Q&A with Kristen Nester
SISD Texas Reading Academy Literacy Coach
Please give an overview of the Really Great Reading program.
The Really Great Reading (RGR) Phonics Program is designed to help students develop strong reading skills by focusing on how words are built using sounds and letters (Phonics). The program is especially helpful for emergent readers because it teaches them how to break down words into their individual sounds (phonemes) and understand how these sounds are represented by letters.
The program follows a step-by-step process that is explicit and systematic. It’s carefully organized so that students first master easier skills (letter sounds) before moving on to more complex ones (decoding multi-syllabic words). RGR uses a lot of interactive activities that help students practice what they’re learning in fun and engaging ways.
RGR is based on decades of reading research and is built around proven methods for teaching Phonics.
Why is phonemic awareness and Phonics so important to our student readers?
Phonemic Awareness is the ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words. Phonemic awareness is foundational because reading and spelling are sound-based. Before children can learn to map sounds to letters (Phonics) , they need to understand that words are made up of sounds. Phonemic awareness is one of the strongest predictors of future reading success because it helps children understand how spoken language is connected to written text. For example: If a child can recognize that the word “cat” is made up of three distinct sounds (/k/ /a/ /t/), they will more easily grasp that these sounds correspond to the letters C, A, and T when they learn Phonics. Once students can identify phonemes, Phonics instruction teaches them to connect these sounds to written letters and letter patterns. This is essential for decoding, which is the ability to read unfamiliar words by sound them out. Without solid Phonics instruction, students may struggle with reading unfamiliar words and rely on memorization, which is not sustainable for reading larger, more complex texts. For example: Through Phonics, a student learns that the letters “sh” represent the /sh/ sound, so when they see the word “ship”, they can decode it by applying that sound knowledge. Phonemic and Phonics instruction give emergent readers the tools to sound out new words. This leads to increased fluency and reading confidence. As students decode more efficiently, they can focus more on understanding what they’re reading rather than getting “stuck” on individual words.What is the process for this program for our readers?
A day in the life of a Sunnyvale student using the Really Great Reading (RGR) Program is highly structured, interactive, and engaging. The following is a quick look at how the program might unfold during a typical school day:
Morning:
Phonemic Awareness Warm - Up: The day might begin with short RGR activities to practice phonemic awareness - like identifying individual sounds in words, segmenting sounds in words, manipulating sounds in words, or blending sounds together. These exercises are often done aloud as a whole class and help students get ready for the Phonics lesson.
Core Phonics Lesson: The teacher introduces the day’s focus, such as a new letter-sound correspondence or a word pattern (like /sh/ or /-ing/ ) . Lessons are explicit and systematic, following a clear sequence so that new content builds on what students have already learned. Students engage with letter tiles or other manipulatives to physically build and manipulate words. This multi-sensory approach helps reinforce the connection between sounds and letters. The teacher might use guided practice, modeling how to blend sounds together to read words, while students follow along and practice with feedback.
Mid-Morning:
Small Group or Partner Practice: After the core lesson, students may work in small groups or pairs to practice what they’ve learned. They might read word lists, use decoding strategies, or complete word-building exercises. This differentiated instruction ensures that struggling students receive extra support, while more advanced readers can practice more complex word patterns.
Afternoon:
Fluency and Automaticity Practice: Students engage in fluency-building activities, such as reading a short passage or sentences that include words they’ve been working on . The goal here is to build automaticity, so that students can recognize and read words quickly and accurately.
Application to “Real” Reading: Students apply their Phonics skills to decodable texts - books or passages specifically written with words that match the Phonics patterns they’ve learned. These texts ensure students are using their decoding skills in context, helping them see the connection between Phonics and actual reading.
Throughout the day, students are actively engaged through hands-on learning, group work, and teacher-led instruction. They practice decoding, blending, and reading words in a systematic, supportive environment that gradually builds their reading skills and confidence. The multisensory elements, coupled with support, ensure that all students , regardless of their reading level, are able to make progress.
The skills taught in RGR aren’t just for early reading - they lay the foundation for more advanced reading, writing, and comprehension skills that children will need throughout their academic journey. By mastering these early literacy skills, children are better equipped to tackle more complex texts and become lifelong readers.
.