#29 When Do We Stop Using Decodables? (And What Comes Next)

#30 Stop Following Textbooks With Fidelity!

Textbook adoption committees seem to be in every district right now. States are passing legislation.  Publishing companies are "coming to the rescue." And teachers are being told to follow programs with fidelity. But what happens when the program itself is overloaded, inconsistent, or simply not aligned with how children actually learn to read? In this episode, I’m diving into one of my biggest frustrations in literacy education: the idea that good teaching means reading directly from a script. We’ll talk about why textbooks should be treated as tools rather than sacred documents and why teacher expertise still matters more than any boxed curriculum. ✨ In this episode, we discuss: • Why many core reading programs prioritize compliance over learning • The problem with “activating background knowledge” when students don’t actually have it • Why all vocabulary words should NOT be taught the same way • What it really means to adapt a curriculum responsibly • Why fidelity should never come at the expense of student learning At the end of the day, programs can provide structure, but they cannot replace thoughtful, knowledgeable teachers who know their students best. If this episode resonates with you, share it with a teacher, coach, administrator, or district leader who needs the reminder that professional judgment still matters. Links Mentioned: Blog post [https://www.campbellcreatesreaders.com/blog/background-knowledge]on Building Background Knowledge My new book [https://amzn.to/43xpQBB] on teaching vocabulary!*   *As an Amazon affiliate, I may earn a small commission on any products purchased through my link, at no additional cost to you!

#29 When Do We Stop Using Decodables? (And What Comes Next)

Last week, we talked all about what decodables are with Brooke Vitali. This week, we’re tackling the question everyone is quietly wondering…When do we actually stop using them? In this episode, I walk you through how to think about decodables as a tool (not the goal), what signals students are ready to move on, and what instruction should look like after decodables. Spoiler: it’s not going back to leveled texts. 🔑 Key Takeaways * 🔧 Decodables are a tool—nothing more, nothing less They exist to give students practice with phonics skills that have already been explicitly taught. * 🎯 They are NOT the end goal The goal is not to get good at reading decodables: the goal is to read and understand any text. * 🧠 Word recognition and comprehension develop separately (at first): Decodables support word recognition. Authentic text builds language comprehension. Both matter. * 🔄 We don’t move on based on “levels”: Guided reading levels are not grounded in research and shouldn’t drive instructional decisions. * 📚 The real signal: multisyllabic words: When students can decode and encode multisyllabic words, that’s your cue to begin transitioning away from decodables. * 🌍 What comes next: authentic text + knowledge building: Shift to thematic text sets that build vocabulary and background knowledge—not leveled systems. If you’ve ever found yourself trying to understand when to move away from decodables and what’s next, this episode is for you! Links Mentioned: Blog on Decoding Multisyllabic Words [https://www.campbellcreatesreaders.com/blog/decoding-multisyllabic-words] Link to Dry Erase Notecards* [https://amzn.to/4dFMei4]   *As an Amazon affiliate, I may earn a small commission, at no charge to you, on any items purchased through my link.

#28 Decodables Done Right: Story, Scope, and What Actually Matters with Brooke Vitale

In this episode, I’m joined by Brooke Vitale, founder of Charge Mommy Books and a former editor at major publishing houses like Penguin and Disney. Brooke has published over 100 books and brings a unique perspective to the world of decodables, blending strong storytelling with research-aligned phonics practices. We dig into what decodables are actually for, how they should (and shouldn’t) be used, and what it really takes to create texts that both support decoding and feel like real stories. 🔑 Key Takeaways * 📖 Decodables are a tool, not the curriculum: Their job is to provide practice with taught phonics skills, not replace explicit instruction. * 🔤 Phonics control matters, but so does story: A decodable should still have have a story that makes sense. If it’s just words on a page, we’re missing the point. * 🧠 Comprehension still belongs in decodables: Even simple tasks, like matching a sentence to a picture, require meaning-making and should be part of the experience. * ⚠️ Biggest (non-mistake) mistake--not reading the book first: You can’t anticipate student breakdowns if you don’t know what’s coming. * ✍️ Writing decodables is harder than it looks Brooke shares her process, starting with word lists, building a story, then revising for phonics control. 🔗 Connect with Brooke * Website: https://www.chargemommybooks.com [https://www.chargemommybooks.com]  * Instagram & Facebook: @chargemommybooks * Available on Amazon* [https://amzn.to/4u4XtGh] *As an Amazon affiliate, I may earn a small commission on any purchase made through my link, at no additional cost to you.

#27 From Data to Instruction with Rachel Beiswanger

🎙️ Assessments Aren’t the Enemy In this episode, I’m joined by my real-life best friend and literacy expert, Rachel Beiswanger (@_readingrachel_), to talk about what assessments are actually for , and how to use them without overtesting or overwhelming teachers. If you’ve ever thought, Okay… I have the data. Now what? , then this conversation is for you. In this episode, we discuss: * The difference between universal screeners, diagnostics, progress monitoring, and classroom-based assessments * Why ORF passages are intentionally not decodable (and why that matters) * Common assessment mistakes schools are making * How to use screening data to identify instructional pattern, not just struggling students * The first practical step to take after you administer a universal screener If assessments aren't your favorite, let me introduce you to Rachel.  She has the knack for making testing interesting and for helping all of us use data to inform our instruction. Resources Mentioned: Rachel's Upcoming Webinar [https://my.cheddarup.com/c/assessment-and-the-sor/items](You do NOT want to miss this!) CUBED Comprehension Assessment [https://languagedynamicsgroup.com/cubed/] Rachel's Blog [https://readingrachel.com/]

#26 The 3 Great Spelling Rules (and How to Make Them FINALLY Stick)

Spelling multisyllabic words is not about being “naturally good” at spelling. It is about understanding what happens to base words when we add suffixes and giving students enough meaningful practice to internalize those patterns. In this episode, Savannah walks through the Three Great Spelling Rules and shares practical ways to help those rules actually stick through daily spelling and reading routines. In This Episode, You’ll Learn: * What the Three Great Spelling Rules are and why they matter for multisyllabic spelling * The CVC doubling rule and when to double the final consonant * The silent E (magic E) rule and how vowel and consonant suffixes change the base * The Y rule for spelling, including a simple chant to help students remember it * How to use daily multisyllabic dictation to reinforce spelling patterns over time * How morphology word chains help students practice suffixes, prefixes, spelling rules, grammar, and meaning all at once * A simple reading review routine using word lists or PowerPoints to help students explain spelling changes they see in print The Three Great Spelling Rules only work when students see them again and again in meaningful ways. With daily dictation, morphology-based practice, and intentional reading review, students can move beyond guessing and toward real spelling confidence. This short, practical episode is designed to give you strategies you can start using right away.   Resources Mentioned: Morphology Dictation Lists [https://www.teacherspayteachers.com/Product/Morphology-Dictation-Lists-13074167] Morphology Review PowerPoints [https://www.teacherspayteachers.com/Product/Morphology-Review-PowerPoints-Anglo-Saxon-Latin-Greek-9903913] The Megabook of Vocabulary [https://amzn.to/4qom6LY]* (affiliate link) Blog Post on The 3 Great Spelling rules [https://www.campbellcreatesreaders.com/blog/3-great-spelling-rules]