We all know the saying “when you know better, you do better.” But what happens when we know better…and still don’t see the needle move in reading outcomes?

In this episode of Literacy in Color, I sit down with Justin Browning, national literacy consultant and founder of SoR for More, to talk about the missing piece: implementation.

Justin draws from years of experience as a teacher, instructional coach, and systems-level consultant to show us how to move from information to transformation.

Key Takeaways:

• Why professional development often feels like “knowledge bombing”
• The dangers of compliance-driven training without follow-through
• How to shift from “know a lot, do a lot” to “learn a little, do a little”
• Why leadership needs vision, voice, and visibility to sustain change
• Practical strategies like micro-PD, flipped lab sites, and implementation teams
• The critical role of de-implementation in creating space for what matters most

If we want real change in reading outcomes, we can’t just play the game, we have to play to win.

Listen in to hear how schools and districts can create systems that move knowledge into action and ensure literacy success for all students.

Connect with Justin Browning:

• Website: http://www.sorformore.com
• Instagram: @sorformore_llc
• X: @sorformore
• LinkedIn
• Email: justin@sorformore.com

Connect with Me:

• Follow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademy
• Join our Facebook Community
• Sign up for my Newsletter
• Shop on TPT: The Colorful Classroom
• Visit: www.michelleandthecolorfulclassroom.com
• Join The COLORFUL Literacy Toolkit Membership

Interested in Learning More about Morphology?

• Take our Course: Mastering Morphology: Foundations for Every Educator

Have you ever had a student rattle off the sounds in a word—/b/… /a/… /t/, only to say “tab,” “balloon,” or even “chicken”? If so, you’re not alone. And here’s the thing: these blending errors aren’t always decoding issues. Often, they’re tied to working memory.

In this solo episode of Literacy in Color, we unpack why blending matters, what research tells us, and most importantly, practical scaffolds you can use tomorrow to support students who struggle.

Key Takeaways:

• The difference between Additive Sound-by-Sound Blending and Whole Word Blending
• Why connected phonation is more effective than traditional sound-by-sound blending (Gonzalez-Frey & Ehri, 2021)
• Several scaffolds to lighten the working memory load: reducing phonemes, continuous blending, backing up to phonemic awareness, and backward decoding, etc.
• How the gradual release of responsibility helps students build independence and automaticity
• The natural transition from oral → whisper → silent blending as students gain fluency

Connect with Me:

• Follow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademy
• Join our Facebook Community
• Sign up for my Newsletter
• Shop on TPT: The Colorful Classroom
• Visit: www.michelleandthecolorfulclassroom.com
• Join The COLORFUL Literacy Toolkit Membership

Interested in Learning More about Morphology?

• Take our Course: Mastering Morphology: Foundations for Every Educator

What if high-frequency words aren’t “irregular” after all?

In this episode of Literacy in Color, I sit down with Rebecca Loveless and Fiona Hamilton, co-authors of The High Frequency Word Project, to dig into the stories behind some of the most common words in English.

Too often, these little “function words” get handed to students on flashcards with the message: just memorize it. But Rebecca and Fiona show us that high-frequency words aren’t exceptions to the system, they have explanations. When we teach students the phonology, morphology, etymology, and meaning layers of these words, we give them logic, structure, and stories they can hold onto for life.

Key Takeaways:

• Why high-frequency words can be particularly tricky for students (and why function words often have “nebulous” meanings)
• The role of storytelling in making these words memorable, meaningful, and engaging
• How many high-frequency words trace back to Old English and what that history reveals about spelling today
• The difference between memorization and true orthographic mapping
• Practical classroom routines, like anchor–analyze–practice, tap spelling, and meaning games, that help students succeed

Whether you’ve ever wondered why “was” has an a, or why “know” keeps its silent k, this conversation will leave you empowered with strategies and stories to bring into your classroom.

Resources:

• Grab your copy of The High Frequency Word Project
• High Frequency Word Project Website
• High Frequency Word Project Facebook Page

This post may contain affiliate links, which means if you click on a link and make a purchase, I may earn a small commission at no additional cost to you. Thank you for supporting the podcast!

Connect with Rebecca Loveless:

• Website: www.illuminatewords.com
• LinkedIn
• Email: rebecca@rebeccaloveless.com

Connect with Fiona Hamilton:

• Website: https://wordtorque.com
• LinkedIn
• Email: fiona@wordtorque.com

Connect with Me:

• Follow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademy
• Join our Facebook Community
• Sign up for my Newsletter
• Shop on TPT: The Colorful Classroom
• Visit: www.michelleandthecolorfulclassroom.com
• Join