Melissa & Lori Love Literacy ® | Science of Reading for Teachers

Episode 248There’s a saying we hear often in literacy work: you don’t want to try to intervene your way out of a Tier 1 problem. Real change happens when classroom instruction and small-group support are aligned.In this episode, we’re joined by Kerry Cusick and Erin Sharon, two reading interventionists, who share how aligning Tier 1 instruction with the small-group work they lead every day transformed both their approach and student outcomes. While their work lives in intervention, the routines and decision-making they describe are just as relevant for classroom teachers running small groups.In this conversation, we explore:What small-group intervention looked like before alignment and what had to changeHow clearer, more consistent Tier 1 instruction reshaped small-group teachingWhat responsive small-group lessons look like when they’re built around student needHow phonemic awareness, phonics, fluency, and meaning work together in small groupsWhy fluency matters and how routines move students from sounds to connected textKerry and Erin share practical examples from their MTSS work, including how they use data to form groups, align with classroom scope and sequence, and design small-group instruction that builds accuracy, automaticity, and meaning.RESOURCESSmall-Group Instruction Listening GuideBuilding Fluency with POSSUM with Melissa Orkin and Maryanne Wolf (podcast episode)Reading Universe Read Works Read Live Roll & ReadsUFLI KindergartenUFLI Grade 1 Neuhaus Education Center Rapid Recognition Chart Generator Crafting Minds We answer your questions about teaching reading in The Literacy 50-A Q&A Handbook for Teachers: Real-World Answers to Questions About Reading That Keep You Up at Night.Grab free resources and episode alerts! Sign up for our email list at literacypodcast.com.Join our community on Facebook, and follow us on Instagram, Facebook, & Twitter.

Episode 143 This conversation remains one of our most downloaded episodes and for good reason.As we focus this month on small-group instruction, we’re revisiting this important discussion with a team of authors who published the article Maximizing Small-Group Reading Instruction.In this episode, we explore: • Why small-group reading instruction has been so widely adopted • What the research actually says about its effectiveness • Common misconceptions about small-group time • What makes small-group instruction purposeful and impactfulIf you’re rethinking how small-group time fits within strong Tier 1 instruction, or wondering how to make those minutes count, this episode offers research-informed clarity.ResourcesMaximizing Small-Group Reading Instruction Dr. Neena Saha’s Reading Research Recap of this research What Should Small Group Instruction Look Like? Tim Shanahan Reinterpreting the development of reading skills Scott Paris Applying New Visions of Reading Development in Today's Classrooms Kay Stahl Text Project with Freddy Hiebert Choice Words: How Our Language Affects Our Children’s Learning by Peter Johnston We answer your questions about teaching reading in The Literacy 50-A Q&A Handbook for Teachers: Real-World Answers to Questions About Reading That Keep You Up at Night.Grab free resources and episode alerts! Sign up for our email list at literacypodcast.com.Join our community on Facebook, and follow us on Instagram, Facebook, & Twitter.

Episode 247Small-group instruction can feel powerful and overwhelming at the same time. Questions about grouping, time, routines, and impact come up constantly.In this episode, we’re joined by Julia Lindsey, author of Small Groups, Big Results, to talk about what actually makes small-group instruction work. Julia helps break down small groups into manageable, intentional practices that don’t require more time or complexity, just clearer purpose.In this conversation, we discuss:Why small groups don’t need to be long to have a big impactHow flexible, needs-based grouping supports student growthThe role of immediate, specific feedback in small-group readingPractical routines teachers can use right awayHow small-group instruction connects to Tier 1 teachingWhether you’re new to small groups or looking to refine your approach, Julia offers clarity, research, and realistic guidance.RESOURCESSmall-Group Instruction Listening GuideSmall Groups, Big Results: Evidence-Based Routines to Get Every Child Reading by Julia Lindsey Reading Above the Fray: Reliable, Research-Based Routines for Developing Decoding Skills by Julia LindseyOther podcast episodes with Julia Lindsey: Science of Reading Part 1: Decodable Texts, Sound Walls, & the Aim of Early LiteracyScience of Reading Part 2: Decodable Texts, Sound Walls, & the Aim of Early LiteracyResearch-Based Routines for Developing Decoding Skills with Julia LindseyReaders' Theater: Easy, Effective, & Fun! with Chase YoungUFLI Foundations Toolbox FCRR Student Center Activities We answer your questions about teaching reading in The Literacy 50-A Q&A Handbook for Teachers: Real-World Answers to Questions About Reading That Keep You Up at Night.Grab free resources and episode alerts! Sign up for our email list at literacypodcast.com.Join our community on Facebook, and follow us on Instagram, Facebook, & Twitter.

Emily Jaskowski, an eighth-grade teacher who created tiered small-group fluency protocols. Aaron Grossman, an upper-elementary teacher with a five-day Readers' Theater routine. Lindsay Kemeny, a second-grade teacher who uses partner reading and paragraph-shrinking to track gains. Virginia Quinn-Mooney, a first-grade teacher who blends songs, read-alouds, and shared reading. They discuss classroom-tested strategies for building accuracy, automaticity, and prosody.

Chase Young, an education researcher focused on classroom fluency, and Jake Downs, a designer of repeated-reading protocols, discuss Read Like Us. They explain the five-step routine, why challenging texts boost fluency, how to adapt it for groups, and why fourth graders showed strong gains. They also cover text selection, combining repeated and wide reading, and quick ways teachers can start the routine tomorrow.

Lindsay Kemeny, a first-grade teacher and author of Rock Your Literacy Block, shares classroom-tested routines. She outlines a day‑in‑the‑life schedule and why phonics starts on the rug. Short takes on close reading, tying writing to reading, small‑group differentiation, and simple independent centers. Emphasis on practical routines and progress over perfection.

Jamey Peavler, a professor at Mount St. Joseph University and a literacy expert, dives into the intricacies of building a scientifically based ELA block. He distinguishes between word recognition and comprehension, emphasizing the need for differentiated instruction tailored to diverse learner needs. Jamey highlights the importance of foundational skills, effective interventions, and authentic comprehension strategies. He advocates for data-driven methods like walk-to-read to enhance student learning while urging educators to prioritize teaching over test prep.

In this engaging discussion, Carl Hendrick, a professor and author renowned for his expertise in the science of learning, shares invaluable insights on effective teaching practices. He emphasizes the critical nature of timely feedback, underscoring its role in correcting misconceptions. Hendrick also explores concepts like checking for understanding, retrieval practice, and interleaving to enhance retention. He warns that mere student engagement doesn’t equate to learning and advocates for research-backed methods to empower teachers.

Episode 241Nancy Hennessy and Julia Salamone discuss the often-overlooked topic of syntax and its critical role in reading comprehension. With Melissa & Lori, they discuss the architecture of sentences, the importance of understanding parts of speech, and the interconnectedness of syntax and meaning. The conversation highlights effective teaching strategies, the challenges posed by complex sentences, and the necessity of integrating background knowledge for comprehension. Nancy and Julia share practical instructional moves, emphasizing the need for explicit instruction and cognitive preparation to enhance students' understanding of sentence structures.TakeawaysSyntax is the architecture of a sentence. It is essential for understanding sentence structure and meaning.Explicit instruction is necessary for effective learning of syntax.Teaching grammar needs to focus on meaning, not just labeling.Engaging students with authentic texts improves comprehension.Integrating background knowledge is crucial for comprehension.Resources Tips & Tools: Sentences (resource sheet)  We answer your questions about teaching reading in The Literacy 50-A Q&A Handbook for Teachers: Real-World Answers to Questions About Reading That Keep You Up at Night.Grab free resources and episode alerts! Sign up for our email list at literacypodcast.com.Join our community on Facebook, and follow us on Instagram, Facebook, & Twitter.

Episode 240Primary teacher Meghan Hein shares how she keeps the text front and center of learning. She discusses the shift from a skills-based focus to an approach where meaning-making drives instruction. The conversation highlights practical strategies for teachers to build knowledge through texts and create a more authentic learning experience. Meghan's insights reflect a commitment to continuous learning and adapting teaching practices to better serve students' needs.✨ You’ll definitely want to listen to the podcast that inspired this conversation! Episode 37 with Sue Pimentel and Meredith Liben dives into their article Placing Text at the Center of the Standards-Aligned ELA Classroom.TakeawaysShifting from skill-based to meaning-making instruction is crucial.Building knowledge through texts is essential for comprehension.Teachers must empower themselves through continuous learning.Curriculum should support, not dictate, teaching practices.Understanding the intent behind texts enriches the learning experience.Interleaving skills and content enhances understanding.Students thrive when they connect learning to real-world contexts.Resources Refreshed Companion Episode with Meredith Liben & Sue Pimentel (podcast)Placing Text at the Center of the Standards-Aligned ELA Classroom (article) Teacher Meghan Hein on Instagram (you might know her as always more to learn!) We answer your questions about teaching reading in The Literacy 50-A Q&A Handbook for Teachers: Real-World Answers to Questions About Reading That Keep You Up at Night.Grab free resources and episode alerts! Sign up for our email list at literacypodcast.com.Join our community on Facebook, and follow us on Instagram, Facebook, & Twitter.