Episode Details

In this final episode of the research to classroom series on connecting reading and writing, Jocelyn interviews Rachael, a deputy principal at a small South Australian public school, about the practical implementation of integrated literacy instruction. Rachael shares her school's journey from concerning DIBELS and NAPLAN data to implementing daily 50-minute cross-class phonics groupings and transitioning from independent silent reading to structured fluency pairs, emphasising how vulnerable leadership and collaborative coaching supported teacher buy-in during significant instructional changes. 

The discussion explores practical strategies for managing text-based units with diverse learners, including using assistive technology like voice recording tools for struggling writers, differentiating fluency groupings across five different levels, and adapting background knowledge instruction to build essential context without losing focus on learning objectives. 

Rachael emphasises the importance of responsive teaching, pacing units to reach summative assessments, and differentiating professional learning support for staff at various stages of their structured literacy journey, offering practical advice for leaders implementing similar changes. 

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