One Giant Leap

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One Giant Leap We support schools to deliver high-quality, low-variance literacy instruction by providing evidence-based resources using explicit instruction.

17/09/2026

The tabs you still have open. The professional reading you meant to do on your lunch break. The decisions, the adjustments, the care that doesn't switch off just because the bell went.

This term asked a lot of you. And you showed up for it, again and again, even when the system made that harder than it should've been.

So before you close the laptop, really close it, let this be the reminder to put it down. Planning and clarity can wait. For now, it's okay to rest, switch off, and just be present.

Somewhere out there is a kid who reads a little more confidently because of you. Who feels a little safer walking into your classroom. Who's carrying something you gave them, whether you ever find out or not.

That's the work. That's what you did this term.

31/08/2026

She didn't start with the whole song. She started with one note.

Then a scale. Then a simple phrase, practised over and over until it became automatic.

Reading and spelling work the same way. No child learns to read by guessing at whole words. They build it sound by sound, word by word, until each skill practised is secure enough to carry the next one.

That's the foundation of structured literacy: explicit teaching, repeated practice, and skills that build cumulatively, so nothing is left to chance.

One Giant Leap Education, because real progress is built one small, secure step at a time. Mastery takes practise, not shortcuts.

Save this for the next time someone asks why repetition matters in reading instruction.

You didn't become a teacher to deliver a script.You became a teacher to reach every student in the room, not just the on...
27/08/2026

You didn't become a teacher to deliver a script.

You became a teacher to reach every student in the room, not just the ones with their hands up.

But somewhere between the planning, the curriculum documents and the packed timetable, explicit instruction can quietly turn into "get through the slides." One correct answer becomes "the class understands." A nod becomes "no questions." And we move on, because the planner says it's time to move on.

Swipe through 5 habits that sneak into even the most well planned lesson, and what a responsive teacher does instead ➡️

Which habit is yours to work on? Comment 1, 2, 3, 4 or 5, and save this for your next planning session.

23/08/2026

No prompting. No guessing. Just decoding.

This is my daughter, reading one of our decodables independently. I taught her to read before she started school, using the exact same phonics and morphology approach we build into every One Giant Leap resource. No picture-guessing, just decoding, because that's what she was explicitly taught to do.

If you've been wondering whether this approach actually builds independent readers, this is my proof.

Save this for the next time someone asks why decodables matter.

18/08/2026

One example isn't mastery.

Add "un-" to happy and most students can tell you it flips the meaning. But can they do it automatically, across ten different base words, without you reteaching the rule each time? That's the real test, and it's the difference between a one-off activity and explicit, systematic instruction that actually transfers.

This is what teaching prefixes properly looks like: not one example, but enough repetition and application that the pattern becomes automatic.

Try it this week: pick ten base words, add "un-," and see how many your students get right before you say a single word.

How many out of ten could your class get? Comment your number below.

This is what explicit morphology instruction actually looks like.Not a worksheet. Not incidental exposure. A teacher, a ...
17/08/2026

This is what explicit morphology instruction actually looks like.

Not a worksheet. Not incidental exposure. A teacher, a student, and a decodable text built around a target suffix, with the teacher modelling exactly how to break the word down before the student reads it independently.

The scaffolding is built in. Pointing to the word, naming the morpheme, connecting it to meaning before decoding, that's the difference between a student who guesses and a student who reads with understanding.

Morphology isn't the "extra" you add once phonics is done. It's the missing piece that makes decoding make sense.

Want decodables built around suffixes, not just sounds? Link in bio to see the Whole Class Pack.

09/08/2026

We don't teach suffixes in a random order. We teach them in the order kids actually need.

Sequenced alongside phonics, not bolted on separately, each one placed down at exactly the right point, the same way these decodables go on our desk.

Decoding got easier. Spelling started making sense instead of being memorised. Vocabulary exploded. Comprehension went with it.

Morphology isn't an extra layer. It's the thread that ties phonics, spelling and vocabulary together, and most teachers were never shown how.

👇 Save this, then come back and tell us which suffix you're teaching next.

05/08/2026

One lesson. One suffix. Every part already planned.

That doesn't mean less of you in the room. It means the "what" is already decided: the learning intention, the modelling, the decodable, the dictation. So your energy goes into the "how", the responsive teaching only you can do with the kids in front of you.

A fully planned lesson doesn't replace your teaching. It gives you the headspace to do the part that matters most: watching, noticing, adjusting.

Grab the lesson, link in bio.

Teaching takes enough energy on its own. Planning shouldn't take more.That's the whole reason our lessons come with teac...
02/08/2026

Teaching takes enough energy on its own. Planning shouldn't take more.

That's the whole reason our lessons come with teacher notes. Not to hand you a script, but to lower the cognitive load so you're not carrying every instructional decision in your head while you teach.

Because once the "what" is sorted, you're free to do the part that actually moves learning forward: watching your students, checking for understanding, and adjusting in real time. That's responsive teaching, and no resource can do it for you.

The notes are just the start. Here's everything else that's included 👉

Comment RESOURCES and we'll send you the details.

27/07/2026

We were two teachers, drowning in conflicting advice about how to actually teach literacy. Phonics programs that didn't align. PL that raised more questions than it answered. Morphology that felt like 'one more thing' on an already full plate.

So we built the thing we couldn't find. Resources that are evidence-based, but also practical enough to actually use on a Tuesday afternoon with 25 kids in front of you.

Now we're working with schools across Australia to make Tier 1 literacy instruction feel confident and consistent, not like guesswork.

If you've ever felt like you were figuring this out alone, you're not. Save this for the next time you need reminding.

👇 Follow for weekly clarity, classroom strategies, and morphology made simple

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