ReadingPulse: Practical Intervention Toolkit and Behavior Management Platform for New Literacy Teachers

Got my first teaching job! Could use some tips please!!

I assume you’re doing pull out? My advice will differ based on the type setting but I’ll assume you’re doing small groups. Be prepared that small group instruction is not for the weak. I am a whole class teacher and I was thinking about doing small group (ENL) but I’m glad I ended up where I am. My friends at my school that do it love it, but it’s very different. I am also assuming you’re doing k-5. Expect that the older ones will be somewhat resistant. It would be like having me in a calculus small group: I have some of the base skills but it would feel like you’re asking me to move mountains. No one wants to be confronted with something they feel they can’t do again and again. By 4/5th many kids in intervention groups feel that way. For your k-2 get read to attack phonics hard. But understand you’ll be confused why it’s not sticking. Each kids learning profile is different: get ready to research and trouble shoot when kids don’t seem to be picking it up. There’s a mix between repetition being an important building block and ramming your head against the wall. I really recommend a phonological awareness assessment. Many schools don’t use them anymore but damn they’re useful. If kids can’t rhyme they can’t sound out CVCs. If they can’t segment syllables you can’t expect them to write. I know it’s annoying to do extra stuff and normally I don’t advise it but at some point a month or so in observe your caseload in their classroom. Maybe come in on an outside day from your contract. See how they interact with reading/writing. How off task they are or on task. I really recommend poems for the younger ones. There’s phonics ones on TpT. Work on them in your group then give them their own packets. During independent reading time they’ll have something else to read… but see how the classroom moves first. Now for the nebulous stuff. Build relationships is key…. Expect that your students will be somewhat resistant. Especially the older ones. Play games early on (reading ones). Build up a repoire and relationship. Look up responsive classroom hopes and dreams activity. Recall these goals as you go on “Billy you said your goal was to read x book. Today’s work with inflected endings will definitely help you get there”. Also don’t forget that you need to really focus on building relationships with the teachers. Ask them if it would be helpful to work on class work with them. Please for the love of god tread carefully…. You don’t want to turn off an older teacher with a wealth of experience by saying “well actually the science of reading says x”. When joining a school (I’m assuming you’re on the younger side) ask more questions than you give answers. It makes people feel safe that you won’t railroad them… and that makes it easier to work with their students as a joint team. Finally when working with students with learning needs authentically highlight what they do well. In my experience these kids are amazing problem solvers and have a determination that a typical student doesn’t have. They have so much more experience struggling to learn that they are experts at productive struggle. Highlight that!

I assume you’re doing pull out? My advice will differ based on the type setting but I’ll assume you’re doing small groups. Be prepared that small group instruction is not for the weak. I am a whole class teacher and I was thinking about doing small group (ENL) but I’m glad I ended up where I am. My friends at my school that do it love it, but it’s very different. I am also assuming you’re doing k-5. Expect that the older ones will be somewhat resistant. It would be like having me in a calculus small group: I have some of the base skills but it would feel like you’re asking me to move mountains. No one wants to be confronted with something they feel they can’t do again and again. By 4/5th many kids in intervention groups feel that way. For your k-2 get read to attack phonics hard. But understand you’ll be confused why it’s not sticking. Each kids learning profile is different: get ready to research and trouble shoot when kids don’t seem to be picking it up. There’s a mix between repetition being an important building block and ramming your head against the wall. I really recommend a phonological awareness assessment. Many schools don’t use them anymore but damn they’re useful. If kids can’t rhyme they can’t sound out CVCs. If they can’t segment syllables you can’t expect them to write. I know it’s annoying to do extra stuff and normally I don’t advise it but at some point a month or so in observe your caseload in their classroom. Maybe come in on an outside day from your contract. See how they interact with reading/writing. How off task they are or on task. I really recommend poems for the younger ones. There’s phonics ones on TpT. Work on them in your group then give them their own packets. During independent reading time they’ll have something else to read… but see how the classroom moves first. Now for the nebulous stuff. Build relationships is key…. Expect that your students will be somewhat resistant. Especially the older ones. Play games early on (reading ones). Build up a repoire and relationship. Look up responsive classroom hopes and dreams activity. Recall these goals as you go on “Billy you said your goal was to read x book. Today’s work with inflected endings will definitely help you get there”. Also don’t forget that you need to really focus on building relationships with the teachers. Ask them if it would be helpful to work on class work with them. Please for the love of god tread carefully…. You don’t want to turn off an older teacher with a wealth of experience by saying “well actually the science of reading says x”. When joining a school (I’m assuming you’re on the younger side) ask more questions than you give answers. It makes people feel safe that you won’t railroad them… and that makes it easier to work with their students as a joint team. Finally when working with students with learning needs authentically highlight what they do well. In my experience these kids are amazing problem solvers and have a determination that a typical student doesn’t have. They have so much more experience struggling to learn that they are experts at productive struggle. Highlight that!