#PhenomenalFriday: “Bringing Value”

#PhenomenalFriday: “Bringing Value”

As I closed out the week, I set up my Intervention Room for more students. While doing that task, I couldn’t help but reflect on the week. 

Starting with Tuesday. On that day, I showed another teacher my Word Power resources. She liked them and said that she’d use them. The next day, she came into my room with student samples. Of course, I uploaded it to Facebook.

After starting the process of setting up groups Thursday, I learned of my new groups today but was given space to keep working with Primary Groups(Kindergarten-Second), which pleased me. They’re making progress.

Once dismissal was over, I talked with a coworker. She said that she was using some of my resources for homework and small groups. Apparently, the resources came right on time–as she had been asking for more the entire year. It warmed my heart.

I’m eight months into a new environment and others are using my creations, using resources and relying on me to boost performance. 

I’m Bringing Value.

Be Phenomenal, Mr. Short

Published by Jeremiah Short

My name is Jeremiah Short, and I’m an educator with twelve years of experience committed to high-impact literacy instruction, student achievement, and the craft of teaching. I’m passionate about designing meaningful learning experiences, building strong classroom culture, and creating systems that help students think, write, and read with confidence. I am the author of As I Took My Walk With God (Volumes I and II) and the creator of Phenomenal Intervention: The Playbook. Over the years, I’ve developed several instructional frameworks and routines used to strengthen reading and writing instruction, including: Explicit ELA R.I.P.E. (my Extended Constructed Response framework) Phenomenal Word Power T.I.D.E. Bloom’s Units: Reading The Phenomenal Classroom My work centers on making literacy instruction clear, intentional, and engaging—helping students build mastery from the word level to the text level through structured routines and explicit teaching.

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