![]() ![]() And that is the settled science.” Gaining understanding ![]() We are wired to speak, and so through the process of teaching children in a really explicit way how to unlock the sounds from the letters they see in print, is reading. “We now have a much clearer understanding of how we can teach children to read,” she said. The brain learns to read by pairing word recognition skills and language comprehension, according to Alatalo. “We have moved away from this flawed theory of reading.”Įasthampton, like many districts nationwide, has moved toward a science of reading model that educators believe gives students explicit teaching of the foundational skills needed to become a better reader.Īlatalo recently gave a presentation to the Easthampton School Committee on how she is working to bring the programming to educators and learners at Mountain View School. “The way in which we used to teach reading and the way I was always trained to teach reading was to predict what the next word would say using the first sound in the picture clue,” Alatalo said. The method incorporates phonics, vocabulary, comprehension and knowledge building.Īs the district makes this shift, educators are moving away from a so-called “cueing” model in early reading assessment and instruction in which teachers prompt students to draw on three sources of information to identify words: meaning drawn from context or pictures, syntax, and visual information including letters or parts of words.įive decades of research has disproved this theory of reading, said Jodi Alatalo, the Easthampton district’s literacy coordinator and instructional coach. The bustling classroom is one of several at Mountain View School tackling the district’s new approach on how to teach its youngest learners to read through the “science of reading.” The evidence-based approach helps students decode the words on a page by breaking them down into parts and understanding the sounds that letters make. In the middle is a group of students who are applying what they have learned to color a February-themed picture.Īmid all of this activity, Sico leads another group of students to sound out letters in unison and practice sounds while watching the shape her mouth takes as she speaks. In the opposite corner, paraeducator Michele Lambert works with another group of students on how to build a sentence using “who,” “what” and “where” words. All the while, their fingers follow along the text of each word as they read it. STAFF PHOTO/CAROL LOLLISĮASTHAMPTON - With their backs against pillows and their outstretched legs crossed side by side on the floor, two kindergarten students read books out loud to one another in the corner of Jessica Sico’s classroom. STAFF PHOTO/CAROL LOLLIS STAFF PHOTOS/CAROL LOLLISįelix Shepard works on creating a sentence and reading with paraeducator Michele Lambert in teacher Jessica Sico’s kindergarten class at the Mountain View Elementary School in Easthampton. The district is using a “science of reading” approach that uses phonics and other methods to teach reading to students. You can laminate some of the games, like tic-tac-toe and Bingo, and use dry erase markers to play.Jodi Alatalo, the literacy coordinator and instructional coach for the Easthampton School District, works one-on-one with a student on reading at Mountain View Elementary School. Tip: K ids love to use dry-erase markers. Start by giving them words to look at and eventually let them spell on their own. Have you child put the letters together to spell words.
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