knew there were parts of our balanced literacy block that were not science of reading aligned and had to go.  But what should that be replaced with?  My brain works in schedules.  I truly believe my brain is one giant Excel spreadsheet, lol.  Spreadsheets are my love language.

Okay, you get it.  But seriously.  Scheduling is how I make sense of my day to day world.  So, when a big shift happens in how I'm teaching--hey there, Science of Reading, I go straight to the schedule to process, and start changing.

Here's a peek at how my literacy block schedule shifted from balanced literacy to structured literacy.

Goodbye, Familiar Reading

Hello, morning work!

My day always started with familiar reading.  Kids came into the classroom, did their morning chores, and then sat down with their book tubs we called browsing boxes.  It had charts and leveled readers from guided reading that they would read and reread.

Now, let me be clear.  Rereading has it's place.  I believe in it.  We still do it.  But the problem was that part of what kids could choose to do when they finished early was read from their browsing boxes.  It was kinda the catch all.  

So our morning time was less quiet reading and more just faking it...or bopping a friend over the head with an abc chart...

Instead, we did morning tubs or phonics cut and paste activities for a skill we learned the day before.  These are my favorite phonics sorts and activities for morning work.

Goodbye, Calendar

Hello, Phonemic Awareness and Phonics!  

Truth time: Calendar wasn't completely gone.  When I was in kinder, we moved the calendar block to our math time.  In first grade, it became a quick morning meeting so we could take about our day and schedule... because, YES, my firsties had to endure my obsession with schedules! :)

Phonics wasn't new for me.  I had been doing some phonics work in small groups and a tad at the beginning of the year whole group.  But my big shift was making phonics systematic and a consistent block of time for our whole group.  You can read more about my weekly phonics routine here and find the digital curriculum I use here.

Phonemic awareness was COMPLETELY new to me.  I mean, we learned about it in college, but I had it in my mind that it was really more prek and kinder.  Not for first grade--and certainly not second grade!

I use Heggerty for my phonemic awareness curriculum.  It's quick.  We add TPR and hand motions to make it fun.  It's systematic.  And most of all, it WORKS!  So much so, that I've been using it with my 3 year olds to help with their speech and language delays at home.

Welcome Back, Read Alouds!

The one thing I missed so much is read alouds.  Every year, it seemed like I had less and less time to really read a book to my kids.  Sure, we read a chapter book together at the end of the day.  And I squeezed in a book here and there during transition.  

But a read aloud?  A real, genuine, read aloud where we talk about the book, and work on comprehension together and do some related activies?  That was missing because there just wasn't time.

And I told myself it was fine because they were getting some of that in guided reading.

But y'all, those leveled guided readers were NOT read aloud quality.

With structured literacy, we are focusing on oral comprehension in K-2 and that means READ ALOUDS!  I love using the same book for several days or an entire week with a different focus.  One of our focus days was always Tier 2 vocabulary.  You can read about those routines here and find a free sample of the lessons and activities I use here.

Our writing is now connected with our read aloud and oral comprehension work.  We write about what we read.  On vocabulary days, we write about our vocab words.  On retelling days, we write to retell a story.  

It's so much more connected to our learning and meaningful for our kids.  Not to mention, they know EXACTLY what to write about instead of trying to constantly come up with an idea to write about. :)

Goodbye, Guided Reading

This is such a HUGE shift, that it got its own blog post a while back.  So, if you want all the juicy details from an EX guided reading mega fan, the read here.

I also, go over in detail what I replaced it with.  Because small groups aren't going anywhere in my classroom.  I'm a firm believer in that.  We just had to work hard to figure out what that was going to look like.

And it looks more skill based, intervention focused, faster, and wayyyyyy more flexible.

Yes, I still do centers during small group time.  This is the bundle of centers I used for kindergarten.  (There are plenty of free samples linked in there for you to try out too!) 

I pulled small groups during this time, but also during our morning work time.  Because the skill groups are so focused and fast, it's easy to squeeze in a small group during any part of the day when kids are working independently.

The Actual Schedule

Here's a look at how it all comes together and what the differences look like...

In a spreadsheet, no less! :)

One of my favorite teacher things to do is curriculum unit planning.

Now, before you roll your eyes, close the tab and go back to Instagram Reels, don't panic.  And listen for just a minute.

I'm a planner.  I'm a control freak.  I like to know what's coming.  And I think that's exactly why as soon as I got a teaching job, I was planning out what curriculum units I might teach during my first year teaching first grade.

But it's not just about me.  Kids need structure and organization to their learning.  When we just teach a string of random lessons, it's less effective for kids because they are having to do all of the extra work on how to process and remember that random information.

When we organize the lessons into big ideas or units, it serves as a brain filing system for kids.  Now they know exactly how to organize their new learning and where to find it in their brain when they need it.  Think of it like a learning anchor... similar to anchor charts.

I know you may still have a racing heart and be ready to bolt, but writing units doesn't have to be that hard.  I have written over 100 units for Science, math, integrated literacy and content units, and Bible units.  

And I'm not gonna pretend like it's always a walk in the park, but there are 4 simple steps that I follow every time that makes curriculum unit planning simple, effective and FUN!  I promise you CAN do it.

(Psst.  Feeling stuck with the boring units your district has written for you or are included in your textbooks?  You can totally use this process to elevate the existing units and make it work even better for you and your students while still "following" the district outline.)

Write Your Big Idea

The first step is writing your big idea.  What's the big idea? 

See what I did there?  A big idea is the main understanding or take away that kids must understand by the end of the unit.  It's the umbrella.  It's the overarching idea.  

It's not just a student objective.  Instead of, "The students will be able to count to 120," it's, "Counting to 120 is useful."

Instead of, "The students will be able to read and comprehend CVC words," it's, "Authors write to tell stories."

Instead of, "The students will be able to name characteristics of birds," it's, "The survival needs of animals determine their characteristics."

The big idea zooms out a bit so that it can be connected to multiple topics, standards, objectives, and even subjects!

Still struggling with writing a big idea?  Here are a few tips...

  • Don't use TSW (The students will) like you learned in college for writing objectives.2
  • Write it like you are writing the topic sentence for an expository or opinion writing essay so that it has multiple supporting points available.
  • Brainstorm and list key words or phrases (like community, rights, responsibilities).  Then write a sentence using as many of those as possible (Individuals within a community share rights and responsibilities).

Our big idea was posted on a huge bulletin board in my first grade classroom.  This was one of my first bulletin boards I had made when I started teaching.  Because organizing the lessons for my kids was top priority.  

This is the first big idea board I had (so excuse the ancient picture).  I taught in an IB school so we were required to include some IB lingo with it.  But we made it work for us too! :)

Here is the next big idea board I used in a new school, new classroom.  With wayyyyy less bulletin board space.  I used the chalkboard to post our big idea quote on.

And when I homeschooled my second grader, I included our big idea in our learning space as well so we could constantly refer back to it and make connections.

Plan Your Essential Questions

Once you have your big idea, you are ready for your essential questions.  An essential question is just what it sounds like... a goal that is essential for kids to understand2 the big idea... in question form!

If we go back to the umbrella strategy, the essential questions (EQ) are the supports for the umbrella.

They still are NOT learning goals.  They are a little bigger.  And they must connect to the big idea.

A unit can have anywhere from 2-4 essential questions.  They can have more, but I find that keeping it to 2, 3 or 4 is much easier for the younger kids to manage.

If I go back to the big idea example I used from my first integrated unit, the big idea was, "Individuals in a community have rights and responsibilities."

The essential questions for this unit are...

  • What is a community?
  • What are my rights and responsibilities?
  • Who is part of our school community?
  • What makes our learning community successful?

Your essential questions need to be smaller in scope than your big idea, but bigger than an individual lesson.  Typically, we work on an essential question for a week or two.

And you may notice from the umbrella example above that the essential questions are listed in the order they will be taught and there is a natural progression of learning happening.

Sort Your Standards Into the Essential Questions

Now you will want to use your district's pacing guide or your own pacing to decide which standards fall under which essential question.

For this integrated social studies and literacy unit, I added the Social Studies standards for each essential question.  Then, I looked through our literacy standards for the first quarter and chose standards that would support the essential question and help develop those social studies ideas.

So, for the essential question, "Who is part of our school community?" I will add reading and writing standards for informational writing and reading.

Getting the standards set in place first ensures that I have my standards in mind when I am planning lessons.  Instead of just forcing the standards to fit into lessons I want to teach and possibly leaving out standards.


Set Your Daily Goals and Lessons

After writing your big idea, listing your essential questions and sorting your standards, you are ready for the "fun" part.  

Writing your goals, lessons, and activities.  When I'm in this initial unit planning phase, I am just listing the activities or goals or lessons that will help kids fulling answer and understand the essential question.

And, of course, tie back to the big idea.  

But I'm not writing detailed lesson scripts.  It's basically like I'm jotting notes down to myself so that when I get to that week and start planning, I'll remember what I was thinking and can elaborate then.

In our umbrella example, this is the raindrop phase of planning! :)  

And, no, there doesn't have to be exactly 3 activities for each essential question.  I just love symmetry, lol!

For our beginning of the year integrated unit, it would look some like this...

Now, I have my unit at a glance planned and I can add this plan to my lesson planning file or folder to have handy when I am planning.   Here's a FREE digital template in color and black and white for you to use to plan your curriculum unit.

This unit I used in my example can be found here and I've already done the detailed daily planning for you and included all the print and digital materials you need! :)

And if you need help pacing out your standards or just want to take a peek at what my entire year looks like, check out this first grade pacing guide that also comes with digital templates to make your own!

Last week, I blogged about why I said goodbye to guided reading.  

But that doesn't mean I gave up on small groups altogether.  

This teacher LOVES her some small group intervention time.

So, if not guided reading for literacy intervention, then what?  Data driven groups.  That's what.

But what does that look like?  Is it a complete 180 from guided reading?  How much relearning am I really gonna have to do here? (Pssst: not much.  It's really much easier than you'd think!)

Let's chat about data-driven reading groups.  I'll walk you through a sample class data set.  We'll talk about how I assess, set up groups, plan for them, and what my schedule for meeting with kiddos looks like!

Assess the Standards

In traditional guided reading, the first thing we did was test our kids' reading level, right?  In data driven reading groups, we also assess first!

But the evidence from the science of reading tells us that levelized readers aren't the best way to grow readers.  Levels can be subjective, and word difficulty doesn't consistently increase with the level.  The criteria for leveling books is multi-faceted and so none of the components fully consider word recognition.  

In data driven reading groups, I assess the standards.  To make it simple, I started with the assessments the school I was at already required: Acadience (formally, DIBELS) and PAST.  There was no need in adding additional stress with additional assessments--UNLESS I needed more information.

K-1 Acadience (DIBELS) takes care of letter naming, segmenting sounds, decoding CVC words and Oral reading.  

PAST takes care of phonemic awareness.  Beginning in 2nd grade, the MAZE (part of Acadience) addresses some comprehension portions of reading.

As a kinder teacher (at the time I started data driven groups), those were all of the assessments I needed.  And I was already doing them. 

What assessments is your school already requiring?  Can you use those to find skills to target with your students?  If you are in a school that still requires you to assess reading levels, are you also asked to use Acadience/DIBELS with your kids?  If not, the full Acadience and PAST assessments are available online for free and are surprisingly quick and easy!

Record the Data

Once I'm finished assessing my kids, I record the data.  Well, actually, I record the data as I go, but who's counting?? :)

I use this digital data wall literally assess a kid and then type it in on my laptop.  This digital template is already set up for first grade with the DIBELS and PAST benchmarks already listed.  But it is easy to edit for the grade and assessments you are using.

Then, after I'm finished assessing, I go back and color code my data for at risk (very below), low risk (bubble kids), on grade level and above. 

Group By Data Points

Now, I'm ready to group my kids.  

I print out the grouping pages that I need from my Data Driven Groups resource.  These three pages shown below are the ones I'll be walking through in this post.  You can find tons of different grouping pages here.

For my phonemic awareness groups, I printed out a blank page because all of the skills I need to address were on multiple I'm just saving paper!  In the top category boxes, I wrote in each skill from PAST that I need to address with at least one of my kids in my sample class.  Then, I wrote the names of the kids for each category.  Notice that for the PAST, kids are only in one category...the stage they are currently working on becoming automatic at.  Also, notice I combined D1 & D2 and E2 & E3 because they are very similar and both skill groups were very small.  When I do this, I just note which subskill each kid needs to focus on so I can do that individually in the group.

For my phonics groups, I had some pre-alphabetic readers and early alphabetic readers.  Not all of the skills need to be addressed with my kids, so I'll only use the columns I need.  Again, I wrote down the kids' names under EACH category they need help with.  Notice that for phonics, they may be in multiple categories.  I will not put kids in two of the same type of subcategories though.  For example, I will not have a kid in boy the read VC and read CVC columns even if they can't do both of those, because they need to first focus on VC, then I can move them to CVC.  But I could have a kid in read VC and spell beginning sounds, because those are different types of sub skills--decoding and spelling.

I also have oral language and comprehension group pages as well that I can add kids to.  Often times, my oral language kids are my ELL kids or low language kids.  I can add those kids based on their ELL level or anecdotally as I notice oral language skills that need more work.

I want to make sure every kid is in a group.  If not, I need to consider what extension groups I could offer for those kids.  This is often where my comprehension groups come in. And for those kids with great comprehension, we work on writing their comprehension skills, like writing a retelling of a story, etc.

Now that I have my kids listed in groups, I'm ready to plan!

Plan the Lessons

Once I sort out my groups, the planning starts.  This is where data driven reading groups become much, much simpler than guided reading.  I look at each skill group and ask myself...

What content should I plan for this skill?  I preplan my list of words or letters we will work on for the week.  I typically only work a week at a time because I like to adjust as my kids grow or struggle.   

What supplies do I need to work on this skill?  For many groups, I will want some manipulatives like colored blocks or felt squares for my phonemic awareness groups.  Dry erase markers, marker boards....anything that I would need for those groups.  Then I get it all together and make sure those things are organized and easily available near my small group table.

I can add all of this information to my lesson planning pages and add them to my small group binder.  Now all I'll need to do is open up to our lesson plan and get started!

As a side note....the lesson planning page is basically the longer version of the groups page.  You do you. :)  If you like one better than the other, use it.  If you like both, go for it!  For me personally, I like to do just the groups page and I keep a separate list of words by sound or feature to reference!

Meet With Kids 

Remember stressing over your schedule with guided reading?   In my head, I was like, "Ok, 2 groups a day, but I have 5 reading groups.  2 of my groups need to see me every day, but that won't work.  Can I manage to just meet with my highest group once or twice a week.  Wait, what about my bubble kids?"  Am I right??

This is the main thing I LOVE about switching my small group mindset to data driven groups.  There is no schedule.  No really.

For those of you who know me in real life, I know you are shocked.  Because I LOVE me a schedule.  I LIVE by a schedule.  But this was the most freeing part for me with data driven groups.  Remember those group pages I filled out?

Those became my "schedule."  Or, more accurately, my checklist.  

So, how does that work? Well, because I am a Type A teacher, I just simply go in order and use those columns like a checklist. 

In this sample class, I would start with my Phonemic Awareness Groups and meet with that PAST level D group.  Then, I would add the date we met (and minutes if needed for RTI) and any notes I had.  

As soon as I finished that group, I would call the next group, and so on.  

For these skill groups I'm showcasing in this post, they are short.  Sometimes just 5 or 10 minutes.  Maybe 15 minutes.  So I can fit way more groups in than the old school guided reading groups. (Yes, I continued to do reading groups with decodable texts.  That blog post is coming next....hang tight!)

My main focus for small group time when I was in kinder was during their center time.  The teacher I was long term subbing for used traditional kinder centers.  I pulled during that time and I didn't just pull one group per center.  I just called a group back and moved on through the groups, switching centers with my timer, not based on when I finished a group.  

Other kinder teachers had the kids on a class set of Chromebooks doing independent interventions while they pulled.  

The other **fabulous** thing about data driven groups is because they were so short, I was able to meet with them throughout the day, not just during centers.  If I had it together one morning and finished attendance early, I could pull a skill group or oral language group during morning work.  I pulled a group or two during snack time.  Or while kids were finishing up their writing work.  Any part of my literacy block where I had a "free" minute where I didn't need to walk around and monitor kids, I could pull groups.

So, in this sample class, I have a total of 14 skill groups.  Like I mentioned before, these are not all of the skills or intervention groups I would have.  This is just a sample!  Once I make it through all 14 groups, I start back over and do it over again.  

On average, I would say I had about 20 or so literacy skill groups in my kinder class and was able to get through all groups at least once a week.  But that doesn't mean I only met with each kid once a week.  In my sample class we've been using, that would mean that my highest kid, "William" would be met with twice a rotation for just these skills and my lowest kid, "Cooper" would be met with 7 times per rotation for just these skills.

Want to use all the Data Driven Binder Organizational Things??  You can find them here!

Okay.  Whoah.  That was a TON of info.  Maybe more than I initially intended to share.  Have I convinced you to make the switch yet?  What questions do you still have?  Drop your questions in the comments and let's keep the conversation going!

And next up on the blog, we'll be talking about using decodable texts as a reading group!

Back to Top