My Take - The Truespel method makes the Science of Reading easy.
My truespel take is that teaching "phonemic awareness" can only be done with a phonetic guide associated with the taught sounds, as a dictionary guide does. The learners can then relate the sounds to phonetic phonograms. US English has only 40 sounds. The truespel 40 phonograms of these sounds are not special symbols but are the most common spellings of these sounds when possible. Thus, truespel links phonics to phonetics using the English keyboard. Truespel is simple to learn, only taking hours for English adepts by using free tutorials online. Lessons can be converted to standard truespel phonetics using the free online converter. For any word, students can be shown standard US English dictionary pronunciation with truespel, for perfect phonemic awareness training and ESL training as well.
Below is the write up from Education Week
The “science of reading” is a complex body of knowledge, and as more school districts train their educators in evidence-based literacy practices, they need an instructional leader at the heart of the operation—the principal.
1 How does the [ science of reading] class begin?
Starting right is key. In a lesson on phonemic awareness, for instance, a teacher must start with a warm-up activity like “manipulating” sounds. For foundational reading skills, teachers should include classroom supports—for example, images of mouth shapes that go with specific sounds. Teachers need to develop a culture of learning and a sense of joy around reading books.
2. Is the cadence right?
Adhering to the sequence is key. Without the ability to manipulate sounds,
students may struggle to sound out words and write them down.
Principals should identify if teachers are skipping parts of the lesson and ensure that those practices are included in subsequent classes.
Students should develop the habit to move between different routines, from shared reading to writing to independent practice. If teachers instill these habits in earlier grades, students can cope better in higher ones.
4. How are you [teachers?] using the time between learning walks?
Learning walks are checkpoints. Principals should use learning walks to collect data on areas of improvement or what teachers are already implementing well and use that to build specific PLCs. Post-PLC, principals should leverage
their walks to check if the practice is being followed.
Principals should be careful not to use learning walks as teacher evaluations.
Teachers need to feel supported as they work their way through new, complex,
and dense material.
3. Is there a “productive struggle?”
Teachers must let students tussle with new material. The teacher’s instinct may be to scaffold their attempts—give the answer too soon without letting students work through new words on their own. Principals need to watch
for these signs.
There’s a flip side to this, too. Some curricula hinge on carefully timed lesson
blocks, so teachers must balance that against giving students time to apply
new knowledge.
A GUIDE FOR INSTRUCTIONAL LEADERS
Three Key Features Of Learning Walks
1 Usually 15-20 minutes long
2 Done every 4 to 6 weeks
3 Each walk focuses on a specific lesson—like
phonemic awareness or shared reading