Allison from Learning at the Primary Pond explains the use of decodable texts in literacy education. She discusses the importance of choosing appropriate texts based on students' phonics skills and the role of high frequency words. The video provides strategies for introducing decodable texts, pre-teaching challenging words, and engaging students to enhance reading fluency. Allison emphasizes the alignment of decodable texts with the science of reading and offers practical tips for effective implementation.

What is the main purpose of the video?

• To explain how to use decodable texts with students.

• To promote a new literacy app.

• To discuss the history of literacy education.

• To share personal teaching experiences.

What is a decodable text?

• A text that is only for advanced readers.

• A text with random words.

• A text that contains controlled phonics skills.

• A text that can be decoded by all children.

What is the progression of phonics skills in decodable texts?

• Starting with high-frequency words and moving to CVC words.

• Starting with blends and moving to digraphs.

• Starting with CVC words and moving to long vowels.

• Starting with long vowels and moving to CVC words.

Why are high-frequency words important in decodable texts?

• They help children practice words in isolation.

• They are always easy for children to read.

• They help children recognize words in context.

• They are the only words children need to learn.

What does research say about decodable texts?

• They align with the science of reading.

• They encourage guessing strategies.

• They are only useful for advanced readers.

• They are not supported by the science of reading.

How should teachers choose decodable texts for students?

• Based on the students' favorite stories.

• Based on the phonics skills students have learned.

• Based on the length of the text.

• Based on the number of illustrations.

What is the first step in introducing a decodable text?

• Giving a quick introduction to the story.

• Explaining every word in the text.

• Asking students to summarize the text.

• Reading the entire text aloud.

What should teachers do if a word in the text is challenging?

• Ask students to guess the word.

• Replace the word with an easier one.

• Pre-teach the word to the students.

• Skip the word entirely.

What is the main goal when presenting a decodable text?

• To finish the text quickly.

• To engage students and activate their background knowledge.

• To test students on every word.

• To focus only on high-frequency words.

Why is it beneficial to revisit decodable texts?

• To build fluency and reinforce skills.

• To replace old texts with new ones.

• To memorize the text.

• To find new words each time.