Pages: 21

This chapter introduces the reader to the foundations that permeate this book. It explores the theoretical lens that provides the foundation for each chapter, situates the book within the context of reading pedagogy discussions, and articulates an integrated social emotional approach based in the CASEL competencies. The chapter also describes key elements that characterize each chapter and explores the foundational beliefs that underpin the rest of the book.

Pages: 30

This chapter introduces Michael, a physically active kindergarten student who presents with various levels of mastery with early literacy skills. Michael was happy and confident while at the same time exhibited high distractibility and underdeveloped working memory. His teacher collaborated with the physical education teacher and family to implement a plan that supported Michael in learning how to use his energy successfully in the classroom and to enhance his working memory, phonological awareness, and alphabetic knowledge.

Pages: 25

This chapter introduces Abby, a first-grader with limited spoken language skills and reading ability. She and her little sister had moved in with a foster family after experiencing severe neglect living with their mom. With the new stability in her foster home, Abby’s teacher recognized the promising opportunity to build spoken language and reading skills, particularly phonological awareness skills, phonics, and pragmatics. The teacher worked closely with the speech-language pathologist to support spoken language and with the school-based social worker to help Abby regulate and manage the toxic stress that came from the adverse experiences in her early life.

Pages: 22

This chapter introduces Sammy, a first-grade student who had grade-level phonemic awareness skills but struggled with phonics, sight words, and decoding. He was also experiencing difficulty with acting out in class that caused the teacher to create social, emotional, and physical goals. The teacher worked closely with an interprofessional team consisting of the Social Worker, the Occupational Therapist, and a paraprofessional. Together the data-based decision-making plan that was implemented supported Sammy’s progress to become a reader who learned to more successfully apply phonics skills, manage his behavior, and develop positive social skills.

Pages: 26

This chapter introduces Carolyn, a second-grade student who had moved to a new school after the school year began. Carolyn’s reading was below the grade level expectation for second grade. She specifically was struggling with reading fluently and also experiencing anxiety that was impacting her reading progress. The teacher worked closely with the school’s literacy specialist and Carolyn’s family. Together, the data-based decision-making plan that was implemented supported Carolyn’s progress to become a less anxious and more confident fluent reader.

Pages: 22

This chapter introduces Bryce, a second-grade student who had mastered foundational reading skills but struggled with comprehension. He also experienced difficulty with executive functioning skills that impacted his reading and behavior in the classroom. The teacher worked closely with his grandmother and with the art teacher and consulted with the school psychologist. Together, the data-based decision-making plan that was implemented supported Bryce’s progress to become a reader who had deeper comprehension, more reading stamina, improved focus, and greater regulation of his behavior in the classroom.

Pages: 23

This chapter introduces Farah, a third-grade student who had moved to the United States after being evacuated from Afghanistan. She was learning English and also was dealing with trauma that she had experienced in her journey. Luckily for Farah, her new school used a co-teaching model for language support as the regular education and multilingual teacher collaborated to teach literacy. There was also district support for Farah and her family through the SLIFE (Students with Limited Interrupted Formal Education) initiative. Farah’s teachers ensured that their classroom structure supported Farah’s social and emotional growth. They also focused their attention on vocabulary development and building background knowledge to facilitate Farah’s success in the classroom. The data-based decision-making plan that was implemented supported Farah’s academic progress and an adjustment to a new school.