![]() ![]() So if anybody's listening and thinking like, "How did she find this time?" That is one of the reasons, is I just kind of did have that time at home. So that actually kind of helped me with a bit of a focus and gave me some time for that too. ![]() So one thing I will mention is that I was diagnosed with breast cancer in November of 2020 and ended up with some months at home.įor me months at home are just not good unless I have something to do. Classroom teachers do not have the time to delve into every single subject you teach and to actually be looking for the science and looking at the actual primary sources, research and all of that stuff. I should mention at the same time too, because I know sometimes when I share my story people think, "Well, how did you have the time?" because classroom teachers don't. So in my deep dive, I mean I was getting hardcore into books and podcasts and webinars and everything I possibly could. How's she going to know which animal you're on if she's not looking, right?" And then that got me really thinking, "Okay, that can't be right. She's not going to be able to do it with the pictures covered. ![]() I remember thinking, "Well, that's kind of mean. The mom emailed me back and she said, "Oh yeah, I'm waiting until she can do it with the pictures covered and then we'll really know she can read it." And then I remember following up with one parent and gently reminding them they hadn't sent back the leveled book that their child had been practicing at home. I can remember one story where I was sending home all of those things like eagle eye and those little tips that you're supposed to be using with your kids with balanced literacy and look at the picture and all that stuff. That was when I first started to realize maybe something was wrong with balanced literacy because in kindergarten you really are responsible for that, for introducing that foundational piece, right? And so I had some tools that were okay and some tools that weren't and I was realizing, "Okay, the kids are really not reading, they're guessing." It just kind of struck me that, "This can't be the right way to do it." So that's when I started my deep dive into the science of reading. So I've been teaching for 22 years, a huge range of different grades and subjects and I had, as you said, spent a couple years, or a few years, in the sort of grade 2, 3, 4 range, and then I moved down seven years ago to kindergarten. Can you talk to us a little bit about that and how you realized there needed to be some change in how you were teaching? I was thrilled when you asked me and I'm so happy to be here talking to you today.Īnna Geiger: Before we turned on the recording, you said that you transitioned from second and third grade down to kindergarten. I was so excited that she agreed to come on the podcast. It was how she teaches it in kindergarten, and I knew we needed to talk to her about how she made the move from a balanced to a structured literacy approach and also to hear how she applies all this information in her day to day teaching. I watched a YouTube webinar that she had given about teaching with structured literacy and it was amazing. ![]() Today I'm very excited to welcome Kate Winn. So in this episode we talk about Kate's movement from balanced to structured literacy and what teaching reading with a structured approach looks like in her kindergarten classroom.Īnna Geiger: Hello everyone! Welcome to the podcast. I reached out to Kate to ask her if she would speak on my podcast when I saw a wonderful webinar she had given about structured literacy in kindergarten. Hello and welcome to Episode 103 of the podcast! Today I have a very special interview with Kate Winn. ![]()
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