Since the start of the year, the kindergartner students in Stephanie Sahr's class at Fouse Elementary — much like their peers across the district — have learned about letters. They've explored the different sounds they make, practiced writing them and developed their ability to identify and manipulate individual sounds in words.
They've reinforced what they’ve learned through Geodes® books — a collection of instructional materials the district introduced this school year that helps students practice their phonics skills while learning about science, geography, art, history and more.
It’s all part of the district’s evidenced-based approach to teaching structured literacy. And on Monday, Sahr’s students dove further into the science of reading by learning what happens in their brain when they read.
Dr. Tonya Salisbury, the elementary curriculum specialist for language arts and social studies, adapted one of the topics she covers during her professional development literacy courses for teachers to create a lesson for Sahr’s students.
“As I learn more and more about the science of reading and am more aware of the research that is available, I am so fascinated by all that there is to know about how our brains learn to read and wanted for my students to have a beginning understanding of that as well,” said Sahr, who has attended many of Salisbury’s courses.
“I knew that she would have the expertise to get my classes started in understanding this amazing part of their bodies.”
To kick off the lesson, Salisbury displayed the word, “cat,” on the classroom screen. Students quickly called out the word before launching into cat sounds and sharing how they have a pet cat at home.
“You know why you already know that word?” Salisbury asked the class.
“You taught your brain how to do that.”
Then, she explained the process: It starts when you see the word. The brain identifies each letter and then recognizes the sounds associated with each one. Finally, the brain processes what the word means.
To help deepen students’ understanding, Salisbury worked with students to map out the pathways in the brain tied to reading on worksheets as well as on a paper model they could take home.
By showing students how the brain works when they learn how to read, Salisbury wants them to understand the importance of the work they are doing in class.
“You have to practice and practice and practice until your brain knows all the letters and sounds and words and what they mean,” she said to them. “The more you practice, the faster your brain gets. And it gets really, really fast.”
Sahr followed up the lesson by reading the picture book, “Your Fantastic Elastic Brain—Stretch it, Shape It” by JoAnn Deak, diving further into the functions of the brain and how making mistakes helps the brain grow.