Tag Archives: Reading Comprehension

10 Perfect Thanksgiving Books for Read Aloud & FREE Resource

Thanksgiving books

Pumpkin pie, mashed potatoes, naps….. I really love Thanksgiving – in fact, it’s my favorite holiday of the year. Not as hectic and busy as Christmas but still plenty of tradition. I’m gearing up to bake pumpkin pies with my class this week (a tradition in my classroom since the late 90’s!), and it seems like a perfect time to share these Thaksgiving Books with you. I had some trouble, but I managed to curate the list down to 10!

Read on to learn more about how I use these Thanksgiving books in my classroom and to download a FREE resource to use in your classroom!

As an Amazon affiliate, I may earn a small amount if you click on these links and make a purchase at no extra cost to you. Thanks for your support!

How to Catch a Turkey – a favorite Thanksgiving book

Thanksgiving book

by Adam Wallace and Andy Elkerton

This hilarious book is a hit with young students – it’s perfect for pre-K, kindergarten and first grade! I love How to Catch a Turkey because it’s a wonderful way to teach setting and sequencing – two important concepts for building comprehension skills in the primary grades. And it rhymes, so there are great opportunities to build phonemic awareness skills as well. I introduce the book by writing this excerpt on the board.

“Turkey? Stage? No way! No how!

Had I really heard that right?

I broke out of my pen and ran away

with a case of bad STAGE FRIGHT!”

There is a lot to teach with this short excerpt. We talk about the rhyming words right and fright (and how crazy it is to have a silent g in the middle!) Then we brainstorm other words that rhyme with those two words – night, knight, light, fight, sight…. There are a lot! Then we talk about what it means to have stage fright. This is often a new idea for young children, and something they will need to understand to fully comprehend the book. Finally, I tell them that the problem in the book is that the turkey has stage fright, and we will read to see how he solves the problem.

Once I’ve set the purpose for reading, we read, and enjoy, the book! In his desire to avoid the stage, the turkey runs and flaps his way through the school – making this a perfect book to reinforce the idea of setting. As I read, we talk about the different settings, and use our background knowledge about our own school to predict where he will go next! In the end, the turkey faces his fear, and as with so many things in life, facing that fear leads to a wonderful new opportunity!

Be sure to check out this resource on TPT for printables and activities to teach phonics, phonemic awareness, comprehension and writing with this Thanksgiving book!

Don’t have the book? Check out my YouTube channel for a FREE video read aloud of How to Catch a Turkey!

Do your students love the How to Catch series as much as mine do? If so, click here to check out all the titles – they keep writing new ones every year!

Balloons Over Broadway

Thanksgiving book

by Melissa Sweet

This book is a perfect way to expand students’ love of a tradition (the Macy’s Thanksgiving Day Parade) and bring non-fiction to your classroom. Depending on your learners, there might be too much text for pre-k or kindergarten students. Luckily, the illustrations are absolutely marvelous – there is a reason Balloons Over Broadway was a Caldecott Honor winner! If I notice my kiddos getting antsy, I “tell” the story through the pictures.

Balloons Over Broadway is the true story of Tony Sarg, creator of the amazing balloons that float down Broadway and across our screens every Thanksgiving Day. Students who love to tinker will be inspired by Tony’s story. After we read this story, I like to give the students pipe cleaners, balloons and sharpie markers so they can design their own balloon. The draw a character on the balloon, and sometimes even tape extra details. Then they attach pipe cleaners and we parade around the room. It is sooooo much fun!

For more ideas about how to use this book to teach comprehension, phonics and sight words, be sure to check out this resource on TPT. Included in this resource is my favorite emergent reader – it is pretty heartwarming, perfect for this time of year AND perfect for teaching the sight words big and little. Grab the Balloons Over Broadway resource today!

The Story of the Pilgrims – a Thanksgiving book about Plymouth

Thanksgiving book

by Katharine Ross

This Thanksgiving book tells the story of the Pilgrims and the Indigenous Peoples who helped them. The simple text and charming illustrations cover all of the basics – why the Pilgrims immigrated, how difficult life was, and their early dependence on Indigenous People. I like to read this book in the morning, and on the same afternoon, I read….

Pete the Cat – The First Thanksgiving

Thanksgiving book

by Kimberly and James Dean

These two Thanksgiving books are a perfect pair! Pete the Cat – The First Thanksgiving features Pete performing a Thanksgiving Day play. He plays the lead, of course. This book has similar content to The Story of the Pilgrims. Except, it is fiction, and that opens up the teaching point.

After I read both books to the students, I draw a Venn diagram on a chart paper, and we compare and contrast the books. Because they have similar content, it is easy to help students see the differences – a talking cat for example. As we list the similarities and differences on the chart, I reinforce the concepts of fiction and non-fiction.

Do you love Pete the Cat? I do, and so do my students! Be sure to check out this blog post and resource about Pete the Cat – Rocking in my School Shoes. The letter cards and activities in this resource will also work for Pete the Cat – The First Thanksgiving!

Gratitude is My Superpower

Thanksgiving book

by Alicia Ortego

This is a charming Thanksgiving book with a sweet lesson about counting your blessings. Although it does not specifically mention Thanksgiving, the story follows Betsy as she learns to practice gratitude with the help of her gratitude stone. It is a perfect lesson for pre-k, kindergarten and first grade students – really, a good reminder for us all!

After I read this book to my students, I help them create their own gratitude stones to carry with them. For step by step instructions on how to do that in your class, check out this blog post from a few years ago.

Teaching Gratitude with Gratitude Stones

These are the supplies I use to make Gratitude Stones:

  1. River Rocks
  2. Mod Podge
  3. Stickers – I like these hearts, but any small stickers will work. Look for stickers about a half inch so that they don’t wrinkle when you put them on a round surface.
  4. Foam paint brushes

Click here to see step by step instructions, including photos!

We Are Grateful, Otsaliheliga

Thanksgiving book

by Traci Sorell

This is a beautiful book about being grateful across the whole year – that makes it a perfect Thanksgiving book! It’s not an accident that the cover is full of medals. The illustrations are colorful and vibrant. The text is simple and powerful. The message is timeless.

As you can tell from the cover, We Are Grateful, Otsaliheliga features Indigenous People from the Cherokee tribe. Words from their language are sprinkled throughout. The book follows the People across the seasons as they express gratitude. One of the things I love the most about this book is that it depicts Indigenous People in modern life. Students often have the misconception that Indigenous People only lived in the past, and this book is a perfect counter to that idea.

When I use this book with my kindergarten students, in addition to the message of gratitude I reinforce the idea of seasons going round and round. Before reading, we do a picture walk to identify the seasons. This helps my students think like scientists and use their sense of sight to find clues for the seasons in the illustrations. By doing that picture walk BEFORE reading the book, I set the stage for students to understand the larger message. This book helps students see that gratitude is something to practice all year long, not just at Thanksgiving time.

Counting Our Blessings

Thanksgiving book

by Emma Dodd

This is another sweet, rhyming Thanksgiving book! Counting our Blessings has the extra benefit of helping students with counting order. The mother dog and the puppy count their blessings, from one to ten. I read this book to my kindergarten students this week, and they all gasped when they saw the golden illustration of the sun. You will too!

After we read this book, I ask the kids to stand in a circle. I stand in the middle of the circle, and count them, one by one. As I count, I call each one a blessing. They love to join in, and pretty soon, you can hear, “One blessing, two blessings, three blessings….” It’s a really simple response the story but it can be powerful to name the kids as blessings. Powerful for you and also for them!

10 Fat Turkeys

Thanksgiving book

by Tony Johnston

10 Fat Turkeys is a laugh out loud Thanksgiving book. Seriously. You will all giggle at the antics of these crazy birds! And, while you are chortling, your students will be counting. So, a math lesson and a giggle – what could be better!

10 Fat Turkeys is a counting backwards book, so it helps give students practice with that process – which will help them be more confident with subtraction! The book uses playful language throughout, including this phrase.

“Gobble Gobble Wibble Wobble do a noodle dance!”

When we finish reading the book, I challenge the students to a noodle dance! This is a lot like the game Simon Says. The students start by standing in their rug spot (mine are defined boxes, which is important for helping them stay in their own bubble). We count all of the students, and I write that number on the board. Then I start some music. The kids’ challenge is to show me what they think a noodle dance would look like WITHOUT leaving their rug spot. As they dance, I walk around and tap 2-3 on the head. Those students sit down. Then, I stop the music and we figure out how many students are sitting down. We count backwards on the number line to find the number of students who are still dancing. The game continues until all of the students are sitting down. This is a fun wiggle break that is also a big math problem!

‘Twas the Night Before Thanksgiving

Thanksgiving book

by Dav Pilkey

You probably recognize the author of this Thanksgiving book. Dav Pilkey wrote the very popular Captain Underpants series. Before you turn away in disgust, I encourage you to give this sweet book a try. It is well worth reading to any pre-k or kindergarten class. The illustrations alone make this a great read.

Dav Pilkey does a superb job of keeping to the rhythm and lilt of the original The Night Before Christmas. In this version, a class of students go on a field trip to a turkey farm. While there, they encounter Farmer Mack Nugget, who looks strangely like the farmer in the famous painting, American Gothic. Farmer Nugget has a bunch of turkeys, and the kids have a great time exploring the farm, until they realize the turkeys are destined for the Thanksgiving table. When the children load the bus, they are mysteriously quite fat. As the bus wends its way home through a sky remarkably similar to The Starry Night, it is clear that love has saved the day – and the turkeys!

When I read this book to my class, we just start by enjoying the book. After we finish, I flip back through the illustrations and we discuss how they enhance the story. When we get to the page that resembles American Gothic, I project it on the screen and we talk about how the two images are the same and different. We do the same with the page the looks like The Starry Night. I love that Dav Pilkey was inspired to bring in those two great pieces of art. Showing them to my class exposes them to two amazing pieces of human culture and adds depth to this book which is both heartwarming and funny.

This First Thanksgiving Day – a Counting Story and FREE resource!

Thanksgiving book

by Laura Krauss Melmed

I really love this Thanksgiving counting book for it’s delightful illustrations and beautiful, rhyming text. The book features Wampanoag and Pilgrim children – and their expressions are so charming. Your students will love finding the children on each page – and counting each one!

I introduce the book with a book walk. We simply enjoy each picture, and try to use the clues in the illustrations to predict the chores that the Pilgrim and Wampanoag children will complete on each page. We also count the children on each page. The text builds to 12, giving preK and kindergarten students practice with numbers up to 12.

After the picture walk, I go back to the first page and read the text to the students. This is our opportunity to check if our predictions were correct. As I read, I reinforce the concept that the pictures and the text should match. This is actually an important concept that helps young writers begin to organize their writing!

Once we finish reading the book, I have students respond to the book by predicting what the Pilgrim and Wampanoag children will do after the feast. Download this FREE resource to get that response sheet AND a math practice page for counting to ten.

How to Catch a Turkey video Read Aloud

I am always uploading new read alouds to my YouTube channel. Check out Ms. Cotton’s Corner on YouTube for my latest video. In the meantime, share this with your class and have a Happy Thanksgiving!

Let’s Connect!

You can find Ms. Cotton’s Corner in various corners of the Internet – TPT, Instagram, Facebook, Pinterest and YouTube. See you there!

Check these places to ensure that you don’t miss a thing! And don’t forget to tell your friends! Sharing is Caring!

Best Kindergarten Read Alouds for Back to School – FREE videos

Kindergarten Read Alouds

I’ve sharpened the pencils, gotten out the Play Doh and set up the blocks. Now it’s time to pull out some great books for the first month. The problem here is always the same – how to choose from so many amazing picture books! Kindergarten read aloud is a key time for engaging students with school and literacy, and it has to be good! So, I have furrowed my brow and winnowed down the list to 9 perfect kindergarten read alouds for the first month of school. Each of these titles is a proven winner in my classroom, and they will be in yours too!

As an Amazon Associate, if you click on a link and make a purchase, I may make a small amount, at no extra charge to you. Win win!

Read on to learn more about these Delightful Kindergarten Read Alouds!

Pete the Cat, Rocking in My School Shoes – a perfect Kindergarten Read Aloud for Day 1

by Eric Litwin, illustrations by James Dean

Pete the Cat is a perfect way to start your school year – in fact, I read it in my Kindergarten classroom on Day 1, and again on Day 3, and again, and again….. If you teach 5 year olds, you know what I mean! This book becomes a touchstone text in my classroom, and there are Pete the Cat books to match many of my themes, so we enjoy them all year long! For example:

Pete the Cat, Rocking in My School Shoes is a perfect read aloud for the first day, The simple text, delightful illustrations, and the school setting will enchant your kinders. Because the book is set in a school, it is a great way to introduce key locations like the lunchroom, library and playground.

This Pete the Cat Reading Unit on TPT includes a scavenger hunt around your school based on the book, and lots of fun activities to build early reading skills. Grab it today and really bring the book to life.

Don’t have the book? No worries! This video is a full reading of the text!

Alma and How She Got Her Name – a Kindergarten Read Aloud for Making Friends

by Juana Martinez-Neal

This Caldecott Honor book is perfect for Day 2 of kindergarten! Alma’s name is long, really loooooong! And she is not a fan. That is, not until her dad shares the story of her name with her, and she realizes that her name is a connection to her ancestors and that their gifts are also hers!

After I read the book, I briefly introduce the concept of turn and talk. Then I model with a student by sharing the story of my name. (My story is not even remotely interesting, my mom just liked the named Susan. But that’s OK. I want students to talk, even if they don’t have an amazing story like Alma.) Then, I assign students a partner and they tell each other their stories. I love to listen in. You can learn a lot about a student by hearing the story of their name. And students will connect and begin to form friendships as they share their stories.

Wonderfully, this book is also available in Spanish. Because I’m bilingual, I read the book in both languages. Even students who don’t understand Spanish can listen to this text. It’s lyrical, and not very long, and I love exposing them to that beautiful language that I love. You can grab Alma and How She Got Her Name here, or Alma y como obtuvo su nombre here – or get them both!

Want your students to hear this beautiful book in Spanish? Just play this video!

David Goes to School – a Kindergarten Read Aloud About Forgiving

by David Shannon

This classic text is perfect for ending the first week of school. I have read this story to hundreds of students across the years, and they always laugh out loud at David’s antics and shenanigans! And of course, MY students would never be so naughty, or so they tell me!

David Goes to School features one of the naughtiest boys ever to grace the hallways. You have probably taught a David. He yells, pushes, starts a food fight, scribbles on the desk…. You name it, he does it! You will groan and your students will giggle as he romps his way through the day. But it’s the last page that puts this book on the shelf as a kindergarten read aloud classic. David stays after school to make amends, and at the end, the teacher tells him that she loves him. You have to read the book, this description doesn’t do it justice. But the message behind David Goes to School is one that every student needs to hear, especially the Davids in your class.

How Do Dinosaurs Go to School? – Introducing the Rules of Kindergarten with a Read Aloud

by Jane Yolen, illustrations by Mark Teague

Have you ever wondered How Dinosaurs Go to School? This is such a terrific book for Kindergarten Read Aloud! It rhymes as it introduces students to all the things NOT to do! Everytime I read this book, the students roll with laughter at the naughty antics of the dinosaurs, which is a perfect way to introduce what they SHOULD do in a way that is fun, engaging, and doesn’t make any child feel like a bad kid.

I like to use this book to lauch week 2 of kindergarten. I spend the first week getting to know students and showing them that school is a place where we focus on learning and growing and being together. I purposefully don’t talk about the rules on the first day. (For more about that philosophy, check out this blog post, Winning Week 1.) But by the start of the second week, we are ready to chat about how we are going to be learners together, and this is the perfect kindergarten read a loud to get the conversation started. And, if your students love a good series, How Do Dinosaurs Go To School is just one of many, many books in the series!

Pirates Go To School – a Swashbuckling Read Aloud for Kindergarten

by Corinne Demas, illustrations by John Manders

The second week of school I am really focused on helping kids explicitly learn the rules, and this is another great read aloud to help kindergarten students understand how to behave. In this book, surprisingly, the pirates are perfect models of how to behave in school. They hang up their swords neatly, they clean up after their parrots, and they only try to mutiny once!

Pirates Go To School is a fun, rhyming text that helps reinforce the rules of school. I like to read it the day after I read How Do Dinosaurs Go To School, and then I ask the kids to talk about how the texts are different. They notice superficial things, like dinosaurs are different from pirates. But they also notice that the pirates are good and the dinosaurs are bad, and that is a great way to keep our discussion about the rules of school going. Trust me, Pirates Go To School is one kindergarten read aloud you will be glad you tried!

The Twelve Days of Kindergarten; a Counting Book – Math and School in one great Read Aloud!

by Deborah Lee Rose, illustrations by Carey Armstrong-Ellis

“On the first day of Kindergarten, my teacher gave to me…. the whole alphabet from A to Z!”

Isn’t that a charming way to begin a cumulative counting book? The whole book continues with an easy rhythm and delightful illustrations, making this a perfect kindergarten read aloud!

I like to use this book in the second week of school. By that time, my students have encountered many of the situations in the illustrations. We’ve done puzzles and blocks and beads, and they recognize the activities, which helps them feel connected to the book. When I read this, we spend a lot of time looking at the whimsical but realistic illustrations. There is a lot there that will make them smile, and even laugh (like the boy who picks his nose on EVERY page!) Not only do we spend time enjoying the illustrations, I get in a little math because we do a lot of counting! The Twelve Days of Kindergarten is definitely a great way to start the year!

The World Needs More Purple Schools – a Kindergarten Read Aloud about Being You!

by Kristen Bell and Benjamin Hart, illustrations by Daniel Wiseman

You know how we mix red and blue to make purple? The premise behind this book is that mixing all different kinds of people together makes for the strongest school, and I think that is a perfect message to start sending in kindergarten!

I like to read The World Needs More Purple Schools towards the end of the second week of school because it sends such a positive message about curiosity, cooperation and encouraging each other. This book is an important kindergarten read aloud because it lets kids know that we are in this together, and that being yourself is a wonderful gift to give your classmates. The text can be a little long, so if my kindergarteners are getting restless, I just read the main text and skip the dialogue in the speech bubbles. It makes perfect sense that way, and later in the year, when they are able to sit for a bit longer, we return to this book and add those bits back in.

The Queen of Kindergarten/The King of Kindergarten – Royal Read Alouds for Back-to-School

by Derrick Barnes, illustrations by Vanessa Brantley-Newton

Both of these charming books bring out different skills that kindergarten students are eager to master – kindness, growing up, and making friends – which makes them wonderful additions to your kindergarten read aloud. Even though the same author/illustrator team created both of these books, they have really different rhythm and features, so I recommend grabbing both.

I read these books towards the end of the second week of school, or even the beginning of the third week. They are the longest books on this list, and attention spans need to develop so that kids can listen for 10 minutes or so. I like to read The King of Kindergarten the first day, and the Queen of Kindergarten the second day. After we finish the second book, I ask kids which one they preferred. I even use the word Opinion to get them ready for our Opinion Writing unit which comes later in the year!

So, now you have 9 really great picture books to spread out across the first few weeks of school. As I said in the beginning of the blog post, it was really hard to narrow the list down to something manageable. You probably noticed that I didn’t include any ABC books, and you might be asking yourself if I made a mistake. Nope! Truth is, I just couldn’t narrow the list down if I included ABC books, so I am planning a future blog post just about my favorite ABC books. Check back!

In the meantime, be sure to check out other recent blog posts, and let’s connect!

Let’s Connect!

You can find Ms. Cotton’s Corner in various corners of the Internet – TPT, Instagram, Facebook, Pinterest and YouTube. See you there!

Check these places to ensure that you don’t miss a thing! And don’t forget to tell your friends! Sharing is Caring!

Happy teaching!

Susan

FREE Resource about Thurgood Marshall – 12 Inspiring Civil Rights Leaders to Teach

Thurgood Marshall, Reading Comprehension and Vocabulary Resource

This is the second in my series on inspiring Civil Rights Leaders. Today we are going to focus on Thurgood Marshall, but make sure you check out my previous post on John Lewis. It’s one of my best sellers for a reason – John Lewis was such an inspiring Civil Rights Leader! 

Thurgood Marshall is often overlooked in the history books, but students who are passionate about justice and about solving problems democratically really resonate with Thurgood Marshall. His persistent approach of arguing for equal rights for all eventually earned him a seat as the first Black Supreme Court Justice. That story of persistence and determination is a great one to share with students.

And if you need even more inspiring biographies, be sure to check out this bundle of 12 biographies about Civil Rights Leaders. Each biography is short – just one page – and focuses on comprehension and vocabulary skills so you can meet your standards AND inspire kids! Win win! 

This resource about Thurgood Marshall includes:

  • a one-page text in PDF format AND Google Slides
  • 3 Vocabulary Practice sheets, also in PDF and Google Slides
  • Text Dependent Comprehension questions in PDF format AND Google Forms
  • vetted student friendly links for further research
  • Answer keys, Teaching Suggestions, Schedules, and more supports for you!

You can buy all 12 of the biographies in a money-saving bundle, or just buy the one you need. Click on the image to grab this resource for FREE right now!

Read on to learn more about this biography resource about Thurgood Marshall and how to use it in your classroom.

Table of Contents

Why Teach About Thurgood Marshall?

Thurgood Marshall had a passionate, lifelong committment to justice that many fifth and sixth graders find relevant. One year I taught this passage to my fifth graders, and I will never forget one girl’s response. Cute as a button, and knee high to a grasshopper, people often underestimated her intelligence and her committment. When she read the passage about Thurgood, she felt such a kinship with him that she went on to read more biographies and do more research about his life. When I asked her what made him so special to her, I will never forget her response. She said, “He’s just like me, Ms. Cotton. Because he was Black, people didn’t think he could do things, or be things. But he could. And he makes me know that I can too.” This student is White and has the blondest hair I’ve ever seen, but she felt a real connection.

And that’s why I continue to teach about Thurgood Marshall.

Ideas for Teaching About Thurgood Marshall

I like to introduce Thurgood by first introducing the key vocabulary term, segregation. I usually introduce the term with M&M’s. In the morning, I give each student either a yellow M&M or a red M&M. I also give each student a colored dot that matches the color of their M&M because they will almost immediately eat the candy! Then, I tell them the rules for the day. No yellow M&M kid can talk to, sit with, play with, or interact in any way with a red M&M kid. We move the desks to opposite sides of the room, and begin our day. 

At first, the kids think it’s funny. Then, I pass out the math papers. Oops! Somehow I only have enough copies for the kids on the yellow side of the room. No worries! I give the red candy kids a piece of paper, and tell them to copy the work from the document camera. See? Everything is the same. Everything is equal. Everyone gets to do the same math assignment.

The day continues, and I deliberately favor the yellow candy kids in any way I can. They are usually sitting on the side of the room with the drinking fountain, and if a red candy kid wants a drink, they can’t cross into that territory. Too bad, no drink for you! And so it goes.

At the end of the day, I give each kid a red and a yellow candy, and we have a talk about segregation. How did it feel to the red candy kids? How did it feel to be a yellow candy kid? And what would happen if it continued for many, many years? And then finally, I show the image of Thurgood Marshall, and ask, “How would you feel if this man came to say segregation was wrong, and everything had to change?” 

We finish up the introduction by biting the red and yellow candies in half, and talking about the differences on the outside, and the similarities on the inside. And then we complete the vocabulary practice page about segregation, and I promise that the students wil learn more about Thurgood the next day.

I’ve written a lot about the importance of teaching vocabulary. If you need a resource to help you teach the vocabulary in this biography, and in the other biographies about Civil Rights Leaders, be sure to check out this Civil Rights Word Wall! It is low prep, and makes a great teaching bulletin board in minutes!

And check out these other blog posts for more ideas.

Word Walls – A Simple Tool to Boost Vocabulary – Click here!

Why Teach Vocabulary? – Click here!

Google or PDF?

This resource includes Google Slides, Google Forms, and PDF Printables so that you have the maximum amount of flexibility. Personally, I prefer to have my students work on the vocabulary as a printable. This allows them to add the pages to their Word Work notebook, and makes it easy for them to find and use the words later. But, I prefer the Google Slides text and Google Form comprehension questions practice. There are two reasons.

  1. Reading online text is an important skill and students need practice. This resource is formatted so that students read a paragraph, and take notes right on the Google Slide. The slides also include highlighting bars so that the students can easily highlight important information.
  2. Google Forms are so easy to grade, and that saves me time! Want to know more? Check out this video where I walk through my process of grading a Google Form, and you will see how easy it is! The Google Form in the video is from my John Lewis resource, but follows the same format as the Google Form in the FREE Thurgood Marshall resource.

What Do Teachers Say About this Resource?

This resource will inspire your students, and help you meet goals in reading, comprehension and vocabulary. Plus, it’s versatile and easy to use! But don’t take my word for it. Here is what other teachers are saying!

“Students loved the lesson. I will be using this resource again in my next school year.”

-Yvette P.

“Great Resource! Helpful to students. Well made. Thank you!”

-Brittney V.

Next Steps

This resource will help you inspire your students as they learn about this amazing Civil Rights Leader. Ready to download this FREE biography resource about Thurgood Marshall?

If you want to dive into Civil Rights more deeply, you will want to check out these resources that make a perfect companion to this resource.

This Civil Rights Activists resource includes the Thurgood Marshall resource featured in this blog post AND features biographies about 11 other Civil Rights Activists, including John Lewis, working for equality for women, blacks, hispanics, farm workers…. This resource is perfect for introducing students to many Civil Rights Leaders across time and a great jumping off place for a research project. Click the image to grab it now!

Future blog posts will go into greater detail about each of these resources. Check back soon!

And this Civil Rights Word Wall makes teaching important vocabulary terms easy and fun! Click the image and grab it today!

I hope these resources help you inspire students to be leaders as well as learners. And I hope they help make your teaching life easier. 

Let’s Connect!

You can find Ms. Cotton’s Corner in various corners of the Internet – TPT, Instagram, Facebook, Pinterest and YouTube. See you there!

Check these places to ensure that you don’t miss a thing!

And don’t forget to tell your teacher friends. Sharing is caring!

Happy Teaching!

Susan

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John Lewis – 12 Inspiring Civil Rights Leaders to Teach

John Lewis Reading Comprehension and Vocabulary Teaching Resource

One of the things that makes teaching meaningful for me is the chance to open a student’s eyes and help them see new possibilities. Know what I mean? But, it can be challenging to fit that in with all of the required curriculum, and it can be hard to find resources that help make that happen. That’s why I wrote 12 biographies about Civil Rights leaders like John Lewis. I researched about 20 leaders so that I could choose 12 leaders who fought for equality for women, blacks, hispanics, and farm workers. My goal was to help my students see themselves in these leaders, and I hope yours will too.

Each biography is short – just one page – and focuses on comprehension and vocabulary skills so you can meet your standards AND inspire kids! Win win! 

This resource about John Lewis includes:

  • a one-page text in PDF format AND Google Slides
  • 3 Vocabulary Practice sheets, also in PDF and Google Slides
  • Text Dependent Comprehension questions in PDF format AND Google Forms
  • vetted student friendly links for further research
  • Answer keys, Teaching Suggestions, Schedules, and more supports for you!

You can buy all 12 of the biographies in a money-saving bundle, or just buy the one you need. Click on the image to grab this resource right now!

Read on to learn more about this biography resource about John Lewis and how to use it in your classroom.

Table of Contents

Why Teach About John Lewis?

This biograpy about John Lewis will introduce your students to a key Civil Rights leader who worked for equality from the 1960’s to the present day. Because John overcame discrimination as a teenager , I think he is especially inspiring to students. Maybe one of your students will follow in his footsteps and end up in Congress someday, fighting for a cause they believe in!

As a teenager, John experienced discrimination in his daily life. Luckily, he had a wonderful teacher who encouraged him, and he was able to attend college. His career as a Civil Rights leader really began as a Freedom Rider, and eventually, led him to run for Congress, and win! John’s example is definitely one that can help students see how to overcome the challenges in their own life and reach great success. 

Ideas for Teaching About John Lewis

John Lewis first came to national prominence as the President of the Student Non-Violent Coordinating Committee, and he spoke at the March on Washington right before Dr. King spoke. I like to introduce my students to John Lewis by playing this video clip. In the clip, an older John Lewis reflects on that experience, and clips from his speech are woven throughout. This quick video gives students a wonderful introduction to John as a young man and as an older man (and the link is included in the Teaching Suggestions page of the resource as well!)

After playing the video, I introduce the vocabulary. The resource includes practice sheets for teaching these target vocabulary terms: discrimination, segregation and nonviolent. You can choose to use the PDF printable OR the Google Slides version of the practice sheets. I use my Civil Rights Word Wall cards to introduce the target vocabulary and prepare my students to understand the text. It is a perfect companion to this resource!

OR, introduce the vocabulary using one of your favorite strategies? Need some ideas? Be sure to check out this blog post which gives quick and easy strategies for introducing new vocabulary terms.

Word Walls – A Simple Tool to Boost Vocabulary – Click here!

Google or PDF?

This resource includes Google Slides, Google Forms, and PDF Printables so that you have the maximum amount of flexibility. Personally, I prefer to have my students work on the vocabulary as a printable. This allows them to add the pages to their Word Work notebook, and makes it easy for them to find and use the words later. But, I prefer the Google Slides text and Google Form comprehension questions practice. There are two reasons.

  1. Reading online text is an important skill and students need practice. This resource is formatted so that students read a paragraph, and take notes right on the Google Slide. The slides also include highlighting bars so that the students can easily highlight important information.
  2. Google Forms are so easy to grade, and that saves me time! Want to know more? Check out this video where I walk through my process of grading this Google Form, and you will see how easy it is!

What Do Teachers Say About this Resource?

This resource will inspire your students, and help you meet goals in reading, comprehension and vocabulary. Plus, it’s versatile and easy to use! But don’t take my word for it. Here is what other teachers are saying!

“My students loved using this resource! It was very engaging and convenient to use! I will definitely use this again in the future.”

-Holly O.

“I used this with our week of learning on activists and our focus on the Selma march. I was looking for a resource to support my students’ ability to read more about John Lewis on their level. This was so helpful, thank you!”

-Lindsay D.

Next Steps

This resource will help you inspire your students as they learn about this amazing Civil Rights Leader. Ready to buy this biography resource about John Lewis?

If you want to dive into this more deeply, you will want to check out these resources that make a perfect companion to this resource.

This Civil Rights Activists resource includes the John Lewis resource featured in this blog post AND features biographies about 11 other Civil Rights Activists working for equality for women, blacks, hispanics, farm workers…. This resource is perfect for introducing students to many Civil Rights Leaders across time and a great jumping off place for a research project. Click the image to grab it now!

Future blog posts will go into greater detail about each of these resources. Check back soon!

And this Civil Rights Word Wall makes teaching important vocabulary terms easy and fun! Click the image and grab it today!

I hope these resources help you inspire students to be leaders as well as learners. And I hope they help make your teaching life easier. 

Let’s Connect!

You can find Ms. Cotton’s Corner in various corners of the Internet – TPT, Instagram, Facebook, Pinterest and YouTube. See you there!

Check these places to ensure that you don’t miss a thing!

And don’t forget to tell your teacher friends. Sharing is caring!

Happy Teaching!

Susan

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Reading Comprehension Unit – Snowmen at Night

Reading Comprehension

“Snowmen at Night” is a delightful read aloud about the hijinks of snowmen while everyone else is sleeping. Your students will love the adventures and the rhyming text. This FREE resource includes phonics, comprehension and Vocabulary/Sight Words activities to go with the book, “Snowmen at Night” by Caralyn Buehner. If you love this book, be sure to check out this blog post about the companion book, “Snowmen at Christmas”!

Grab a copy of the book on Amazon here. (I may earn as an Amazon Affiliate, at no additional cost to you.)

This read aloud unit includes activities to teach Reading Comprehension, Phonics, Sight Words and Vocabulary. The lesson includes supports for teaching the concepts, a fun Story Sticks sequencing craft, center activities and practice pages.

This is part of my 12 Days of Giveaways in December. Want to get more freebies? Follow me so you don’t miss a single one! Just click the black button to the right, and the blog posts will be delivered to your inbox. Or, find Ms. Cotton’s Corner on Instagram – the daily freebies will be posted in both locations!

Do your teacher friends like free resources? Be sure to forward this to them – they deserve free resources too!

What is Included in this Kindergarten Read Aloud Resource?

This resource features a variety of phonics and reading comprehension activities based on the delightful book “Snowmen at Night” by Caralyn Buehner. Your students will LOVE this fun story with its imaginative illustrations, and have a blast practicing phonics skills of letter names, reading sight words, and the connected text of the emergent reader. You will love these reading activities that keep students engaged and learning.

The included lesson plans give you plenty of ideas for using these reading activities to teach important literacy skills such as uppercase and lowercase letter match, sequencing and retelling the storyword families, and sight words. Students will love the Story Sticks craft that helps them reinforce the concept of sequencing. They will also love the Spin and Read circles that help them practice reading word families!

Bring together comprehension and sight words with the emergent reader – Where do Snowmen Go?. The books gives students practice with sight words, setting of a story and emergent reader skills such as left to right, concept of a word, and more! There are plenty of reading activities to keep the learning going!

How Does This Unit Fit with the Science of Reading?

I have been learning and writing a lot about Science of Reading lately. The Reading League is the driving force behind helping educators bring Science to our classrooms. They advocate for the Simple View of Reading.

The Simple View of Reading is WR x LC = RC.

The Simple View says that Word Recognition (WR) x Language Comprehension (LC) = Reading Comprehension (RC). In other words, Reading Comprehension is the goal, and students reach comprehension when they understand the language and recognize the words.

This unit fits into that formula in a number of ways.

  1. Word Recognition depends on letter recognition and the ability to use the sounds of letters to pronounce words. Those skills are supported in the Phonics section of this resource. The Sight Word practice is also key for building strong Word Recognition skills (there are two included sight words activities in this resource). The Spin and Read activity is also a fun phonics activity that helps students learn to read word families. Sound Mapping is another great phonics activity included in this resource.
  2. Language Comprehension is more complicated. Vocabulary development is one piece of that process, and the Write Around the Room activity supports vocabulary development.
  3. Literacy Knowledge is also considered part of Language Comprehension, and this unit supports Literacy Knowledge with the Text Dependent Questions, The Sequencing activities, the Story Sticks

This Reading Comprehension Unit brings Science-based components together to help students grow as readers. For more information on all that is included in the Science of Reading, be sure to check out these blog posts.

Love This Reading Comprehension Unit? Check out these…

Click to check out these resources and more in my TPT store! 

Make sure you don’t miss a single FREEBIE this December! Follow this blog by clicking the black button to the right, and follow me on Instagram  and TPT too! While you’re at it, forward this post to your teacher friends and share the love. Everyone deserves free resources this December!

I hope this Reading Comprehension Unit, and the 11 other free resources I’m giving away in December help you have a wonderful holiday season, and your students too. Grab it today!

Let’s Connect!

You can find Ms. Cotton’s Corner in various corners of the Internet – TPT, Instagram, Facebook, Pinterest and YouTube. See you there!

Check these places to ensure that you don’t miss a thing!

And don’t forget to tell your teacher friends. Sharing is caring!

Happy Teaching!

Susan

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Civil Rights Activist – Easy to Teach Resource for the Intermediate Classroom

Update: This Giveaway has passed, but you can still grab this resource on TPT. Missed the FREEBIE? Be sure to follow this blog, and follow MsCottonsCorner on Instagram and TPT so you never miss a FREEBIE again!

And if you need a similar resource, that is always FREE, be sure to check out this blog post about Thurgood Marshall and download the FREE resource today!

Today’s featured FREE Resource is a biography of John Lewis. This inspiring Civil Rights activist worked for social justice from the 1960’s until his death in 2020. This biography is simple to teach and includes everything you need to help your students grow their vocabulary and increase their comprehension of non-fiction while learning about this amazing leader.

Civil Rights Activist John Lewis

This one-page biography features John Lewis, a long-time Civil Rights activist. His leadership began as a Freedom Rider, and took him to the United States Congress as a Representative. Your students will be fascinated by this true life story. You will love how easy this resource is to use – just print and teach!

This is part of my 12 Days of Giveaways in December. Want to get more freebies? Follow me so you don’t miss a single one! Just click the black button to the right, and the blog posts will be delivered to your inbox. Or, find Ms. Cotton’s Corner on Instagram – the daily freebies will be posted in both locations!

Do your teacher friends like free resources? Be sure to forward this to them – they deserve free resources too!

What is Included in this Biography?

The one-page text is leveled for 5th and 6th grade, and includes comprehension and vocabulary activities. As students read, they take notes on an included notetaking sheet, and there are additional online resources for helping students do more research if they want to. The resource also includes text dependent questions and Frayer diagrams to help students learn the key vocabulary – discrimination, segregated, and nonviolent. And of course, there are answer sheets to support you!

This short biography about this amazing Civil Rights Activist won’t take much time, but it is time well spent. Students will be inspired, and you’ll love watching their eyes light up as they explore the life of this amazing civil rights leader.

Why Teach about Civil Rights activists like John Lewis?

Across the US, only an average of 10% of the day is spent on Social Studies in elementary classes. I have been an elementary teacher since the mid-1990’s, and I have seen the decrease in focus during my time in the classroom. But, one area of strong consensus across party lines is the need for more civics education in our schools. (See this article by the American Bar Association for more about that.) Integration is one strategy that can help teachers bridge the gap. This biography will help you teach your students about civil rights and leadership, and also help them grow as readers.

Not only will integrating content and literacy help students directly, it also helps them build background knowledge, which results in stronger comprehension in the long run. The Knowledge Gap by Natalie Wexler is a marvelous book that explains that the Knowledge Gap and the Achievement Gap are the same thing. If American schools spent more time teaching students about science and history content, their reading comprehension would soar. This resource gives students basic background knowledge about John Lewis, and the additional resources set them off on a journey of exploration, fueled by their curiosity!

What do Other Teachers Say About this Civil Rights Resource?

Love this Biography? Check out these Civil Rights activists, and more!

This John Lewis biography is part of a bundle of 12 biographies about Civil Rights activists. Grab it today and you will have all the resources you need to teach about leadership across American history! The leaders feature little known activists like Jeanette Rankin (A US Congresswoman BEFORE women had the right to vote!) and famouse activists like Harry Belafonte. He is well known for his music and film career, but this biography focuses on his civil rights work, something that was part of his life for over 60 years.

The bundle includes the same format for each biography, plus BONUS Student Sheets!!!

  • Double Venn Diagram
  • Word Search with the key vocabulary about civil rights
  • Triple Venn Diagram
  • Somebody Wanted But So Then Summary Sheet

The BONUS file has the ENTIRE LINKED unit in it so that you can print easily without opening multiple files. OR, get the resource from the individual files. Do what works best for you!

Click to check out these resources and more in my TPT store! 

Make sure you don’t miss a single FREEBIE this December! Follow this blog by clicking the black button to the right, and follow me on Instagram  and TPT too! While you’re at it, forward this post to your teacher friends and share the love. Everyone deserves free resources this December!

I hope this biography about this amazing Civil Rights Activist, and the 11 other free resources I’m giving away in December help you have a wonderful holiday season, and your students too. Grab it today!

Let’s Connect!

You can find Ms. Cotton’s Corner in various corners of the Internet – TPT, Instagram, Facebook, Pinterest and YouTube. See you there!

Check these places to ensure that you don’t miss a thing!

And don’t forget to tell your teacher friends. Sharing is caring!

Happy Teaching!

Susan

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Best Selling Digital Escape Room

digital Escape Room - Holidays Around the World

Update: This Digital Escape Room giveaway has ended, but you can still grab this digital Escape Room on TPT. Be sure to follow MsCottonsCorner.com so you never miss a FLASH FREEBIE again!

This Digital Escape Room is my best seller for a reason! Students love the variety of winter tales from around the world, and teachers love how easy it is to use, and how engaged and focused the students are! In the middle of December, that’s a gift for any teacher! And it is FREE today!

Digital Escape Room - Winter Tales from Around the World

This easy to use digital escape room gives students practice with fiction and non-fiction reading comprehension. It includes stories and articles about Christmas traditions in many parts of the world, and also Hanukkah and other winter celebrations. Click here to grab it now!

This is part of my 12 Days of Giveaways in December. Want to get more freebies? Follow me so you don’t miss a single one! Just click the black button to the right, and the blog posts will be delivered to your inbox. Or, find Ms. Cotton’s Corner on Instagram – the daily freebies will be posted in both locations!

Do your teacher friends like free resources? Be sure to forward this to them – they deserve free resources too!

What is Included in this Digital Escape Room?

The adventure begins with a mysterious book – that includes this Table of Contents. Each of these stories are embedded in the Escape Room, along with non-fiction texts about Christmas in Australia and Hanukkah. Please note, the page numbers do NOT correspond to the Digital Escape Room, which includes 19 Sections of text, riddles, puzzles and comprehension questions.

The resource also includes supports to help you assign the Google Form and optional printables that can be useful as your students solve the Digital Escape Room.

This adventure allows students to make decisions. Each decision leads them down a new path, so they may not read each text – it all depends on the decisions they make! Students are generally so motivated by this type of choice that they want to go through the Escape Room more than once!

Want to know more? Check out this video preview and see for yourself!

Why Use Digital Escape Rooms?

Digital Escape Rooms can be a terrific format for exposing students to a lot of text – both fiction and non-fiction. They are highly motivated to read so that they can solve the riddles and puzzles and make it through the adventure! This Escape Room includes both fiction and non-fiction. A fictional story runs through the adventure, and students encounter the fiction stories, non-fiction texts about Hanukkah and Christmas in Australia, and plenty of riddles, puzzles and comprehension questions.

In addition to motivating students, Digital Escape Rooms are such a time-saver for teachers! There is no prep for you, and you also get data about how your students did – without grading papers! I hate grading papers, so that’s a real plus in my book! For more about why Digital Escape Rooms are awesome for intermediate students, check out this blog post.

Need help and suggestions for assigning Google Forms? Check out this blog post for tips and supports.

What are Teachers Saying about this Digital Escape Room?

“This was awesome! I had the kids working together to solve and they were completely engaged. This was challenging, but not so difficult that they couldn’t do it.”

-Becky D.

“This was the perfect way to spend time before Christmas vacation started. Students were engaged and focused, hard to do that time of year.”

-Wendy C.

“My class loved this resource! They were definitely engaged and wanted to keep reading the whole time–a feat that is not easy with a whole class!! Would definitely recommend!”

-Nicole M.

Love this Digital Escape Room? Check these ones out!

Click to check out these resources and more in my TPT store!

Make sure you don’t miss a single FREEBIE this December! Follow this blog by clicking the black button to the right, and follow me on Instagram  and TPT too! While you’re at it, forward this post to your teacher friends and share the love. Everyone deserves free resources this December!

I hope this Digital Escape Room, and the 11 other free resources I’m giving away in December help you have a wonderful holiday season, and your students too. Happy teaching!

Susan

The Knowledge Gap – a Book Review

Click to jump right to these sections in this post.

What is the Knowledge Gap?

Many years ago, I sat in a meeting with my fourth grade colleagues and we analyzed the scores from the previous years’ standardized test. To everyone’s surprise, my class had far surpassed the other classes on the fiction reading portion of the text. When we anaylzed it even further, we realized that my classes’ high scores were mostly attributable to one passage – an excerpt from Gary Soto’s The Skirt. When my colleagues asked how I had achieved such high scores, I was at a loss. I didn’t know. Now I know.

In her book, The Knowledge Gap, Natalie Wexler explores the importance of background knowledge and vocabulary in comprehension. My experience with that standardized test mirrors some of the education research that she cites in the book. First, Gary Soto is a poet that I admire, and my students and I had read and analyzed some of the poems in his book, A Fire in My Hands. That experience probably gave them familiarity with his themes, symbolism and style, which helped them understand the text on the test. Second, because I speak Spanish, Hispanic students were generally put into my classroom. The Skirt is written in English, but the main character is from Mexico, and the text is sprinkled with Spanish words. My students had the relevant Spanish vocabulary to understand that text. Even my English speakers, because of their exposure to his poetry, had strategies for using context to decipher Spanish words. Even though many of my students’ reading levels were below grade level, their background knowledge and vocabulary compensated, and resulted in high comprehension of that text, and therefore, higher scores on the test.

Early in the book (Chapter 2), Natalie Wexler cites two studies that directly relate to my experience. One, The Baseball Study by Recht and Leslie, showed that middle school students with high knowledge of baseball, but a low reading level had higher comprehension of a baseball text than students with a high reading level but a low knowledge of baseball. Click here to read the study, published in 1988 in the Journal of Educational Psychology. Natalie Wexler also cites a study of preschoolers’ comprehension. In this study, published in 2014 in Reading Psychology, scientists found no difference between the comprehension of students from low socio-economic familes and students from wealthier families when background knowledge and vocabulary were the same. The two studies, when taken together, form the backbone of Nataile Wexler’s thesis – we are creating the achievement gap by focusing too much time on reading instruction that does not include knowlege building. In other words, the knowledge gap IS the achievement gap.

The Knowledge Gap IS the Achievement Gap.

But what about Reading Strategy Instruction?

Most of us have spent years learning about reading strategies and how to teach them in the hopes that a thorough grounding in reading strategies would result in higher comprehension. We have seen studies that show strategy instruction boosts scores on comprehension tests. So, where does that fit into this picture? Wexler addresses this question in Chapter 3. According to Daniel Willingham, one of the cognitive psychologists she cites frequently, strategies help students understand that the goal of reading is comprehension, not decoding. Strategy instruction can also remind students to check for understanding. So, strategy instruction can be beneficial, but it is not sufficient. According to Willingham and Wexler, elementary schools today have gotten the balance wrong. We are spending too much time on strategy instruction, and not enough time building vocabulary and background knowledge.

“Nearly all teachers have come to see comprehension not as something that arises naturally with sufficient information, as cognitive scientists have concluded, but rather as a set of strategies that need to be taught explicitly. Many dedicated and well-intentioned teachers have worked their tails off trying to teach reading, but because they’ve been given the wrong information about how to do it, or in some cases none at all, the results have been disastrous, both for their students and for society as a whole.”

Natalie Wexler in The Knowledge Gap, chapter 3

This great video from Daniel Willingham illustrates that point beautifully.

Does The Knowledge Gap correlate with Science of Reading?

The short answer is, yes, totally. The Knowledge Gap is based on scientific research done by cognitive psychologists like Daniel Willingham as well as instructional research done by education professionals like Timothy Shanahan. In my last blog post, I let you know that one of my filters is making sure that any changes I make in my classroom are based on brain research AND research on effective instruction. This book definitely draws on a wide variety of scientific research as Wexler explores her thesis.

The Science of Reading is a broad effort to bring together science and instruction. It is often equated with systematic phonics, and that is a component of reading instruction that has been well validated through a lot of research. But there is research that shows that systematic phonics isn’t enough. In The Knowledge Gap, Wexler explores how knowledge and vocabulary are critical to comprehension. In chapter 4 she endorses systematic phonics, but argues that it isn’t sufficient.

“Reading, it is generally agreed, is all about making meaning. Cognitive scientists would say that decoding – the part of reading for which phonemic awareness and phonics skills are essential – is a necessary stepping-stone in the process of making meaning from written text…. It’s true that some children will learn to read without systematic phonics instruction – probably somewhere between half and a third, according to reading experts. But all children can benefit from it, and many won’t learn to decode well without it.”

-The Knowledge Gap, chapter 4

So, What Does This Mean for My Classroom?

The last part of the book focuses on Wexler’s thoughts on reform. This is where the book fell down for me. The recommendations are fairly generic. She has a high regard for curricula like Core Knowledge and Engage NY, both open source and availabe for free. She would like to see fewer district initiatives and more sustained focus on system-wide shifts over time toward content-rich curricula. She recommends close reading of text and anlytical writing. And she mentions an effort in Lousiana to require certain texts each year, and then base the state test on those texts, ensuring that all Lousiana students share a common curriculum. All of these are interesting ideas, but not particularly useful when I face my kindergarteners tomorrow.

Of course, Wexler is an education journalist. Her degrees are in history and the law, not instruction. So it’s probably reasonable for her to use her journalist expertise to gather all of the sources together in one book, and then allow education experts to turn those insights into classroom practice. She is the co-author of The Writing Revolution, which is currently waiting for me on my bedside table, and seems like it will be more practical than theoretical.

Who Should Read This Book?

I recommend this book for every elementary teacher and administrator who wants to understand how to raise reading achievement in their school. I think the book is especially important for primary teachers. Most primary classrooms in the United States spend the majority of the day teaching reading (62% of the day according to some estimates), and it seems to be working just fine. When primary teachers give reading tests like the DRA and BAS, most students do well. But, without a focus on building knowledge in the primary grades, comprehension slows down and reading achievement decreases in upper grades. That’s when the cracks start to appear. But because the kids are out of our classrooms by that point, we primary teachers don’t notice the change.

I’ve spent the past 4 years teaching fifth grade, and this year I moved to kindergarten, in part because I wanted to figure out why reading achievement shifted so dramatically from primary grades to intermediate grades in my school. I think this is a huge part of the reason, so as a primary teacher, I am working to bring systematic phonics AND content learning to my kindergarteners. I think any primary teacher who reads The Knowledge Gap will be ready to come along on that journey with me, as we work to help our readers succeed today AND tomorrow.

I give The Knowledge Gap five stars, and it’s on the top shelf of my book case. I have already reread many parts of the book, and I am sure that I will be reaching for it often as I figure out how to shift my classroom and help my students become proficient readers.

As an Amazon Associate, if you click through to Amazon and make a purchase, I may make a small amount, at no extra cost to you. Thanks!

What IS Science of Reading, part 2

In last week’s blog post, I explored that question through my own experience as a teacher who remembers the first Reading Wars. As the Reading Wars heat up again, I think that was a worthwhile place to start. One of the lessons I learned as a survivor of the first Reading Wars is that reading instruction is complex and nuanced. I’m going to continue to look at the current debate through that lens. In this blog post we are going to flesh out our definition of Science of Reading and start to think about how it looks in the classroom.

Click to jump directly to these sections of the blog post.

So, what is Science of Reading?

I’ve been falling down many, many rabbit holes over the past few months, trying to get a concrete definition that answers that question. The best definition I’ve found is this one from Maria Murray, one of the founders of The Reading League. The Reading League seems to be the driving force behind bringing Science of Reading into the forefront of education, in part because of their partnership with the American Federation of Teachers (AFT).

The science of reading is a body of empirical research derived from multiple disciplines—cognitive psychology, neuroscience, linguistics, and education. Taken together, the findings from thousands of research studies over the last 40 years have reached a consensus on how the brain learns to read and write, and why some students struggle. The science of reading provides knowledge about the most effective ways to assess and teach reading so we can prevent most reading difficulties, and remediate them when they occur. The science of reading informs instructional approaches that best advantage all learners in all areas of reading (phonological awareness, phonics, vocabulary, spelling, and language comprehension)

Maria Murray in the American Educator, Summer 2020 edition

What I love about this definition is that it focuses on two things – empirically valid research AND all areas of reading. The first time a teacher colleague mentioned Science of Reading to me, she told me it was systematic phonics instruction. And I heard that over and over. Many teacher blogs that I have read over the past few months equate Science of Reading with phonics. And that is certainly part of it. But, in my reading of this definition, systematic phonics instruction is one fifth of the definition of successful reading instruction.

It’s also important to note that Maria Murray’s definition includes education research, and specifically calls out “effective ways to assess and teach reading”. That part of the definition is missing from much of the research that I have been reading lately, and the lack is addressed beautifully in a blog post by Timothy Shanahan. He makes the point that just understanding the way the brain works is not enough. We have to know which instructional methodologies are effective in helping kids’ brains learn the complex skills of reading. Knowledge of the brain does not necessarily equate to knowledge of effective instruction.

I’m reminded of a training I attended about 15 years ago for a computerized reading program that my district was adopting. It was wildly expensive, and we were all hopeful that it would help solve problems for our struggling readers. We were really kind of desperate – struggling with low scores, low morale, and no clear direction forward. So, I went to this training with hope in my heart. The trainer began the training by showing us brain scans of kids using the program, and comparing them to brain scans of kids who were not using the program. The trainer told us that the brain scans were scientific evidence that the computer progam worked. I was starting to feel skeptical. Did those brightly colored scans actually show competent readers at work? What about the brain scans equaled proficient reading? But, I was the only skeptic, and our staff enthusiastically bought into the program. We started putting our highest needs kids on the program for an hour a day, often taking them out of math, science and social studies instruction to make that happen. Kids sat at those computers performing repetitive tasks meant to train their brains. It’s quite possible that those tasks were causing their brains to light up and look like the brain scans we had seen in the training. It’s quite possible that proficient readers’ brains light up in those same ways. But those tasks did not help our students learn to read. Scores plummeted, and after a painful year, the expensive program went away.

That’s why we have to bring a healthy skepticism to anyone who tells us their program is based on Science of Reading. We need to be able to see the research, and then make sure that it is based on strong science of the brain AND research into effective instruction.

Science of Reading and the National Reading Panel

If you have been in education as long as I have, you probably remember the National Reading Panel report that came out in 2000. If not, here is a brief overview. In 1997, Congress wanted a report on the state of scientifically valid research about effective reading instruction. So, they convened a panel of 14 experts (Timothy Shanahan was one). The experts represented scientists, reading teachers, administrators, parents and professors, and they also gathered insights and information from the general public in several town hall meetings. For three years they met to review the available research and draw conclusions about what effective reading instruction looks like. Their conclusions are generally summed up as the Five Pillars of Reading Instruction.

The Five Pillars of reading instruction as identified by the National Reading Panel in 2000 are:

  1. Phonemic Awareness
  2. Phonics
  3. Fluency
  4. Vocabulary
  5. Comprehension

You probably notice a strong correlation between the five pillars and the definition of Science of Reading from Maria Murray. And that makes perfect sense. Although Science is always growing and expanding, it is logical that an analysis of scientifically valid reading instruction in 2000 would have crossover with the same analysis 20 years later. As a teacher in the classroom, trying to use research based, effective instruction, those crossover areas seem to me to be especially fruitful avenues of exploration. In other words, if research from 20 years ago has been strenghthed and confirmed by more recent research, I can feel comfortable using that research in my classroom. And you can too!

The Simple View of Reading

The Simple View of Reading has come up in source after source. Basically, the Simple View of Reading states that reading comprehension depends on two things: word recognition and language comprehension. This approach to reading is well studied and replicated over time (to read one study, published by the NIH, click here). And I think we can all agree that reading comprehension is the goal of effective reading instruction. As a teacher in the trenches, I can appreciate a simple definition that translates easily into instructional goals.

Word Recognition

Word recognition is a pretty complex set of brain processes, and of course, we want word recognition to be automatic and accurate. Building those neural pathways involves developing proficient phonemic awareness, knowledge of letters and their sounds, and understanding of syllables and other meaningful word parts such as prefixes and suffixes. (For more information, check out this study from the Journal of Scientific Studies of Reading.) What’s interesting is that teachers have observed all of these processes in proficient readers for years, leading us to focus instruction on sight words, a practice that may not be backed up by science. The good news is that all of these processes have research based instructional strategies that will help us build those neural pathways in our students’ brains. More on that in future posts. 🙂

Language Comprehension

If you’ve read much of my blog, you know that vocabulary and background knowledge or content are frequent topics for me, so this aspect of the Simple View of Reading is right up my alley! Language Comprehension includes background knowledge, vocabulary, complex sentence patterns, and recognition of text devices such as symbolism, similes, and imagery. The Simple View of Reading also acknowledges that metacognitive skills such as monitoring comprehension are important aspects of reading instruction.  

From Theory to the Classroom

If you, like me, have spent years developing a balanced approach to literacy instruction, this should be good news. Contrary to popular opinion, the work you have been doing has NOT been harming children. You did the best you could with what you had, and much of the instruction you have used may follow best practices based on science, even if you were not aware of the science.

In future blog posts, we will explore each topic in depth, and build an understanding of what science can tell us, and what science cannot yet tell us. We will keep in mind that the science needs to cover both the brain processes and instructional practices. The first Reading Wars taught me that reading instruction is complex and nuanced. The Simple View of Reading may be our target, but our road has some bends and bumps in it, and the map is not completely filled in. So pack your skepticism, lace up your boots and let’s take the next step on our journey of discovering the Science of Reading.

For more on this topic, be sure to check out these blog posts:

  1. What is Science of Reading, Anyway – part 1
  2. Why Teach Vocabulary? There is Already Plenty to Teach….

What IS Science of Reading Anyway?

Click to jump right to these sections:

  1. What is Balanced Literacy, Really?
  2. So, Balanced Literacy Might Not be Enough?
  3. Is Science of Reading the Answer?

“As for comprehension, the most important factor in determining whether readers can understand a text is how much relevant vocabulary or background knowledge they have.”

The Knowledge Gap, by Natalie Wexler (see my review of the book in this blog post)

That quote has been ringing in my ears for the past few weeks. Like many of you, I have been learning about Science of Reading. I listened to the Sold a Story podcast with dismay. When I finished the podcast, I dusted off my bruised heart, and then asked myself, “What now? Do I make drastic changes to the literacy program in my kindergarten classroom? Am I hurting kids with my balanced literacy approach?”

Here’s the thing, I’ve been teaching long enough that I can remember the heated Reading Wars. When I entered the profession in 1995, teachers were still asking themselves which was better, Phonics or Whole Language? And then, in 1996, my aunt, a Reading Recovery Teacher, sent me “Guided Reading, Good First Teaching for All Children” by Fountas and Pinnell. And I had my answer. We should teach both.

That was my first exposure to the idea of balanced literacy. Fountas and Pinnell did spend more time talking about comprehension than decoding, but Word Work was intended as part of the lesson. As a young teacher, I had methods courses on phonics in college, but the world of reading strategies was new to me. I immediately resonated with it. It matched my own experience as a reader, and it felt really good. I felt like the Word Work was easy to teach, so I was grateful for their insights into engaging students in authentic text, and helping them develop comprehension, and along the way, to fall in love with reading.

What is Balanced Literacy, Really?

Balanced Literacy is taking a beating right now, and so are Fountas and Pinnell. In a recent blog post, Fountas and Pinnell said, “… in 1996 we used the word “balanced” as an adjective when describing a high-quality language and literacy environment that would include both small-group and whole-group differentiated instruction that included the various types of reading and writing, letter and word work, oral language, observation, assessment, homeschool connections, all supported by good teaching.”

I spent many years working to become proficient at all the things included in that quote. I learned how to take running records and how to understand MSV. I learned what to do when a student did not use ALL of the cues (including visual letter cues) to read accurately, and I learned how to improve oral language so that reading comprehension would also grow. I learned how to manage whole class and small group instruction in every grade, K-5, and I improved my skills as a writing teacher. I opened my classroom as a lab and invited other teachers to observe my practice and reflect on it with me – a process that helped me as much as it did them. I trained teachers in many of the things that I was learning.

And I had decent scores on state tests. I live in Washington state, and our first high-stakes test was called the WASL. I was there when they rolled it out, and my kids did OK. Then we had the MSP, and finally the SBAC. My kids always do fine. I’ve spent my entire career teaching in schools with high poverty rates and usually many multi-language learners, and my kids made good growth each year. But, despite my best efforts, I never reached my goal of 100% of students at standard on the test….

So, Balanced Literacy might not be enough…..?

In my quest to help all students reach the standard, I did what I always do. I read, I researched, and I learned. I tried new things in my classroom. And in 2004 I read this book, “Building Background Knowledge for Academic Achievement”. If you know Marzano’s work, you know that he approaches a question by studying ALL the available research around it – his conclusions are based on meta-analysis. That means hundreds, or even thousands of research studies. Better him than me!

In this book Marzano makes the case that academic achievement will increase when kids know stuff. In other words, background knowledge, also called schema, is key to helping kids comprehend and achieve at high levels. During the past 20 years, as school systems struggled to meet the demands of the high stakes tests, they have reduced and eliminated instruction in any subject that isn’t tested. So, it is normal for students to spend an entire year in an elementary classroom learning only reading, writing and math. If a student is lucky, science might get a little time. But the bulk of instruction time is spent on reading and math.

Since many published reading curricula focus on fiction, the majority of time is not even spent reading content. So students are not building background knowledge, which means they are not gaining the skills and vocabulary that they need to comprehend. Marzano made the case for building background knowledge in 2004. Natalie Wexler is making that case in The Knowledge Gap right now.

Is Science of Reading the Answer?

Well, yes and no. It is important to pay attention to what cognitive science tells us about reading development. But we can’t be simplistic and cherry pick the science. It is tempting to pay attention to the Science of Reading that is quantifiable. It is easy to assign certain phonetic skills to kindergarten, others to first grade etc. Systems love that kind of clarity, and I suspect, that’s why Science of Reading is becoming synonymous with systematic phonics.

But it’s not going to be enough. If the pendulum swings back to an all-phonics approach, we are going to face the same problems we faced in the 1990’s when kids could fluently decode any text, but they didn’t have any idea what the text was about. Right now, we need to take a good look at ALL of the Science of Reading – everything. There is a growing bank of cognitive research around what really works to help ALL students become good readers. The short answer is not a simple list of phonics skills to teach, it is much more complext than that.

Come on this journey with me as I dive into the Science of Reading. Together let’s explore what cognitive science says about reading proficiency. Let’s learn how phonics is part of the puzzle, and figure out which phonics skills should be taught when. Let’s understand the importance of vocabulary and background knowledge in fostering comprehension, and let’s figure out which reading strategies lead students to greater success as readers, not just in elementary school but in life.

Cognitive Science has answers for us, and together we can bring reading success to ALL of our students by bringing the science to our classrooms. This is going to be a lot of fun!

Ready for Part 2? Click here for the next post in this blog series.

What IS Science of Reading?

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