Redwood Literacy

Summer math doesn't have to mean flashcards!

The World Cup is full of opportunities to build problem solving, fractions, ratios, algebra, and critical thinking using something students are already excited about.

Follow for a new Math Wednesday tip every week!

And if your child could use extra support in math, comment WORLD CUP and we'll send you the link to book a free 15 minute consultation with Rachel. 📞

Comment your favorite team if you spotted them in today's video! ⚽

Just because a student can get the right answer doesn't mean they understand the math.

Real understanding looks different.

It looks like a student explaining their thinking, catching their own mistakes, and using what they already know to solve a new problem.

Memorization has its place, but conceptual understanding is what helps math stick long-term.

Want your child to build confidence and understanding in math? Schedule a free consultation with Rachel through the link in bio!

If you think math can’t be taught effectively online, Rachel is here to prove otherwise.

This week on Math Wednesday, she’s using Polypad to make fractions multi-sensory without needing any physical manipulatives. Students can see, hear, and interact with equivalent fractions in a way that actually makes the concept stick.

It’s visual, interactive, auditory, and honestly just really fun for students who might normally disengage during math.

Want your child to work with Rachel? Book a free consultation through the link in bio.

If you teach math online, Polypad is one of those tools that makes concepts click way faster for students.

Rachel has been using the function machine to help students visualize patterns, test ideas, and connect algebra to real-life situations, rather than just memorize rules.

The best part is its interactivity. Students can manipulate values, build tables, create graphs, and see the math evolve in real time.

If your child needs more support in math, Rachel offers personalized tutoring sessions designed to build confidence and understanding.

Book a free consultation through the link in our bio! Or comment MATH, and we will get you set up!

“Lazy” is often the label people use when they do not understand how hard a dyslexic child is already working. Many dyslexic students need dramatically more repetition and exposure to make reading and spelling skills automatic, sometimes 30 to 100 times more than their peers. That does not mean they are less intelligent. It means their brains process language differently.

So when homework ends in frustration, tears, avoidance, or exhaustion, what you are often seeing is not a lack of effort. You are seeing cognitive overload. A child who has already spent the entire school day working harder than most people realize just to keep up.

The more we understand the brain behind the struggle, the more compassion replaces shame, and that shift changes everything for a child.

Follow for research-backed dyslexia support and tools that actually help.

If your child has dyslexia and school has made them feel unintelligent, discouraged, or less capable than the kids around them, the problem is not your child. Dyslexia is a difference in how the brain processes language, not a reflection of intelligence, motivation, or potential. Many dyslexic students are highly creative, verbally strong, innovative, and capable of understanding complex ideas, while still struggling to decode text efficiently.

The issue is that most classrooms were built around the learning style of the majority, and when a child learns differently inside a system that was never designed for them, they often begin to believe they are the problem. They are not broken. They are one of the 1 in 5 children whose brains simply require a different path to reading.

And when they get the right instruction, everything can start to change.

Follow for evidence based support and a different way to understand dyslexia.

Reading feels so fundamental now that we forget how recent it actually is in human history. For most of human existence, people survived, built civilizations, raised families, created art, solved problems, and changed the world without ever reading a single word on a page. The human brain was not born wired to read. It learns to rewire itself for reading over time.

That is why dyslexia is not a sign of a broken brain. Some brains simply need far more repetition, explicit instruction, and exposure to build those reading pathways. For some children, it takes 30 to 100 more exposures for skills to become automatic, and that has nothing to do with intelligence or potential.

Your child is not failing at something humans were naturally designed to do. They are learning one of the newest and most complex skills our brains have ever had to acquire.

Follow for research-backed dyslexia education that actually changes how the world see their child.