One-size-fits-all is a myth.
The number one question I get asked is about literacy programs. Which programs should we buy? Have you heard of (insert name of program here)? In fact, just the other day someone said to me, “You really aren’t a program person,” as if I should rethink my stance. The truth is, I’m not a “one-size-fits-all, mandated, everyone must do this at the same time” program person. I think this is because, after years of teaching and working with hundreds of students and countless teachers, I have come to the conclusion that not all children are the same (shocking, I know). Additionally, not every program works for every teacher.
That doesn't mean I don’t think there are great programs that can add to your repertoire of literacy instruction. Or that I don't think it’s incredibly important to know where you are going with your students and have a basic roadmap for how you plan to get there. I just don’t buy the idea that one program can possibly meet all my students’ needs (this is also why I don’t believe in one-size-fits-all clothing).
Don't get me wrong, I absolutely believe in systematic, evidence-informed literacy instruction. Having a clear scope and sequence, understanding how literacy skills develop, and ensuring students receive explicit instruction are all incredibly important. But I also believe that consistency in what we teach doesn't have to mean uniformity in how we teach it.
In the past few years, I’ve noticed an upswing in “programs” being sold as the solution to teachers’ literacy challenges. Teachers buy a program (often an expensive one) and spend hours (if not days) revamping their classroom practice. Not to mention the time they spend colour copying and laminating materials (usually on their own dime). I understand the draw; literacy instruction is challenging, time-consuming, and often incredibly confusing. So much comes into play when you're trying to provide robust, cohesive literacy instruction. When I began my career, I had no idea what a phoneme was, let alone how on earth to teach a child to read. I lacked critical knowledge that would have helped me make informed instructional decisions, and, quite frankly, I was flying pretty blind. So I get it. The promise of a program that will solve our classroom challenges is incredibly enticing, but it's often too good to be true (kind of like the Instagram ads that suck me in).
So before you buy into the next “hot” program, here are a few things to consider.
Does it fit your students? - What do your students need to learn? This means that knowing who your students are and where they are is incredibly important. Knowing the skills your students already have, as well as the skills they need to learn, will help shape the resources you use in your classroom.
Does it align with research? - For many years, we taught reading and writing without considering the how and the why of our teaching. In my early years of teaching, I never considered if what and how I was teaching was based on. the research behind effective instructional practices. In the past few years, we have seen an incredible shift focusing on the research behind what and how we teach, and our learners are better for it.
Does it strengthen your teaching or simply change what you're doing? - Many things we are already doing in our classrooms are based on sound research, and sometimes programs are simply complicated ways to replace good, solid, explicit instruction. I have yet to meet a “program” that can replace the intentional, dedicated, and responsive teaching of incredible educators. However, one of our best qualities as educators is our love for learning and our ability to reflect on our practice. If something we're doing in our classrooms isn't having the impact on student learning that we'd hoped for, then perhaps it's time to rethink our approach. The question isn't whether a program will change what we're doing, but whether that change will actually make a difference for our students.
Is it open-ended and adaptable or rigid and dictatorial? - There are some great literacy resources that do a wonderful job of supporting the needs of learners in your classroom. There are adaptable phonics programs that work well for both whole-class and small-group instruction. Many educators have created great open-ended, responsive resources for teaching comprehension and writing. The more adaptable and flexible the program is, the better it can be tailored to the learners in your classroom. When considering this, think: Can my most emergent learner access this learning? What about my most advanced learner? The skills and strategies our students need to learn are clearly defined, but the time, support, and opportunities they need to master them will look different for every learner.
Does it simplify or complicate your day? - If the program and resources take more time to prepare than for your students to complete, I would be wary. Learning doesn’t need to be complicated. Look for resources you can use in multiple ways and multiple times. What do you already have that you can tweak to be more open-ended and meet your learners' needs?
Once you have considered these things, look at your literacy teaching and the students in your classroom, and identify where gaps appear. Are you confident in your reading instruction, but feel like you are missing pieces in your writing instruction? Do you need some support in teaching your students to decode? Is word work still a part of your intermediate literacy instruction (if not, how could you add it)? Some brilliant educators are creating fantastic resources to support other educators; some of those resources would be wonderful additions to literacy stations. Personally, I am drawn to those educators who acknowledge that their product is a resource and not an answer; I love educators who take what we are already doing and make small, meaningful adjustments to help us better meet the needs of all learners.
At the end of the day, a program is just that, a program. It doesn't know your students; it doesn't know what they learned yesterday or what they struggled with this morning, and it certainly doesn't know what makes them tick. But you do (or at least you're working on it!). Great literacy instruction isn't about finding the perfect program; it's about knowing what your students need to learn, understanding how to teach it well, and having the right tools to help you get there. So before you invest in the next shiny new program, remember that the most important resource in your classroom isn't something you can buy. It's you.
