1) This reminds me of junior high back in the Chicago suburbs when some classmates pretended my name was ‘too hard’ & relentlessly teased me as ‘Shoehead,’ ‘Shitvo,’ & ‘Shamu’ for almost 2 years until my social studies teacher Mr. C decided to absolutely GO OFF on them:
His face turned redder than his hair.
I actually felt bad for her she was so mortified.
!!
Then he said ‘If you don’t like these names, & I have many more for the rest of you, then learn to pronounce Shuvo’s name properly. I had better never hear another version of it ever again.’
I was shocked.
A few months later, at our junior high graduation, Mr C. retired.
He came to me & my parents to say ‘I just want you to know that I’d been waiting to tell off kids in this school for a long time.’
He shook my hand, patted my shoulder, & left.
I still try to be a good man, like Charlie Brown. And thanks, Mr. C. You were a good man, too. 🙏🏽
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Sorry - a bit of a brain dump post - but I'd appreciate any responses and/or directions towards any applicable research.@Suchmo83 @Mr_AlmondED @TimRasinski1 @ReadingShanahan @mrspennyslater @TheReadingApe @PieCorbett @ReadingRockets @teach_well
— Mr Leyshon (@RyonWLeyshon) February 4, 2021
It is, as you suggest, a nuanced pedagogy with the tripartite algorithm of rate, accuracy and prosody at times conflating the landscape and often leading to an educational shrug of the shoulders, a convenient abdication of responsibility and a return to comprehension 'skills'.
Taking each element separately (but not hierarchically) may be helpful but always remembering that for fluency they occur simultaneously (not dissimilar to sentence structure, text structure and rhetoric in fluent writing).
Rate, or words-read-per-minute, is the easiest. Faster reading speeds are EVIDENCE of fluency development but attempting to 'teach' children(or anyone) to read faster is fallacious (Carver, 1985) and will result in processing deficit which in young readers will be catastrophic.
Reading rate is dependent upon eye-movements and cognitive processing development along with orthographic development (more on this later).

.@MassGovernor Baker says FY22 budget proposal will fully fund the 1st year of the Student Opportunity Act. #mapoli #MassMuni21
— Mass. Municipal Assn (@massmunicipal) January 22, 2021
First up:
The FIRST year, Governor Baker?
This is the second year of SOA implementation: you're missing one.

So, are we going to do this in six years, or are we just going to kick the can ANOTHER year on kids?
Remember, school funding is builds on prior years.
We never get that missing funding back.

Also: what are the base numbers being used?
Is the Governor dropping enrollment, even though we all know that was an artificial drop?

There's a decent chance that a WHOLE bunch of those kindergartner and preschoolers are going to be back this fall if we manage to get kids into buildings, PLUS we'll have the USUAL enrollment of preK and K!
...and less funding than usual?

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