Hi Literacy Lovers,
In our recent podcast episode, we chat with our friends at UnboundEd about Going GLEAM. Lacey Robinson and Andrea Hancock share the GLEAM process - grade-level, engaging, affirming, and meaningful - and ways that educators can feel empowered to lead from their seat. Lacey and Andrea want teachers to know and believe they have power! We’re so glad you’re here to learn with us.
Learn More
UnboundEd is bursting with resources that support educators in understanding why the science of reading is an equity issue.
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In this blog, we hear from two literacy educators who changed their beliefs about how kids learn to read after understanding reading science and the consequential equity impact. Read closely… you might recognize one of our previous podcast guests!
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UnboundEd’s podcast, The Complexion of Teaching and Learning - Episode Seven: Fusion and Friction with Standards, features conversations with education leaders about the push for excellence and equity, the role standards play in providing instruction that is grade-level, engaging, affirming, and meaningful, and the importance of identity in education.
Community and Connection
We’re excited to create a space for community discussion about our podcast! We want to connect with our listeners and support you in answering your questions. But we also realize there are lots of other educators out there who have great advice and experience, too. Let’s keep learning together in our Melissa and Lori Love Literacy Podcast Facebook Group. We’ll chat LIVE about the most recently released podcast every Friday at 12pm ET.
And, be sure to follow us on Facebook, Twitter, and Instagram.
Follow our guests too!
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Lacey Robinson on Twitter
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Andrea Hancock on Twitter
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UnboundEd on Twitter
Related Episodes
In Episode 51: Shanita Rapatalo: The Science of Reading, An Equity Issue, Shanita shares why the science of reading is an equity issue. In this blog, she shares what changed when she began using the science of reading to inform her instruction: “I began to see real results from my students, especially those struggling with reading at grade level. It was as if I gave them the code to learning… It also informed how I advised teachers. Instead of advising teachers to use the running record programs they were given, which essentially stifles students’ reading growth, I gave them additional resources to teach systematic phonics.”
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