Mindful Teacher Rachel

#mathcrisis #explicitinstruction #directioninstruction #mathteacher #newmath #teacher #matheducation #mathliteracy #numeracy #mathforall #closingthemathgap #elementarymath

The Science of Math We provide resources related to effective math instruction. Our goal is to ensure that all students, regardless of background or status, have equitable access to high-quality math instruction. To guid...

There is so much Science of Learning research related to teaching math! I hope the movement starts to become more cohesive and the resources become as prevalent as those we now have for structured literacy and reading intervention.

"Mathematicians struggle with unsolved problems because they haven't been solved by anyone… [they] have lots of knowledge and techniques that helps them tackle those problems. Don't compare kids who lack knowledge to mathematicians, who are experts." - Dr.Anna Stokke
@rastokke.bsky.social

"Why would anyone believe such a silly idea? Easy. The students are struggling already wiht math and I find math hard to teach." - Zach Groshell

Learners with disabilities benefit from more complex reading instruction Stanford education scholars Chris Lemons and Lakshmi Balasubramanian share strategies for helping students with intellectual and developmental disabilities learn to read.

Students with intellectual disabilities benefit from phonics:

news.stanford.edu/stories/2025...

Sound-spelling based word list generator that shows words in order of frequency?! YES please!
Check out: devinkearns.com/phinder/

Evidence-based practices can reach all readers and give everyone another step toward equity.

#knowbetterdobetter #readingforlife #literacy #earlyliteracy #knowbetterdobetter #scienceofreading #structuredliteracy #phonics

If we do ONE thing as teachers, it’s gotta be teaching them to READ!
Literacy is a powerful tool that supercharges all other subjects and allows for independence, the ability to understand other perspectives, and the ability to use resources to problem solve.

These skills are based off of many phonics "Scope & Sequence" progressions.
#phonics #learntoread #knowbetterdobetter #earlyliteracy #sor #sortips #teachertips #readingtutor #kindergarten #firstgrade

After kids have mastered their basic letter sounds and 3 sound short vowel words (CVC), it can be difficult to tell where to go next. Following a list of skills like this from simplest concepts to trickier concepts helps to guide systematic, explicit instruction..

4. Magic E Words: This is another really common spelling of long vowel sounds
cape, home, pine, cute, these

3. Open Syllables: This is the most common syllable type after closed syllables with a short vowel. When a vowel is "unprotected" at the end of a syllable, the vowel typically spells it's long sound.
go, she, we, hi

2. Digraphs: Consonant digraphs are two letters spelling 1 new sound! These words should still have short vowels.
wish, chip, whiz, them

READ EXAMPLE WORDS ⬇️
1. Consonant blends: Look up CCVC or CVCC words. Blends are two consonants that each make their own sound smooshed together. These words should still have short vowels.
block, crab, grass, frog, hint, mast, gift

My students know how to read CVC words! What’s next?

@liv2learnliteracy.bsky.social

Here is a link to a ton of his work compiled and organized by Dr. Pam Kastner

wakelet.com/wake/pYOVxl8...

Hemispheric specialization for visual words is shaped by attention to sublexical units during initial learning Selective attention to grapheme–phoneme mappings during learning can impact the circuitry subsequently recruited during reading. Here we trained liter…

This graphic is from research studies by Dr. Bruce McCandliss. www.sciencedirect.com/science/arti...

If students haven't learned a spelling pattern yet, I wait until it comes up in our scope & sequence to unpack related high frequency words. I also add in morphology and etymology talks to add more depth to our sound mapping!

No one is saying that we shouldn't teach high frequency words. HOW we teach them literally changes how the brain is reading. I only teach high frequency words in the context of phoneme-grapheme relationships.

I definitely want to focus more of my work in early literacy here now! What should I share? Who should I follow? Who is sharing new research and evidence-based practices?